F.long Term Plan. 4 Th Form

8/10/2019 F.long Term Plan. 4 Th Form

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Form IV: total 68 hours:

Specific Competence Indicators (SCI) and

Sub-Competences (SC) Nr. Content Hours Date Notes

SCI SC

Term 1 32

Module I 7

Lesson 1 Back to School 1 Listenin 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. Thewords and sentences are pronounced slowly

and clearly.

thought, get back, be glad,fall, eciting, well!

SpokenInteraction

".".#roducing simple sentences to briefly

describe summer holidays, to epress tastes,

preferences, emotions and the way the students

feel about their first day at school.

1.Talking about their first

school day$

%.1p."

".Talking about summer

holidays$

I played with my friend.Did you go there?

%.",3,7,&p."'3

!eadin 3.1.Understanding the general meaning of a

simple short message, referred to familiar

situations of everyday life.

%.(p."

"rittenInteraction

(.(.)riting a simple short message about one*ssummer vacation, using epressions and short

sentences, structures and grammar forms that

have been practiced.

)riting about summerholidays$

%.+p.3

Lesson 2 # $rip to Soroca 1

Spoken

Interaction

".3.#articipating in simple dialogues related to

summer holidays and using simple words and

epressions that have been practiced.

century, trip, oak, build,

take pictures, travel, etc.

Talking about summer


2/28

holidays$

Why did you take it?

%.1,",3p.('

!eadin 3.(.Understanding the general meaning and the

main ideas of a simple tet which is referred tothe students* familiar world - summer holidays.

The tet is used as a source of information anddiscussion.

3.&.pplying the strategies of receiving a

written message$

defining the type of a tet! understanding the

general idea of the tet! recogni/ing familiar

words and epressions! using bilingual

dictionaries to define unknown words.

Tet$ 0 Trip to oroca*$

%.(p.

Lesson 3 Let%s Share Impressions 1

Spoken

Interaction


epress tastes, preferences, emotions and the

way the students feel.

".3.#articipating in simple dialogues and using

simple words and epressions that have been

practiced.

miss, share impressions,

show, splendid!

haring impressions$

What about you?

Could you pass me the

salt?

I miss you.%.1,,2p.7

!eadin 3.".Understanding the meaning of certain

words and phrases in a short authentic tet a

dialogue4 to be aware of the situation.


written message$defining the type of a tet a letter4!

understanding the general idea of the tet!recogni/ing familiar words and epressions!

identifying words and epressions similar to the

words and epressions in the students* mother'

tongue! defining the meaning of unknown

words through contet! employing personal

%.1p.2

Tet$ 0ndy*s 5etter*$%."p.2


3/28

eperience to comprehend the situation! using

bilingual dictionaries to define unknown words.

Culture 1..5earning to follow the norms of writing

letters.

%."p.2

Interated

Skill

Combinations

1.1.6dentifying words and epressions similar

to the words and epressions in the students*

mother'tongue in simple written and spokensentences.

ew 8ocabulary

Lesson 4 #n In&itation to the

'illae

1

Spoken

Interaction


describe a visit to friends, to epress 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, / o, thank

you.

%.1,",3p.&


main ideas of a simple tet which is referred to

the students* familiar world ' visiting friends.

The tet is used as a source of information and

discussion.

3..Understanding the meaning of

recommendations and suggestions to be

informed and to act appropriately.

%.(p.+

Lesson 5 # "eekend in the 'illae 1

Listenin 1.1.Distinguishing in speech words and simple


intonation and other specific phenomena. Thewords and sentences are pronounced slowly

and clearly.

apricot, bean, beet, cherry,

cucumber, garlic, onion,peach, pea, pepper!

Spoken

Interaction

".1.#roducing simple sentences and the

formulas of politeness used in simple spoken

interaction.

1.9reeting each other and

giving responses.

Did you ha!e a good trip?


4/28


describe the students* weekend, to epress

tastes, preferences, emotions and the way the

students feel.

It"s good to see you. et#.

".Talking about the

weekend$

%.1,",3,(p.1:

3.Talking about the fruits,

berries, and vegetables that

grow in ;oldova$%.p.11

!eadin 3.2.ssociating the information from a tet

with pictures.

%.2p.11

Culture 1.1.#articipating in a familiar communicative

situation, using the norms of verbal and non'

verbal communication.

