11th form

Discipline Management
Statute of Curricular Form Nr. of units per forms Total number of
the discipline area hours per year
Compulsory Language and Communication XI 3 content units evolving from year to year 102

Note: A content unit is equivalent to a major theme of the Foreign Language I discipline.

Specific Competence Indicators

Hours
Nr.
(SCI) and Sub Competences (SC) Content Date Notes
SCI SC
It’s a Busy
Unit I
World.
2.3. Holding a conversation on a familiar Lesso 3
 Spoken topic using different strategies of n Busy Enough.
Interaction pragmatics (choosing the topic, expressing 1.
agreement / disagreement, turn-taking, Provide key words and phrases from the
etc.). prompt on separate cards or org a n i z e r s .
2.2. Listening to and presenting some
points of view and opinions and
comparing them with the students’ point
of view.
3.3. Decoding unknown vocabulary in read during the lesson and review stories
 Reading context. with students.
3.1. Reading a text to identify its theme Exchange
and main idea, characters, time and space Programmes.
frame.
- Proper use of ‘should’ and ‘ought to’. Discuss problems and solutions.
 Grammar 4.2. Correct spelling of words from the
and Written standard vocabulary (including words
Interaction formed from other parts of speech). Expressing
4.5. Writing an informative essay with an Expectations.
introduction, body and conclusion.
1
 - Testing the knowledge and skills
Initial Test
acquired the previous year 1
Paper
2.2. Listening to and presenting some Answer the questions
 Spoken points of view and opinions and Lesso Time Is
Interaction comparing them with the students’ point n 2. Money.
of view.
2.3. Holding a conversation on a familiar
topic using different strategies of
pragmatics (choosing the topic, expressing
agreement / disagreement, turn-taking,
etc.)
3.3. Decoding unknown vocabulary in Use a story board to retell the story. After
 Reading context. retelling the story have students
3.1. Reading a text to identify its theme Life Is Short. place a circle around the problem depicted
and main idea, characters, time and space and a square around the solution.
frame.
1.1. Identifying the main ideas of oral texts Use graphic organizers for brainstorming,
 Listening on an everyday life topic. Making Peace outlining, and clustering ideas
1.4. Performing a series of actions in an with Time.
appropriate way.
- Proper use of modals expressing
 Grammar necessity, possibility, preference, Modals.
suggestion, prohibition.
4.5. Writing an informative essay with an
 Written introduction, body and conclusion. Short
Interaction Explanation.
 Spoken 2.2. Listening to and presenting some Lesso Life at a 3
Interaction points of view and opinions and n 4. Glance.
comparing them with the students’ point
of view.
2.4. Providing clear, detailed descriptions
of subjects related to areas of personal

2
 interest and specialization.
 Reading 3.2. Recognizing logic connectors (linking How to Tell
words) in an informative text: essay, When You Are
newspaper article, speech. Rich.
3.3. Decoding unknown vocabulary in
context.
 Grammar - Making up sentences with ‘used to’ to Provide letter tiles as manipulative spelling
express situations in the past. devices.
- Translating.
Modals.
- Formulating polite requests, making
suggestions and giving permission.
 Listening 1.2. Selecting and correlating information Record first drafts on tape recorder. Allow
from several different parts of a text and / Personal Time student to listen to tape for revision .
and
or from different texts to meet different and Career.
Spoken
Interaction tasks.
 Written 4.3. Supporting a point of view with
Interaction relevant arguments while exchanging
Lecture Notes.
written messages on cultural / literary
topics.
 Spoken 2.3. Holding a conversation on a familiar Lesso Literary 3 Provide a template or graphic organizer for
Interaction topic using different strategies of n 5. Focus. multi-paragraph structure.
pragmatics (choosing the topic, expressing Climbing the Provide word boards (magnetic or felt
agreement / disagreement, turn-taking, Ladder. material) for students to arrange word
etc.).
2.4. Providing clear, detailed descriptions
of subjects related to areas of personal
interest and specialization.
 Reading 3.1. Reading a text to identify its theme
and main idea, characters, time and space
frame. Success Story.
3.3. Decoding unknown vocabulary in
context.

