2nd Form Lil Is

nd
2 Grade
www.meta-moldova.md
metamoldovab@gmail.com 1
Approved
_______________________________________________________________
Theoretical Lyceum/ Public Institution Theoretical Lyceum/ Primary School/ Gymnasium
Headmaster
_____________________________
UNIT PLANNING
For the _____________________Academic Year
English Language Discipline 2nd Form
Total number of hours: __________
Number of hours per week: _______
EFL Teacher ____________________________________________________________________
Name/surname/didactic degree/scientific title
Discussed at the Chair Meeting

On ________ _________________
Head of the Foreign Language Chair
Coordinated with Deputy Headmaster
2
Status of the discipline Curricular Area Number of Students’ Book Authors
Content Units
Compulsory Language and 7 Magic English, Arc 2016 I. Ignatiuc, L. Aladin, L. Foca, D.
Communication Puiu, A. Muntean
Abbreviation – Explanation
T - Teacher
INTRODUCTION
3
Content
Subcompetences Date Lesson Objectives Procedure Materials Learning
Time
Stages Methods Activities /
Techniques Evalution
1. H e l l o!
1.3 Understanding Evocation Opening Greeting the class and taking attendance. Greetings Questions 2
the meaning of - listen the Warm up activity answers
words in simple English The game “You are…” Direct, exercise 5
sentences. language Teacher (T) points to herrself and says “I am Mrs. …” audio-
2.4 Reproducing specific Vocabulary: lingual Observation
simple answers sounds; T introduces the structures: Hello, What is your name,
and questions My name is…. Sit down, Stand up, Goodbye. Performing 5
concerning the Realization - recognize T tells the students they are going to learn their first song Team work, tasks.
students’ familiar of meaning a dialogue in English. individual
objects. out of a https://www.youtube.com/watch?v=To_eXsapXCA Chorus 3
3.1. Recognizing written Reading: repetition
letters, groups of message Teacher reads the poem and asks students to repeat each Phonetic
letters, syllables in Reflection - develop line chorally and individually- Ex.4 p. 3 exercises 5
isolation and in oral fluency Speaking:
words in a - reproduce T groups the students into two circles, one inside the Pair work
handwritten text. a dialogue other so that they face each other. T tells the students in Guided Listening 7
4.1. out of a the outside circle to say “Hello. I am… What is your conversation Compre-
Reproducing written name?” to the pupils facing them. hension
/copying letters message Reading: The use of 5
(capital and lower Extension T asks some students to say the whole rhyme using their Chain learned
case forms), - identify names in the last line – Ex. 4 p. 3 reading structures
groups of letters correctly Vocabulary: 7
in isolation or in new T approaches students and asks them the learned Writing
familiar words. vocabulary structures. Elicit answers. Guided short
4.2. Reproducing in written, Writing: T asks students to write some of the learned conversation sentences 4
symbols of visual and structures.
phonetic script. aural forms Home-work 2
Ex 3, 4 p. 3 (read, role play and write)
Content
Subcompetences Date Lesson Objectives Procedure Materials Evalution
Time
Stages Methods
Techniques
4
2. M e e t m y f r i e n d .
1.2 Distinguishing Evocation - express Opening Greeting the class and taking attendance. Greetings Questions 2
in speech words thoughts in Warm up activity answers
and simple short a free The game “You are…” T. points to herrself and says “I Direct, exercise 5
sentences sincere way am Mrs. …” audio-
containing sounds Working with homework lingual
and patterns of T calls on students who volunteer or picks them. Sing the
intonation. The song. https://www.youtube.com/watch?v=To_eXsapXCA Phonetic 5
words and Vocabulary: T invites one student to the front. Team work, exercises.
sentences are - learn the Introduces him/her to the class using the structures Meet individual
presented slowly Realization new Ann. She is my friend. Meet Tim. He is my friend. T Chorus 3
and clearly, and of meaning structures repeats the sentences several times. repetition
repeated twice. - develop Grammar: T writes on the board he/she and draws the
2.1. Reproducing oral fluency students’ attention to the fact that she stands for feminine 5
certain sounds and and he for masculine. Points to a girl and says “She is Read
groups of sounds. Tina”.Points to a boy and says “He is Dan” Pair work
4.5. Copying Reading: Guided 7
words, phrases T reads the poem and asks the students to repeat each conversation The use of
and simple Reflection - practice line chorally and individually-Ex.4 p. 5 learned
sentences new Speaking: structures
according to structures T asks students to role-play a conversation using the Role- 5
written models. structures they know. (Monitor and praise.) playing.
Grammar: T asks pupils to use the structure “He/She is
- correctly my friend” when speaking about their classmates. 7
Extension identify new Reading: Guided
vocabulary T asks some students to say the whole rhyme - Ex. 4 p. 5 conversation Performing 4
in written, Writing: T asks students to write some of the learned tasks.
visual and structures 2
aural forms Home-work
Ex 2, 4 p. 5 (read, role play and write)
Content
Time
Stages Methods
Techniques
5
3. H o w a r e y o u?
1.2 Distinguishing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
in speech words thoughts in Warm up activity The game “I begin, you continue” T Questions
and simple short a free points to a student and says “he/she is my friend” Direct, answers 5
sentences sincere way Working with homework T calls on students who audio- exercise
containing sounds volunteer or picks them. lingual
and patterns of Vocabulary: T uses flashcards to introduce numbers. T 5
intonation. The holds up a flashcard, says the number and asks them to Flashcards
words and Realization - learn the repeat chorally and individually. Sing the song Team work, Phonetic
sentences are of meaning new https://www.youtube.com/watch?v=kz_EQSfFx0g individual exercises. 3
presented slowly structures Grammar: T directs the students to the ex. 4 p. 7 and Chorus
and clearly, and - develop introduces the structure – Dan is number one. Students repetition
repeated twice. oral fluency repeat it chorally and individually. 5
2.4 Reproducing Reading:
simple answers T reads the poem and asks the students to repeat each Read
and questions line chorally and individually-Ex. 5 p. 7 Pair work 7
concerning the Reflection - practice Speaking: Guided
students’ familiar new T asks students to role-play a conversation using the conversation The use of
people. structures structures they know. (Monitor and praise.) Ex.2 p. 6 learned
3.6. Reading aloud Grammar: structures 5
simple, short T encourages students to use the same structure with the Role-
sentences with - correctly rest of numbers and names. playing.
appropriate Extension identify new Vocabulary:
pronunciation, vocabulary T approaches students and asks them the learned 7
stress, intonation. in written, structures. Elicit answers. Guided Performing
visual and Writing: conversation tasks. 4
aural forms T asks students to write some of the learned structures
Ex.4 p. 7 2
Home-work Ex. 5, 6 p.7 ( learn the rhymes)
Content
Time
Stages Methods
Techniques
6
4. H o w o l d a r e y o u?
in speech words thoughts in Warm up activity The game “I begin, you continue”
and simple short a free (Count from one to six) Direct, Questions 5
sentences sincere way Working with homework T cals on students who audio- answers
containing sounds volunteer or picks them. lingual exercise 5
and patterns of Vocabulary: T uses flashcards to introduce numbers. T
intonation. The Realization - learn the holds up a flashcard, says the number and asks students to Flashcards 3
words and of meaning new repeat chorally and individually. T introduces the question Team work, Phonetic
sentences are structures “How old are you?” individual exercises.
presented slowly - develop Grammar: T directs the students to the Ex. 2 p. 8 and Chorus 5
and clearly, and oral fluency introduces the structure – Number one is a boy. Students repetition
repeated twice. repeat it chorally and individually.
3.6. Reading Reading: T reads the rhyme and asks the students to 7
aloud simple, repeat each line chorally and individually- Ex.5 p. 9 Read
short sentences Reflection Explains the new word combinations: go to the door, walk Pair work
with appropriate - practice straight. Guided
pronunciation, new Speaking: T asks students to role-play a conversation conversation The use of
stress, intonation. structures using the structures they know. Ex.3 p. 9 learned 5
4.1. Reproducing/ Grammar: T draws the students’ attention to the use of structures
copying letters the indefinite article with common nouns. Role-
(capital and lower - correctly Reading: T invites two students to the front. Student one playing.
case forms), identify new says the numbers and student two says the commands. T
groups of letters in Extension vocabulary asks some students to say the whole counting rhyme- Ex.
isolation or in in written, 5 p. 9 Guided 7
familiar words. visual and Vocabulary: T approaches students and asks them the conversation Performing
aural forms learned structures. Elicit answers. tasks. 4
Writing: T asks students to write some of the learned
structures. Ex. 2 p.8 2
Home-work Ex. 5 p. 9 (write and learn the rhyme)
Content
Time
Stages Methods
Techniques
7
5. W h e r e a r e y o u f r o m?
1.3 Understanding Evocation - express Opening Greeting the class and taking attendance. Greetings Questions 2
the meaning of thoughts in Warm up activity T divides the class into two teams. answers
words in simple a free Spreads out flashcards on the desk face down. Invites Direct, exercise 5
sentences. sincere way students from each team to come to the desk one by one, audio-
2.4 Reproducing Students choose a flashcard say and write the word on the lingual
simple answers blackboard. The team that names and writes all the words
and questions is the winner. Flashcards 4
concerning the Working with homework T calls on students who Team work,
students’ familiar Realization - learn the volunteer or picks them. individual Chorus
objects. of meaning new Vocabulary: T introduces the structure Where are you repetition 3
3.1. Recognizing structures from? Students repeat chorally and individually. T directs
letters, groups of - develop the students’ attention to the pictures. T says the names of
letters, syllables in oral fluency countries and asks the students to repeat them. Phonetic
isolation and in Grammar: T makes sure the students use the definite exercises. 5
words in a article with the USA. Alice is from the USA. Sam is from Pair work
handwritten text. the USA. T asks students to role play the situation. Guided The use of
4.1. Reproducing/ Reflection Reading: T reads the stanza and asks the students to conversation learned 4
copying letters - practice repeat each line chorally and individually-Ex.5 p. 11 structures
(capital and lower new Vocabulary: T asks students to role-play a conversation Role-
case forms), structures using the structures they know. Ex.3 p. 11 playing. 5
groups of letters in Reading: Students practice the structure Where are you
isolation or in from saying the third stanza of the song “A girl from 4
familiar words. - correctly London”
4.2. Reproducing identify new Speaking: T approaches students and asks them the Guided Performing 7
symbols of Extension vocabulary learned structures. Elicit answers. conversation tasks.
phonetic script. in written, Writing: T asks students to write some of the learned
visual and structures Ex.2 p.10 4
aural forms Home-work Ex. 4,5 p. 11 (role play and introduce your
friend) 2
Content
Time
Stages Methods
Techniques
8
6. H e i s f r o m M o l d o v a.
in speech words thoughts in Warm up activity T places flashcards with children’s Questions
and simple short a free names, their age and places of origin on the desk. T Direct, answers 5
sentences sincere way invites two students to the front. T asks them to pick up a audio- exercise
containing sounds flashcard and ask each other questions based on it. lingual
and patterns of Working with homework T calls on students who 5
intonation. The volunteer or picks them. Flashcards Phonetic
words and Vocabulary: T introduces the structure Petru is from Team work, exercises.
sentences are Realization - learn the Moldova. Ann is from England T asks the students to individual 3
presented slowly of meaning new repeat chorally and individually. Ex 1 p. 12
and clearly, and structures Grammar: T writes on the board he/she and draws the Chorus 5
repeated twice. - develop students’ attention to the fact that she stands for feminine repetition
2.1. Reproducing oral fluency and he for masculine. T points to a girl and says “She is
certain sounds and Tina”, points to a boy and says “He is Dan” T points to a Observation
groups of sounds. boy and asks Where is he from? Pair work 7
2.4 Reproducing - practice Reading: T directs the students to the picture. Asks Guided
simple answers Reflection new them what do they see there and how many ducks. conversation The use of
and questions structures Students repeat each line chorally and individually-Ex.5 learned
concerning the p. 13 structures 5
students’ familiar Speaking: T asks students to role-play a conversation Role-
people. - correctly using the structures they know. Ex.4 p. 13 playing.