9reeting each other and

giving responses.

Lesson 6 #nd%s Ne *ictures 1

Spoken

Interaction


describe people*s hobbies and families.


simple words and epressions that have beenpracticed.

diary, hobby, nephew, etc.

1.Talking about hobbies$

%,1,3p.1"

".Talking about familyrelations$

$i#ky is %rs &lop"s nie#e.

%.(p.13


with pictures.

%."p.1"

"ritten

Interaction

(.(.)riting a simple short story about 8icky*s

wonderful weekend, using epressions and

short sentences, structures and grammar forms

that have been practiced.

(.+.Using the strategies of producing writtenmessages.

)riting a story about a

weekend$

%.2p.13

Culture 1.2.5earning about entertainment, and sport in%nglish'peaking countries.

%.1p.1"

Lesson 7 !ound +p 1

Spoken

Interaction


describe hobbies, to epress tastes, preferences,and emotions.

%."p.1(


5/28



practiced.

".2.pplying the strategies of producing

spoken messages$

using familiar words and epressions to

organi/e the discourse.

%.1p.1(

"ritten

Interaction

(.2.Using simple words and epressions,

syntactic structures and simple grammar forms,

synonyms and antonyms that have been

studied, ade


6/28

Skill

Combinations

personal hygiene.

Lesson 2 #nd%s School $oda 1

Spoken

Interaction


the students* school day and using simple

words and epressions that have been

practiced.".(.>etelling the content of the studied tet,

using words and phrases that have been

practiced.


describe the students* school day.

".2.pplying the strategies of producingspoken messages$


organi/e the discourse! using non'verbal means

of communication gestures and facial

epressions4."..>eproducing a simple poem.

Talking about a school day$

%.1p.1&

%.(p.1+

%.&p.1+

#oem$ 0ister and

?rother*$%.&p.1+

!eadin 3..Understanding the meaning of

recommendations and suggestions to beinformed and to act appropriately.


written message$

defining the type of a tet a postcard, an e'

mail, a fable, an announcement, a menu4!

understanding the general idea of the tet!

recogni/ing familiar words and epressions!identifying words and epressions similar to the

words and epressions in the students* mother'

tongue! defining the meaning of unknown

words through contet! employing personal

eperience to comprehend the situation! using

bilingual dictionaries to define unknown words.

%.1p.1&

Tet$ 0ndy*s chool

Day*$

%.3p.1+

"ritten (.2.Using simple words and epressions, )riting about a school day.


7/28

Interaction syntactic structures and simple grammar forms,


studied, and ade


8/28

Interaction formulas of politeness used in simple spoken

interaction.


describe school rules.

late, always, never!

Talking about school rules$

*e helpful. I am sorry.

%.(,p."3



3.(.Understanding the general meaning and the


the students* familiar world - school rules.

Tet$ 0chool >ules*$

%.(p."3

Tet$ 0andy 6s 5ate*$

%.3p.""

"ritten

Interaction

(.+.Using the strategies of producing written

messages.

)riting five things we

usually do at school$%.2p."3




Interated

Skill

Combinations

1.&.%mploying non'verbal means ofcommunication - body movements, facial

epressions and actions.

Lesson 5 "hat%s our a&ourite

Sub/ect0

"

Spoken

Interaction


describe the students* favourite sub=ects.".3.#articipating in simple dialogues related to

school sub=ects and using simple words and


".2.pplying the strategies of producingspoken messages$


organi/e the discourse, self'correcting in oral

interaction! employing the formulas of

politeness.

rt, Aistory, ;athematics,

;usic, #%, cience,>omanian, Technology!

boring, en=oyable,

interesting, useful, be fond

of, do sums, paint, minus,plus, timetable, tomorrow!

Talking about school

sub=ects$

%y fa!ourite sub+e#t is....

%.",3,(p."('"


simple short message, referred to school

%.1,",p."(


9/28


10/28

spoken messages. ".Talking about different

occupations and =obs$

%.3p."&



"rittenInteraction

(.7.Using elementary logical connectors - or,and, but, so.

)riting about a schoolday$ %.7p."+

Evaluation '&ra#ti#al appli#ation of knowledge and skills

a#(uired while studying this unit.

Test#$a%er n1 1

Module III &

Lesson 1 It%s 1ctober 1



intonation and other specific phenomena. The

words and sentences are pronounced slowly

and clearly.