3
 Written 4.5. Writing an informative essay with an Success Is the
Interaction introduction, body and conclusion. Process That
Never Ends.
 Spoken 2.3. Holding a conversation on a familiar Lesso Culture and 3 Provide lists of interesting characters from
Interaction topic using different strategies of n 6. Civilization. different stories.
pragmatics (choosing the topic, expressing Discuss characterization.
agreement / disagreement, turn-taking, Enjoying Free Provide a graphic organizer for character
etc.). Time or analysis (e.g., characteristic map,
2.1. Presenting the information contained Working “0pen Mind,” character webs).
in oral or written texts. Hard.
2.4. Providing clear, detailed descriptions
of subjects related to areas of personal Extracurricular
interest and specialization. Activities.
 Reading 3.1. Reading a text to identify its theme
and main idea, characters, time and space
frame. West Buckland
School
3.3. Decoding unknown vocabulary in
Newsletter.
context.
3.2. Recognizing logic connectors (linking
words) in an informative text: essay,
newspaper article, speech.
 Practical Practise your 1 Review grammar
Applicatio - Testing the level of written and/or oral 7. English Review vocabulary
n of skills and knowledge acquired while
Knowledge studying the current unit (I).
8. Test Paper 1 Formative test-paper
 Evaluation - Testing the knowledge and skills
acquired while studying the current unit
(I)

4
 Specific Competence Indicators

Hours
Nr.
(SCI) and Sub Competences (SC) Content Date Notes
SCI SC
It’s A World of
Unit IV
Communication.

2.3. Holding a conversation on a Lesson The Art of 3

 Spoken familiar topic using different strategies 1. Talking.
Interaction of pragmatics (choosing the topic,
expressing agreement / disagreement,
turn-taking, etc.). Provide a template or graphic organizer for multi-
2.4. Providing clear, detailed paragraph structure.
descriptions of subjects related to Allow students to draw pictures on first drafts.
areas of personal interest and Provide letter tiles as manipulative spelling devices
specialization.
2.5. Creating and delivering a formal
speech that will contain an
introduction, arguments, a conclusion
based on sound reasoning.
3.1. Reading a text to identify its
 Reading theme and main idea, characters, time Title Giving.
and space frame.
3.3. Decoding unknown vocabulary in
context.
3.5. Reading a text to distinguish its
type. Translating sentences of average
difficulty.

