a doua sansa secundar engleza profesor 1

Această primă ediţie (pilot) este finanţată de Uniunea Europeană.

MINISTERUL EDUCAŢIEI ȘI CERCETĂRII

CARMEN COSTINA

LIMBA ENGLEZĂModulul 1Receptarea mesajelor orale și scriseGhidul profesorului

Proiect Phare „Acces la educaţie pentru grupuri dezavantajate”Programul „A doua șansă”

© Ministerul Educaţiei și Cercetării

Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaţie pentru grupuri dezavantajate” 2003 –au fost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării pentru a fi folosite în perioada deaplicare experimentală a programului educaţional revizuit „A doua șansă” – învăţământ secundar inferior.

Membrii echipei care a elaborat materialele sunt:Lucia Copoeru, coordonatoarea componentei „A doua șansă” – învăţământ secundar inferiorDorina Kudor, autoare „Limba și literatura română”Gina Anton, autoare „Limba și literatura rromani”Carmen Costina, autoare „Limba engleză”Iudit Sera, autoare „Limba engleză”Nicolae Pellegrini, autor „Matematică”Ariana-Stanca Văcăreţu, autoare „Matematică”Luminiţa Chicinaș, autoare „Știinţe”Ioana Mihacea, autoare „Știinţe”Mihai Stamatescu, autor „Istorie”dr. Horaţiu Popa-Bota, autor „Geografie”Elena Bălan, autoare „Cultură civică”dr. Doina-Olga Ștefănescu, autoare „Cultură civică”Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale”

Coordonator editorial: Laura CodreanuDesign copertă, layout: Elemér KönczeyDesign și DTP: András TánczosIlustraţii: Levente SzekeresCorectură: Mirabela Mitrică

Descrierea CIP a Bibliotecii Naţionale a RomânieiCOSTINA, CARMEN

Limba engleză : ghidul cadrului didactic : modul 1 / Carmen Costina. – București : Step by Step, 2006ISBN (10) 973-88052-3-6 ; ISBN (13) 978-973-88052-3-1

811.111

Această publicaţie face parte din Programul Phare 2003 „Acces la educaţie pentru grupuri dezavantajate”,componenta „A doua șansă”.Editorul materialului: Ministerul Educaţiei și CercetăriiData publicării: august 2006

Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.

Secvenţele de conţinut care sunt semnalizate astfelse pot parcurge cu ajutorul CD-ului audio inclus în Ghidul profesorului.

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 3

ContentsAbout this course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Passport to English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit I. Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71. Hello! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82. Can I call you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103. Family matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124. Describing people . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit II. Homes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171. Welcome to our home . . . . . . . . . . . . . . . . . . . . . . . . 182. This is my room . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203. Who does what? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224. What time do you…? . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit III. Travelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271. Journey planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282. Means of transport . . . . . . . . . . . . . . . . . . . . . . . . . . 303. Out and about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324. Shopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Assessment guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Class performance observation grid . . . . . . . . . . . . . . . . . 41Oral assessment grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Ne bucurãm cã suntem

împreunã în marea echipã a

programului „A doua ºansã”.

Ordinele M.Ed.C.

nr. 5333/25.10.2005 ºi

nr. 5375/29.12.2005 privind

Metodologia aplicãrii

programului ºi programele

ºcolare pentru educaþia de

bazã sunt documentele care

stau la baza programului

„A doua ºansã” – învãþãmânt

secundar inferior.

Ghidul de faþã face parte

dintr-o serie de materiale

educaþionale (ghidurile

elevului, ghiduri de

evaluare) care vor fi utilizate

în cadrul programului


secundar inferior.

Prin realizarea ghidurilor,

am dorit sã vã sprijinim

ºi sã vã oferim materiale

perfectibile, dar utile

dumneavoastrã atât în

cadrul programului,

cât ºi în întreaga activitate

didacticã.

Sugestiile pe care ni le veþi

oferi vor contribui la

revizuirea materialelor în

anul de pilotare, astfel încât

programul sã se poatã

extinde la nivel naþional.

Datoritã dumneavoastrã,

pentru tinerii din program

viitorul poate arãta altfel.

Vã dorim succes ºi vã

mulþumim cã aþi ales sã fiþi

alãturi de noi.

Lucia Copoeru

Coordonator


secundar inferior

Stimată colegă,Stimate coleg,

This is a general English course for the adultsand young adults included in the “SecondChance” educational programme, lowersecondary education, implemented by theRomanian Ministery of Education.

The course is based on the Second ChanceEnglish Syllabus for lower secondary level,approved by Ministerial Order nr. 5735 of29.12.2005. It consists of a Student’s Book and aTeacher’s Guide.

ApproachThis course uses the functional communicativeapproach to teaching English, placing moreemphasis on skills development and learning ofnew language than on grammar. We suggest usingthe constructivist approach to learning, firstallowing students to check what they know,using their previous knowledge or experience asa starting point, then helping them to work outthe rules for themselves through analyzingexamples of semi-authentic communicativesituations, and finally applying what they havelearned in various situations. Since the course isaimed at adults and young adults, self-reflectionupon the learning process is emphasizedthroughout the course.

Structure of the courseThe Student’s Book begins with an introductorylesson, “Passport to English.” As well as raisingstudents’ awareness about the importance ofstudying English, the lesson could also be usedto help students reflect about different learningstyles and abilities.

The main body of the course consists of threethematic units, each containing four two-hourlessons. At the end of each unit there is a “CheckYour Progress” page, meant to help studentsreinforce what they have learned and prepare forfinal assessment.

The course ends with some practical advice onassessment. It would be useful for your studentsif you could go through it together.

Finally, there is a vocabulary section at the endof the Student’s Book, covering most of thewords used in the Student’s lessons (about 250).

Lesson developmentEach lesson is introduced by a “Can you…?”section, aimed at identifying students’ needs,bringing out their previous knowledge, if any.This is followed by asking a thinking question –“Think about it!” Students can express theiropinions on topics related to the theme of theunit. It is advisable to guide the discussion tovarious situations in which they might need touse the language in the lesson. The discussioncan be conducted in Romanian or the students’mother tongue, but some of the students mightwant to try and use English.

New language is introduced in the “Usefullanguage” section and the “Remember!” box onthe right side. Please note that these are meresuggestions and teachers should adapt thelanguage content to the needs of their students,within the main topic of the unit. The teachingnotes for each lesson offer suggestions as tomethods of introducing new vocabulary, but thegeneral guideline is to let students discover forthemselves as much as they can, using what theyalready know, the vocabulary at the end of theStudent’s Book, dictionaries, or even the texts inthe “Let’s learn” section. As they progressthrough the book, students will probably needless and less support with this.

Sometimes, basic grammar rules are outlined inthe “Do you know?” box and there are somepronunciation tips in each “Sound wise!” box.

In the “Let’s learn” section, the new language isintegrated into meaningful contexts. Encouragestudents to constantly make notes in theirLearning Diary about what they have learned,what they would like to learn and also aboutpersonal contexts in which they have used ormight need to use the new language.

“Your turn” provides students with opportunitiesto use the new language in guided contexts.Some of the activities are based on drillingstructures and functions, but most of them willrequire students to interact with each other usingthe new language.

“Check this!” is a self-assessment sectionconsisting of a few “I can do” statements, basedon the guidelines of the Common European

About this course

LIMBA ENGLEZĂ • GHIDUL PROFESORULUI4

Framework for Foreign Languages and theofficial syllabus for the “Second Chance”programme. As students go through thesestatements, either individually or in pairs, theyreflect on what they have learned and decidewhich areas they still need to improve. Theactivities in the previous section can serve as abasis for self-assessment; alternatively, studentsmight want to devise new exercises themselves,for self or peer assessment.