1.(.6dentifying the details of a message. The

message is presented clearly.

doorbell, ghost, pumpkin,

sweet, a witch, tonight, be

afraid, be pu//led, dress

up!

%.3p.31

Spoken

Interaction

".".#roducing simple sentences to brieflydescribe Bctober and Aalloween.

"..>eproducing a simple dialogue and a poem.

Talking about Bctober andAalloween$

ight the #andle.

%,",(p.3:'31

%.(,2p.31

!eadin 3..Understanding the meaning of instructions

of how to make a pumpkin lantern.

3.7.>eading a simple short familiar tet

consciously and fluently, with ade


11/28

world. %.2p.31

Lesson 2 'ick Is *rett 1





and clearly.

pen'friend, cute, curly,

ha/el, oval!

Spoken

Interaction


describe people.".2.pplying the strategies of producing

spoken messages$

identifying the situation of communication

interlocutors, intentions, place and time4! using

familiar words and epressions to organi/e the

discourse, respecting the models of discourse!

self'correcting in oral interaction! employing

the formulas of politeness! using non'verbal

means of communication gestures and facialepressions4.

Talking about people*s

appearance$

What does he / she looklike?

%.3p.33

!eadin 3.&.pplying the strategies of receiving a

written message.

%.(p.33

Lesson 3 2ood riends 1

Spoken

Interaction


describe friends.

=igsaw pu//le, lollipop,

devoted, friendly, gentle,

helpful, kind, borrow!

Talking about friends$

What is he / she like? )elp

yourself.%.1,(,p.3('3

!eadin 3.(.Understanding the general meaning and themain ideas of a simple tet which is referred to

the students* familiar world - friends and

friendly relationships. The tet is used as a

source of information and discussion.

@hoosing a title for thestory$ %."p.3(

"ritten (.".pplying spelling and grammar rules while


12/28

Interaction writing sentences and short messages.

Lesson 4 ,akin In&itations "

Spoken

Interaction


spoken messages$


interlocutors, intentions, place and time4! using

familiar words and epressions to organi/e thediscourse, respecting the models of discourse!



means of communication gestures and facial

epressions4.

balloon, biscuit, felt'tip

pen, invitation, paper,

scissors, invite, =oin!

Talking about preparationsfor birthday parties.


simple postcard.



the students* familiar world - birthday

preparation. The tet is used as a source ofinformation and discussion.


written message$defining the type of a tet a postcard, an e'

mail, a fable, an announcement, a menu4, etc.

%.1p.32

%.3p.37

"ritten

Interaction


messages$

identifying the type of a tet! respecting writing

rules, leical norms, spelling, punctuation and

grammar rules! using bilingual and spellingdictionaries to check spelling.

)riting an invitation to a

birthday party$

%.2p.37

Interated

Skill

Combinations

1.1.6dentifying words and epressions similar

to the words and epressions in the students*

mother'tongue in simple written and spoken

sentences.

ew 8ocabulary

Lesson 5 #nd Is 2oin to Ha&e

2uests

1


13/28

Spoken

Interaction



interaction.


spoken messages$


interlocutors, intentions, place and time4! usingfamiliar words and epressions to organi/e the

discourse, respecting the models of discourse!self'correcting in oral interaction! using non'

verbal means of communication gestures and

facial epressions4.

guest!

;aking invitations,

accepting and refusing

invitations$

Would you like to #ome?

I"d lo!e to #ome.'hat"s a good idea.

What a ni#e idea-I am going to..

%.1,"p.3+

!eadin 3.&.pplying the strategies of receiving a

written message.

%.3p.3&

"ritten

Interaction

(.(.)riting simple short sentences about the

students* plans for unday, using epressions,

structures and grammar forms that have been

practiced.

)riting about what one is

going to do on unday$

%.7p.3+

Lesson 6 #nd%s Birthda *art 1

Spoken

Interaction


spoken messages.

present, toy soldier, treat a

friend to!

Talking about birthday

parties.


main ideas of a simple tet which is referred tothe students* familiar world - birthday parties.

The tet is used as a source of information anddiscussion.


written message.

Tet$ 0ndy*s ?irthday

#arty*$*%.2p.(1



verbal communication.1.(.5earning about traditional food and dishes

9iving and receiving

presents$ %.3p.(:


14/28

in %nglish'peaking countries. %.(p.(1

Lesson 7 !ound +p 1

Spoken

Interaction



interaction.