5
 1.2. Selecting and correlating Interpersonal
 Listening information from several different Communicati
parts of a text and / or from different on.
texts to meet different tasks.
4.2. Correct spelling of words from
 Written the standard vocabulary (including
Interaction words formed from other parts of
speech). Written
4.3. Supporting a point of view with Commentary.
relevant arguments while exchanging
written messages on cultural / literary
topics.
4.2. Correct spelling of words from Lesson What Did 3 Provide a checklist, graphic organizer or
 Spoken the standard vocabulary (including 2. You Say? mnemonics
Interaction words formed from other parts of Provide a color-coded system to differentiate drafts.
speech).
4.3. Supporting a point of view with
relevant arguments while exchanging
written messages on cultural / literary
topics.
3.5. Reading a text to distinguish its Guidelines for
 Reading type. Translating sentences of average Giving and
difficulty. Receiving
3.3. Decoding unknown vocabulary in Effective
Feedback.
context.
3.4. Selecting ideas from a text to
summarize its content.
4.1. Bilingual translation of messages
 Written of average difficulty.
Interaction 4.2. Correct spelling of words from
Note Taking.
the standard vocabulary (including
words formed from other parts of
speech).
2.3. Holding a conversation on a Lesson Are You 3 Ask focused questions that extend the student’s
6
 Spoken familiar topic using different strategies 3. Listening? response
Interaction of pragmatics (choosing the topic, Provide key words and phrases from the prompt on
expressing agreement / disagreement, separate cards organizers.
turn-taking, etc.).
 Reading 3.5. Reading a text to distinguish its Follow the conventions of e-mail
and type. Translating sentences of average
Written difficulty. Are You
Interaction 3.3. Decoding unknown vocabulary in Listening?
context.
4.2. Correct spelling of words from
the standard vocabulary (including
words formed from other parts of
speech).
- Proper use of different types of
 Grammar Questions. Types of
- Role-playing a conversation between Questions.
a speaker and a listener.
 Spoken 2.4. Providing clear, detailed Lesson Are Speakers 3 Highlight and clarify key words and phrases from
Interaction descriptions of subjects related to 4. Born or the prompt (e.g., problem,
areas of personal interest and Made? solution, solved, describe, facts, details, explain,
specialization. clearly).
2.5. Creating and delivering a formal
speech that will contain an
introduction, arguments, a conclusion
based on sound reasoning.
 Listening 1.3. Listening to and taking notes of
some points of view and opinions to
Are Great
present them / or to compare them
Speakers Born
with the students’ points of view. or Made?
1.4. Performing a series of tasks in an
appropriate way.
 Reading 3.3. Decoding unknown vocabulary in Manner of
context. Delivering a
3.4. Selecting ideas from a text to Presentation.
7
 summarize its content.
3.1. Reading a text to identify its
theme and main idea, characters, time
and space frame.
 Written 4.2. Correct spelling of words from Opinion essay
Interaction the standard vocabulary (including
words formed from other parts of
speech).
4.3. Supporting a point of view with
Short
relevant arguments while exchanging
Presentations.
written messages on cultural / literary
topics.
4.5. Writing an informative essay with
an introduction, body and
conclusion.
 Spoken 2.3. Holding a conversation on a Lesson Literary 3 Ask focused questions that extend the student’s
Interaction familiar topic using different strategies 5. Focus. response
of pragmatics (choosing the topic, Communicatio Provide key words and phrases from the prompt on
expressing agreement / disagreement, n Is More separate cards organizers.
turn-taking, etc.). Than a
Monologue.
3.1. Reading a text to identify its
 Reading theme and main idea, characters, time
and space frame.
Teevee.
3.3. Decoding unknown vocabulary in
context.
Too Bad.
3.4. Selecting ideas from a text to
summarize its content.
 Listening 1.3. Listening to and taking notes of Too Bad.
some points of view and opinions to
present them / or to compare them
with the students’ points of view.
1.4. Performing a series of tasks in an
appropriate way.
8
 Written 4.5. Writing an informative essay, etc.
Interaction with an introduction, body and
conclusion. Story
4.3. Supporting a point of view with Endings.
relevant arguments while exchanging
 written messages on cultural / literary
topics.
 Practical - Testing the level of written and/or 1 Vocabulary and grammar practice
Applicatio oral skills and knowledge acquired 7. Practise your
n of while studying the current unit (IV). English
Knowledge
- Testing the knowledge and skills Test Paper 1 Home reading discussion
 Evaluation acquired while studying the current 8.
unit. (IV)