“Use it!” invites students to use the newlanguage in a freer and more integrated way. Theassignments in this section are again to beregarded as mere suggestions. Students should beencouraged to think of other ways they couldtransfer the language they have learned torelevant contexts for themselves. Possible ideasmight be writing introductory letters to a similarclass in another town or country, choosing apiece of music they like and teaching the lyricsto the rest of the class, drawing up aconversation guide (English-Romanian or mothertongue) on a certain topic, etc. These are goodopportunities for group work.

Teaching mixed ability classesSome of the students in the programme mightalready have some abilities in English, whileothers might be complete beginners. Also, somestudents might make progress at a very fast pace,while others will need more time and support tomake some progress. Here are a few suggestionsfor dealing with mixed ability classes:

– Set the working pace to that of the averagestudent;

– Allow time for students to check theiranswers in pairs or groups before checkingwith the whole class;

– Grade the difficulty of questions you aim atstudents of different level (easier questions forweaker students);

– As you get to know your students better, mixstronger with weaker students in pair or groupwork, but pair up similar level students infreer speaking activities;

– When monitoring pair or group work, go tothe weaker students first to check if they haveunderstood the instructions and are doing theactivity correctly;

– Always keep some extra activities at hand togive early finishers to do.


The aim of the introductory lessonis to raise students’ awarenessabout the importance of studyingEnglish and to develop theirmotivation to study.

Ice-breakingStart the lesson by greeting thestudents in English and encouragingthem to respond in the same way.

Use an ice-breaking activity inRomanian or mother tongue tobuild some trust and comfort. Forinstance, you could throw a soft ballfrom one person to another, or a ballof string. When each person gets theball, they will introduce themselvesand speak about their previousexperiences with English (be itattending formal courses, meetingforeigners, having to fill in a form inEnglish, reading instructions abouthow to use some equipment,working abroad, etc.) You can varythe activity by asking students tospeak about how they felt duringthe experience, about theirexpectations for this course, etc.

Did you know?Ask some preliminary questionsabout how widely English is usedaround the world, then letstudents discover some basic factsabout it, reading the text in thebook. As students work in pairs,encourage them to use the picturesand numbers in the text as clues toits meaning and then report theirfindings to the class.

English around youGo through the questions with thewhole class. Be flexible aboutstudents’ answers. Ask them togive plenty of examples.

International wordsLook at the examples in the listwith students. Invite them to readthe words as they normally would

Passport to English


(perhaps with a Romanian pronunciation or accent). Then, modelthe correct pronunciation in English and ask them to repeat. Askstudents if they can sense a big difference. The discussion aboutinternational words could go on with speaking about the reasonswhy so many words from English are included in all languages.(Possible answers: English as an international language, theEnglish origin of the industrial and technological boom, etc.)

Learning DiaryIntroduce the learning diary to the students. Explain this willbe a useful tool for them to organize and keep track of theirown learning.

Invite students to reflect on their needs or reasons for studyingEnglish. Then, set some questions about the different ways inwhich different people can learn a foreign language. After youconduct a whole class discussion on this, encourage students towrite down their own feelings about it.


When the students finish studying this unit,

they will be able to:

• introduce themselves and their friends;

• greet people;

• speak on the telephone;

• describe people’s appearance;

• speak about what they / other people like doing.

Identities I

Introduction / ReviewStart by greeting the class andintroducing yourself in English.Use gestures to make sureeverybody understands. Invitesome of the students to copy whatyou are doing.

Can you…Explain that what you have beendoing is greeting and introducingyourself. Ask students to answerthe questions. Point out that someof them can already introducethemselves in English. Explain‚spell your name’ and ask studentswhy they think this is necessary(when dictating information to aforeigner, for instance.)

Think about it!To answer these questions, studentscan use Romanian. But some ofthem might want to try English, soencourage them to do it, in verysimple sentences. Possible answers:You need to state your identity at aninterview (for a job, visa, etc.), whenyou want to make a reservation/appointment, on the telephone,when you meet new persons, etc.

PreparationFor ex. 5: small pieces of paperwith English names (first andfamily names) – 1/student.

Useful language! / Remember– Explain students that they need

to know the letters of thealphabet and how they sound inorder to spell their names. Drawtheir attention to the differencebetween letters and sounds. (Ifnecessary, use the model of theRomanian alphabet: A is /a/, butB is /be/, etc.)

– Read the whole alphabet (pauseafter each letter, making sure thatstudents can follow); read all theletters again and have studentsrepeat each letter as you go;

IDENTITITES

Hello! 1


– Ask students to read a few letters each (individually, beginwith the more confident ones);

– Focus students on the vocabulary in ‘Remember’ and spell afew short words (name / greet). Ask them to find thosewords in the box.

– Introduce the rest of the vocabulary.

Do you know…?Let students read the information and try to guess what itmeans by looking at the clues (the hours, different letter types,etc.) If necessary, help them by showing time on a clock. Askstudents to walk about in the classroom and greet each other asthey pass by. Clap your hands to change the time of the day.(e.g. now it’s after 6 p.m.! Good evening!)

Sound wise!Write your first name on the board and spell it to the class.Invite a couple of students to do the same. Then give them


down in the list. Alternatively, they can think of how these functions are performed in otherlanguages that they know, or their own.

4. Advise your students to use capital letters as they write the names that you spell. Repeat eachname twice. Suggestions: SMITH, CATHY, PETER, BROWN, JILL, VALERIE, WILLIAMS.

5. This exercise could be done with the students’ real names if they don’t know each other yet. Butif they do, give them some slips of paper with a new identity, to make it purposeful. Insist thatstudents write down the names they hear and ask their partners to spell them.

6. Pair work: Using all the information they know, students will make up short/simple dialogues inwhich they practise greeting, introducing and spelling. When all pairs have finished, ask some ofthem to act out their dialogue.

Check this!This is the first time students use this kind of self-assessment. Start by discussing the importance ofreflecting on what has been learned. Read the list of ‘I can do’ statements and ask students to tickthem based on how they feel about their ability at this point.

Use it!Ask the students to think about more ideas to help them improve their spelling skill.

some time to work out how tospell the acronyms in pairs.Finally, ask some of the pairs toread the acronyms aloud.

Let’s learn!Focus students on the pictures.Explain that you will read twodialogues while they will have tofigure out the situation in each ofthem. Read the dialogue clearly,then discuss the two situations inRomanian (Sophie Bowen, British,is making a reservation for a hotelroom; Alin Mocan, Romanian, isbooking a flight for London.). Readthe dialogue again, and askstudents to identify the words andexpressions they already know.Allow some time for any questionsabout other vocabulary in the text.

Your turn1. Ask a pair of students to

model reading the dialogue forthe class. Then monitor thepairs as they read together.Tip! Correct theirpronunciation only when ithinders understanding.

2. Explain students that whenwe speak we perform differentfunctions, e.g. we say Hello! togreet somebody. This exercisewill help students be aware ofwhy they use certain words orexpressions.

3. Students can think of anyother English expressions theymight know, and put them

ReviewStart the lesson with a briskrevision of what students learnedin the previuos lesson. Suggestion:hold up cards with a selection ofwords taken from the currentlesson’s new vocabulary, e.g.speak, good, hear, phone, again.Ask students to spell eachindividual word.

Can you…Go through the questions with yourstudents. Create opportunities forthem to share their previousknowledge. Praise them for whatthey already know; invite them toexpress wishes about what else theywould like to learn. If some cancount to three, maybe they’d like tocount to ten, if others can count toten, they might want to learn howto pronounce the numbers correctly.