"..>eproducing simple dialogues.

".".#roducing simple sentences to brieflydescribe people.

1.;aking, accepting, and

refusing invitations$

%."p.("

".9iving and receiving

presents$ %.3p.("3.Describing a friend$

%.1p.("

"ritten

Interaction

(.(.)riting a simple short message about a

friend, using familiar epressions, structures

and grammar forms.


messages$



grammar rules! using bilingual and spelling

dictionaries to check spelling.

)riting about a friend$

%.&p.(3

Culture 1..5earning to follow the norms of writing

postcards.

)riting a birthday

postcard.



Test#$a%er n2 1

Module IV 2

Lesson 1 # Letter from #merica 1

Spoken

Interaction


describe past actions.

corn, hug, kiss, turkey, bad,

good, different, difficult, alot of!

Talking about merica$%.1,",3p.((





written message.

%.1,"p.((

"ritten (.1.pplying the rules of punctuation while )riting about past actions$


15/28

Interaction writing sentences and short messages.




studied, while writing about past actions.

%.2p.(

Culture 1.3.5earning about some traditional holidays in

%nglish'peaking countries.1..5earning to follow the norms of writing

letters.

Talking about

Thanksgiving Day.

%.1p.((

Lesson 2 "intertime 1

Spoken

Interaction


describe winter, winter activities and games, to

epress preferences and emotions.

".3.#articipating in simple dialogues, and using


practiced.

chilly, severe, glove, parka,

sweater, vest, catch, catch a

cold!

Talking about winter

activities$

You should......

You shouldn"t....

%.1,",3,2p.(2,(7 "ritten

Interaction

(.(.)riting simple short sentences about

familiar activities in winter, using epressions,


practiced.

)riting about winter

activities$

%.2p.(7

Lesson 3 Sand Is Sick "

Spoken

Interaction



interaction.


describe the state of being ill.".3.#articipating in simple dialogues and using


practiced.

cough, snee/e, medicine,

running nose, sore throat,

sick, miserable, unhappy,

weak!

Talking about being ill$What"s up?

%.(,2p.(+

&eadin! 3.(.Understanding the general meaning and the

main ideas of a simple tet which is referred

to the students* familiar world The tet is used

as a source of information and discussion.

%.",3p.(&


16/28

3..Understanding the meaning of

recommendations to act appropriately. %.1p.(&


a#(uired in the #ourse of this term.

'inter Term Test#$a%er 1

Lesson 4 ,err Christmas 1

Spoken

Interaction


formulas of politeness used in simple spokeninteraction.

".".#roducing simple sentences to brieflydescribe @hristmas, epress tastes, preferences,

emotions and the way the students feel about it.

birth, mantelpiece,

tradition, sleigh, religious,fill, pull!

Talking about @hristmas$

I wish you a %erryChristmas.

'he same to you.

%.1p.:


main ideas of a simple dialogue which is

referred to the students* familiar world -

@hristmas celebration. The dialogue is used as

a source of information and discussion.

%."p.:

"ritten

Interaction

(..)riting a simple short postcard according

to a model.

%.2p.1




1.3.5earning about some traditional holidays in%nglish'peaking countries.

1..5earning to follow the norms of writing

postcards.

Talking about @hristmas

@elebrations in %nglandand in the U.

)riting a @hristmas card$

%.2p.1

Interated

Skill

Combinations

1.7.5istening to and singing songs. 5istening to and singing@hristmas @arols.

Lesson 5 *lans for "inter 'acation 1

Listenin 1..Understanding the general meaning andidentifying the details of a simple dialogue

which is referred to the students* familiar world

- winter vacation The dialogue is pronounced

rucksack, soap, track'suit,trainers, toothbrush,

toothpaste, towel!


17/28


18/28

Spoken

Interaction



interaction.


spoken messages.

%."p.2

Talking about things

children should do to get a

present from Cather

@hristmas$ %.1 "ritten

Interaction

(.(.)riting a simple short message about

favourite winter activities, using familiar

epressions and short sentences, structures and

grammar forms.


messages$ respecting writing rules, leical

norms, spelling, punctuation and grammar

rules! using bilingual and spelling dictionaries

to check spelling.