4.5. Copying identify new Reading: T asks some students to read the whole rhyme 7
words, phrases vocabulary - Ex. 5 p. 13 Performing
and simple in written, Vocabulary: T approaches students and asks them the Guided tasks.
sentences Extension visual and learned structures. Elicit answers. conversation 4
according to aural forms Writing: T asks students to write some of the learned
written models. structures. Ex.3 p.12 2
Home-work Ex. 2, 5 p. 13 (learn the rhyme)
9
- practical 7. Speaking - test the Opening Greeting the class and taking attendance. Greetings 3
application of learned Observation
knowledge and assessment material Home-work 42
skills acquired Introduction (Book project - illustrate on of the learned poems)
while studying
this module
- practical 8. Speaking Opening Greeting the class and taking attendance. Greetings 3
application of Observation
knowledge and assessment Home-work 42
skills acquired Analysis (Book project - illustrate one of the learned poems)
while studying
this module
10
Content
Time
Stages MODULE ONE Methods
Techniques
1. T h i s i s a d e s k.
the meaning of thoughts in Warm up activity The game “I begin, you continue” answers
words in simple a free (using the questions and structures learned in the Direct, exercise 5
sentences. sincere way Introduction) audio-
2.4 Reproducing Working with homework T calls on students who lingual
simple answers volunteer or picks them. 5
and questions Vocabulary: T introduces the new vocabulary and Flashcards Phonetic
concerning the teaches the meaning then they work with Team work, exercises.
students’ familiar Realization - learn the https://quizlet.com/218911950/2-module-1-lesson1-flash- individual 7
objects. of meaning new cards/?new Chorus
3.1. Recognizing structures pencil- [ ˈpensl ] pen - [ pen ] pencil box- [ˈpensl bɒks] repetition
letters, groups of - develop ruler- [ ˈruːlə(r) ] desk- [ desk ] map - [ mæp ]
letters, syllables in oral fluency
exercise book [ˈeksəsaɪz bʊk], book- [bʊk]
isolation and in Observation
Introduces open - close, the students respond to the
words in a Pair work
commands and sing the song
handwritten text. Guided 5
https://www.youtube.com/watch?v=D1zf1mnFK_4
4.1. Reproducing/ Reflection conversation The use of
Grammar: T holds up flashcards with letters Aa, Ee,
copying letters - practice learned
Nn, Pp, names each letter and students repeat chorally
(capital and lower new structures
and individually. T teaches the students the possessive
case forms), structures Role-
pronouns my and your by holding and pointing to
groups of letters playing. 7
herself when saying my and to a student - your.
in isolation or in
Reading: T reads the sentences and the students repeat
familiar words. - correctly
each line chorally and individually-Ex.2 p. 15
4.2. Reproducing identify new Guided 5
Vocabulary: T directs the students’ attention to the
symbols of Extension vocabulary conversation Performing
objects they have. Encourages them to name the objects
phonetic script. in written, tasks.
they have just introduced.
visual and 7
aural forms
structures.
2
Home-work Ex 4 (read and write) 5(draw your school
things and name them in English) p. 15
11
Content
Time
Stages Methods
Techniques
2. I s t h i s y o u r b o o k ?
in speech words thoughts in Warm up activity The game “I am going on a picnic…”
and simple short a free T starts with “I am going on a picnic and I am going to Direct, Questions 5
sentences sincere way take a pen…” Students repeat and add a new word. audio- answers
containing sounds Working with homework T calls on students who lingual exercise 5
and patterns of volunteer or picks them. Students sing the song.
intonation. The https://www.youtube.com/watch?v=D1zf1mnFK_4 Flashcards
words and - learn the Vocabulary: T introduces the new vocabulary Team work, Phonetic 6
sentences are Realization new https://quizlet.com/218914442/2-module-1-lesson-2- individual exercises.
presented slowly of meaning structures flash-cards/?newe
and clearly, and - develop eraser -[ɪˈreɪ.zər ] sharpener -[ˈʃɑː.pən.ər] ball -[bɔːl] Chorus
repeated twice. oral fluency satchel- [ˈsætʃ.əl] board- [ bɔːd ] teacher -[ ˈtiːtʃə(r) ] repetition
2.1. Reproducing Grammar: T holds up flashcards with letters Bb, Ll,
certain sounds and names each letter and students repeat chorally and 5
groups of sounds. - practice individually. T teaches students to spell the words pen, Pair work Observation
2.4 Reproducing new Ben. Introduces the structures Is this a…? Is that a…? Guided
simple answers Reflection structures Teaches the answers Yes, it is, No it isn’t. conversation
and questions Reading: Students repeat each line chorally and The use of 4
concerning the individually- Ex.2 p. 17 learned
students’ familiar - correctly Speaking: Students role-play a conversation using the structures
people. identify new structures they know. (Monitor and praise.) Role- 5
4.5. Copying vocabulary Grammar: T points to different objects, asks questions playing.
words, phrases in written, and encourages students to answer. Comes up to a 4
and simple visual and student’s desk, takes an object from it and asks Is this Guided
sentences Extension aural forms your..? conversation 3
according to Reading: T asks some students to role play -Ex.2 p.17 Performing
written models. Writing: T asks students to write some of the learned tasks. 4
structures.
Home-work Ex 2,3 p. 17 (write and role play) 2
12
Content
Time
Stages Methods
Techniques
3. W h a t’ s t h i s ?
in speech words thoughts in Warm up activity The game “I am going on a picnic…” Questions
and simple short a free T starts with “I am going on a picnic and I am going to Direct, answers 5
sentences sincere way take a pen…” Students repeat and add a new word. audio- exercise
containing sounds Working with homework T calls on students who lingual
and patterns of volunteer or picks them 5
intonation. The Vocabulary: T introduces the new vocabulary Flashcards
words and - learn the https://quizlet.com/218916596/2-module-1-lesson-3-flash- Team work,
sentences are Realization new cards/?new individual 7
presented slowly of meaning structures long - [ lɒŋ ] new -[ njuː ] short- [ ʃɔːt ] old - [ əʊld ] Chorus
and clearly, and - develop small - [ smɔːl ] repetition
repeated twice. oral fluency T introduces the structures What’s this? What’s that?
2.4 Reproducing Students sing the song Producing
simple answers https://www.youtube.com/watch?v=mTisVqSrfF0 sounds [θ̼]
and questions. - practice Grammar: Pair work [ð̠] 8
3.6. Reading new T holds up flashcards with letters Mm, Tt, names each Guided
aloud simple, Reflection structures letter and students repeat chorally and individually. T conversation
short sentences writes the letters on the board. Invites several students to
with appropriate write the letters on the board too.Teaches the students to
pronunciation, - correctly spell the words name, map, ten.
stress, intonation. identify new Reading: T reads the dialogue and students repeat each
4.6. Establishing vocabulary line chorally and individually-Ex.2 p. 19 T asks some Performing 5
connections in written, students to role play. tasks.
between visual and Speaking: Students role-play a conversation using the Guided
pronunciation and Extension aural forms structures they know. Ex.1 p. 18 T approaches students conversation Writing
written images of and asks them the learned structures. short 7
letters, groups of Writing: T asks students to write the words in their sentences 4
letters. exercise books.
Home-work Ex. 3,5 p.19 (role play and write) 2
13
Content
Time
Stages Methods
Techniques
2.4 Reproducing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
4. C o l o u r s.
simple answers thoughts in Warm up activity The game “I begin, you continue” Questions
and questions a free (What’s this?, what’s that?) Sing the song Direct, answers 5
concerning the sincere way https://www.youtube.com/watch?v=mTisVqSrfF0 audio- exercise
students’ familiar Working with homework T calls on students who lingual
world. volunteer or picks them 5
3.6. Reading Vocabulary: T uses flashcards to introduce colours. Flashcards
aloud simple, - learn the Holds up a flashcard, says the colour and asks them to Team work,
short sentences Realization new repeat chorally and individually. individual 7
with appropriate of meaning structures Red - [ red ] yellow-[ ˈjeləʊ ] blue- [ bluː ] Chorus
pronunciation, - develop green - [ ɡriːn ] white - [ waɪt ] , pink- [ pɪŋk ] repetition
stress, intonation, oral fluency Grammar:
sense groups. T directs the students to the Ex. 2 p. 20, introduces the 5
4.1. Reproducing/ structure “The ruler is white?” Students repeat it
copying letters - practice chorally and individually. Pair work Identifying
(capital and lower new Reading: T reads the rhyme and students repeat each Guided items in 5
case forms), Reflection structures line chorally and individually- Ex. 6 p. 21 T Explains the conversation the
groups of letters new words: up, down, queen, kite. classroom
in isolation or in Speaking: Students role-play a conversation using the
familiar words. - correctly structures they know. (Monitor and praise). Ex.3 p.20 3
identify new Grammar: T holds up a blue pen and says: My pen is
vocabulary green. T does the same with other things. Students speak Performing
Extension in written, about their school things. tasks. 4
visual and Vocabulary: Guided
aural forms T aproaches students and asks them the learned structures. conversation Writing 3
Elicit answers. short 4
Writing: sentences
T asks students to write some of the learned structures 2
Home-work Ex. 6,7 p. 21 (learn the rhyme and write)
14
Content
Time
Stages Methods
Techniques
5. W h a t c o l o u r i s h i s c a p ?
in speech words thoughts in Warm up activity T divides the class into two teams. Questions
and simple short a free Spreads out flashcards on the desk face down. Invites Direct, answers 6
sentences sincere way students from each team to come to the desk one by one, audio- exercise
containing sounds to choose a flashcard, say and write the word on the lingual
patterns of blackboard. The team that names and writes all the words
intonation and is the winner. Flashcards 6
other specific - learn the Working with homework T calls on students who Team work,
phenomena. The Realization new volunteer or picks them individual Chorus
words and of meaning structures Vocabulary: T introduces the new vocabulary: repetition 7
sentences are - develop https://quizlet.com/218920108/2-module-1-lesson-5-flash-
pronounced oral fluency cards/?new
slowly and clearly. cap- [ kæp ] tie- [ taɪ ] scarf- [ skɑːf ] blouse- [ blaʊz ]
1.3. skirt - [ skɜːt ] shirt -[ ʃɜːt ] vest-[ vest ] Asking for
Understanding the - practice Pair work a
dress- [ dres ] suit - [ sjuːt ]
meaning of words new Guided description
T introduces the structure What colour is his/her cap?
in simple Reflection structures conversation of colours
Students repeat chorally and individually.
sentences. of the
Grammar: T writes on the board his/her and draws the
3.3 Understanding clothes
students’ attention to the fact that her stands for feminine
the meaning of - correctly 8
and his for masculine. Points to a girl and says “her
words, phrases identify new
dress”. Points to a boy and says “his cap”
and simple short vocabulary Performing
Holds up flashcards with letters Cc, Dd, Gg, Ii, names
sentences which Extension in written, tasks.
each letter and students repeat chorally and individually.
identify certain visual and Guided
Teaches the students to spell the words cat, man, am.
objects of the aural forms conversation 7
Reading: T reads the rhyme and students repeat each
students’ familiar
line chorally and individually-Ex.4 p.23
immediate Writing 7
environment. short
structures. Ex.2 p. 23
sentences 2
Home-work Ex. 4, 5, 6 p. 23 (learn the rhyme, read and
write)
15
Content
Time
Stages Methods
Techniques
6. W h e r e i s t h e b a l l ?
2.1. Reproducing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
certain sounds and thoughts in Warm up activity T divides the class into two teams. Questions
groups of sounds. a free Spreads out flashcards on the desk face down. Invites Direct, answers 5
2.2. Reproducing sincere way students from each team to come to the desk one by one, audio- exercise
certain intonation to choose a flashcard, say and write the word on the lingual
patterns and other blackboard. The team that names and writes all the words
phenomena is the winner. Flashcards 5
specific to the - learn the Working with homework T calls on students who Team work,
English language. Realization new volunteer or picks them individual
2.4 Reproducing of meaning structures Vocabulary: T introduces the new vocabulary: Chorus 7
simple answers - develop https://quizlet.com/218922750/2-module-1-lesson-6-flash- repetition
and questions oral fluency cards/?new Ex 1 p. 24 basket - [ ˈbɑː.skɪt ]
concerning the bench - [ bentʃ ] tree - [ triː ] bush - [ bʊʃ ]
students’ familiar
flower - [ ˈflaʊə(r) ] lamp - [ læmp ] bird - [ bɜːd ]
world. - practice Pair work Asking for
Grammar: T introduces the prepositions by writing them
3.3 new Guided where 7
on the board and draws the students’ attention to their
Understanding the Reflection structures conversation certain
meaning. Holds up flashcards with letters Ff, Oo, Rr, Ss,
meaning of words, objects are
names each letter and students repeat chorally and
phrases and
individually. Teaches the students to spell the words frog,
simple short - correctly
tree, bird.
sentences which identify new
Reading: T reads the words, sentences and students
identify certain vocabulary Performing 6
repeat each line chorally and individually-Ex.5 p. 25
objects of the Extension in written, tasks.