Think about it!Let students express their views onusing telephones as they wish,even if in Romanian.

Useful language! / Remember– Introduce the digits. If any of

the students can pronounce thenumbers, let them do it ratherthan doing it yourself. Ask theother students to repeat eachnumber a few times, until theyget the pronunciation right.Keep practising with individualnumbers randomly, until stu-dents can recognize each digit.

– Pretend you are dialling atelephone number and introduceyourself on the telephone. Focusstudents on the new language in“Remember!” Use it in yourpretend call, so that studentscan guess what the new wordsand expressions mean. Check ifthey understand correctly. Someof the students could now actsimple phone conversationsusing the new expressions.

IDENTITITES

Can I call you? 2


Do you know…?– Start by analyzing the way people say addresses and phone

numbers in Romanian. Then compare it to the English way.– Ask individual students to write on a piece of paper their

address and a phone number (their own or an imaginaryone). Have them read the address the Romanian style, thenthe English way. Do the same with phone numbers.

Sound wise!– As students try to read their phone numbers, focus them on

the special sound in three. Model the correct pronunciationand allow students some time to practise in pairs.

– Then focus them on the different sound in this. Do the same.– Finally, read the words in the list and ask students to listen

for the different th sounds. Students copy them in theircopybooks as you read them. (Suggestion: organize someoral practice before writing the words.) Check the correctanswers.


their answers in pairs, then check them using the books. (They will also practise reading forspecific information.)

2. Reinforce reading phone numbers in English.3. Make sure all the students understand each sentence before deciding which are true/false.

Answers: a. F; b. T; c. T; d. F; e. T.4. Do this exercise in groups. Hand out pieces of paper with fictitious personal information. Explain

students that they are not to show their piece to the group, but answer the questions when theyare asked. Students conduct simple dialogues to find out the names. Organize the groups so thateach student gets a chance to ask and answer.

Check this!Ask students to base their self-assessment on how well they did in exercise 4. Where it’s not relevantenough, ask them to conduct similar short conversations and assess each other.

Use it!Collecting real information about colleagues will contribute to the relevance of the acquiredcompetences, as well as to the cohesion of the new group.

Let’s learn!– Focus students on the pictures.

Invite them to make predictionsabout who the persons are, thenfocus them on the task: listen tothe conversation to find outwho the two persons are (twogirls, probably good friends,very happy to see each otherafter some years, etc.). Letstudents know they don’t haveto worry about understandingevery little detail at this point.

– Let students go through the textagain in pairs and try to analyzewhich words they know, whichthey may guess from the contextand ask questions about thosethat they don’t understand.

Preparation!For ex. 4: sets of small pieces ofpaper with fictitious data: names,phone numbers and addresses.Each group gets one set, so thatevery student has one piece ofpaper with a person’s name.e.g. Nicoleta, 543 319,5. Bacãu Street,[email protected]

Your turn1. Explain students that they will

practise listening for specificinformation, with their booksclosed. As you read thedialogue again they will haveto listen for Andra’s phonenumber and address and writethem down. Students compare

ReviewFunny activity to revise readingphone numbers and having shortphone conversations: use thepieces of paper with names,addresses and phone numbersfrom the previous lesson:

– Each student gets one piece ofpaper and copies/remembersthe information.

– Get all the papers back, putthem in a box and ask a fewstudents to pick one.

– In turns, they will then “dial”the number they drew (byreading the number loudly andclearly) and somebody in theclass will “pick up” the phone– if they paid attention!

Can you…In each lesson these questions aremeant to create an opportunity foridentifying students’ needs andpraising any knowledge they mightalready have acquired.

Think about it!If they understand the definitioncorrectly, students will probablyhave plenty of examples toillustrate what a stereotype is. Youmight want to start by telling ajoke, or a real story, etc.

PreparationPhotos of your own family couldbe useful if you’d like todemonstrate how to build a familytree.

Useful language! / Remember– You may start by introducing

your real family (bring pictures)or an imaginary one (drawpictures on the board) to yourstudents. Introduce the wordsin the language box as you dothis, and write a number foreach person’s age next to theirpicture. E.g. This is my mother.She’s 65.

IDENTITITES

Family matters 3


– Then, ask students to repeat some of the information: Who isthis? Your mother. How old is she? 65.

– Introduce numbers. Invite students to look at the numberslist, listen to you read it, read it for themselves, then try tolook for patterns which might help them remember all thenumbers more easily.

Do you know…?Stereotype examples: Girls learn faster than boys, women arenot good managers, men don’t cook, etc,

Sound wise!Focus on the th sound in mother, brother, father, etc. Model thecorrect pronunciation and let students practise it.

Let’s learn!– Introduce and explain the task before reading the dialogue.

Then read the dialogue, with short breaks, to make sure


4. Before doing the exercise, make sure the students have worked out the family tree structure. Theydo the exercise in pairs, then check all the answers together.Answers: a. sister; b. husband; c. son; d. grandfather; e. mother; f. wife; g. niece; h. father.

5. Some more oral practice in asking/answering questions about people’s ages.

Check this!Students tick the statements by themselves. You could ask them where they feel the need for morepractice and start the next lesson by reviewing that particular area.

Use it!Students could make posters of their own family tree. Motivate the students to do the projects. Theywill be included in their portfolios, which will be assessed at the end of the module.

For next lessonAsk students to bring cuts from old newspapers or magazines with famous people.

everyone follows. Encouragestudents to point to the rightpicture as you read eachdescription.

Your turn1. Introduce the new task. Ask

students to read the text inpairs, find the necessaryinformation, fill in the grid,then exchange copybooks withanother pair to compare theanswers.

2. Read the pairs of numbers.Emphasize the stress patternin thirty/thirteen as you read,then ask students to comparethem. Continue practisinguntil they can get thepronunciation right. For evenmore practice, introduce thequestion “How old are you?”and teach students how toreply in a complete sentence:“I’m 16.”

3. Start asking questions aboutAndra’s family members. Usetheir names in the beginning,then the personal pronoun(he/she). Model the correctanswer “She’s.. years old. /He’s … years old.”

ReviewIf any students did their familytrees, you could use theirpresentations as an opportunity torevise the previous lesson’smaterial.

Can you…Ask students if they could describesome of the persons in thepresentations. What kind oflanguage would they need todescribe a person? Students candraw up lists of words they wouldlike to learn in this lesson.

Think about it!Discuss the importance of the waypeople look, hair dying, plasticsurgery. More able students mightbe able to say a few sentences inEnglish, if so, help them byproviding some useful structures: Ithink that peopleshould/shouldn’t…).

Useful language! / Remember– Brainstorm words they already

know, write them on the boardusing a concept map: e.g. wordsto describe size (tall, short,thin.etc), age, hair, beard,moustache, glasses, etc.

– Pair work: students look up thenew words from the Remember!box in the vocabulary section atthe end of their book. Modelthe correct pronunciation ofeach word.

– Focus students on the verbstructures and encourage themto make some simple sentencesabout themselves. I’m tall. I’vegot short hair. etc.

Do you know…?Draw students attention on wordorder when using adjectives. Studythe examples in the book, then askstudents to create more examplesof their own.

IDENTITITES

Describing people 4


Let’s learn!– Focus students on the picture. Can they recognize whose

family this is? Ask them to figure out in what situationSophie would make such a presentation about her family.(Maybe she’s showing a picture of her family to somebody,maybe she had to do a project for school, etc)

– Read the text, while students follow in their books, trying tofind each person in the picture. You might want to stopafter each character and make sure the students arefollowing. If necessary, repeat each description andencourage students not to give up even if it might feeldifficult to them.