Specific Competence Indicators Content Date Notes

Hours
Nr.
(SCI) and Sub Competences (SC)
SCI SC
It’s A
Unit III Challenging
World.
2.2. Listening to and presenting some Lesso Problems 3
 Spoken points of view and opinions and n 1. and
Interaction comparing them with the students’ Solutions.
Discuss problems and solutions.
point of view.
Discuss facts and details.
2.4. Providing clear, detailed
descriptions of subjects related to
areas of personal interest and
specialization.
3.1. Reading a text to identify its Text reading and retelling
 Reading theme and main idea, characters, time Clean Up
and space frame. Your Room.
9
 3.3. Decoding unknown vocabulary in
context.
1.3. Listening to and taking notes of Audition materials
 Listenin some points of view and opinions to The Torn
g present them / or to compare them Invitation.
with the students’ points of view.
1.4. Performing a series of tasks in an
appropriate way.
4.5. Writing an informative essay
 Written with an introduction, body and
Interaction conclusion.
4.3. Supporting a point of view with Short Story.
relevant arguments while exchanging
written messages on cultural / literary
2.1. Presenting the information Reading and understanding a diagram
 Spoken contained in oral or written texts. Lesso The 3
Interaction 2.2. Listening to and presenting some n 2. Exclusive
points of view and opinions and Circle.
comparing them with the students’
point of view.
2.4. Providing clear, detailed
descriptions of subjects related to
areas of personal interest and
specialization.
3.1. Reading a text to identify its to raise awareness of text cohesion
 Reading theme and main idea, characters, time
People’s
and space frame.
Problems.
3.3. Decoding unknown vocabulary in
context.
3.5. Reading a text to distinguish its
type. Translating sentences of average
difficulty.
1.1. Identifying the main ideas of oral The Film watching and discussing
 Listenin texts on an everyday life topic. Dilemmas of
10
 g 1.2. Selecting and correlating
information from several different Young People
parts of a text and / or from different Today.
texts to meet different tasks.
- Using Articles with some Proper Exercises from additional book
 Grammar Nouns. Articles.
4.2. Correct spelling of words from
 Written the standard vocabulary (including
Interaction words formed from other parts of
speech). Problems and
4.3. Supporting a point of view with Solutions.
relevant arguments while exchanging
written messages on cultural / literary
topics.
2.3. Holding a conversation on a Lesso Know Your 3 Playing debates
 Spoken familiar topic using different n 3. Rights.
Interaction strategies of pragmatics (choosing the
topic, expressing agreement /
disagreement, turn-taking, etc.).
2.4. Providing clear, detailed
descriptions of subjects related to
areas of personal interest and
specialization.
 Listenin 1.1. Identifying the main ideas of oral
g texts on an everyday life topic. The Impact of
1.4. Performing a series of tasks in an Poverty on
appropriate way. Children.
3.1. Reading a text to identify its Project making
 Reading theme and main idea, characters, time Seeking a
and space frame. Better Life.
3.3. Decoding unknown vocabulary in
context.

11
 - Studying Noun-Forming Suffixes and
 Grammar the ways they are used. Noun-Forming
- Finding the meaning of words. Suffixes.

4.3. Supporting a point of view with How to make an outline of ideas

 Written relevant arguments while exchanging A Day
Interaction written messages on cultural / literary Without
topics. Conflicts.
4.1. Bilingual translation of messages
of average difficulty.
 Spoken 2.4. Providing clear, detailed Lesso The Key to 3 Use graphic organizers for brainstorming,
Interaction descriptions of subjects related to n 4. the World. outlining, and clustering ideas.
areas of personal interest and
specialization.
2.5. Creating and delivering a formal
speech that will contain an
introduction, arguments, a conclusion
based on sound reasoning.
 Reading 3.1. Reading a text to identify its
theme and main idea, characters, time
and space frame.
Youth
3.3. Decoding unknown vocabulary in
Organizations.
context.
3.5. Reading a text to distinguish its
type. Translating sentences of average
difficulty.
 Spoken 2.1. Presenting the information Discuss problems and solutions.
Interaction contained in oral or written texts. Open Discuss facts and details
2.2. Listening to and presenting some Societies-Open
points of view and opinions and Borders.
comparing them with the students’
point of view.
 Grammar - Proper use of different types of
12
 Prepositions. Prepositions.
- Translating sentences of average
difficulty.
 Written 4.5. Writing an informative essay For and against essays
Interaction with an introduction, body and
conclusion.
Writing a
4.3. Supporting a point of view with
Report.
relevant arguments in exchanging
written messages on cultural / literary
topics.
 Spoken 2.3. Holding a conversation on a Lesso Literary 3 Provide lists of interesting characters from
Interaction familiar topic using different n 5. Focus. different stories.
strategies of pragmatics (choosing the Why Fly off Discuss characterization.
topic, expressing agreement / the Handle? Provide a graphic organizer for character analysis
disagreement, turn-taking, etc.). (e.g., characteristic map,
2.4. Providing clear, detailed “0pen Mind,” character webs).
descriptions of subjects related to
areas of personal interest and
specialization.
 Reading 3.1. Reading a text to identify its
theme and main idea, characters, time The Filipino
and space frame. and the
3.3. Decoding unknown vocabulary in Drunkard.
context.
 Written 4.1. Bilingual translation of messages
Interaction of average difficulty.
4.3. Supporting a point of view with Making a
relevant arguments while exchanging Survey.
written messages on cultural / literary
topics.
 Practice your 1
English
 Evaluatio - Testing the knowledge and skills 8. Test Paper 1
n acquired while studying the current
13
 unit. (III)