Speaking: Students role-play a conversation using the
students’ familiar visual and Guided
structures they know. (Monitor and praise.) Ex.2 p. 25
immediate aural forms conversation 7
Grammar: T points to a book and asks: Where is the
environment.
book? Helps students make up sentences with the
Writing
prepositions.
short 4
Writing: Students copy the new words and sentences in
sentences
their exercise books.Ex.5 p.25
2
Home-work Ex. 2 p.25 (ask and answer questions)
16
Content
Time
Stages Methods
Techniques
2.4 Reproducing Evocation - express Opening Greeting the class and taking attendance. Greetings Questions 2
7. R o u n d u p.
simple answers thoughts in Warm up activity Students find and read the scrambled answers
and questions a free words. Ex. 1 p. 26 Direct, exercise 5
concerning the Realization sincere way Working with homework T calls on students who audio-
students’ familiar of meaning volunteer or picks them lingual 5
people and Vocabulary: Students say what colour it is using the Asking for
objects. - practice structures they know. (Monitor and praise) Ex.2 p. 26 Flashcards where 8
4.6. Establishing learned Grammar:T directs the students to the picture. Ex 5 p. 27 Team work, certain
connections structures Reads the example, students repeat it. Encourages them individual objects are 12
between Reflection to speak about the location of the things in the picture
pronunciation and - correctly according to the example. Pair work
written images of identify Vocabulary: T approaches students and asks them the Guided Performing 8
letters, groups of Extension vocabulary learned structures. Elicit answers. conversation tasks.
letters and in written, Writing: T asks the students to fill in the missing letters, Writing 5
familiar words, visual and students copy the words in their exercise books.Ex 7 p.27
Guided short
and writing them. aural forms Home-work Ex. 6 p.27 (Which words match?) conversation sentences
skills acquired Module one (Book project - describe your school things using
while studying pictures and drawings)
this module
skills acquired Analysis (Book project - describe your school things using
this module
17
Content
Time
Stages MODULE TWO Methods
Techniques
1.3 Understanding Evocation - express Opening Greeting the class and taking attendance. Greetings
1. T i m’ s b a l l i s n e w.
the meaning of thoughts in Warm up activity The game “I begin, you continue” Questions 2
words in simple a free (using the words and structures learned in the1st Module) Direct, answers
sentences. sincere way Working with homework T calls on students who audio- exercise 4
2.4 Reproducing volunteer or picks them lingual
simple answers Vocabulary: T introduces the new vocabulary: 5
and questions https://quizlet.com/218931551/2-module-2-lesson-1- Flashcards
concerning the - learn the flash-cards/?new Team work, Chorus
students’ familiar Realization new plane - [ pleɪn ] train - [ treɪn ] lorry - [ ˈlɒri ] individual repetition 7
objects. of meaning structures rope - [ rəʊp ] doll - [ dɒl ] bike - [ baɪk ]
3.1. Recognizing - develop
kite - [ kaɪt ] car - [ kɑː(r) ] bus -[ bʌs ]
letters, groups of oral fluency
Grammar: T introduces Possessive case. Points to a
letters, syllables in Paraphrase
student and says. He is Tim. His pen is blue. Tim’s pen is
isolation and in summarize
blue. Holds up flashcards with letters Hh, Kk, Uu, Yy,
words in a - practice Pair work or translate 5
names each letter and students repeat chorally and
handwritten text. new Guided
individually.
4.1. Reproducing/ Reflection structures conversation
Reading: T reads the sentences and students repeat each
copying letters Performing 5
line chorally and individually-Ex.2 p. 28
(capital and lower tasks.
Vocabulary: T holds up flashcards with the new words.
case forms), - correctly
Students repeat chorally and individually. Practice the
groups of letters identify new 3
new words using familiar structures. What’s this?
in isolation or in vocabulary
It’s a kite.What colour is the kite? It’s white.
familiar words. Extension in written,
Grammar: Students practice Possessive case Ex 1 p. 28.
4.2. Reproducing visual and Guided Observation
T tells them the toys belong to Tim and Ann. Asks them
symbols of aural forms conversation 5
to say what toys belong to Tim using the new structure.
phonetic script. Writing
Reading: T asks some students to read and others to
short 4
repeat Ex. 2 p.28
sentences
Writing: T asks students to write the letters and the new
3
words
2
Home-work Ex 3,5 p. 29 (read and write the sentences)
18
Content
Time
Stages Methods
Techniques
2.1. Reproducing Evocation - express Opening Greeting the class and taking attendance. Greetings Questions 2
2. M y f a m i l y.
certain sounds and thoughts in Warm up activity The game “I am going on a answers
groups of sounds. a free picnic…”“I am going on a picnic and I am going to take a Direct, exercise 5
2.4 Reproducing sincere way ball…” Students repeat and add a new word. audio-
simple answers Working with homework T calls on students who lingual
and questions volunteer or picks them 4
concerning the Vocabulary: T introduces the new vocabulary: Flashcards
students’ familiar - learn the Grandmother - [ˈɡrænmʌðə(r] father -[ ˈfɑːðə(r) ] Team work,
people- their Realization new grandfather [ˈɡrænfɑːðə(r)] mother -[ˈmʌðə(r) ] individual 6
family. of meaning structures Chorus
son -[ sʌn ] daughter - [ ˈdɔːtə(r) ]
4.1. Reproducing/ - develop repetition
copying letters oral fluency brother - [ ˈbrʌðə(r) ] sister - [ ˈsɪstə(r) ]
(capital and lower Sing the song 5
case forms), https://www.youtube.com/watch?v=aFKk3Y8vm58
groups of letters - practice Grammar: T holds up flashcards with letters Jj, Xx, Pair work
in isolation or in new Vv, Ww, names each letter and students repeat chorally Guided
familiar words. Reflection structures and individually. Teaches the students to spell the words conversation Performing
4.5. Copying vest, box, white. Introduces the structures I have a tasks.
words, phrases mother. She is… 5
and simple - correctly Reading: Students repeat each line chorally and
sentences identify new individually-Ex.2,4 p. 30-31
according to vocabulary Speaking: T directs the students to the picture of the 5
written models. Extension in written, Browns’ family. Ex 3 p. 31 Reads the example and Writing
1.7. Identifying visual and students repeat and make up their own sentences to Guided sentences
and comparing the aural forms describe each member of the family. conversation presenting
students’ families Grammar: Students speak about their families.Ex 5 p. one’s own 3
with typical 31 family
families from Vocabulary: T approaches students and asks them the 4
English Speaking learned structures. Elicit answers. 4
countries. Writing: T asks students to name and write the letters. 2
Home-work Ex 4,7 p. 31(Read the sentences and write.)
19
Content
Time
Stages Methods
Techniques
3. I s y o u r f a t h e r a d ri v e r?
certain sounds and thoughts in Warm up activity The game “I begin, you continue” answers
groups of sounds. a free (using the words and structures learned in the previous Direct, exercise 5
2.4 Reproducing sincere way lesson) audio-
simple answers Working with homework T calls on students who lingual
and questions - learn to volunteer or picks them
concerning the identify Vocabulary: T uses flashcards to introduce new Flashcards 5
students’ familiar professions vocabulary. Students repeat the words chorally and Team work, Chorus
people- their Realization in the individually. https://quizlet.com/219012853/2-module-2- individual repetition
family. of meaning community lesson-3-flash-cards/?new 8
4.1. Reproducing/ - develop policeman - [ pəˈliːs.mən ] housewife - [ ˈhaʊs.waɪf ]
copying letters oral fluency mechanic - [ məˈkæn.ɪk ] pupil - [ˈpjuːpl ]
(capital and lower - practice
programmer - [ˈprəʊ.ɡræm.ər] teacher - [ ˈtiːtʃə(r) ]
case forms), asking for Performing
groups of letters family shop-assistant - [ʃɒpəˈsɪstənt] doctor - [ ˈdɒktə(r) ] Pair work tasks.
in isolation or in members driver - [ ˈdraɪvə(r) ] farmer - [ ˈfɑːmə(r) ] Guided
familiar words. Reflection professions Grammar: T introduces the general question – Is your conversation 6
4.5. Copying - correctly father/ mother a…? and the answers to it. Yes, he/she is.
words, phrases identify new No, he/she isn’t
and simple vocabulary Reading: T reads the sentences and students repeat Writing
sentences in written, each line chorally and individually- Ex.4 p. 33 sentences 5
according to visual and Speaking: Students work in pairs. T prompts them to presenting
written models. Extension aural forms ask and answer questions following the example. one’s own 3
- write (Monitor and praise.) Ex.2 p. 32 Guided family
sentences Grammar: T asks the students to find out whose conversation members 4
describing father/mother is a…. Following the example: Is your professions
one’s own mother a doctor? 5
family Writing: T asks students to write sentences describing
members’ one’s own family members’ professions. 2
professions Home-work Ex. 3,7 p.33 (Write the mising letters and
read the words)
20
Content
Time
Stages Methods
Techniques
4. B e n h a s a h o u s e .
2.4 Reproducing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
simple answers thoughts in Warm up activity The game “I begin, you continue”
and questions a free (using the words and learned structures) Direct, Questions 5
concerning the sincere way Working with homework T calls on students who audio- answers
students’ familiar volunteer or picks them lingual exercise
people. Vocabulary: T uses flashcards to introduce new 5
3.6. Reading vocabulary. Students repeat the words chorally and Flashcards
aloud simple, - learn to individually. https://quizlet.com/219013873/2-module-2- Team work,
short sentences Realization identify lesson-4-flash-cards/?new individual Chorus 8
with appropriate of meaning words roof- [ ruːf ] garage - [ ˈɡærɑːʒ ] chimney - [ ˈtʃɪm.ni ] repetition
pronunciation, describing window –[ˈwɪndəʊ] balcony – [ˈbæl.kə.ni] door - [dɔː(r) ]
stress, intonation. houses in Grammar: T directs the students to the ex. 1 p. 34 7
4.1. Reproducing/ the introduces the structure “She/he has” Students repeat it
copying letters community chorally and individually.
(capital and lower - develop Reading: T reads the sentences and students repeat each Pair work
case forms), oral fluency line chorally and individually-Ex.4,5 p. 35 Guided 5
groups of letters Reflection Speaking: T invites several students to the front. Each conversation Performing
in isolation. student is to hold up a flashcard and let the classmates tasks.
4.6. Establishing - practice name the objects. (Monitor and praise.) Ex.1 p.34
connections asking for a Grammar: T places the students in a circle. Each student 3
between description should have an object in his/her hand; They have to say
pronunciation and of a house what the neighbour has in his /her hand. 4
written images of Extension - write Reading: T invites students to the front. Students say the Writing
letters, groups of sentences rhyme. Ex. 4 p. 35 Guided sentences
letters. describing Writing: T asks students to write some of the learned conversation describing 4
someone’s structures someone’s 2
house Home-work Ex. 5,6 p.35 Students have to draw pictures house
of Jill’s house and answer the questions.