Your turn1. Explain students that an information grid is useful when

you want to make a lot of information manageable.Students work in pairs to design the column headings, thenfill in the information in their copybooks. Sugestions:

name, age, hair, size, favouriteactivity; or more simple:name, appearance, favouriteactivity.

2. Before this exercise, studentsmight need to understand thequestion words: Who? What?They can answer the questionsin pairs. Decide according tothe level of the class whetherthey should write the answersin complete sentences or givejust the basic information.Answers:

a. Brown / Sophie’s gotbrown hair.

b. Long, blond / Ann’s gotlong blond hair.

c. Terry / Terry likes skiing.d. Repairing things / Tom

likes repairing things.e. Sophie / Sophie does. /

Sophie likes readingbooks.

f. Terry / Terry’s got shortblack hair.

3. Oral practice: students look atthe pictures and describe thepeople in the family. One ofthe more able students shouldbegin, to set an example forthe others. Extension: guessingthe character! One studentdescribes one of the persons,while the others have to guesswho it is.

4. Students can now transferwhat they have learned to adifferent context. Invitestudents to look at the pictures


and describe the persons without reading Andra’s introductions. They then work in pairs to fill inthe sentences.Answers: a. He’s, got, likes; b. likes, got, she’s; c. years, likes; d. She’s, likes.

5. Make a “famous people poster” by pasting all the pictures brought by students on a blank sheet ofpaper. Put the poster in front of the class and start a guessing game: One student describes oneperson, the others have to guess who it is.

6. Each student writes a short introduction of himself/herself, using a code name. All the pieces ofpaper are put together and mixed, then each student draws one and tries to guess the code nameof that person.

Check this!Exercises 5 and 6 can be used by students to self assess their abilities to describe a person’sappearance and speak about their favourite activities.

Use it!Set this activity as a non-compulsory homework, begin next class by asking who would like to read itto the class or show it to you at the end of the class, for feed-back.


Homes II



• describe homes and activities they do at home;

• describe their room;

• tell the time in English;

• ask and answer about daily programmes.

ReviewAsk students to think about all thecompetences they have acquired inthe previous unit. Tip! Askquestions in terms of what theycan do now, rather than what theyknow.

Can you…The picture of a house / block offlats could be placed on the board.Invite students to describe it. /What words do they need to learnin order to be able to do it?(Students write down lists in theircopybooks.)

Think about it!Discuss the difference betweenliving in a house and living in aflat. Be aware that some of yourstudents might be sensitive aboutthe topic. Conduct the discussionin Romanian, but praise thoseefforts to bring in some Englishwords.

Useful language! / Remember– To introduce new language,

draw a simple plan of a homeon the board (similar to the onein the Student’s Book).Introduce the name of eachroom, in turns. (This is myhome. There is a kitchen. Youcan cook in the kitchen. Thereis a bedroom. You can sleep inthe bedroom, etc.) Use gestureswith the explanations, so thatstudents can guess the meaningof each room’s name. As youintroduce each new room, writethe word for it in the plan.

– When all the rooms have beenintroduced, reinforce them byasking questions: Where canyou cook? –Ss: In the kitchen,etc.

– Introduce the interrogative formin the end, to help reinforce

HOMES

Welcome to our home 1


vocabulary: Is there a kitchen? / Is there a bathroom?; Howmany rooms are there?

– Tip! Students might guess some of the words by makingconnections between the pictures in the book and the wordsin the Remember! box.

Do you know?Explain that it is usual to say more than just yes /no whenanswering a simple question in English; but also demonstratethat what you add to the answer depends on the verb in thequestion: Are you a student? / Yes, I am; Is there a kitchen? /Yes, there is.

Sound wise!Focus students on the sound in kitchen. Provide someexamples of more words with the same sound.


4. Students draw the plan of their home (either real or imaginary). Ask them to write a fewsentences to describe it. Go round to the weaker students first and check they have got the gripsof what they need to do.

5. Picture dictation: this activity could be lots of fun, but also very frustrating if it doesn’t work. Tip!Ask students to sit back-to-back as they ‘dictate’ their plan to the other colleague.

Check this!Students tick the “can do” statements, as usual.

Tip! Remind students to make notes in their learning diary at the end of each lesson.

Use it!Set this activity as a non-compulsory homework. Next class, students who did it can pin theplan/picture of their ideal home on the board and let colleagues describe it.

Let’s learn!Explain the context: Sophie isvisiting Andra’s family. Studentslook at the picture (a plan ofAndra’s flat) as they listen to thedialogue and point to each room asit is mentioned. Go through thedialogue again several times, ifnecessary.

Your turn1. Students work in pairs, after

you model doing the exerciseon the board.Answers: B, A, B, B, B, B. Ask students to check theiranswers together, then checkwith the whole class.

2. Students read the dialogue inpairs. After they finish once,ask them to change partnersand read the text again.Extension: more able studentscould then act out thedialogue by looking at theplan of the flat, withoutreading the text.

3. Students do the exercise inpairs and copy the answers intheir copybooks. Answers:bedroom, kitchen, bathroom,living room, dining room. Ifnecessary, let the students dosome pairwork, practising thisstructure a little more: S1:bedroom / S2: You can sleepin the bedroom.

Review

Revise reading numbers. To makethe activity more motivating, playNoughts and Crosses: Draw a 3x3grid on the board and fill it in withdifferent numbers, as in the modelabove. Divide the class into twoteams: O and X. Each team takes itin turns to read the numbers in thegrid. Whenever they do it correctly,you mark a nought or a cross in thatsquare. The winner is the team withthe first line of noughts or crosses inany direction (horizontally,vertically, or diagonally).

Can you…Ask students to imagine they arelooking for a house / room to rentin another town. How would theydescribe the kind of room theywould like? Make a concept mapon the board and write in thewords or expressions studentsbelieve they might need whendescribing a room.

Think about it!Students share information abouttheir home. They might find theconcept map on the board usefulto speak about the place wherethey live / would like to live.

Useful language! / Remember– Use the pictures in this section

and the words in theRemember box to introduce thenew vocabulary. Challengestudents to make guesses aboutwhat each word means – orally.Students can use somestrategies for this purpose: e.g.they might start with the easiestwords: TV, maybe sofa; or theymight make the connectionbetween cooker and She likescooking, etc.

HOMES

This is my room 2


Do you know?Use some of the words in the new language section to practiseforming the plural form for regular nouns. According to thestudents’ interests, create a scenario in which they have to usethe plural. (e.g. In my room there are four chairs, twoarmchairs, etc.)

Sound wise!As students use the plural form of various nouns, draw theirattention to the pronunciation of the last sound: /s/, /z/ or /iz/.

Let’s learn!– Explain the setting: Sophie is going to stay in Romania for a

while, so she needs a place to live. She’d like to rent a room.While students listen to her conversation with the landlady,their first listening task is to find out how long Sophieintends to stay in Romania. (one year, maybe longer).

12 20 3476 30 5913 100 64


4. Make sure that while reading the text (in pairs, 2-3 times), students bear the final task in mind:acting out the dialogue without looking in the book. Explain that they don’t have to use the exactwords, but should reproduce the basic course of the conversation. Alternatively, some of thestudents might want to recreate the conversation, alter it completely, etc.

5. Use the picture representations of prepositions: in/on/near/between, etc. to do this exercise. Tip!After doing the exercise about Andra’s room, students could transfer their new skill to locatevarious objects in their classroom.

6. Guide the activity according to the class level and students’ interest: write some basic structureson the board for them to use while describing their ideal room, or focus them on using numbersand plurals correctly, students can either describe their ‘fantastic’ room to their partner or answertheir questions about it, etc.

Check this!Students tick these statements according to how they felt while doing the exercises (especially 5 and 6).

