A Doua Sansa Primar Limba Engleza Cadru Didactic 4

7/22/2019 A Doua Sansa Primar Limba Engleza Cadru Didactic 4

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Uniunea European Ministerul Educaiei i Cercetrii

Proiect Phare Acces la educaie pentru grupuri dezavantajate

Programul A doua ans

Centrul Step by Step, Bucureti, 2006

Iudit Sera

Nivelul IVGhidul cadrului didactic

I need to know

Limba englez


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Aceste materiale, publicate n cadrul Proiectului Phare Acces la educaie pentrugrupuri dezavantajate 2003, au fost realizate de WYG International Ltd echipa de

asisten tehnic a Ministerului Educaiei i Cercetrii pentru a fi folosite ncadrul programului educaional A doua ans nvmnt primar.

Membrii echipei care a elaborat materialele sunt:Cristiana Boca, coordonatoarea componentei nvmnt primarMihaela Bucinschi, autoare Limba i literatura romnDaniela Chircu, autoare Limba rromaniCarmen Costina, autoare Limba englezAnia Dulman, autoare MatematicGabriela Dumitru, autoare Cunoaterea mediuluiCristiana Ilie, autoare Istorie. GeografieCamelia Stnescu, autoare Limba rromaniIudit Sera, autoare Limba englezdr. DoinaOlga tefnescu, autoare Educaie civicPaul Vermeulen, expert componenta Elaborare curriculum

i materiale educaionale

Coordonator editorial: Mihaela MarinRedactor: Alina NegruiuDesign copert: Dinu DumbrvicianDesign i dtp: Gabi IancuFoto copert: Dinu Dumbrvician

Cartea conine un audio CD.

Aceast publicaie face parte din Programul Phare 2003 Acces la educaie pentru grupuridezavantajate, componenta A doua ansEditorul materialului: Ministerul Educaiei i CercetriiData publicrii: septembrie 2006Coninutul acestui material nu reprezint n mod necesar poziia oficiala Uniunii Europene.

Ministerul Educaiei i Cercetrii, 2006ISBN (10) 973-1706-28-3ISBN (13) 978-973-1706-28-3

Cartea poate fi copiat pentru scopuri educaionale, dar nu pentru scopuri comerciale.n orice circumstan, este necesar acordul deintorului de copyright, Ministerul Educaieii Cercetrii, pentru a reproduce integral sau pri din prezentul ghid.

Descrierea CIP a Bibliotecii Naionale a Romniei

SERA, IUDITLimba englez : I need to know : ghidul cadrului didactic :

modul 4 / Iudit Sera. - Bucureti : Step by Step, 2006Bibliogr.ISBN (10) 973-1706-28-3; ISBN (13) 978-973-1706-28-3

811.111


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Ghidul cadrului didactic Limba englez IV 3

Cuvnt de bun venit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

DAILY PROGRAMME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Whats going on? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

I never play footbal at the weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

If you dont mind me asking... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Unit 1 Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

THE WORKPLACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

What do you do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Applying for a job whos the most suitable candidate . . . . . . . . . . . . . . . .20

Where are they? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22


TIME AND SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Places worth visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Holiday plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32


LEISURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Plans for the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40


FINAL PROGRESS CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Contents

Unit 1

Lesson 1.1

Lesson 1.2

Lesson 1.3

Unit 2

Lesson 2.1

Lesson 2.2

Lesson 2.3

Unit 3

Lesson 3.1

Lesson 3.2

Lesson 3.3

Unit 4

Lesson 4.1

Lesson 4.2

Lesson 4.3


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4 Programul A doua ans Nivel primar

Stimat nvtoare,

Stimate nvtor,

Felicitri pentru c facei parte din marea echip a proiectului A douaans nvmnt primar!

Prezentul ghid face parte dintr-o serie de materiale educaionale elaboraten cadrul proiectului Acces la educaie pentru grupuri defavorizate care vor fiutilizate n cadrul componentei A doua ans pentru nvmntul primardectre cadre didactice, directori, inspectori colari care conduc saucoordoneaz clase de tip a doua ans. n acelai timp, ele pot fi folositei ca resurs n eforturile de construire a unor coli incluzive.