21
Content
Time
Stages Methods
Techniques
5. I n t h e h o u s e.
in speech words thoughts in Warm up activity T divides the class into two teams. answers
and simple short a free Spreads out flashcards on the desk face down. Invites Direct, exercise 5
sentences sincere way students from each team to come to the desk one by one, audio-
containing sounds, to choose a flashcard, say and write the word on the lingual
intonation and is the winner. Flashcards 5
other specific - learn to Working with homework T calls on students who Team work,
phenomena. The Realization identify volunteer or picks them individual Chorus
words and of meaning furniture in Vocabulary: T uses flashcards to introduce new repetition 8
sentences are the house vocabulary. https://quizlet.com/219014579/2-module-2-
pronounced - develop lesson-5-flash-cards/?new
slowly and clearly. oral fluency bed-[bed] computer-[kəmˈpjuːtə(r)] bath-tub- [ˈbɑːθ.tʌb ]
1.3. fridge- [ frɪdʒ ] TV set- [ˌtiː ˈviː set ]
Understanding the Pair work
living room- [ ˈlɪvɪŋ ruːm] bathroom- [ ˈbɑːθruːm ]
meaning of words - practice Guided
in simple Reflection asking for a kitchen- [ ˈkɪtʃɪn ] bedroom- [ ˈbedruːm ] conversation Performing 7
sentences. description Grammar: T writes all the personal pronouns in a tasks.
2.4 Reproducing of furniture column on the board. Asks the students to repeat them
simple answers items in a chorally and individually.Introduces the general question
and questions house and the answers to it. Do you have a computer? Yes, I do. 5
concerning the No, I don’t.
students’ familiar Extension - correctly Reading: Students repeat each line chorally and Writing
world –their identify new individually-Ex.4 p. 37 Guided sentences
homes. vocabulary Grammar: T places the students in a circle and asks them conversation describing 7
in written, to say all the personal pronouns one by one. someone’s 4
visual and Writing: T asks students to write some of the learned house
aural forms words. Ex. 6 p. 37 2
Home-work Ex. 3, 4 p. 36-37 (Match and read the
sentences)
22
Content
Time
Stages Methods
Techniques
6. I n t h e l i v i n g – r o o m.
certain sounds and thoughts in Warm up activity T divides the class into two teams. answers
groups of sounds. a free Spreads out flashcards on the desk face down. Invites Direct, exercise 5
2.2. Reproducing sincere way students from each team to come to the desk one by one, audio-
certain intonation to choose a flashcard, say and write the word on the lingual
patterns and other blackboard. The team that names and writes all the words
phenomena is the winner. Flashcards 5
specific to the - learn the Working with homework T calls on students who Team work,
English language. Realization new volunteer or picks them individual Chorus
2.4 Reproducing of meaning structures Vocabulary: T uses flashcards to introduce new repetition 8
simple answers - develop vocabulary. https://quizlet.com/219028725/2-module-2-
and questions oral fluency lesson-6-flash-cards/?new
concerning the bookcase - [ ˈbʊk.keɪs ] chair - [ tʃeə(r) ]
students’ familiar armchair- [ ˈɑːm.tʃeər ] table - [ ˈteɪbl ] Observation
world- furniture. - practice Pair work
sofa - [ ˈsəʊ.fə ] carpet - [ ˈkɑːpɪt ] floor - [ flɔː(r) ]
3.3 asking for a Guided Performing 7
Grammar: T introduces the general question and the
Understanding the Reflection description conversation tasks.
answers to it. Does she/he have a computer? Yes, she/he
meaning of words, of furniture
does. No, she/he doesn’t.
phrases and items in the 5
Listening: Students repeat each line chorally and
simple short living room
individually- Ex.4 p. 39 Some students read the text.
sentences which - correctly
Speaking: Students role-play a conversation using the
identify certain identify new Writing 3
structures they know. T monitors and praises. Ex.3 p. 39
objects of the Extension vocabulary sentences
Grammar: Students work in pairs. They ask and
students’ familiar in written, Guided describing 4
answer questions about the things and the people in the
immediate visual and conversation one’s own
picture. Ex 1, 2 p. 38
environment. aural forms living room 4
Writing: Students copy the new words in their exercise
books. Ex 1 p.38
2
Home-work Ex. 4, 6 p.39 (Look at the picture and
choose the right word)
23
Content
Time
Stages Methods
Techniques
7. R o u n d u p
simple answers thoughts in Warm up activity Play the game “Guess what Tom has in answers
and questions a free his satchel” Direct, exercise 5
concerning the Realization sincere way Working with homework T calls on students who audio-
students’ familiar of meaning volunteer or picks them lingual 5
people and Vocabulary: Students say what the characters in the
objects. - practice picture have and don’t have. Ex.1 p. 40 Flashcards Performing 8
4.6. Establishing learned Grammar:T directs the students to the picture. Ex 2 p. 40 Team work, tasks.
connections structures Reads the example, students repeat it. Encourages them individual 12
between to ask and answer questions.
pronunciation and - correctly Vocabulary: T approaches students and asks them the Pair work
written images of Reflection identify learned structures. Elicit answers. Guided Writing 8
letters, groups of vocabulary Writing: T asks the students to fill in the missing letters, conversation short
letters and in written, and copy the words in their exercise books. Ex 4 p.41 sentences
familiar words, Extension visual and Home-work Guided 5
and writing them. aural forms Ex 7 p.41 (aarange the words in alphabetical order) conversation
- practical - test the Opening Greeting the class and taking attendance. Greetings 3
knowledge and 8. 9. T e s t material Home-work Tests 42
skills acquired Pape r Module two (Book project - write about your family members or
while studying your house using pictures and drawings)
this module
- practical 10. T e s t Opening Greeting the class and taking attendance. Greetings 3
knowledge and Pape r Home-work Tests 42
skills acquired Analysis (Book project - write about what yor family members Exercise
while studying or your house using pictures and drawings) books
this module
24
Content
Time
Stages MODULE THREE Methods
Techniques
1. H o w m a n y ?
certain sounds and thoughts in a Warm up activity The game “I begin, you continue” answers
groups of sounds. free sincere (using the words and structures learned in the second Direct, exercise 5
2.2. Reproducing way Module) audio-
certain intonation Working with homework T calls on students who lingual 5
patterns and other volunteer or picks them
phenomena - learn to Vocabulary: T uses flashcards to introduce new Flashcards
specific to the identify vocabulary. Team work, 3
English language. Realization objects and thirteen - [ ˌθɜːˈtiːn ] fourteen - [ ˌfɔːˈtiːn ] individual
2.4 Reproducing of meaning their plural fifteen- [ ˌfɪfˈtiːn ] sixteen- [ ˌsɪksˈtiːn ] Chorus
simple answers form repetition
seventeen - [ ˌsevnˈtiːn ] eighteen- [ ˌeɪˈtiːn ]
and questions - develop 5
concerning the oral fluency nineteen- [ ˌnaɪnˈtiːn ] twenty- [ ˈtwenti ]
students’ familiar Grammar: T introduces Plural of nouns. Holds up a
people and pen and says ‘one pen’. Holds up several and says ‘many Pair work Performing
objects. - practice pens’. Draws students’ attention to the ending –s in plural Guided tasks.
3.6. Reading Reflection asking for nouns. Encourages them to pronounce the final –s conversation Exercises
aloud simple, objects and distinctly. on 7
short sentences their plural Reading: Students repeat each line chorally and selective
with appropriate form individually-Ex.5 p. 43 reading 5
pronunciation, Vocabulary: T holds up flashcards with the new words.
stress, intonation. - correctly Students repeat chorally and individually and practice the Writing
1.4. Participating Extension identify new new words using familiar structures. sentences 3
in activities vocabulary Grammar: Students practice Plural of nouns Ex 1 Guided asking
employing in written, p.42 conversation how many 4
counting from 1 to visual and How many? They count the things in the classroom. objects one
20 aural forms Reading: Some students read and others repeat Ex. 5 has in the
1.5.Writing p.43 pencil box/ 4
numbers 1-20 Vocabulary: T approaches students and asks them the satchel etc 2
learned words, expressions. Elicit answers.
Writing: T asks students to write the numbers.
Home-work Ex 4, 5 p. 43 (Read and learn the rhyme)
25
Content
Time
Stages Methods
Techniques
2. T h e s e a r e l a m p s.
in speech words thoughts in a Warm up activity The game “I am going on a picnic…” Questions
and simple short free sincere “I am going on a picnic and I am going to take five Direct, answers 5
sentences way balls…” Have the students repeat and add a new word audio- exercise
containing sounds, and number. lingual 5
patterns of - learn to Working with homework
intonation and Realization identify T calls on students who volunteer or picks them Flashcards Chorus
other specific of meaning plural form Grammar: Team work, repetition 3
phenomena. The of nouns, T holds up a book and says ‘This is a book’, holds up individual
words and introducing some books and says ‘These are books’. Students repeat
sentences are these/those the sentences. Performing
pronounced the new That is… Those are… tasks. 5
slowly and clearly. structures Reading: Exercises
2.2. Reproducing Reflection - develop Students repeat each line chorally and individually- Ex.3 on
certain intonation oral fluency p. 45 Pair work selective 7
patterns and other - practice Grammar: Guided reading
phenomena asking for a T directs the students to the picture Ex 2 p.44 They say conversation
specific to the description what they see in the pictures. T draws the attention to the 12
English language. of a picture things they see in the foreground and in the background. Writing
2.4 Reproducing identifying Reading: Students repeat the sentences chorally. T sentences
simple answers Extension these/those checks comprehension - Ex. 3 p.45 Guided describing 4
and questions constructions Writing: conversation one’s
concerning the - correctly T asks students to substitute words for pictures and write personal
students’ identify new the sentences Ex 5 p. 45 belongings 2
immediate needs, vocabulary Home-work Ex 4,6 p. 45
familiar people in written, (Arrange the words, read and write the sentences)
and objects. visual and
aural forms
26
Content
Time
Stages Methods
Techniques
3. A r e t h e s e j e a n s ?
1.3 Understanding Evocation - express Opening Greeting the class and taking attendance. Greetings 2
the meaning of thoughts in Warm up activity The game “I begin, you continue”
words in simple a free (using the learned words and structures) Direct, Questions 5
sentences. sincere way Working with homework T calls on students who audio- answers
1.5. Recognizing volunteer or picks them lingual exercise 5
simple, short - learn to Vocabulary: T uses flashcards to introduce new
questions and identify vocabulary. Students repeat the words chorally and Flashcards
answers referred clothes in individually. https://quizlet.com/219030549/2-module-3- Team work, 8
to the students’ Realization plural lesson-3-flash-cards/?new individual
familiar objects. of meaning - develop jeans - [dʒiːnz] trousers - [ˈtraʊzəz] shorts- [ʃɔːts]
Questions and oral fluency shoe - [ʃuː] tights - [ taɪts ] stocking - [ˈstɒk.ɪŋ] Chorus
answers are repetition 7
sock - [ sɒk ]
pronounced - practice
Speaking: Students work in pairs. T encourages them to
slowly, clearly and asking for a
describe items of clothing in the picture. Monitors and
repeated several description Pair work
praises. Ex. 1 p. 46
times. of colors of Guided Performing
T prompts students to use the adjectives they know (new,
2.2. Reproducing Reflection the clothes conversation tasks
old, long, and short) and names of colours.
certain intonation of someone Exercises
Grammar: Students work in pairs asking and answering
patterns and other or on 5
questions. Ex. 3 p. 47
phenomena something selective
Listening:
specific to the reading 5
Students repeat the sentences chorally. T checks
English language. Extension - correctly
comprehension - Ex. 4 p. 47
3.6. Reading aloud identify new
Vocabulary:
simple, short vocabulary Guided Writing 2
T approaches students and asks them the learned
sentences with in written, conversation sentences 4
structures. Elicit answers.
appropriate visual and describing
Writing: T asks students to write the words in their
pronunciation, aural forms someone’s 2
exercise books
stress, intonation. clothes
Home-work Ex. 4,5 p. 47
(True or False).
