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Planu La Clasa 4

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4 th form: total 68 hours Specific Competence Indicators (SCI) and Sub Competences (SC) Nr. Content Hours Date Notes SCI SC Term 1 32 Module 1 7 Lesson 1 Back to School 1 Listening 1.3.Understanding the meaning of simple instructions and directions related to classroom act
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    4 th form: total 68 hours Specific Competence Indicators (SCI) and Sub Competences (SC)   Nr. Content Hours Date Notes SCI SC Term 1 32 Module 1 7 Lesson 1 Back to School   1 Listening 1.3.Understanding the meaning of simple instructions and directions related to classroom activities. The instructions and directions are presented slowly and clearly. 1.1.Distinguishing in speech words and simple short sentences containing sounds, patterns of intonation and other specific phenomena. The words and sentences are pronounced slowly and clearly. thought, get back, be glad, fall, exciting, well; Spoken Interaction 2.2.Producing simple sentences to briefly describe summer holidays, to express tastes, preferences, emotions and the way the students feel about their first day at school. 1.Talking about their first school day: Ex.1 p.2 2.Talking about summer holidays: I played with my friend. Did you go there? Ex.2,3,7,8 p.2-3   Reading 3.1. Understanding the general meaning of a simple short message, referred to familiar situations of everyday life. Ex.4 p.2 Written Interaction 4.4.Writing a simple short message about one’s summer vacation, using expressions and short sentences, structures and grammar forms that have been practiced. Writing about summer holidays: Ex.9 p.3   Lesson 2 A Trip to Soroca 1 Spoken Interaction  2.3Participating in simple dialogues related to summer holidays and using simple word and expressions that been practiced. century, trip, oak, build, take pictures, travel, etc. Talking about summer holidays: Why did you take it?   Ex.1,2,3 p.4-5 Reading 3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students’ Text: ’A Trip to Soroca’:  Ex.4 p.5  familiar world- summer holidays. The text is used as a source of information and discussion. 3.8.Applying the strategies of receiving a written message: defining the type of a text; understanding the general idea of the text; recognizing familiar words and expressions; using bilingual dictionaries to define unknown words. Lesson 3 Let’s Share Impressions  1 Spoken Interaction  2.2.Producing simple sentences to briefly express tastes, preferences, emotions and the way the students feel. 2.3Participating in simple dialogues and using simple word and expressions that been practiced.   miss, share impressions, show, splendid; What about you? Could you pass me the salt? I miss you. Ex.1,5,6 p.7 Reading  3.2. Understanding the meaning of certain words and phrases in a short authentic text to be aware of the situation. 3.8.Applying the strategies of receiving a written message: defining the type of a text; understanding the general idea of the text; recognizing familiar words and expressions; indentifying words and expressions similar to the words and expressions in the students’ mother -tongue; defining the meaning of unknown words through context; employing personal experience to comprehend the situation; using bilingual dictionaries to define unknown words. Ex.1 p.6 Text: ‘Andy’s Letter’:  Ex.2 p.6 Culture 1.5.Learning to follow the norms of writing letters. Ex.2 p.6 Integrated Skill Combinations 1.1.Identifying words and expressions similar to the words and expressions in the students’ mother -tongue in simple written and spoken sentences. New Vocabulary Lesson 4 An Invitation to the Village 1 Spoken Interaction  2.2.Producing simple sentences to briefly describe a visit to friends, to express tastes, preferences, emotions and the way the students feel. bottle, calendar, camera, chocolate, photo album; Talking about visiting friends: Shall I help you? Yes, please, / No, thank you. Ex.1,2,3 p.8   Reading 3.4.Understanding the general meaning and the main Ex.4 p.9  ideas of a simple text which is referred to the students’ familiar world- summer holidays. The text is used as a source of information and discussion. 3.5. Understanding the meaning of recommendations and suggestion to be informed and to act appropriately. Lesson 5 A Weekend in the Village 1 Listening   1.1.Distinguishing in speech words and simple short sentences containing sounds, patterns of intonation and other specific phenomena. The words and sentences are pronounced slowly and clearly.   apricot, bean, beet, cherry, cucumber, garlic, onion, peach, pea, pepper; Spoken Interaction  2.2.Producing simple sentences to briefly describe a visit to friends, to express tastes, preferences, emotions and the way the students feel. 1.Greeting each other and giving responses. Did you have a good trip? It’s good to see you. Etc. 2.Talking about the weekend: Ex.1,2,3,4 p.10 3.Talking about the fruits, berries and vegetables that grow in Moldova: Ex.5 p.11   Reading   3.6.Associating the information from a text with pictures. Ex.6 p.11 Culture   1.1.Participating in a familiar communicative situation, using the norms of verbal and non-verbal communication.   Greeting each other and giving responses.  Lesson 6 Andy’s New Pictures  1 Spoken Interaction  2.2.Producing simple sentences to briefly describe people’s hobbies and families.  2.3Participating in simple dialogues and using simple word and expressions that been practiced.   diary, hobby, nephew, etc. 1.Talking about hobbies: Ex.1,3 p.12 2.Talking about family relations: Vicky is Mrs Plop’s niece.  Ex.4 p.13 Reading   3.6.Associating the information from a text with pictures. Ex.2 p.12 Written Interaction 4.4.Writing a simple short story about Vicky’s wonderful weekend, using expressions and short sentences, structures and grammar forms that have been practiced. 4.9.Using the strategies of producing written messages. Writing a story about a weekend: Ex.6 p.13    Culture  1.6.Learning about entertainment, and sport in English-Speaking countries. Ex.1 p.12 Lesson 7 Round Up 1 Spoken Interaction  2.2.Producing simple sentences to briefly describe hobbies, to express tastes, preferences, and emotions. 2.3Participating in simple dialogues and using simple word and expressions that been practiced. 2.6.Applying the strategies of producing spoken messages: using familiar words and expressions to organize the discourse.   Ex.2 p.14 Ex.1 p.14   Written Interaction   4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, adequate content, while working on the project. 4.9.Using the strategies of producing written messages. Ex.7 p.15 Initial Evaluation -Testing the knowledge and skills acquired in the course of the previous year. Diagnostic Test-Paper 1 Module II 9 Lesson 1 A Morning with the Family 1 Listening   1.4.Identifying the details of a message related to the students’ morning routine. The message is presented clearly. Dishes, slippers, dry, put on, take a shower, wake up;   Spoken Interaction  2.2.Producing simple sentences to briefly describe the students’ morning routine. 2.6.Applying the strategies of producing spoken messages.   Talking about morning routine: I/we/they do….   He/she/ does….   Ex.2,7,8 p.16-17   Reading 3.6.Associating the information from a text with pictures. 3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students’  . morning routine. The text is used as a source of information and discussion. Ex.1 p.16 Text: ‘In the Morning’:  Ex.3 p.16   Integrated Skill Combinations   1.6.Identifying and explaining the rules of personal hygiene. Ex.1 p.16 Lesson 2 Andy’s School Today  1 Spoken Interaction  2.3Participating in simple dialogues related to the students’ school day and using simple word and Talking about a school day: Ex.1,4,8 p.18-19
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