Forma pe care au dobndit-o aceste ghiduri se nscrie n concepia unitara programul A doua ans pentru nvmntul primar, program definit prin:

modularitate i flexibilitate n organizare caracter activ, practic aplicativ al curriculum-ului respectarea individualitii n nvare i evaluare.

Ghidurile pentru cadrele didactice i pentru cursani au fost realizate nconformitate cu programele colare aprobate pentru anul colarexperimental 2005-2006.

n ghidurile pentru cursani urmresc aplicarea unui model constructivist,secvenial, accesibil i bine structurat de tip orientare, achiziie, aplicare itransfer. Astfel, modelul didactic ales i pstrat ca un laitmotiv se coreleazcu etapele pe care le poate parcurge o unitate de nvare, fiecare dintremomente cuprinznd secvene precum cele enumerate:

etapa de orientare poate cuprinde prezentarea scopurilor, semnificaieii contextului din perspectiva cursantului, activarea i valorizareacunotinelor i deprinderilor anterioare ale acestuia, captarea atenieicursanilor prin conexarea subiectului cu unul de interes vital pentruei, introducerea unor ntrebri i situaii provocatoare de ctre cadruldidactic .a.,

etapa de achiziie cuprinde rezolvarea de sarcini, exerciii, nsuirea

noilor cunotine avnd ca rezultat nelegerea i operarea de ctrecursant cu conceptele, etap n care sunt alese cele mai eficientemetode de predare-nvare-evaluare adecvate att grupului int, dari specificului subiectului predat.

etapa de aplicare i transfer se concretizeaz prin integrareaconceptelor achiziionate n contexte noi, elaborarea unor produse aleactivitii (de tip eseu, poster, tabel, colaj, model, proiect), evaluarea

i auto-evaluarea att a proiectului ct i a rezultatelor obinute.

Ghidurile elaborate pentru cursani cuprind, pe lng unitile de nvaredetaliate, activiti de reactualizare a conceptelor cheie ale modulului/

nivelului anterior, probe de evaluare i auto-evaluare, dicionar cu termeniutilizai, pagini pentru aplicaii i proiecte sau anexe cu informaiiesenializate pentru consolidarea nvrii.

Cuvnt de bun venit

Programul A doua anspentru nvmntulprimar n anul colar2005-2006 va fi aplicat pebaza O.M. nr. 5160 din6.10.2005n conformitatecu urmtoarele documente:

Metodologia privindorganizarea procesuluide nvmnt n cadrulProgramului A douaans pentrunvmntul primar;

Planul cadru pentruprogramul A douaans pentru nv-mntul primar;

Programe colareintegrate prin carese realizeaz educaiade baz.

Materiale educaionalepentru elevi i cadredidactice.


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Fiecare dintre ghidurile pentru cursani pentru fiecare disciplin sau nivel destudiu se completeaz cu ghidul adresat cadrului didactic, astfel nct

transpunerea n practic a ideilor programului s fie ct mai coerent imai transparent.

Ghidurile pentru cadrele didactice reprezint cel mai complex instrument princare programele colare prind via. Ghidurile cadrelor didactice sunt ooglind a fiecrei uniti de nvare prezentate i o aprofundare a ei dinperspectiva scopului, a metodologiei, a formelor de organizare posibil deabordat. Caracterul alternativ al acestor ghiduri se explic prin aceea cordonarea coninuturilor relevante sugerate, ritmul i metodologia abordriilor vor fi stabilite de ctre fiecare cadru didactic n funcie de stilul sudidactic, particularitile grupului cu care lucreaz, resursele de nvare

disponibile, contextul local n care se defoar nvarea.Ghidurile cadrelor didactice cuprind ntr-o manier flexibil i individualseciuni prin care se prezint programa colar specific disciplineirespective, se prezint sugestii de ntocmire a planificrii, se oferconceptele i achiziiile cheie ale disciplinei pentru fiecare nivel icorespondena dintre acestea i metodologia didactic cea mai eficient.