27
Content
Time
Stages Methods
Techniques
4. A b o u t m e.
the meaning of thoughts in Warm up activity The game “I begin, you continue” Questions
simple, short a free (using the learned words and structures) Direct, answers 5
instructions and sincere way Working with homework T calls on students who audio- exercise
directions related volunteer or picks them lingual
to classroom - learn to Vocabulary: T uses flashcards to introduce new 5
activities, identify vocabulary. Students repeat the words chorally and Flashcards
formulated words individually. https://quizlet.com/219037141/2-module-3- Team work, Chorus
directly, in Realization describing lesson-4-flash-cards/?new individual repetition 8
commonly used of meaning physical hair - [ heə(r) ] head - [ hed ] eye - [ aɪ ]
language, slowly appearance left hand- [left hænd] ear- [ɪə(r)] face- [feɪs]
and clearly, and - develop
nose-[nəʊz] mouth - [maʊθ] finger- [ˈfɪŋɡə(r) ]
repeated several oral fluency Performing
Sing the song https://www.youtube.com/watch?
times. tasks.
v=QkHQ0CYwjaI
2.4 Reproducing - practice Pair work 7
Reading: T substitutes words for pictures and reads the
simple answers asking for a Guided Exercises
sentences and the students repeat each line chorally and
and questions Reflection description conversation on
individually-Ex.3 p. 49
concerning the of selective
Speaking: T invites several students to the front. Each
students’ familiar someone’s reading 5
student has to point and say the parts of the body. T
people and appearance
monitors and praises. Ex.1 p.48
objects. 4
Grammar: T encourages students to ask and answer
2.5. Reproducing Extension - correctly Writing
questions on the picture. Ex 4 p. 49
one simple short identify new short 3
Vocabulary: T approaches students and asks them the
poem and one vocabulary Guided sentences 4
learned structures. Elicit answers.
song. in written, conversation
visual and 2
structures
aural forms
Home-work Ex. 3 p. 49
(Substitute words for pictures and write the sentences)
28
Content
Time
Stages Methods
Techniques
5. T h e s e a s o n s.
simple, short a free (using the learned words and structures) Direct, answers 5
instructions and sincere way Working with homework T calls on students who audio- exercise
directions volunteer or picks them lingual
formulated - learn to Vocabulary: T uses flashcards to introduce new
directly, in identify vocabulary. Students repeat the words chorally and Flashcards 5
commonly used seasons and individually. Team work, Chorus
language, slowly Realization vocabulary winter - [ ˈwɪntə(r) ] snow- [ snəʊ ] individual repetition
and clearly, and of meaning describing snowman - [ ˈsnəʊ.mæn] cold - [ kəʊld ] 3
repeated several the seasons
autumn - [ ˈɔːtəm ] rain - [ reɪn ]
times. - develop Performing
2.2. Reproducing oral fluency cool - [ kuːl ] spring - [ sprɪŋ ] tasks. 5
certain intonation sun - [ sʌn ] snowdrops - [ˈsnəʊ.drɒp ]
patterns and other warm - [ wɔːm ] summer - [ ˈsʌmə(r) ] Pair work Exercises
phenomena - practice hot - [ hɒt ] sky - [ skaɪ ] Guided on 7
specific to the Reflection asking for a Reading: T reads the poem and the students repeat each conversation selective
English language. description line chorally and individually- Ex.5 p. 51 reading
2.5. Reproducing of seasons Vocabulary:
one simple short Students make up sentences with the new words and 5
poem. structures. T monitors and praises. Ex.1 p.50
3.4. Defining Extension - correctly It’s winter. It’s cold. It’s a cold season. Writing
connections identify new Reading: Students repeat the sentences chorally. T sentences
between sentences vocabulary checks comprehension - Ex. 5 p. 51 Guided describing 7
and pictures which in written, Vocabulary: T approaches students and asks them the conversation favorite
go with them. visual and learned structures. Elicit answers. season
1.6. Identifying aural forms Writing: Students write some of the learned words 4
month and seasons Ex.2 p. 51
of the year. Home-work Ex. 3,5 p.51 (Substitute words for pictures 2
and answer the questions Ex 3 p. 51)
29
Content
Time
Stages Methods
Techniques
6. T w e l v e m o n t h s.
in speech words thoughts in Warm up activity T divides the class into two teams.
and simple short a free Spreads out flashcards on the desk face down. Invites Direct, Questions 5
sentences sincere way students from each team to come to the desk one by one, audio- answers
containing sounds, to choose a flashcard, say and write the word on the lingual exercise
patterns of - learn to blackboard. The team that names and writes all the words
intonation and identify the is the winner. Flashcards 5
other specific months of Working with homework T calls on students who Team work,
phenomena. The Realization the year. volunteer or picks them individual
words and of meaning - develop Vocabulary: T uses flashcards to introduce new Chorus 5
sentences are oral fluency vocabulary. Students repeat the words chorally and repetition
pronounced individually. The months of the year.Ex 1 p.52 Exercises
slowly and clearly. - practice Sing the song on
2.4 Reproducing asking for a https://www.youtube.com/watch?v=5enDRrWyXaw selective 3
simple answers description Grammar: T introduces ordinal numerals. Pair work reading
and questions of the Dan is number one. He is the first. Guided
concerning the Reflection month the Reading: Students repeat each line chorally and conversation
seasons and month learners individually-Ex.5 p. 53 5
of the year. identify Speaking: Students repeat each name chorally and
3.6. Reading aloud with when individually, role-play a conversation using names of
simple, short birthdays seasons and months. T monitors and praises. Ex.4 p.53 Performing 5
sentences with Extension are When is Tim’s birthday? tasks.
appropriate concerned It’s in December, winter.
pronunciation, - correctly Grammar: T invites some students to the front in a line Guided Writing 3
stress, intonation. identify new to practice ordinal numerals. conversation sentences
1.6. Identifying vocabulary Vocabulary: T approaches students and asks them the describing 6
month and seasons in written, learned structures. Elicit answers. favorite
of the year. visual and Writing: Students copy the new words in their exercise month and 4
aural forms books. Ex 1 p.52 season 2
Home-work Ex. 3, 5 p.53 (Complete and read)
30
Content
Time
Stages Methods
Techniques
2.5. Reproducing Evocation - express

Opening Greeting the class and taking attendance. Greetings 2
7. R o u n d u p.
one simple short thoughts in Warm up activity Play the game “Guess what Tom has in Questions
poem and one a free
his satchel” Direct, answers 5
song. Realization sincere way Working with homework T calls on students who audio- exercise 5
3.1. Recognizing of meaning - practice
volunteer or picks them lingual
letters, groups of learned Vocabulary: T encourages students to name, count and 8
letters, syllables in structures describe. Ex.2 p. 54 Flashcards
isolation and in Grammar: T directs the students to match the ordinal Team work, Performing
words in a numeral with the month Ex. 3 p. 54 individual tasks. 12
handwritten text. - correctly Vocabulary: T approaches students and asks them the
4.6. Establishing identify learned structures. Elicit answers. Ex. 4 p. 55 Pair work
connections Reflection vocabulary Writing: T asks the students to fill in the missing words, Guided 8
between in written, and copy the sentences in their exercise books. conversation Writing
pronunciation and visual and Ex 5 p.55 short 5
written images of Extension aural forms Home-work Ex. 6, 7 p.55 (Read and answer the Guided sentences
letters and questions) conversation
familiar words,
and writing them.
skills acquired Module (Book project - describe a season using pictures and
while studying three drawings)
this module
skills acquired Analysis (Book project - describe a season using pictures and
while studying drawings)
this module
31
Content
Time
Stages MODULE FOUR Methods
Techniques
1. W h a t d a y i s i t t o d a y ?
2.1. Reproducing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
certain sounds and thoughts in Warm up activity The game “I begin, you continue” Questions
groups of sounds. a free (using the learned words and structures) Direct, answers 5
2.2. Reproducing sincere way Working with homework T calls on students who audio- exercise
certain intonation volunteer or picks them lingual
patterns and other - learn the Vocabulary: T uses flashcards to introduce new 5
phenomena new vocabulary. Students repeat the words chorally and Flashcards
specific to the structures individually. Ex 1 p.56 Team work,
English language. Realization - develop Monday- [ ˈmʌndeɪ ] Tuesday- [ ˈtjuːzdeɪ ] individual Chorus 5
2.4 Reproducing of meaning oral fluency Wednesday- [ ˈwenzdeɪ ] Thursday- [ ˈθɜːzdeɪ ] repetition
simple answers
Friday- [ ˈfraɪdeɪ ] Saturday- [ ˈsætədeɪ ]
and questions - practice 3
concerning the asking for Sunday-[ˈsʌndeɪ] Sing the song
students’ familiar the English https://www.youtube.com/watch?v=36n93jvjkDs
people and order of the Grammar: T tells the students that the days of the week Pair work Performing
objects. week days are always capitalized. Guided tasks.
3.6. Reading aloud Reflection in Reading: T reads the thyme and the students repeat each conversation Exercises 7
simple, short comparison line chorally and individually- Ex 3 p. 57 on
sentences with to the Speaking: Students practice the names of the days of the selective
appropriate Republic of week in various familiar structures. Ex 3 p. 57 reading 5
pronunciation, Moldova Grammar: T approaches a student and asks What day is
stress, intonation. Extension style it today? Prompts the answer It’s…
3.4 Defining Reading: T asks some students to read and others to 4
connections - correctly repeat Ex 3 p. 57 Guided Writing
between sentences identify new Vocabulary: T approaches students and asks them the conversation sentences 3
and pictures which vocabulary learned words, expressions. Elicit answers. describing 4
go with them. in written, Writing: T asks students to write the days of the week the week
visual and Home-work Ex 4, 5 p. 57 days 2
aural forms Students have to read the words and find out the „Odd-
Man-Out”.
32
Content
Time
Stages Methods
Techniques
2. W h a t t i m e i s i t ?
in speech words thoughts in Warm up activity The game “I am going on a picnic…” Questions
and simple short a free Start with “I am going on a picnic and I am going to take Direct, answers 5
sentences sincere way a ball…” Have the students repeat and add a new word. audio- exercise
containing sounds, Working with homework T calls on students who lingual
patterns of volunteer or picks them. 5
intonation and - learn the Vocabulary: T introduces new vocabulary. Flashcards
other specific new Clock - [ klɒk ] Team work, 3
phenomena. The Realization structures Grammar: T asks the students when they get up. Then individual
words and of meaning - develop points out that he/she gets up at seven o’clock. Draws the Chorus
sentences are oral fluency students’ attention to the form of the verbs in the third repetition 5
pronounced person singular.
slowly and clearly. Reading: T reads the text and the students repeat each
2.2. Reproducing - practice line chorally and individually-Ex. 5 p.59 Some questions Exercises 7
certain intonation asking for are asked to check comprehension. Pair work on
patterns and other time - What time does Tim get up? Guided selective
phenomena Reflection - What time does Bill eat? conversation reading
specific to the - correctly - What time does Dolly go to bed? 5
English language. identify new Speaking: Students work in pairs asking and answering Performing
2.4 Reproducing vocabulary questions as in the example. Ex 4 p. 58 tasks.
simple answers in written, Grammar: Students make up sentences about their
and questions Extension visual and friends. 3
concerning the aural forms Vocabulary: T approaches students and asks them the 4
students’ learned structures. Elicit answers. Guided Writing
immediate needs. Writing: T asks students to write the right time Ex 2 p. conversation sentences 4
2.5 Reproducing a 58 telling the
simple short Home-work Ex 6, 7 p. 59 time 2
poem. (Learn the rhyme)
33
1.1.1 Apprehend an oral
message;
1.1.2 Produce English sounds
with English language
pattern and acoustic value;
2.2.2 Recognize the type of
clauses/sentences
(affirmative, negative or
interrogative)34
2.2.3 Recognize the main
components of a text;
2.2.4 Realize systematically
practical reading
exercises;
3.2.3 Role play dialogues;
3.2.4 Transform affirmative
sentences into negative
and interrogative
35
4.3.1 Learn the correct writing
of word / clause/
sentence component s
Content
Time
Stages Methods
Techniques
36
3. T i m’s d a y.
words in simple a free (using the words and structures learned in the previous Direct, answers 5
sentences. sincere way lesson) audio- exercise
1.5. Recognizing Working with homework T calls on students who lingual
simple, short - learn to volunteer or picks them. 5
questions and identify Vocabulary: T introduces new vocabulary. Students Flashcards
answers referred words repeat the words chorally and individually. Team work, Chorus
to the students’ Realization describing Good morning [ɡʊd ˈmɔːnɪŋ] individual repetition 3
familiar objects. of meaning the parts of Good afternoon [ɡʊd ˌɑːftəˈnuːn]
Questions and the day Good evening [ɡʊdˈiːvnɪŋ] Good night [ɡʊd naɪt ]
answers are - develop Performing 5
Grammar: T focuses the students’ attention on the use of
pronounced oral fluency tasks.
don’t and doesn’t in negative sentences.
slowly, clearly and
Reading: T reads the sentences and students repeat each
repeated several - practice Pair work 7
line chorally and individually- Ex. 4 p. 61 Students
times. asking for Guided Writing
answer the given questions.