Use it!Students might find it helpful to see some real ads from newspapers; if the school has Internet accessyou can find some examples in English. (www.craigslist.org)

– The text could be read again,with a different listening task:for instance, ask students todraw an empty rectangle torepresent the room, then – asthey listen to the conversation –fill it in with chairs, bed, etc.,accordingly.

Your turn1. The aim of the exercise is to

reinforce vocabulary andpractise asking and answeringsimple questions;

2. Working with numbers.Students work in pairs to askand answer about the numberof objects. The exercise isbased on the pictures in theUseful Language section(considering the numberaccompanying each objectrepresents the number ofobjects: 3 beds, 7 chairs, etc.)

3. Caution! Some students mightfind this exercise (and theprevious one, for that matter)irrelevant (11 tables!?, 12wardrobes!?) but lay stress onthe skills they aim at: askingand answering about numbers.It also develops observationand good memory.

ReviewRevise some of the vocabulary inUnit I, Lesson 4 (favouriteactivities). She likes reading, helikes watching TV.

Can you…Focus students on the aim of thislesson. As usual, use this as anopportunity to check what theyalready know and let studentsexpress what they would like toaccomplish.

Think about it!Moderate a discussion aboutresponsibilities at home. (Ifnecessary, use the pictures in thenext section for ideas.) Encouragestudents to introduce Englishwords/simple sentences in theconversation whenever possible.

Useful language! / Remember– Focus students on the new

language. Use the pictures orgestures to introduce the namesof activities, encourage studentsto repeat each name as manytimes as needed until they getthe pronunciation right.

Do you know?Explain the use of the -s/-es endingfor verbs in the third personsingular. (They have already usedthis in Unit I, Lesson 4.)

Sound wise!Students should be aware that thewrong pronunciation of the twosounds can sometimes produceconfusion between two words.

Let’s learn!– Students listen to the text and

focus on the house chores theyhave just learned. According tothe class level, you can setdifferent listening tasks: askstudents to listen for: a) onething that Andra does; b)

HOMES

Who does what? 3


Andra’s responsibilities; c) one responsibility of each familymember, etc.

– Invite students to read the text in pairs: as one studentreads, the other one points to the correct picture illustratingeach activity, then take turns.

Your turn1. Before students do the pairwork, model asking questions

about each of the activities. Monitor students as they workin pairs and help when necessary. Always make studentsaware of the purpose of the exercise. (Learning a foreignlanguage involves a lot of practising).

2. More able students could start by looking at each picture inturns, naming the activity, and making a correct sentenceabout it. Only then do they try to find the matching sentencein exercise 2. Weaker students might find it easier to look atthe sentence first and then try finding the matching picturefor each sentence. Either way, students should practise

reading the sentences aloud.Finish the exercise by askingstudents to look at each pictureand say the correct sentencesby themselves.Answers: c. d. a. e. i. g. h. b. f.

3. Remind students of theinformation in the Do youknow box before starting thisactivity. After they do theexercise, again they shouldpractise reading the sentencesaloud. Doing it in pairs willgive everybody more time forpractising, (students should bemade aware they areresponsible for their ownlearning); at the end of theactivity, individual studentscould read each sentencealoud for the class.

4. Focus students on Andra’sfamily again. Remind them onthe rule for short answers inEnglish and explain how thewords do/does are used to askquestions. According to theclass level, you may want tomention only DOES for thisexercise and introduce Doyou.. questions at thebeginning of ex. 5. Studentsthen do the exercise in pairs.


5. Students can use the pictures in the useful language box in their dialogues; some of the moreable students might want to ask more questions – and probably inquire about more vocabulary;encourage them to do it in English e.g. How do you say ….. in English?

6. Free practice: students speak about their families using language they have learned in theprevious lessons as well. After they do the exercise in pairs, you could have a few pairs doing adialogue in front of the class; alternatively you can ask individual students to report on theirpartner. (e.g. He does the shopping, his mother does the …)

Check this!Students tick these statements according to how they felt while doing the exercises (especially 5 and 6).

Use it!This activity can be quickly done at the end of the class or set as homework.

ReviewRemind students of the differentgreetings, according to the time ofthe day: in the morning/in theafternoon/etc. Revise numbers aswell.

Can you…After students try to answer thesequestions, set targets together forwhat they would really like tolearn – maybe they feel like“understanding people when theyspeak about their dailyprogramme” is more useful than“asking people about their dailyprogramme”. Later during thelesson you may consider theiroptions when pairing students forpair work.

Think about it!Students speak about their dailyprogrammes. Try to build asupportive atmosphere in theclass.

Useful language! / Remember– Introduce telling the time.

Explain half and quarter first,then past and to. Use visualaids, such as a real large clock,or drawings on the board.

– Introduce the names of dailyactivities in the remember box.Bear in mind that this is notcompulsory vocabulary, so thelist can be modified to suit yourstudents’ real lifestyles andinterests!

Do you know?Before explaining the meaning ofa.m./p.m. ask students whetherthey have come across them whilereading something in English.

Sound wise!Make students awareof the /e/sounds in English. Exemplify withsome minimal pairs: man/men,etc.

HOMES

What time do you…? 4


Let’s learn!This is a conversation between Sophie and Andra.

The listening task may be difficult for some of the students. Ifyou think it’s necessary, set a different one, for instance: listento the text to find something that Andra does in the evening.

Before going on to the exercises, read the text with the studentsand make sure they understand the new words.

Your turn1. Students work in pairs to order the pictures, reading the

text as many times as needed. When they finish, theyshould try to make simple sentences about Andra, e.g. Shegets up at 6 o’clock, she has (!) breakfast, etc. Start this asan oral exercise, then ask students to write sentences aboutAndra’s programme in their copybooks.

2. Students read the completetext before starting to fill it in.Encourage them to ask anyquestions. Students work inpairs to do this exercise. Itmight be easier for them tofind the suitable verbs first,and only then put them in thecorrect form to finish thesentences.

3. Start the exercise as an oralconversation. To make it morelively and interesting for thestudents, you could start byhaving one of the students askyou the questions. Answer insimple sentences, then inviteall the students to do thesame. Finish by allowingstudents enough time to writethe answers.

4. Do this exercise only if thelevel of your students allows,otherwise the previousexercise will do.

5. Students check their partner’sexercise (3 or 4) for mistakesand give feedback. Monitorthe activity as it goes on,encourage students to askquestions when they are notsure about the correct form.


Tip! Emphasize that error correction is not meant to criticize but to help everybody improve theirskills!

6. Students speak about their partner’s programme in the third person singular. Invite students toread the corrected work of their partner again, bearing in mind the aim of the task: they will haveto speak about it in the third person singular.

Check this!Ask students which of the exercises they did in class could help them assess each of the abilities inthe statements and tick them accordingly.

Use it!You may bring to class some pictures of young adults from other parts of the world as a visual starterfor the activity (even if it will be done as homework). Tip! Check the UNICEF site (www.unicef.org) tofind some suitable pictures.


Travelling III



• read and speak about timetables;

• describe and compare different means of transport;

• ask for directions / follow directions;

• ask for things in a shop.

ReviewRevise numbers and telling thetime. Students will need to usethousands in this lesson, sointroduce it now.

Can you…Students answer the questions,maybe after discussing the topic inThink about it!

Think about it!Conduct a free discussion abouttravelling long distances (notnecessarily abroad). Encouragestudents to appreciate every pointof view, there are no right orwrong answers. Discuss travellingby plane as oppposed to travellingby car/train/coach.

Useful language! / Remember– Introduce new vocabulary.– Stress the correct way of asking

questions beginning with HOWMUCH (price) / HOW LONG(time or distance).