Culture 1.&.5earning to cooperate with one*s classmates

while studying and playing.

)riting about favourite

winter activities$%.&p.7

Module

V

1:

Lesson 1 #nd%s $on 1


short sentences containing certain sounds and

patterns of intonation.

block of flats, building,

center, church, mail,

behind, main!

Spoken

Interaction


describe the students* familiar environment.

Talking about one*s native

town$

%.&p.+ !eadin 3.1.Understanding the general meaning of a

simple short message, referred to the students*familiar environment.


fluently, with ade


19/28


practiced.

Interated

Skill

Combinations

1.".#resenting a simple plan of a district. ;aking a plan of one*s

neighbourhood.

Lesson 2 $he ,aic "orld of

Books

"

Listenin 1..Understanding the general meaning and

identifying the details of a simple dialogue

which is referred to the students* familiar world

' books. The dialogue is pronounced slowly and

clearly.

adventure, fairy tale, story,

famous!

%."p.2:

Spoken

Interaction


describe preferences in books.


books, and using simple words and epressions

that have been practiced.

"..>eproducing simple poems.

Talking about books$

I ha!e some books.

I don"t ha!e any books.

Do you ha!e any books?

It"s a pity.

%.1,7p.2:'21#oem$ 0)hole Duty of

@hildren*$ %.p.21#oem$ 0?ook';anners*$

%.&p.21




%.3p.2:

Lesson 3 ,uch and ,an "

Spoken

Interaction





practiced.

5earning to use how much

and how many$)e / she has many /

mu#h.....

%.(,,2,7p.23

!eadin 3.7.>eading a simple short fairy tale



20/28


written message.

Culture 1.".tudying famous fairy tales. Cairy tale$ 0Bld pple'

eed ohn*

Lesson 4 #t the *ost 1ffice 1

Spoken

Interaction



".3.#articipating in simple dialogues and usingsimple words and epressions that have been

practiced.


spoken messages$

identifying the situation of communication!



means of communication gestures and facial

epressions4.

envelope, maga/ine,

newspaper, poster,telegram, stick!

Talking about the post

office$

)ow mu#h is it?

I"d like...

%.,&p.2

!eadin 3.7.>eading a simple short familiar dialogue



21/28

5earning to use littleand

few$

'here is little milk.

'here are few apples.

!eadin 3.1.Understanding the general meaning of asimple short message, referred to familiar

situations of everyday life.3..Understanding the meaning of

recommendations to act appropriately.

%.1p.2&

;aking a pancake$

%.2p.2+

Lesson 7 !ound +p 1

Spoken

Interaction



interaction.


describe the students* neighbourhood.

".3.#articipating in simple dialogues, using


practiced.

1.;aking dialogues in a

shop$

%."p.7:

".Talking about one*s

neighbourhood$

%.1,3p.7:

Culture 1.&.5earning to cooperate with one*s classmates

while studying and playing.

Drawing a poster invitation

to one*s village, town or

city$ %.2p.71


a#(uired while studying this unit.Test#$a%er n3 1

Module VI +

Lesson 1 Sprin Is Comin 1

Listenin 1.(.6dentifying the details of a message related

to spring. The message is presented clearly.

air, earth, nest, colourful,

damp, delicious, fresh,

tiny, become alive!Tet$ 0pring 6s @oming*$

%.(p.7"


simple short message, referred to spring.




22/28

"ritten

Interaction




studied, ade


23/28

Listenin 1.".6dentifying the intention of communication

and the formulas of politeness used in spoken

interaction.

%.1p.7&

Spoken

Interaction


simple words and epressions that have beenpracticed.

Talking about the city the

students would like tovisit$ %.2p.7+

!eadin 3.1.Understanding the general meaning of

simple short messages, referred to 5ondon.

3.3.Understanding the general meaning of a

simple postcard.

%.p.7+

"ritten

Interaction

(.".pplying spelling and grammar rules while

writing sentences and short messages.

)riting sentences about

places of interest in

5ondon$ %.7p.7+

Lesson 5 $he #nimal "orld "




words and sentences are pronounced slowlyand clearly.

1.(.6dentifying the details of a message related

to animals. The message is presented clearly.

neck, stripe, tail, domestic,

wild, etc.!