Specific Competence Indicators

Hours
Nr.
Content Date Notes
(SCI) and Sub Competences (SC)
SCI SC
It’s the World
Unit VI
of Art.
2.3. Holding a conversation on a Lesson Enjoying the 3
Provide letter tiles as manipulative spelling devices.
 Spoken familiar topic using different 1. Arts.
Provide a template or graphic organizer for multi-
Interaction strategies of pragmatics (choosing
paragraph structure .
the topic, expressing agreement /
disagreement, turn-taking, etc.).
3.1. Reading a text to identify its
 Reading theme and main idea, characters,
Famous
time and space frame.
artists.
3.3. Decoding unknown vocabulary
in context.
1.1. Identifying the main ideas of Bruno Film watching
 Listening oral texts on an everyday life topic. Bettelheim and
1.2. Selecting and correlating Katherine
information from several different Kuh’s Theses
about Art.
parts of a text and / or from different
texts to meet different tasks.
4.5. Writing an informative essay Answer the questions.
 Written with an introduction, body and
Interaction conclusion. A Character
4.3. Supporting a point of view with Sketch of
relevant arguments in exchanging Andrei Sîrbu.
written messages on cultural /
literary topics.
14
 4.2. Correct spelling of words from
the standard vocabulary (including
words formed from other parts of
speech).
2.3. Holding a conversation on a Lesson Review pieces films and identify them
 Spoken familiar topic using different 2. Cinema and 3 Provide picture prompts and lists
Interaction strategies of pragmatics (choosing Films.
the topic, expressing agreement /
disagreement, turn-taking, etc.).
2.4. Providing clear, detailed
descriptions of subjects related to
areas of personal interest and
specialization.
3.3. Decoding unknown vocabulary Use graphic organizers for brainstorming, outlining,
 Reading in context. and clustering ideas.
3.1. Reading a text to identify its
theme and main idea, characters, Cry-Baby.
time and space frame.
3.4. Selecting ideas from a text to
summarize its content.
1.3. Listening to and taking notes of Film watching
 Listening some points of view and opinions to
present them / or to compare them Cry-Baby (II).
with the students’ points of view.
- Proper use of the Pronouns ‘that’, Attributive
 Grammar ‘who’, ‘which’ in Attributive Relative
Relative clauses. Clauses.
2.5. Creating and delivering a formal
 Written speech that will contain an An Oscar
Interaction introduction, arguments, a Presentation
conclusion based on sound Night.
reasoning.