Ghidurile prezint ntr-o manier succint informaii att teoretice, dar ipractice despre realizarea evalurii formative dar i a celei sumative, attprin forme clasice, dar i alternative, cu exemple de probe de evaluareconstruite pe baza standardelor de evaluare regasite n programele colarepentru fiecare disciplin i nivel de studiu.

Ghidurile cuprind i referiri la alte surse bibliografice utile pentru derulareademersului didactic specific fiecrei discipline. Acestea sunt fie lucrri dereferin ale pedagogie sau didacticii dsciplinei, fie adrese utile pentrucadrele didactice care doresc s se foloseasc de Internet.

Ghidurile pentru cadrele didactice pot fi cu uurin adaptate iindividualizate n funcie de contextul local, de resursele materiale de caredispune coala, de stilul de predare al cadrului didactic i departicularitile cursanilor. n multe dintre unitile de nvare propuse ladiferite discipline de studiu pot fi ntlnite sarcini care se rezolv cuajutorul computerului, mici proiecte i cercetri care se desfoar ncomunitate sau n diferite instituii .a. Cadrul didactic mpreun cu clasapot hotar n legtur cu oportunitatea desfurrii sarcinilor i aplicaiilorpropuse astfel nct cursanii s triasc experiene de succes n nvare.

Dat fiind caracterul experimental al programului A doua ans pentrunvmntul primarn acest an colar i necesitatea revizuirii tuturormaterialelor educaionale elaborate pn la extinderea programului n anulcolar 2006-2007, contribuia dumneavoastr, a tuturor celor care lucraicu aceste materiale n aceast perioad este foarte important. Ateptmsugestiile de revizuire, comentariile, observaiile sau aprecierile pe [email protected].

V mulumim i v dorim succes!Cristiana Boca


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Contents

L1.1

Whatsgoingon?

L1.2

Ineverplay

footballatthe

weekend

L1.3

Ifyoudontmind

measking

L2.1

Whatdoyoudo?

L2.2

Applyingforajob

whosthemost

suitablecandidate?

L2.3

Wherearethey?

L3.1

Seasons

L3.2

Placesworth

visiting

L3.3

Sowhatdoyou

reallylikedoing?

L4.1

Traditions

L4.2

Hobbies

L4.3

Plansforthe

future

DAILYPROGRAMME THEWORKPLACE TIMEANDSPACE LEISURE

-totalkaboutactionsinprogress

-totellthetime

-totalkaboutyourdailyprogramme

-toexpressthefrequencyofeven

ts

-toapologizeandrespondtoapolog

ies

-towriteapersonalletter

-todescribepeople

-todescribewhatpeopledoin

variousjobs

-toaskforandprovidepersonal

information

-tocomparethingsandpeople

-tolocatethingsandpeople

-totalkaboutfamiliaritemsinth

e

houseandattheworkplace

-totalkabouttheweatherand

seasons

-toaskforandgiveinformation

aboutplaces

-toexpresslikesanddislikes

-toaskpeopleaboutthingsthey

likedoing

-tomakesuggestions-toagreeto

dosomething

-toofferandaskforsomething

-toexpressfutureplans

-totalkabouthobbies

-towriteapostcard

-totalkaboutintentionsand

probablefutureactions

Presentcontinuous

Presentsimple

Prepositionsoftime

Frequencyadverbs

Personalpronouns

Possessiveadjectives

Descriptiveadjectives

Presentsimple

Nouns-

jobs

Comparisonof

adjectives

Prepositionsofplace

Nouns-

tools

Ordinalnumerals

Monthsoftheyear

Pluralofnouns

Gerund

Antonyms

Demonstrativepronouns

Expressingfuture

Expressingintention

andprobability

Timeadverbials

Sheshavingbreakfast.

Atth

eweekend/atnoon/on(Sunday

)

Inth

emorning

always/usually/often/sometimes/n

ever

Whatdoeshelooklike?

Howishe?

Whatishelike?