2.2. Reproducing Reflection activities the conversation sentences
- Does Ann get up at 7 o’clock?
certain intonation learners describing
- When does she go to school?
patterns and other perform one’s own
- Does she play in the afternoon?
phenomena during the activities 5
- When does she sleep?
specific to the day during the
Speaking: Students work in pairs ask and answer
English language. Extension day 3
questions on Tim’s day Ex.1 p. 60
3.6. Reading - correctly
Grammar: Students say what they do and don’t do in the
aloud simple, identify new Guided 4
morning, in the evening. Ex.2 p. 60
short sentences vocabulary conversation
with appropriate in written,
learned structures. Elicit answers.
pronunciation, visual and 4
Writing: T asks students to write what Tim does/doesn’t
stress, intonation. aural forms
do every day
2
Home-work Ex. 4,6 p. 61
(Write 5 sentences about what you do every day)
Content
Time
Stages Methods
Techniques
37
4. D o y o u p l a y t e n n i s ?
simple, short a free (using the words and structures learned in the previous Direct, answers 5
instructions and sincere way lesson) audio- exercise
directions related Working with homework T calls on students who lingual
to classroom volunteer or picks them. 5
activities, Vocabulary: T introduces new vocabulary and uses Flashcards Chorus
formulated - learn the flashcards to introduce new words. Students repeat the Team work, repetition
directly, in Realization new words chorally and individually. individual 3
commonly used of meaning structures Tennis [ ˈten.ɪs ] Football [ ˈfʊtbɔːl ] Chess [ tʃes ]
language, slowly - develop Grammar: T introduces the general question Do you…? Exercises
and clearly, and oral fluency Reading: T reads the text and students repeat each line on 5
repeated several chorally and individually-Ex. 3 p. 63 Students answer the selective
times. given questions. reading
1.2 Distinguishing - practice - What is the name of the girl? Pair work 7
in speech words asking for a - Where is she from? Guided Performing
and simple short Reflection favorite - Does she play football? conversation tasks.
sentences sport Speaking: T invites several students to the front. Each
containing sounds, student is to hold up a flashcard and the classmates name
patterns of - correctly the sports. (Monitor and praise.) 5
intonation and identify new Grammar: T directs the students to the Ex. 2 p. 63 Writing
other specific Extension vocabulary Students practice asking and answering questions in pairs. sentences
phenomena. The in written, Do you play chess? Yes, I do. No, I don’t. describing 3
words and visual and Vocabulary: T approaches students and asks them the Guided one’s own
sentences are aural forms learned structures. Elicit answers. conversation favorite 4
pronounced Writing: T asks students to write questions and answers. sport 4
slowly and clearly. Ex. 2 p. 63 activities
Home-work Ex. 4, 5 p.63 (Write 5 sentences about your 2
friend)
Content
Time
Stages Methods
Techniques
38
5. D o e s A n g e l a l i k e i c e – c r e a m?
the meaning of thoughts in Warm up activity T divides the class into two teams. Questions
simple, short a free Spreads out flashcards on the desk face down. Invites Direct, answers 5
instructions and sincere way students from each team to come to the desk one by one, audio- exercise
directions related to choose a flashcard, say and write the word on the lingual
to classroom - learn to blackboard. The team that names and writes all the words
activities, identify is the winner. Working with homework T calls on Flashcards 5
formulated words on students who volunteer or picks them. Team work,
directly, in Realization food Vocabulary: T introduces new vocabulary and uses individual Chorus
commonly used of meaning - develop flashcards to introduce new words. Students repeat the repetition 8
language, slowly oral fluency words chorally and individually.
and clearly, and https://quizlet.com/219048721/2-module-4-lesson-5- Performing
repeated several - practice flash-cards/?new tea [ tiː ] egg [ eɡ ] coffee [ ˈkɒfi] tasks.
times. asking for jam [ dʒæm ] milk [ mɪlk ] butter [ ˈbʌtə(r) ]
2.2. Reproducing favorite Pair work Exercises
cheese [ tʃiːz ] ice cream [ aɪs kriːm ] bread [ bred ]
certain intonation food, Guided on 5
Grammar: Students say what each character likes – Ex 1
patterns and other Reflection introducing conversation selective
p. 64 T points to a character and asks – Does Jemmy like
phenomena the present reading
jam?
specific to the simple, 3rd 5
Reading: T substitute words for pictures and reads the
English language. person Writing
text and students repeat each line chorally and
3.4. Defining singular sentences
individually-Ex.5 p. 65
connections mentioning 7
Speaking: T shows flashcards with the new words in
between sentences - correctly one’s
random order and students have to name the words.
and pictures which identify new Guided favorite
Students work in pairs and answer questions about the
go with them. Extension vocabulary conversation food, and 2
food they like. Ex 2 p. 64
in written, one’s
Grammar: T places the students in a circle and they have
visual and family 4
to ask questions on the neighbors’ likes.
aural forms members
Writing: T asks students to write some questions about
2
what the members of their family like. Ex.4 p. 65
Home-work Ex. 5, 6 p.65 (Read and say True or False.)
Content
Time
Stages Methods
Techniques
39
6. W h at d o y o u d o o n S u n d a y ?
1.5. Recognizing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
simple, short thoughts in Warm up activity T divides the class into two teams.
questions and a free Spreads out flashcards on the desk face down. Invites Direct, Questions 5
answers referred sincere way students from each team to come to the desk one by one, audio- answers
to the students’ to choose a flashcard, say and write the word on the lingual exercise
familiar objects. - learn to blackboard. The team that names and writes all the words
Questions and identify is the winner. Flashcards 5
answers are action verbs Working with homework T calls on students who Team work,
pronounced Realization - develop volunteer or picks them. individual
slowly, clearly and of meaning oral fluency Vocabulary: T introduces new vocabulary and uses Chorus 3
repeated several flashcards to introduce new words. Students repeat the repetition
times. words chorally and individually.
2.4 Reproducing - practice play football roller skate have fun
simple answers asking for ride a bike jump the rope walk Performing
and questions one’s Grammar: T introduces the structures: Pair work tasks.
concerning the weekend What do you do on Sunday? Guided Exercises 5
weekend Reflection day I ride my bike. conversation on
activities. What does Kate do on Sunday? selective
3.6. Reading aloud She plays in the park. reading 7
simple, short Reading: T reads the dialogue and students repeat each
sentences with line chorally and individually-Ex.3 p. 67
appropriate - correctly Speaking: Students role-play a conversation using the 5
pronunciation, identify new words they know. T monitors and praises. Ex.1 p. 66
stress, intonation. vocabulary Grammar: Students work in pairs and ask and answer Guided Writing
Extension in written, questions about the things and the people in the picture. conversation sentences 3
visual and Ex. 2 p. 67 mentioning 4
aural forms Vocabulary: T approaches students and asks them the weekend
learned structures. family 4
Writing: Students copy the new words in their exercise pastimes 2
books. Ex 1 p.66
Home-work Ex. 3 p.67 (Read and role play the dialogue)
Content
Time
Stages Methods
Techniques
40
3.1. Recognizing Evocation - express Opening Greeting the class and taking attendance. Greetings 2
7. R o u n d u p
letters, groups of thoughts in Warm up activity Play the game “Odd-Man-Out” Direct, Questions
letters, syllables in a free Working with homework T calls on students who audio- answers 5
isolation and in Realization sincere way volunteer or picks them. lingual exercise 5
words in a of meaning Vocabulary: Students indicate the right order of the days Flashcards 8
handwritten text. - practice of the week. Ex.1 p. 68 Team work, Performing
4.6. Establishing learned Grammar: T directs the students to the Ex 4 p. 68 individual tasks.
connections structures Reads the example and students repeat it. Encourages 12
between - correctly them to write Do or Does. Pair work
pronunciation and Reflection identify Vocabulary: T approaches students and asks them the Guided
written images of vocabulary learned structures. Elicit answers. conversation Writing 8
letters, groups of in written, Writing: T asks the students to fill in the missing letters; short
letters and familiar Extension visual and students copy the words in their exercise books. Ex 2 p.68 Guided sentences 5
words, and writing aural forms Home-work Ex. 6 p.69 (Choose the correct answer). conversation
them.
skills acquired Module four (Book project - describe what your family members
while studying like or don’t like using pictures and drawings)
this module
skills acquired Analysis (Book project - describe what your family members
while studying like or don’t like using pictures and drawings)
this module
Content
Time
Stages MODULE FIVE Methods
Techniques
41
1. D a n’ s t o w n.
in speech words thoughts in Warm up activity The game “I begin, you continue” Questions
and simple short a free (using the learned words and structures) Direct, answers 5
sentences sincere way Working with homework T calls on students who audio- exercise
containing sounds, volunteer or picks them. lingual 5
and other specific - learn to Vocabulary: T introduces new vocabulary and uses
phenomena. The identify flashcards to introduce new words. Students repeat the Flashcards
words and words words chorally and individually. Team work, Chorus 8
sentences are Realization describing https://quizlet.com/219075799/2-module-5-lesson-1- individual repetition
pronounced of meaning the place of flash-cards/?new
slowly and clearly. the Stadium [ ˈsteɪ.di.əm ] Supermarket [ˈsuːpəmɑːkɪt ]
2.1. Reproducing community Bank [ bæŋk ] Monument [ ˈmɒn.jʊ.mənt ] Performing
certain sounds and - develop tasks.
School [ skuːl ] Library [ ˈlaɪbrəri ] Hospital [ ˈhɒspɪtl ]
groups of sounds. oral fluency Exercises 7
Grammar: T teaches the structure There is a …..
2.4 Reproducing Pair work on
Drills the structure chorally and individually using the
simple answers - practice Guided selective
things in the classroom.
and questions Reflection asking for a conversation reading
Reading: T reads the text and students repeat each line
concerning the description 5
chorally and individually- Ex 3 p. 71
students’ familiar of town
Speaking: T holds up flashcards with the new words.
people and setting
Sudents repeat chorally and individually and practice the
objects. 4
locations in various familiar structures. Ex 1 p. 70
3.6. Reading aloud - correctly
Grammar: T tells the students to read and complete the
simple, short identify new Writing 3
sentences Ex 2 p. 70 using the picture on page 70.
sentences with vocabulary Guided sentences
Students make up similar sentences describing their own
appropriate Extension in written, conversation describing
village/town.
pronunciation, visual and one’s own 4
Writing: T asks students to write sentences using the
stress. aural forms community
structure There is a…. while decribing the classroom.
2
Home-work Ex 3,4 p. 71 (True or False)
Content
Time
Stages Methods
Techniques
42
2. I n t h e s t r e e t.
in speech words thoughts in Warm up activity The game “I am going on a picnic…” answers
and simple short a free “I am going on a picnic and I am going to take a ball…” Direct, exercise 5
sentences sincere way Students repeat and add a new word. audio-
patterns of - learn to volunteer or picks them 5
intonation and identify the Vocabulary: T introduces new vocabulary and uses Flashcards
other specific rules of the flashcards to introduce new words. Students repeat the Team work, Chorus
phenomena. The Realization traffic lights words chorally and individually. individual repetition 8
words and of meaning https://quizlet.com/219078126/2-module-5-lesson-2-
sentences are - develop flash-cards/?new
pronounced oral fluency theatre [ ˈθɪətə(r) ] cinema [ ˈsɪnəmə ] Performing
slowly and clearly. circus [ ˈsɜː.kəs ] traffic lights [ ˈtræfɪk laɪts ] tasks.