15
 2.3. Holding a conversation on a Lesson All the 3 Provide letter tiles as manipulative spelling devices.
 Spoken familiar topic using different 3. World’s a Provide a highlighter for revising and editing.
Interaction strategies of pragmatics (choosing Stage.
the topic, expressing agreement /
disagreement, turn-taking, etc.).
2.5. Creating and delivering a formal
speech that will contain an
introduction, arguments, a
conclusion based on sound
reasoning.
2.2. Listening to and presenting
some points of view and opinions
and comparing them with the
students’ point of view.
3.1. Reading a text to identify its Film watching
 Reading theme and main idea, characters,
time and space frame. Pygmalion.
3.3. Decoding unknown vocabulary
in context.
- Proper use of Relative Pronouns Additional grammar exercises
Relative
 Grammar ‘that’, ‘which’.
Pronouns.
 Written 4.2. Correct spelling of words from
Interaction the standard vocabulary (including
words formed from other parts of
speech). Compare and
4.3. Supporting a point of view with Contrast.
relevant arguments while
exchanging written messages on
cultural / literary topics.
 Discussion 2.4. Providing clear, detailed Lesson Performing 3 Gaps –feeling
descriptions of subjects related to 4. Music.
areas of personal interest and

16
 specialization.
 Listening 1.2. Selecting and correlating Full-class work
information from several different
The Beatles.
parts of a text and / or from different
texts to meet different tasks.
 Spoken 2.3. Holding a conversation on a Sentence building
Musical
Interaction familiar topic using different
Genres and
strategies of pragmatics (choosing
Instruments.
the topic, expressing agreement /
disagreement, turn-taking, etc.).
 Reading 3.5. Reading a text to distinguish its
type. Translating sentences of
average difficulty. Singers of
3.1. Reading a text to identify its Traditional
theme and main idea, characters, Western
time and space frame. Songs.
3.3. Decoding unknown vocabulary
in context.
 Spoken, 2.1. Presenting the information Dialog played by roles
Written contained in oral or written texts.
Interaction 2.4. Providing clear, detailed
and descriptions of subjects related to
Writing a
Culture areas of personal interest and
Report.
specialization.
6. Knowledge of musicians,
performers, artists from English-
Speaking countries.
 Spoken 2.3. Holding a conversation on a Lesson Literary 3 Provide letter tiles as manipulative spelling devices.
Interaction familiar topic using different 5. Focus. Provide a template or graphic organizer for multi-
strategies of pragmatics (choosing It’s Always paragraph structure .
the topic, expressing agreement / Love...
disagreement, turn-taking, etc.).
 Reading 3.4. Selecting ideas from a text to
summarize its content.
17
 3.3. Decoding unknown vocabulary The Moon
in context. and Sixpence.
3.1. Reading a text to identify its
theme and main idea, characters,
time and space frame.
 Listening 1.2. Selecting and correlating Pair-work
information from several different Reconstructing
parts of a text and / or from different the dialogue.
texts to meet different tasks.
 Written 4.2. Correct spelling of words from Multiple –choice exercises
Interaction the standard vocabulary (including Brackets opening
words formed from other parts of
speech). Characterization
4.1. Bilingual translation of
messages of average difficulty.
 Practical 1
Applicatio - Testing the level of written and/or 7. Practice your
n of oral skills and knowledge acquired English
Knowledge while studying the current unit (VI).
 Final - Testing the knowledge and skills Final Test 1
Evaluation acquired in the course of the year. 8. Paper

Specific Competence Indicators

Hours
Nr.

(SCI) and Sub Competences (SC) Content Date Notes

SCI SC
It’s a Media
Unit V
World.
4.4. Filling in forms and editing In Formation 3 Provide a color-coded system to differentiate drafts.
functional texts, taking into account Ask focused questions that extend the student’s
 Written specific norms. response
Interaction 4.2. Correct spelling of words from
the standard vocabulary (including