Do you know?Future tense will be needed in thislesson. Ask students somequestions about their plans for thefuture. Speak about yours todemonstrate the use of futuretense.

Sound wise!Students listen to the list of wordsand circle the ones with the /dj/sound. They then look at thedifferent spellings for the samesound.

Let’s learn!Read the introduction about theschool trip to England. Note! Thetimetable is authentic material.Allow students some time to figureout how to look for information inthe table, ask guiding questions ifnecessary (Where can you find thetimes? departure place? dates?

TRAVELLING

Journey planner 1


etc.) Use the table to ask simple questions about departing andarriving times/places, travel fares.

Your turn1. Students read the complete text before starting filling in the

correct words. Encourage students to pay attention tovarious cues in the text as to what kind of information theyneed to fill in: e.g. at requires a time, RON – an amount ofmoney, etc.Use the completed text for more practice (readingcomprehension)Answers: 10 (a.m.); 11:30; 3 and a half; 1,257; 5:30, 22:30,30, 930.

2. Students can fill in the basic information in the Student’sBook, then write the answers in complete sentences intheir copybooks.Next, they could use the dialogue for oral practice.

Answers:a. 1,257 RON / It costs

1,257 RON.b. 930 RON / It costs 930

RON (to go by coach).c. 3 hours and a half / It

takes three hours and ahalf (to fly from B to L).

d. 30 hours / It takes thirtyhours to travel by coach.

e. 12:30 / The plane leavesLondon at 12:30

f. 14:30 / The coach leavesLondon at 14:30.

3. Use this exercise for oralpractice. Tip! You couldintroduce ordinal numbers ifyou think your students needthem: “What time is the firstcoach? The first coach leavesat ….”

4. Students discuss in class whatkind of information they couldwrite, give some oralexamples, then they witesentences working in pairs.Possible answers: They willtake the (second) coach. Theywill leave at 14.25 fromLondon. The journey will takeabout 3 hours. They willarrive in Liverpool at 17:28(half past five in theafternoon).


Check this!You could bring a train/coach timetable to class and have students practise working out times anddurations using it. Tip! Information leaflets from tourist travel agencies could also be useful.

Use it!Community opportunity! This activity could turn into a good group project to last several lessons.Discuss a plan for the project with your students.

Possible ideaGroups of students make plans for the future of their town/village. Each group is responsible for oneparticular issue: roads, homes, schools, hospitals, shops, etc. They will make a poster and give an oralpresentation to explain their plans to the community.

ReviewStart the lesson with a quickreview of the language taught inthe previous lesson. Studentscould write down basic details ofan imaginary trip, like this:

TRAVELLING

Means of transport 2

LIMBA ENGLEZĂ • GHIDUL CADRULUI DIDACTIC30

Departure: 12.30

Arrival: 15.25

Round trip fare: 30 RON

Then they will ask and answerquestions about each other’s trip:What time is the departure? Howmuch is the ticket/fare?Optional: stronger students couldthen compare their journeys: Myjourney is longer/cheaper thanyours.

Can you...Focus students on the aim of thislesson: they are going to learn howto describe and compare differentmeans of transport in a city.

Think about it!Allow students to use Romanianas they speak about the means oftransport they use in their homeplace. Ask whether they usedifferent means of transport inorder to get to different places andwhy (faster/cheaper/moreconvenient, etc). Some of thestudents might be able to useEnglish words to name the meansof transport in their home place.

Useful languageUse the pictures to introduce thenames of transport means. Thenuse simple sentences in order toteach the rest of the vocabulary.Example: In the morning, whenpeople go to work, and in theafternoon, when they come fromwork, there are very many carsand buses in the street. It’s rushhour.

Do you know…?Let students read the information in the box and find theanswer to the question by themselves.

Sound wise!Help students differentiate between the sounds in transport andmen. Demonstrate how to pronounce both sounds correctly,then use the list of words to help them practise. Students couldeither raise their hands when they hear the same sound as intransport, or underline those words in the book.

Let’s learn!– Read the text. Ask students to follow the text in their books

and underline the words they do not understand. Then,allow some time for them to discuss the possible meaningsof the new words, or look them up in the vocabulary sectionat the end of the book. In the end, ask quick questions tocheck they have got the right meanings.


– Ask individual students to readthe text aloud.

Your turn!1. Students work in pairs. Before

they start working, model howthe exercise should be done:‘Who would like to find atourist information centre?’‘Adriana.’ ‘Why?’ „To getadvice on the best way to travelaround London.’

2. Students work in pairs to makesentences about each person,following the model. More ablestudents should be encouragedto connect the sentences abouteach person, like this: Adrianawould like to find a touristinformation centre in order toget advice on the best …

3. Focus students on the questionsfirst. Make sure theyunderstand what kind ofinformation they need to lookfor. Explain that they do notneed to carefully read thewhole text, but skim it (readquickly in order to find aparticular point).

Answers:a. Three means of transport:

buses, tubes, taxisb. Taxis are the most expensive.c. Travel cards can be used on

tubes and buses.d. You get at your destination on

time.e. If you use a travelcard you save

money; you can jump on andoff buses and tubes.

Check this!Students tick the “can do”statements. They could work inpairs to assess one another’sability.

Use it!Set this activity as a non-compulsory homework. Next classyou can ask some of the studentsto make an oral presentation oftheir poster.

Ex. 1.answers

Adriana Sergiu Andra Mihai

Suggestion:

To find atouristinformationcentre;

To go onfoot;

To travel bytube;

To travelby bus;

Reason:

To get adviceon the bestway to travelaroundLondon

To enjoysoundsandsmells;

To see theoldestunderground;

To seemorethings;

ReviewRevise means of transport.Students could present theirposters about the means oftransport available in their localarea. Alternatively, they canpractise asking /answeringquestions about available means oftransport: “Excuse me, how can Iget to the.. from here? / You can gothere by bus, on foot, etc.,”

Can you…As students go through thequestions, they could write wordsor expressions they would like tolearn in order to be able to performthese language functions.

Think about it!Discuss what the possible optionsare for finding your way whenyou’re in an unfamiliar place.Students recall any situations inwhich they had to give directionsto someone not from their area /they had to ask for directionswhen visiting a new place.

Useful language! / RememberIntroduce the new language. Usingthe pictures and the vocabularybox, students should try to figureout for themselves what each ofthe indications means. Even if theydo need some input from theteacher, motivate them to discoveras much as they can forthemselves: e.g. if teacher explains(gestures) left/right, students willfind out the meaning of thedirections turn left / turn right; ifteacher explains crossroads, thenstudents could figure out themeaning of “go past thecrossroads”

Do you know?Act out some situations in whichone of the two expressions can be

TRAVELLING

Out and about 3


used: you want to ask the time in the street, you bumped intosomebody by mistake, etc.

Let’s learn!– Introduce the setting: ask students to remember why Andra

and her friends are in London. Remind them that London isnot their final destination, but they would like to visit thecity. Focus students on the map of London. Engage them ina conversation about what are interesting places to see whenin a big city. Ask students if there are any famous placesaround the world that they would like to visit.

– Before reading the text, focus students on the sights ofLondon that are mentioned in the text. Read the name of oneplace and ask students to find it on the map, thenpronounce it themselves. Do the same with the names of thestreets connecting those places, so they can recognize themwhen they listen to the text.


Check this!Ask students to act out some situations, pretending they are in a new place. They can work in pairs,one of them being a local person, the other a visitor. They then change roles and tick the ‘I can do’statements accordingly.

Use it!Group work. Students work in groups to make a plan of their town/village centre. They have todecide together on the important places to visit and place them on the map.