2.2. Reproducing Grammar: T makes sure the students understand that Exercises
certain intonation - practice There is.. is used with a singular noun, and There are … Pair work on 7
patterns and other asking for a goes with plural nouns. Students repeat sentences with Guided selective
phenomena Reflection description there is.. , there are… chorally and individually. conversation reading
specific to the of one’s Reading: T reads the text and students repeat each line 5
English language. community chorally and individually-Ex. 2 p.72
2.4 Reproducing Speaking: Students work in pairs and make up sentences
simple answers - correctly using the structure There is.. and the new vocabulary. Ex 1
and questions identify new p. 72 3
concerning the vocabulary Grammar: T tells the students to write down what they Writing
students’ in written, see in the street on their way to school. Ex 8 p. 73 Guided sentences 4
immediate needs, Extension visual and Vocabulary: T approaches students and asks them the conversation describing 4
familiar people aural forms learned structures. Elicit answers the
and objects. Writing: T asks students to write similar dialogues. Ex 4 community
p.73 2
Home-work Ex 6, 7 p. 73 (Substitute words for pictures
and read the sentences, describe the picture)
Content
Time
Stages Methods
Techniques
43
3. I a m p l a y i n g .
words in simple a free (using the words and structures learned in the previous Direct, exercise 5
sentences. sincere way lesson) audio-
1.5. Recognizing Working with homework T calls on students who lingual 5
simple, short volunteer or picks them
questions and Vocabulary: T introduces new vocabulary and uses Flashcards
answers referred - learn to flashcards to introduce new words. Students repeat the Team work, Chorus 3
to the students’ Realization identify words chorally and individually. individual repetition
familiar objects. of meaning action verbs Wear [ weə(r) ]
Questions and - develop Grammar: 5
answers are oral fluency T sits on the chair and says – I am sitting. Points to a Performing
pronounced student and says – He is sitting. Does the same with other tasks.
slowly, clearly and - practice activities. Exercises 7
repeated several asking for Reading: T reads the sentences and the students repeat Pair work on
times. actions each line chorally and individually- Ex. 5 p.75 T checks Guided selective
2.2. Reproducing Reflection using the comprehension conversation reading
certain intonation present Speaking: 5
patterns and other continuous Students work in pairs. T prompts them to make sentences
phenomena tense – I wear… I am wearing….
specific to the Grammar: Students say what he/she is doing. Ex.3 p. 74 3
English language. - correctly Example: Amy is walking. Writing
3.6. Reading identify new Vocabulary: T approaches students and asks them the sentences 4
aloud simple, vocabulary learned structures. Elicit answers. Guided describing
short sentences Extension in written, Writing: conversation someone’s
with appropriate visual and Students write what the children in Exercise 3 p. 74 are actions on 4
pronunciation, aural forms wearing. the
stress, intonation. Example: Diana is wearing jeans. moment of
Home-work Ex. 6, 7 p. 75 speaking 2
(Write True or False and describe the picture)
Content
Time
Stages Methods
Techniques
44
4. I n t h e v i l l a g e .
simple, short a free (using the words and structures learned in the previous Direct, exercise 5
instructions and sincere way lesson) audio-
directions Working with homework T calls on students who lingual 5
formulated volunteer or picks them
directly, in Vocabulary: T introduces new vocabulary and uses Flashcards
commonly used - learn to flashcards to introduce new words. Students repeat the Team work, Chorus
language, slowly Realization identify words chorally and individually. individual repetition 8
and clearly, and of meaning fruits and https://quizlet.com/219088698/2-module-5-lesson-4-
repeated several vegetables flash-cards/?new
times. - develop plum [ plʌm ] nut [ nʌt ] apple [ ˈæp.l̩ ] 5
1.2 Distinguishing oral fluency potato [ pəˈteɪtəʊ ] tomato [ təˈmɑːtəʊ ] carrot [ ˈkærət ] Performing
in speech words Grammar: T introduces the negative sentences. Points to tasks.
and simple short a students and says – he is not eating. Pair work Exercises 5
sentences - practice Reading: T reads the text and students repeat each line Guided on
containing sounds, Reflection asking for a chorally and individually-Ex. 2 p. 77 Several students conversation selective
and other specific description read the text. T encourages correct intonation. reading 3
phenomena. The of fruits and Speaking: T invites several students to the front. Each
words and vegetables student is to hold up a flashcard and let the classmates
sentences are name the words. T monitors and praises. 4
pronounced - correctly Grammar: T directs the students to the Ex. 1 p. 76 and
slowly and clearly. identify new students practice negative sentences by describing the
2.4 Reproducing vocabulary picture. Guided Writing 2
simple answers Extension in written, Vocabulary: T approaches students and asks them the conversation sentences 4
and questions visual and learned structures. Elicits answers. describing
concerning the aural forms Writing: Students write what their grand parents have in one’s own 2
students’ familiar their garden. Ex. 5 p. 77 adventure
people and Home-work Ex. 2, 3 p. 77 in the
objects. (Read and correct the sentences) village
Content
Time
Stages Methods
Techniques
45
5. I s J e m m y p l a y i n g ?
the meaning of thoughts in Warm up activity T divides the class into two teams. Questions
simple, short a free Spreads out flashcards on the desk face down. Invites Direct, answers 5
instructions and sincere way students from each team to come to the desk one by one, audio- exercise
directions to choose a flashcard, say and write the word on the lingual
formulated blackboard. The team that names and writes all the words
directly, in is the winner. Flashcards 5
commonly used - learn to Working with homework T calls on students who Team work,
language, slowly, Realization identify volunteer or picks them individual
clearly, and of meaning action verbs Vocabulary: T introduces new vocabulary and uses Chorus 3
repeated several - develop flashcards to introduce new words. Students repeat the repetition
times. oral fluency words chorally and individually.
2.2. Reproducing Watch TV [ wɒtʃ ˌtiː ˈviː] 5
certain intonation Grammar: T introduces the question Is he/she reading? Performing
patterns and other - practice Reading: T reads the text and students repeat each line Pair work tasks. 2
phenomena asking for chorally and individually-Ex.4 p.79 Guided Exercises 5
specific to the Reflection actions in Speaking: T uses a picture to review the structures with conversation on
English language. the present the Present Progressive Tense. Students make up selective
2.4 Reproducing continuous affirmative and negative sentences. reading 5
simple answers tense Grammar: T invites students to the front to mime some
and questions actions. The class asks questions – Is he/she playing? T
concerning the - correctly asks students to answer the questions. 7
students’ familiar identify new Reading: Students repeat the sentences chorally. T checks
people and vocabulary comprehension - Ex. 4 p.79 Guided
objects. Extension in written, Vocabulary: T approaches students and asks them the conversation Writing 2
3.4. Defining visual and learned structures. Elicits answers. sentences 2
connections aural forms Writing: using the
between sentences T asks students to write some questions using the present present
and pictures which continuous tense. Ex.3 p. 79 continuous 2
go with them. Home-work Ex. 4 p. 79 tense
( Read and answer the questions)
Content
Time
Stages Methods
Techniques
46
farm.
in speech words thoughts in Warm up activity T divides the class into two teams. answers
6. O n t h e
intonation and - learn to is the winner. Flashcards 5
other specific identify Working with homework T calls on students who Team work, Chorus
phenomena. The Realization animals on volunteer or picks them individual repetition
words and of meaning the farm Vocabulary: T introduces new vocabulary and uses 8
sentences are - develop flashcards to introduce new words. Students repeat the
pronounced oral fluency words chorally and individually. Performing
slowly and clearly. https://quizlet.com/219465231/2-module-5-lesson-6- tasks.
1.5. Recognizing - practice flash-cards/?new Exercises
simple, short asking for a horse [ hɔːs ] cow [ kaʊ ] pig [ pɪɡ ] hen [ hen ] Pair work on
questions and description duck [ dʌk ] rooster [ ˈruː.stər ] chicken [ ˈtʃɪkɪn ] Guided selective 3
answers referred Reflection of a picture Reading: T reads the text – On the farm - students repeat conversation reading 4
to the students’ using the each line chorally and individually- Ex.3 p.81
familiar objects. specific Speaking: Students role-play a conversation using the Pair work
3.6. Reading aloud vocabulary words they know. T monitors and praises. Ex.1 p. 80 5
simple, short Grammar: T tells the students to find the words and use Writing
sentences with them to desribe the picture. Ex. 2 p. 80 sentences
appropriate - correctly Reading:Some students read the text - Ex. 3. p. 81 describing 5
pronunciation, identify new Vocabulary: T approaches students and asks them the Guided one’s
stress, intonation. Extension vocabulary learned structures. Elicits answers. conversation experience
in written, Writing: Students copy the new words in their exercise in the 2
visual and books. Ex 1 p. 80 village/on
aural forms Home-work Ex. 3, 4 p. 81 the farm 4
(Read and complete Mr. Hanson’s answers) 2
Content
Time
Stages Methods
Techniques
47
7. R o u n d u p.
simple answers thoughts in Warm up activity Play the game “Odd-Man-Out” answers 4
and questions a free Working with homework T calls on students who Direct, exercise 5
concerning the Realization sincere way volunteer or picks them audio-
students’ of meaning Grammar: Students practice the structures I am playing. lingual 8
immediate needs, She/he is playing.
familiar people - practice Vocabulary: Students indicate what Nick and Andrew Flashcards Performing 3
and objects. learned like. Ex.1 p. 82 Team work, tasks.
3.1. Recognizing structures Grammar: Sudents practice the forms of the verb – to be individual
letters, groups of Reflection - Ex 2 p. 82 7
letters, syllables in - correctly Vocabulary: T approaches students and asks them the
isolation and in identify learned structures. Elicits answers. Ex 6,8 p. 82-83 Pair work Writing 5
words in a vocabulary Writing: T asks students to unscramble the sentences and
Guided short 8
handwritten text. Extension in written, copy them in their exercise books. conversation sentences
visual and Ex 3 p.82
aural forms Home-work Ex. 4,7 p. 83 (Choose the correct answer) 3
skills acquired Module five (Book project - describe life in the village using
this module
skills acquired Analysis (Book project - describe life in the village using
this module
48
Content
Time
Stages MODULE SIX Methods
Techniques
1. E a s t e r S u n d a y .
in speech words thoughts in Warm up activity The game “I begin, you continue” answers
and simple short a free (using the words and structures learned in the Fifth Direct, exercise 5
sentences sincere way Module) audio-
patterns of - learn to volunteer or picks them 5
intonation and identify Vocabulary: T introduces new vocabulary and uses Flashcards
other specific words flashcards to introduce new words. Students repeat the Team work,
phenomena. The Realization describing words chorally and individually. individual Chorus
words and of meaning Easter https://quizlet.com/219471423/2-module-6-lesson-1- repetition 7
sentences are Sunday flash-cards/?new
pronounced - develop Easter cake [ ˈiː.stər keɪk ] Easter egg [ ˈiː.stər eɡ ]
slowly and clearly. oral fluency candle [ ˈkæn.dl̩ ] church [ tʃɜːtʃ ] Easter [ ˈiː.stər ] Performing
2.1. Reproducing tasks. 3
Jesus Christ [ˈʤiːzəs kraɪst] holiday [ ˈhɒlədeɪ ]
certain sounds and - practice Pair work Exercises
Grammar: T draws the students’ attention to the use of
groups of sounds. asking for a Guided on 5
the preposition in before names of months.
2.2. Reproducing Reflection description conversation selective
certain intonation of actions reading
chorally and individually- Ex 2 p. 84
patterns and other performed 5
Grammar: T tells the students to read and correct the
phenomena on an Easter
sentences Ex 6 p. 85
specific to the Sunday Writing
Reading: Some students read and others repeat Ex 2
English language. - correctly sentences 5
p. 84
3.6. Reading aloud identify new describing
Speaking:
simple, short vocabulary Guided one’s own
T approaches students and asks them the learned words,
sentences with Extension in written, conversation actions on 6
expressions. Elicits answers.
appropriate visual and Easter 2
Writing: Students complete and write sentences Ex 3 p.
pronunciation, aural forms Sunday
85
stress, intonation.