18
 words formed from other parts of
speech).
4.1. Bilingual translation of messages
of average difficulty.
- Identifying different types of Additional exercises to be brought
 Grammar Conditionals. Conditionals.
- Proper use of Conditionals.
2.4. Providing clear, detailed Lesson Cyber smart Provide letter tiles as manipulative spelling devices.
 Spoken descriptions of subjects related to 2 Provide a template or graphic organizer for multi-
Interaction areas of personal interest and paragraph structure
specialization.
3
2.2. Listening to and presenting some
points of view and opinions and
comparing them with the students’
point of view.
3.4. Selecting ideas from a text to
summarize its content.
3.3. Decoding unknown vocabulary in
 Reading context. Mark Elliot
3.5. Reading a text to distinguish its
type. Translating sentences of average
difficulty.
1.2. Selecting and correlating Film watching
 Listening information from several different
and parts of a text and / or from different Media
Spoken texts to meet different tasks. Stereotyping
Interaction 1.3. Listening to and taking notes of
some points of view and opinions to
present them / or to compare them
with the students’ points of view.
 Grammar Lexicology Homographs
homophones

19
 4.3. Supporting a point of view with Buying
 Written relevant arguments while exchanging Branded
Interaction written messages on cultural / literary Products.
topics.
4.2. Correct spelling of words from
the standard vocabulary (including
words formed from other parts of
speech).
2.4. Providing clear, detailed Lesson Watching the Use a story board to retell the story. After retelling
 Spoken descriptions of subjects related to 3 Box. the story have students
Interaction areas of personal interest and Television place a circle around the problem depicted and a
specialization. Programs. square around the solution.
2.5. Creating and delivering a formal
speech that will contain an Change Your
introduction, arguments, a conclusion World for
based on sound reasoning. Better.
3.5. Reading a text to distinguish its Use graphic organizers for brainstorming, outlining,
 Reading type. Translating sentences of average and clustering ideas
3
and difficulty. What Do You
listening 3.3. Decoding unknown vocabulary in Watch?
context.
1.4. Performing a series of tasks in an
appropriate way.
- Using ‘wish, if only...structures’. Wish
* Grammar - Imparting experience on the topic Sentences.
and Written “Endurance” using modals from the Conditional
Interaction Grammar Focus box. Sentences –
III.
 Spoken 2.3. Holding a conversation on a Lesson No story
Interaction familiar topic using different strategies 5.
of pragmatics (choosing the topic, 2
expressing agreement / disagreement,
turn-taking, etc.).

20
 3.3. Decoding unknown vocabulary in
 Reading context.
3.1. Reading a text to identify its
theme and main idea, characters, time
and space frame.
3.5. Reading a text to distinguish its
type. Translating sentences of average
difficulty.
4.5. Writing an informative essay with Provide a graphic organizer for character analysis
 Written an introduction, body and conclusion. (e.g., characteristic map,
Interaction 4.1. Translation of messages of “0pen Mind,” character webs).
average difficulty.

 Practical - Testing the level of written and/or Practice your 1 Review grammar and the unit vocabulary
Applicatio oral skills and knowledge acquired English
5
n of while studying the current unit. (IV)
Knowledge
 Evaluation - Testing the knowledge and skills Home reading
acquired while studying the current 6 Test paper 1
unit. (IV)

Specific Competence Indicators

Hours
Nr.

(SCI) and Sub Competences (SC) Content Date Notes

SCI SC
It’s a
Unit II Beautiful
World.
2.2. Listening to and presenting some Lesson In Harmony 3 Record first drafts on tape recorder. Allow student
 Spoken points of view and opinions and 1. with Nature. to listen to tape for revision.

21
 Interaction comparing them with the students’
point of view.
2.3. Holding a conversation on a
Provide letter tiles as manipulative spelling devices.
familiar topic using different strategies
of pragmatics (choosing the topic,
expressing agreement / disagreement,
turn-taking, etc.).
3.3. Decoding unknown vocabulary in
 Reading context.
3.1. Reading a text to identify its
theme and main idea, characters, time
The Forces of
and space frame.
Nature.
3.5. Reading a text to distinguish its
type. Translating sentences of average
difficulty.
Build correct collocations
 Grammar - Proper use of collocations in Collocations.
context.
4.5. Writing an informative essay with Thank-you note
 Written an introduction, body and conclusion.
Interaction 4.1. Translation of messages of Description of
average difficulty. Nature.