%."p.&:

Spoken

Interaction

".".#roducing simple sentences to brieflydescribe animals, epress tastes, preferences,

emotions and the way the students feel.



the students* familiar world - animals. The tet

is used as a source of information and

discussion.

3.7.>eading a simple short familiar tetconsciously and fluently, with ade


24/28

Lesson 6 "hich #nimal Is ,ore

Intellient

1


main ideas in a simple tet which is referred to

the students* familiar world - animals. The tetis used as a source of information and

discussion.

%.1p.&"

"ritten

Interaction

(.(.)riting simple short sentences about

animals, using epressions, structures and

grammar forms that have been practiced.

%.1p.&"

bigger, more playful2

the biggest2 the most

playful2

Interated

Skill

Combinations

1.(.6dentifying and describing domestic and

wild animals in brief.

Lesson 7 !ound +p 1

Spoken

Interaction

".".#roducing simple sentences to brieflydescribe animals.

1.Talking about springweather$ %.1p.&(

".Taking about children*sgames$ %."p.&(

3.Describing animals$

%.3p.&(

"ritten

Interaction



synonyms and antonyms that have beenstudied, ade


25/28


Module

VII

+

Lesson 1 'al $alks about the +S# "



which is referred to the U. The dialogue ispronounced slowly and clearly.

bend, bridge, gate, hill,

stay, wonder, crooked,

immense, sharp, steep,etend, impress!

%."p.&2

Spoken

Interaction


describe the U.

Talking about places of

interest in the U$

It"s far from....

It"s far away.....

%.7p.&7

!eadin 3.1.Understanding the general meaning of

simple short messages.


main ideas of a simple tet which is referred tothe U. The tet is used as a source of

information and discussion.

%.1p.&2

%.3p.&2

Lesson 2 ,other%s Da "



which is referred to ;other*s Day.

carnation, elegance, hymn,

olive'green, readiness,

talent! %.1p.&&

Spoken

Interaction


describe familiar actions.

Talking about ;other*s

Day$ %.2p.&+


main ideas of a simple dialogue which isreferred to ;other*s Day. The tet is used as a

source of information and discussion.

%."p.&&

"ritten

Interaction

(.3.>especting the rules of organi/ing a

message on a page depending on the type of

this message.(..)riting a simple short postcard according

to a model.

;aking a special card for

one*s mother$

%.&p.&+


26/28

Culture 1.3.5earning about some traditional holidays in

%nglish'peaking countries.

Talking about ;other*s

Day.

Interated

Skill

Combinations

1..6dentifying and eplaining how the students

feel.

Lesson 3 $he Stans #re *lannin a

*icnic

1



which is referred to the students* familiar

actions.

chicken, admire,

traditional, whatever!

%.1p.+:

Spoken

Interaction


describe a picnic.

Talking about picnics$

%.,2p.+1



referred to the way people organi/e their

picnics. The dialogue is used as a source of

information and discussion.

%."p.+:

Lesson 4 #re ou !ead for un0 1





and clearly.

1.(.6dentifying the details of a message related

the weather in ;ay. The message is presented

clearly.

?utterfly, meadow, fly,

still, instead!

Talking about ;ay

weather$

%.1p.+"


with pictures.


messages$



grammar rules! using bilingual and spelling

dictionaries to check spelling.

%.2p.+3

)riting a story$

%.7p.+3


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Lesson 5 Holidas and ou 1

Listenin 1.2.Understanding the general meaning of a

telephone conversation related to the students*

everyday life. The conversation is pronounced

slowly and clearly.

roller skates, straw hat,

sun'glasses, swimming'

costume, go hiking!

%.1p.+(

Spoken

Interaction


describe summer holidays in a camp.".3.#articipating in simple dialogues related to

summer holidays, and using simple words and


Talking about summer

holidays$%.3,(,p.+



referred to the students* familiar world -

summer holidays and camps. The dialogue is

used as a source of information and discussion.

3.7.>eading a simple short familiar dialogue



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the#)oo*

Spoken

Interaction



interaction.

%."p.1::



verbal communication.1.2.5earning about education, entertainment,

and sport in %nglish'peaking countries.

Talking about education,

sport, and entertainment in

%nglish'peakingcountries.

Interated

Skill

Combinations

1.7.5istening to and singing songs. inging songs in %nglish.

F.long Term Plan. 4 Th Form

Documents

Transcript of F.long Term Plan. 4 Th Form