Your turn1. Students find the places on

the map and name them.2. While listening to the text

again, students try to followthe route on the map.

3. Students practise reading thetext in pairs. Model the correctintonation for the usefulexpressions that they willneed to remember: “Excuseme, Can you tell me the way,Thank you, etc,” Monitor theactivity.

4. Students do the exercise inpairs and write the directionsin the book:Answers: g. d. e. a. f. c. h. b.

5. Students do the exercise inpairs. Adjust the level ofsupport you need to give themto the level of the group.Weaker students may needyou to read the wholeconversation before doing theexercise and work out theanswers with your support,stronger students could workon their own and check theanswers with you.

ReviewStart the lesson by revising theposter of interesting places in thelocal area. Students can do someshort dialogues in which they askfor/give directions.

Can you…Go through the questions with thestudents. They set their owntargets for learning.

Think about it!Students talk about the kinds ofsouvenirs people buy when theyvisit their local area / Romania. Ifany of the students have visitedother countries, ask them to speakabout what kind of things they hadbought, or souvenirs that mostpeople wanted to buy there.

Useful language! / Remember– Introduce the new vocabulary.

Use the phrases in the boxes,but also the phrases thatstudents wrote down in theirlearning diaries as learningtargets for themselves.

Do you know?Read the piece of informationabout the history of money,possibly followed by a discussionabout the idea of exchange.

Sound wise!Act out very short conversationsoffering things andaccepting/refusing them usingcorrect intonation. E.g. Would youlike a glass of water? / Yes, please/ No, thank you.

Let’s learn!Introduce the context and setting:Andra is buying things in asouvenir shop. Maybe have a shortdiscussion about why people buysouvenirs from the places theyvisit, the value of souvenirs, etc.

TRAVELLING

Shopping 4


Focus students on the pictures, then read the dialogue. Askcomprehension questions.

a. Where is Andra?b. What would she like to buy?c. Who are the gifts for?d. How much is the T-shirt?e. Who will she buy it for?

Your turn1. Ask a pair of students (volunteers) to continue the

conversation in front of the class. They should use thesame structure as in the lesson. Then, the whole class workin pairs to write down one more conversation. Monitor theactivity.

2. Students act out the dialogue in the book and the one theyhave created. If they need more practice, they could makeup new conversations, imagining other souvenirs to buy, or

imagining the situation of aforeign tourist buying thingsin a Romanian souvenir shop.

3. Students do the exercise inpairs. Before they start, makesure they understand all thewords. After writing thedialogues in their copybooks,students practise them orally.Answers:

– Can I help you?Yes, please. I’d like a T-shirt.

– How much is it?It’s £ 3.50.

– Where is the cash desk?It’s over there.

– Could I get a plastic bag?Certainly, here you are.

– Anything else?That’s all, thank you.

4. Explain students that thisexercise is meant to developtheir listening skill. Theycould circle the price tag asyou read the prices aloud. Askthem to concentrate on thenumbers while listening to theprices rather than reading thewords.


5. Student could work individually to work out the replies, then check their answers in pairs.Possible answers:Yes, please.That’s £6.00.It’s over there.No, thank you.

Check this!Students read the ‘I can do statements’ and tick them according to how they felt while doing theexercises.

Use it!Students could make drawings of things people would normally buy as souvenirs in their local area,attach price tags to them and act out shopping dialogues (tourists/local people) using those pictures.


Unit I Identities, Lesson 1 Hello

“Hello! Star Hotel. Can I help you?”“Oh, hello! I’d like a room for Friday night, please.”“Certainly. What’s your family name, please?”“My family name is Bowen.”“Can you spell that for me?”“Sure. It’s B-O-W-E-N. Bowen.”“And your first name?”“My first name is Sophie. That’s S-O-P-H-I-E.”“Where are you from, Ms Bowen?”“Oh, I’m from Great Britain.”“OK, that’s all for now, Ms Bowen. See you on Friday.”“Thank you, good bye.”

Unit I Identities, Lesson 1 Hello

“Good morning.”“Good morning. Can I help you?”“Yes, please. I’d like to book a flight to London on November 23rd.”“For how many persons?”“Just me.”“What’s your name?”“My name is Alin Mocan.”“What is your first name?”“Oh, my first name is Alin and my family name is Mocan.”“I see. How do you spell your family name?”“It’s M-O-C-A-N. Mocan.”“Right. You’ve got your reservation for November 23rd.”“Thank you. Good bye.”“Good bye, Mr Mocan.”

Unit I Identities, Lesson 2 Can I call you?

Sophie: “Let me see, Andra Mocan’s telephone number.. Here, I found it: 428 039.”Phone rings.Sophie: “Hello, this is Sophie Bowen. Can I speak to Andra, please?”Andra: “Hello, Sophie! It’s me, Andra! So good to hear you! How are you?”Sophie: “I’m very well, thank you. I’m back in Romania.”Andra: “How wonderful! It’s been three years since we last met!Sophie: “I know, a long time, isn’t it? And how are you, Andra?”A: “I’m fine, too, thanks. A lot of things changed… But it’s a long story. Listen, why don’t

you pay us a visit sometime? My parents would love to see you again!”S: “Thank you. I’d love that. Do you live in the same place?”A: “No, we moved last year.”S: “Really? That’s wonderful! What’s your address now?”A: “It’s flat 43, 5 Saturn street. It’s on the third floor.”S: “Great, let me write it down. Can you say it again please?”A: “Sure. It’s flat 43, 5 Saturn street, third floor.”S: “Excellent! See you tonight then.”A: “I can’t wait. Bye, Sophie.”S: “Bye.”

Scripts


Unit I Identities, Lesson 3 Family matters

“Hello! My name is Andra Mocan. I am 16 years old. This is my mother, Ioana. She’s 42and she works as a waitress in a small restaurant. My father’s name is Nic. He’s 44 yearsold and he works as a builder. This is Mikki. He’s my younger brother. He’s 12 and goesto school in the 6th grade. I’ve also got an older brother, Alin. He doesn’t live with us. Hemarried Maria three years ago. He was 21 then. His wife is 23 and they both work associal workers. They also have a little daughter, Alina. She is 1 year old and my favouriteniece!”

Unit I Identities, Lesson 4 Describing people

“I’ve got long brown hair. I’m thin and not very tall. I like reading books and travelling.My mother has got short grey hair. She’s got brown eyes and she wears glasses. She’squite tall and a bit overweight. She likes reading magazines and watching TV.My father is tall and slim. He’s got short curly grey hair and a short beard. He likesrepairing all sorts of things.My sister is thin and very pretty, with long blond hair and blue eyes. She likes listeningto music and dancing. She also likes playing with her two children.My brother is very tall. He’s got really short black hair. He likes computers most of alland he likes going skiing.”

Unit I Identities, Check your progress

“Hello! Tourist Insurance Services. Can I help you?”“Yes, please. I need a travel insurance for two weeks.”“Right, well, I need some information. What’s your family name, please?”“My family name is Barna.”“Right, and your first name?”“My first name is Emil.”“How old are you, Mr Barna?”“I’m 34.”“Where do you live?”“I live at 5, Anina street, Cluj-Napoca.”“What’s your phone number?”“It’s 453 427.”“Thank you, sir. And could you tell me where…”

Unit II Homes, Lesson 1 Welcome to our home

Andra and her family live in a new house. Sophie is visiting them. Andra shows heraround:“Hello, Sophie! Welcome to our home! It’s not a very big house. There is a small kitchen

, a bathroom, a living room, there are two bedrooms, and a balcony.” Sophie: “Which is your bedroom?”Andra: “It’s over here, near the bathroom.”Sophie: “It looks very cosy!”Mother: “Coffee’s ready!”Andra: “Would you like to have some coffee?”Sophie: “Yes, please.”