2.3. Holding a conversation on a Optional material

 Spoken familiar topic using different strategies Lesson Animal 3 Chart drowing
Interaction of pragmatics (choosing the topic, 2. World.
expressing agreement / disagreement,
turn-taking, etc.).
2.4. Providing clear, detailed
descriptions of subjects related to
areas of personal interest and
specialization.

22
 3.1. Reading a text to identify its
 Reading theme and main idea, characters, time
and space frame. The Healing
3.3. Decoding unknown vocabulary in Power of
context. Animals.
1.2. Selecting and correlating Provide a template or graphic organizer for multi-
 Listening information from several different paragraph structure.
parts of a text and / or from different Allow students to draw pictures on first drafts.
texts to meet different tasks. Provide letter tiles as manipulative spelling devices
1.3. Listening to and taking notes of Dolphins.
some points of view and opinions to
present them / or to compare them
with the students’ points of view.
- Filling the gaps with appropriate Defining
 Grammar Pronouns. Pronouns.
4.2. Correct spelling of words from
 Written the standard vocabulary (including
Interaction words formed from other parts of
Description of
speech).
an Animal.
4.4. Filling in forms and editing
functional texts, taking into account
specific norms.
2.3. Holding a conversation on a Lesson The sense of 3 Provide letter tiles as manipulative spelling
 Spoken familiar topic using different strategies 3. beauty devices.
Interaction of pragmatics (choosing the topic,
expressing agreement / disagreement,
turn-taking, etc.).
2.4. Providing clear, detailed
descriptions of subjects related to
areas of personal interest and
specialization.
3.1. Reading a text to identify its Record first drafts on tape recorder. Allow student
 Reading theme and main idea, characters, time Newton’s to listen to tape for revision .
23
 and space frame.
Papers Set to
3.3. Decoding unknown vocabulary in
Be Saved for
context.
Nation.
3.4. Selecting ideas from a text to
summarize its content.
1.3. Listening to and taking notes of
 Listening some points of view and opinions to
present them / or to compare them Geniuses.
with the students’ points of view.
1.4. Performing a series of tasks in an
appropriate way.
Provide a template or graphic organizer for multi-
 Grammar - Defining the proper Order of paragraph structure.
Adjectives in various sentences. Order of Provide word boards (magnetic or felt material) for
Adjectives. students to arrange word

4.3. Supporting a point of view with

 Written relevant arguments while exchanging A Famous
Interaction written messages on cultural / literary Person.
topics.
 Spoken 2.3. Holding a conversation on a Lesson Literary 3 Ask focused questions that extend the student’s
Interaction familiar topic using different strategies 5. Focus. response
of pragmatics (choosing the topic, The World Is Provide key words and phrases from the prompt on
expressing agreement / disagreement, a Beautiful separate cards organizers.
turn-taking, etc.). Place.
2.5. Creating and delivering a formal
speech that will contain an
introduction, arguments, a conclusion
based on sound reasoning.
 Reading 3.1. Reading a text to identify its Text reading in loud voice
theme and main idea, characters, time
The Seeing
and space frame.
See Little.
3.3. Decoding unknown vocabulary in
context.
24
 1.3. Listening to and taking notes of
 Listening some points of view and opinions to
present them / or to compare them
with the students’ points of view.
1.4. Performing a series of tasks in an
appropriate way.
4.5. Writing an informative essay with Highlight and clarify key words and phrases from
Hints to Those
 Written an introduction, body and conclusion. the prompt (e.g., problem,
Who See.
Interaction solution, solved, describe, facts, details, explain,
A Piece of
Prose. clearly).

Practice your 1 Review grammar and the unit vocabulary

 Practical - Testing the level of written and/or 7. English
Applicatio oral skills and knowledge acquired
n of while studying the current unit (II).
Knowledge

Home reading for summer

 Evaluatio - Testing the knowledge and skills 8. Test Paper 1
n acquired while studying the current
unit. (II)

25