Whatdoeshelike?

Whatdoyoudo?Imaplumber.

good

better

thebest

interestingmoreinteresting

themo

st

interesting

in/on/at/over/under/above/below

first

/second

January,

February

child

childrenHowmany?Howmuc

h?

likedoinghatedoing

big

small

this/that/these/those

Why

dontyou

?/Lets

/Shallwe

?

goingtowill

Illp

robablybetheretomorrow.

thed

ayaftertomorrow

next

week/month/year

LESSON

UNIT

FUNCTIONS

LAN

GUAGE

FOCUS


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This Guidebook is for teachers of English workingwith students in Second Chanceeducation,

Primary Level 4. This is the last of a set of threeguidebooks for teaching English to SecondChanceprimary students.

Overall objectives

To develop skills of oral and written receptionand production

To develop a positive attitude to English byproviding a context in which learning isstimulating and fun

To encourage students to take active role intheir learning and to reflect on their progress

To establish a basic level of English on whichthe students can continue to build

The target group

Students who take level 4 of English SecondChanceprimary may be 14 and over. They haverecently learnt to read and write in Romanian,and their first language may be other than Romanian.

Their motivation for taking this course varieswidely. Some may be driven back to school bythe need to obtain a certificate that will enablethem to get a job, others may simply want toobtain their driving license. When it comes toclassroom participation, some may be inhibited.However, its important to remember that thesestudents may be busy adults, with families and jobs.

It is highly important to build their self-confidence as learners; show them they can learnand persuade them that speaking a foreign

language is an asset in todays world. It is yourjob as their teacher to encourage them to reflecton how they learn best and to cater for theirpreferences. Help them assess their own progressand provide them with constructive feedback.

Remember: adults may get bored with highlyrepetitive, routine activities. It is important topractise structures you plan to teach them insituations that make sense to them and whichthey are likely to encounter in real life. Movethrough the basics quickly and return to themfrom time to time.

Language content

Level 4 assumes that students have coveredLevels 1 to 3 or equivalent; therefore, theirprevious knowledge of English is essential. Thecommunicative functions covered in this level arepresented at the beginning of every unit. Topicshave been chosen to reflect the interests ofadults returning to school to complete basiceducation (see Contents page).

Active and cooperative learning

You should organise lessons so that students playas active a role as possible. This will help themfeel important, their motivation and interest willincrease, and their learning will be moremeaningful and lasting. Developing an active rolein the learning process fosters a sense ofresponsibility and cooperation, promotesconfidence in the students own capacity to learna language and teaches a number of skills andstrategies necessary for a more autonomous typeof learning. By participating in the pair work andgroup activities, students will get to know their

peers and learn to work together, thus developingtheir interpersonal and social skills, too.

Use of Romanian in the Englishlessons

At the beginning of each unit, you may have touse Romanian to make sure that everyoneunderstands what you mean. However, avoidtranslating utterances that may be obvious from

body language, or from what you model. Simpleinstructions or requests and use of vocabularyacquired in levels 1-3 will help studentsunderstand you. Even if not all respond to whatyou say, they may copy other students who arequicker to understand. In such cases, it is awaste of time to translate. If for some reason,a student wants to know precisely what has beensaid, insist that they ask a colleague or you totranslate by saying, Please, translate. / Whatdoes mean?

Introduction


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Introduce the unit by asking the students to lookat the first page of the unit, and based on theillustrations try to predict what they will belearning. This conversation can take place in bothRomanian and English. For instance, theillustration may be described partly in English;however, when you discuss functions (What do youthink you will be able to do when you completethis unit?), you may switch to Romanian.

Conclude the discussions by reading this:

In Unit 1 you will learn: to talk about actions in progress; to talk about your daily programme; to apologize and respond to apologies; to tell the time; to describe people.

Check previous knowledge. In levels 1-3 some of

the topics have already been covered in a simplermanner.


Unit

1 Daily Programme


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1.1 Whats going on?


Specific Objectives

to talk about actions in progress to tell the time

Language Focus

Present continuous

I am (not)

You / We / They are (not) verb-ing.