Home-work Ex 2, 5 p. 85
(Read and answer the questions)
49
Content
Time
Stages Methods
Techniques
2. T o m m y’s b i r t h d a y .
in speech words thoughts in Warm up activity The game “I am going on a picnic…” answers
and simple short a free “I am going on an Easter picnic and I am going to take a Direct, exercise 5
sentences sincere way ball…” Students repeat and add a new word. audio-
containing sounds, Working with homework T calls on students who lingual 5
patterns of - learn to volunteer or picks them
intonation and identify Vocabulary: T introduces new vocabulary and uses Flashcards
other specific words flashcards to introduce new words. Students repeat the Team work, 8
phenomena. The Realization necessary words chorally and individually. individual Chorus
words and of meaning for a https://quizlet.com/219473489/2-module-6-lesson-2- repetition
sentences are birthday flash-cards/?new
pronounced party kettle [ ˈket.l̩ ] cup [ kʌp ] saucer [ ˈsɔː.sər ]
slowly and clearly. - develop plate [ pleɪt ] fork [ fɔːk ] knife [ naɪf ]
2.2. Reproducing oral fluency
teaspoon [ ˈtiː.spuːn ] spoon [ spuːn ]
certain intonation Pair work Performing
Sing the song
patterns and other - practice Guided tasks.
https://www.youtube.com/watch?v=_z-1fTlSDF0
phenomena Reflection asking for a conversation Exercises 2
Grammar: Structures: There is.. There are…
specific to the description on
English language. of a selective 7
chorally and individually- Ex.3 p.87 T checks
2.4 Reproducing birthday reading
comprehension by asking questions.
simple answers party 5
Speaking: Students work in pairs and make up sentences
and questions
using the new words. Ex 1 p. 86
concerning the - correctly
Grammar: Students say what they see on the table using
students’ identify new Guided Writing 3
There is…/ There are... Ex 1 p.86
immediate needs, Extension vocabulary conversation sentences
familiar people in written, describing 2
learned structures. Elicits answers.
and objects. visual and one’s own
Writing: T asks students to write the missing letters and
aural forms birthday 4
read the words. Ex 6 p.87
party
Home-work Ex 3,4 p. 87
2
(read and say True or False)
50
Content
Time
Stages Methods
Techniques
3. I t w a s S u n d a y y e s t e r d a y .
words in simple a free (using the words and structures learned in the previous Direct, exercise 5
sentences. sincere way lesson) audio-
1.5. Recognizing Working with homework T calls on students who lingual
simple, short - learn to volunteer or picks them
questions and identify the Vocabulary: T introduces new vocabulary and uses Flashcards 5
answers referred Realization past form of flashcards to introduce new words. Students repeat the Team work,
to the students’ of meaning the verb “to words chorally and individually. individual Chorus
familiar objects. be” yesterday [ ˈjestədeɪ ] princess [ ˌprɪnˈses ] repetition 3
Questions and - develop singer [ ˈsɪŋə(r) ] rainy [ ˈreɪ.ni ] Phonetic
answers are oral fluency drills
sunny [ ˈsʌn.i ] happy [ ˈhæpi ]
pronounced 5
Grammar: T holds up a flashcard with a day of the
slowly, clearly and Performing
week. Asks – what day is it today?
repeated several - practice Pair work tasks.
What day was it yesterday? Prompts the students to name
times. Reflection asking for a Guided Exercises 7
the previous day using the past form – It was..
2.2. Reproducing description conversation on
certain intonation of activities selective
chorally and individually- Ex.2 p.89
patterns and other performed reading 5
Speaking: Students work in pairs. T prompts them to
phenomena “yesterday”
make up sentences using the new words.
specific to the
Grammar: T uses flashcards with various days of the
English language. - correctly Guided Writing 7
week to practice the new structure.
3.6. Reading aloud identify new conversation sentences
simple, short Extension vocabulary describing
learned structures. Elicits answers.
sentences with in written, one’s own
Writing: Students complete and write the sentences.
appropriate visual and actions 4
Exercise 3 p. 89
pronunciation, aural forms performed
Home-work Ex. 2, 4 p. 89
stress, intonation. “yesterday” 2
(Read and complete the sentences)
51
Content
Time
Stages Methods
Techniques
4. A s c h o o l t r i p .
simple, short a free (using the words and structures learned in the previous Direct, exercise 5
instructions and sincere way lesson) audio-
directions Working with homework T calls on students who lingual
formulated volunteer or picks them 5
directly, in - learn to Vocabulary: T introduces new vocabulary and uses Flashcards
commonly used identify flashcards to introduce new words. Students repeat the Team work, Chorus
language, slowly Realization action verbs words chorally and individually. individual repetition 4
and clearly, and of meaning in the future trip [ trɪp ] picnic [ ˈpɪk.nɪk ] Phonetic
repeated several simple tense see [ siː ] sing [ sɪŋ ] drills
times. - develop Grammar: T introduces Future Simple. Writes on the 4
1.2 Distinguishing oral fluency board the sentences: I will have a trip.
in speech words She will have a picnic.
and simple short - practice They will play football. Pair work Performing
sentences asking for a Students repeat each sentence chorally and individually. Guided tasks.
containing sounds, Reflection description Reading: T reads the letter and students repeat each line conversation Exercises 7
patterns of of future chorally and individually-Ex. 2 p.90 Several students read on
intonation and summer the letter. T encourages correct intonation. selective
other specific plans Speaking: T invites several students to the front. Each reading
phenomena. The student is to hold up a flashcard and let the classmates
words and - correctly name the words. T monitors and praises. 5
sentences are identify new Grammar: Students practice Future Simple by describing
pronounced vocabulary the picture. Ex. 1 p. 90 Guided Writing
slowly and clearly. Extension in written, Example: Ammy will play with the dog. conversation sentences 3
2.4 Reproducing visual and Vocabulary: T approaches students and asks them the describing
simple answers aural forms learned structures. Elicits answers. one’s own 4
and questions. Writing: Students write sentences - what they will do on future
Sunday plans 4
Home-work Ex. 3,5 p.91 (Match and write the sentences) 2
52
Content
Time
Stages Methods
Techniques
5. A t t h e p e t s h o p .
the meaning of thoughts in Warm up activity up T divides the class into two teams. answers
simple, short a free Spreads out flashcards on the desk face down. Invites Direct, exercise 5
instructions and sincere way students from each team to come to the desk one by one, audio-
directions to choose a flashcard, say and write the word on the lingual
formulated blackboard. The team that names and writes all the words
directly, in is the winner. Flashcards 5
commonly used - learn to Working with homework T calls on students who Team work,
language, slowly Realization identify pets volunteer or picks them individual Chorus
and clearly, and of meaning - develop Vocabulary: T introduces new vocabulary and uses repetition 7
repeated several oral fluency flashcards to introduce new words. Students repeat the Phonetic
times. words chorally and individually. drills
2.4 Reproducing https://quizlet.com/219536843/2-module-6-lesson-5-
simple answers - practice flash-cards/?new
and questions asking for a turtle [ ˈtɜː.tl̩ ] hedgehog [ˈhedʒ.hɒɡ] dog [ dɒɡ ] Pair work
concerning the description parrot [ ˈpær.ət ] fish [ fɪʃ ] hamster [ ˈhæm.stər ] Guided Performing
students’ familiar Reflection of one’s pets cat [ kæt ] Sing the song conversation tasks.
people and https://www.youtube.com/watch?v=pWepfJ-8XU0 Exercises
objects. - correctly Reading: T reads the rhymes and students repeat each on 7
2.5. Reproducing identify new line chorally and individually-Ex.4,6 p.93 T checks selective
one simple short vocabulary comprehension reading
poem in written, Speaking: T directs the students to the picture Ex 1. p. 92, 6
3.4. Defining visual and students name the animals and birds in the picture.
connections aural forms Encourages them to say where the birds and the animals Guided
between sentences Extension are. conversation Writing 6
and pictures which Grammar: Students look at the list of the animals and sentences
go with them. make up sentences according to the model. Ex 3 p. 92 describing 5
Writing: Students write the new vocabulary in their a pet
exercise books. Ex.1 p. 93 2
Home-work Ex. 4, 6 p. 93 ( Read and learn the poems)
53
Content
Time
Stages Methods
Techniques
6. S c h o o l i s o v e r .
in speech words thoughts in Warm up activity up T divides the class into two teams. answers
and other specific blackboard. The team that names and writes all the words
phenomena. The - learn to is the winner. Flashcards 5
words and identify Working with homework T calls on students who Team work, Chorus
sentences are Realization summer volunteer or picks them individual repetition
pronounced of meaning words Vocabulary: T introduces new vocabulary and uses Phonetic 8
slowly and clearly. - develop flashcards to introduce new words. Students repeat the drills
1.5. Recognizing oral fluency words chorally and individually.
simple, short https://quizlet.com/219537823/2-module-6-lesson-6-
questions and flash-cards/?new
answers referred - practice sea [ siː ] swim [ swɪm ] seaside [ ˈsiːˈsaɪd ] beach [ biːtʃ ] Pair work Performing
to the students’ asking for a sunbathe [ ˈsʌn.beɪð] umbrella [ʌmˈbrelə] forest [ ˈfɒrɪst ] Guided tasks.
familiar objects. Reflection description Reading: T reads the text and students repeat each line conversation Exercises 7
Questions and of summer chorally and individually-Ex.3 p.95 Some students read on
answers are plans the text. selective
pronounced Speaking: Students role-play a conversation using the reading 5
slowly, clearly and - correctly words they know. T monitors and praises. Ex.1 p.94
repeated several identify new Grammar: T refers the students to the picture Ex. 2 p.
times. vocabulary 94. Asks the students to read the bubbles. Students work 3
3.6. Reading aloud Extension in written, in chain. T encourages them to say what the children in Guided Writing
simple, short visual and the pictures will do in summer. conversation sentences 4
sentences with aural forms Vocabulary: T approaches students and asks them the describing
appropriate learned structures. Elicits answers. someone’s 4
pronunciation, Writing: Students copy the new words in their exercise summer
stress, intonation. books. Ex 1 p. 94 plans 2
Home-work Ex. 4,5 p. 95 (write what the characters and
you will do in summer)
54
8. R o u n d u p.
students’ of meaning Grammar: the structures I am playing. She/he is playing. lingual Performing 5
immediate needs, - practice Vocabulary: Students match the pictures to the words tasks. 5
familiar people learned Ex.3 p. 96 Flashcards
and objects. structures Grammar: Sudents practice the forms of the verb – to be Team work, 4
4.6. Establishing - Ex 2 p. 96 individual
connections Reflection Vocabulary: T approaches students and asks them the Pair work Writing 7
between - correctly learned structures. Elicits answers. Ex 5 p. 97 Guided short 7
pronunciation and identify Writing: Students answer the questions and copy them in conversation sentences 5
written images of vocabulary their exercise books. Ex 4 p.96
letters, groups of Extension in written, Home-work Ex. 6 p. 97 (Find the words).
letters and familiar visual and
words, and writing aural forms
them.
- practical - test the Opening Greeting the class and taking attendance. Greetings 3
knowledge and 8. 9. F i n a l material Home-work Tests 42
skills acquired T e s t (Book project - write about your family members or
while studying P a p e r you will do in summer using pictures and drawings)
this module
- practical 10. T e s t Opening Greeting the class and taking attendance. Greetings 3
knowledge and Pape r Home-work Tests 42
skills acquired Analysis (Book project - write about what yor family members Exercise
while studying you will do in summer using pictures and drawings) books
this module
55
11. I k n o w E n g l i s h.
students’ of meaning Vocabulary: Students describe the rooms in the lingual 8
immediate needs, - practice picture Ex.2 p. 98
familiar people learned Grammar: Flashcards 9
and objects. structures Sudents practice tidying up the living room Ex 3 p. Team work,
2.5. Reproducing 98 individual Performing
one simple short Reflection - correctly Vocabulary: tasks. 8
poem and one identify T approaches students and asks them the learned
song. vocabulary structures. Elicits answers. Ex 5 p. 97
3.1. Recognizing in written, Writing: students answer the questions and copy them Pair work 6
letters, groups of Extension visual and in their exercise books. Guided Writing
letters, syllables in aural forms Ex 1 p.98 conversation short
isolation and in sentences 2
words in a Home-work Ex. 4 p. 99
handwritten text. (Complete the sentences)
4.6. Establishing
connections
between
pronunciation and
written images of
letters, groups of
letters and
familiar words,
and writing them.
56

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