Unit II Homes, Lesson 2 This is my room

Sophie is looking for a room to rent. How long is she staying in Romania?Sophie: “Hello! My name’s Sophie Bowen. I’m here to see the room.”Landlady: “Hello, Miss Bowen. Please come in. This is the room I told you about. It’s a

small room but it’s got everything you need: there’s a TV-set, a bed, a small table anda wardrobe. There are three chairs and an armchair.”

Sophie: “Is there a bookcase?”


Landlady: “Yes, there is. It’s over there, near the window.”Sophie: “Hmm, I like this room. There’s a lot of light in here. Can I see the view from the

window?”Landlady: “Certainly. How long will you stay in Romania, Miss Bowen?”Sophie: “I’m here for a year. But I might stay longer.”

Unit II Homes, Lesson 3 Who does what?

There’s a lot to do at home. In Andra’s family they all do their share. What are Andra’sresponsibilities?Mother does the cooking, she washes and irons the clothes.Father does the shopping, he washes the dishes and cleans the windows.Miki sets the table and he takes the rubbish out.I sweep the floor, I dust the furniture and I sometimes wash the dishes.

Unit II Homes, Lesson 4 What time do you…?

Sophie: So, Andra, tell me about your life. What do you do every day?Andra: Well, my programme is busy. I get up at 6 o’clock. I have a quick shower, I get

dressed and then I eat a small breakfast. I catch a bus to school at 7:30. Classes start at8 in the morning and finish at 1 or 2 p.m. I usually have lunch at school, at about 12.After school, I go home and study for a few hours. In the afternoon, I work in a smallshop near my house. I need to earn some pocket money for a trip to England: we’redoing a Leonardo project at school and we’ll visit Liverpool next month.

Sophie: Wow! That’s great!Andra: Yes, I can’t wait. It will be my first time abroad.Sophie: And what do you do in the evenings?Andra: Oh, I sometimes read a book or listen to music; I rarely go out with my friends,

but I often have dinner and go straight to bed.

Unit III Traveling, Lesson 2 Means of transport

The students in the project group have arrived in London. It’s their first time in London,so they would like to see the sights before moving on to Liverpool. London is a hugecity; there are lots of interesting things to see and do.But, how should they travel around the city?Andra: „I would like to travel by tube. The London Underground is the oldest in the

world. It must be interesting to see.”Mihai: „I would like to travel by bus. It’s out in the open and you can see more things,

especially on top of a double-decker.”Sergiu: „Why not go on foot? We can enjoy the sounds and smells of the city and take

our time.”Adriana: „I’m afraid we don’t have so much time. Let’s find a tourist information centre

and ask about the best way to travel in London.”

Unit III Traveling, Lesson 3 Out and about

Andra and her friends are visiting the centre of London on foot. They are in front ofBuckingham Palace. Can you find it on the map?Andra and Sergiu would like to see Westminster Abbey, the Houses of Parliament andTrafalgar Square. Adriana and Mihai are interested in Picadilly Circus and the shops inRegent’s Street. So, they are going to split now and meet later on, in front of the NationalArt Gallery.

Andra: “Excuse me! Can you tell us the way to the Houses of Parliament from here?”Londoner: “Certainly! Turn right into Buckingham Gate, then left again into Victoria Street.

Go straight on until you see Westminster Abbey on your right. The Houses of Parliamentare right behind it.”

Andra: “Thank you, sir.”


Londoner: “Not at all.”Sergiu: “How can we get to Trafalgar Square from there?”Londoner: “That’s very easy. Just keep along Whitehall Avenue and you’ll see Trafalgar

Square pretty soon.”Sergiu: “Thank you very much.”Londoner: “Don’t mention it.”

Unit III Traveling, Lesson 4 Shopping

Andra is in a souvenir shop. She would like to buy gifts for her family and friends.“Can I help you?”“Yes, please. I’d like to buy some gifts for my family.”“Certainly, we’ve got T-shirts, mugs, keyrings, all sorts of things.”“I like that football T-shirt, how much is it?”“That’s £5.99.”“OK, I’ll buy that for my brother.”“Anything else?”“Yes, for my mother I’d like...”

Formative assessment– Self-assessment. The Guide for Users of the

Common European Framework for ForeignLanguages suggests that “for learningpurposes, the best assessment is always self-assessment.” The student’s book is consistentwith this recommendation, as students haveto tick self-assessment checklists (“I can do”statements) at the end of each lesson. Discussthe checklists with your students. You mightwant to ask them where the difficulty lies,what they think they should do in order toimprove their result, etc. As they becomemore familiar with this type of self-assessment, students could also think of waysto demonstrate their own abilities (or theirpartner’s) and express their abilities not onlyin terms of what they can do but also in termsof how well they can do it.

– The learning diary should be used regularly,after each lesson, unit or week. It will helpstudents reflect on their own learning andkeep track of their progress. As they becomemore aware of their own learning, they mightstart to set their own realistic targets.

– The “Check your progress” worksheets at theend of each unit are more similar to the finalassessment tests and they can be used assuch, or can be adapted to suit your learner’sneeds. Always allow some time for testcorrection together with the students andinvite them to reflect on their achievements aswell as on the difficulties they had.

– The student’s portfolio may contain thepresentations they have made during thecourse (possibly using the suggestions in the“Use it” section), worksheets, etc.

– Regular teacher observations. It is very usefulto keep regular observations on eachindividual student’s skills. Such observationswill help you keep track of the areas whereyour students have improved and where theystill need help. Also, by looking at theobservations you have made, you will be ableto prevent quieter students from beingoverlooked and more able students fromtaking over too much of the lesson’s time.

Summative assessmentThe final evaluation at the end of each modulewill have to be compliant with the evaluationguidelines set in the professional standards forKey Competency “Communication in ModernLanguage Level 1.” It will therefore consist of:

– A written test, in which the student willdemonstrate the ability to understand writtenmessages, to extract essential information, touse words and expressions in simplecommunicative situations, etc.

– An oral test, in which the student willdemonstrate the ability to react adequately tooral messages, to produce short verbalmessages, to exchange personal information insimple conversations with an interlocutor.

The final tests will be devised by teachers,possibly using the model set in the student’sbook (“Check your progress” worksheets). Thetests should assess the degree to which thecompetences in the syllabus for the first moduleare met, based on the language content that hasbeen studied in class (Please note that it mayslightly differ from those in the Student’s Book,according to students’ need, interests,professional qualification, etc.).

Bear in mind that the students in the “SecondChance” programme might be quite apprehensiveabout assessment, but we believe that a friendlyenvironment and transparent assessmentpriciples will help them cope with it efficiently.

Useful Bibliography1. “The Common European Framework of

Reference for Foreign Languages: learning,teaching, assessment:http://www.coe.int/T/E/Cultural_Co-operation/education/Languages/Language_Policy/Common_Framework_of_Reference/default.asp

2. English Language Portfolio,http://culture2.coe.int/portfolio

3. “Good assessment practice in modern foreignlanguages,” Ofsted, HMI 1478, © Crowncopyright 2003

4. “Teaching English”http://www.teachingenglish.org.uk/think/methodology.shtml

Assessment guidelines G


Student’sname

Reception ProductionInteraction Observations

Listening Reading Speaking Writing

APPENDIX

Class performance observation grid A


Student’s name Competence Observation*

1a

1b

1c

1d

2a

2b

3a

1a

1b

1c

1d

2a

2b

3a

1a

1b

1c

1d

2a

2b

3a

APPENDIX

Oral assessment grid B


* insert a comment on the degree of competence attainment

a doua sansa secundar engleza profesor 1

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