He / She is (not)

Am IAre you /we / they verb-ing?

Is he / she

What time is it? Whats the time?

Its six oclock.

Its half past six.

Its a quarter to seven.

Its ten to seven.

Its late.

Activities

THINK!

The questions will draw the students attentionto the differences between English andRomanian patterns for telling and asking thetime. They are meant to help the studentsnotice similarities and differences so as to

avoid making mistakes.

LETS LEARN!

Explain to your students what action inprogress means: an action that is happening/going on at the moment of speaking. Thetranslation (aciune n desfurare) may helpthem understand the difference between thesimple and the progressive aspects. There is nodifference in Romanian between a habitualaction and an action in progress, so some

students might face difficulties inunderstanding the need to express presenttense in different ways.

When asking and telling the time the danger isword for word translation. Some students willask Whats the clock? or What oclock?instead of Whats the time? / What time isit? Many students will tend to use Romanianword order and say: Its one and a quarterinstead of Its a quarter past one.

Ask the students to look at the pictures and

have them name as many objects as they can.This activity will help them refresh theirvocabulary. They will be able to name objectssuch as: chair, table, bed, carpet, sink, plates,glasses, cups, etc. Invite them to makeguesses about what is going on.

Read the text with the students. Write some ofthe sentences on the blackboard to explain theuse of the continuous aspect. You may want tointroduce a few spelling rules:o have, move, drive + ing : having, moving,

drivingo sit, get, begin + ing: sitting, getting, beginningo die, lie + ing: dying, lying


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We are organizing a party. Elena and Irina

are decorating the room. The boys are

buying drinks. The girls are makingsandwiches. ...

Teach telling the time using a large clockso your students can easily follow yourexplanations. Make drawings on theblackboard next to the sentences.

Drill the patterns with the class to makesure everybody remembers the patterns.Have students alternatively ask and tell thetime.

YOUR TURN!

You may want to let the students work in pairs tocomplete the sentences.

Encourage them to write complete sentences intheir notebooks. Check the exercise by havingstudents write the sentences on the blackboard.

TRY THIS!

1. Encourage the students to use theirimagination to write about what Lisa is doing.Tell them to think of at least 10 different

activities.Its 7.30 a.m. Lisa is getting dressed.

2. Make this an optional task. Do not insist thatthe students bring photographs to class if theydo not feel like talking about their families.Most people like talking about themselves,others might feel embarrassed. This activitycan be fun if students feel free to choose ifthey want to participate or not.This is my wedding party. Im dancing with

my mother-in-law.


Practise writing sentences on the blackboard withthe whole class before moving on to YOUR TURNsection.

Suggested activities: Organize a party. The students get different

tasks: buy drinks, make sandwiches, bringmusic, decorate the room etc.

Write the plan on the blackboard:

U N I T 1D A I L Y P R O G R A M M E


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1.2 I never play football at the weekend


Specific Objectives

to talk about your daily programme to express the frequency of events

Language FocusPrepositions

at (5 oclock / the weekend, noon, etc.)

on (Sunday, Monday, etc.)

in (the evening, the morning, the afternoon,winter etc.)

Days of the week: Sunday, Monday, Tuesday,Wednesday, Thursday, Friday, Saturday

Frequency adverbs

always usually often100% 75% 60%

sometimes rarely never30% 15% 0%

once a week

twice a month

four times a year

Present simpleI / You / We / They play. Do I / you / we / they play?I / You / We / They dont play.

He / She plays. Does he / she play?He / She doesnt play.

Activities

THINK!

The questions will introduce the students to

habitual, repeated actions by having themthink about activities they do every day andactivities that are repeated with differentdegrees of frequency.

LETS LEARN!

1. Read the text with your students and help thestudents identify verbs in the present simple inthe text. Write some examples on the blackboard.You may want to explain some spelling rules/pro-nunciation rules for the third person singular.

Practise the verbs be and have becausesome students tend to apply the same rulewith these verbs.

Use negative and interrogative forms insome sentences that you choose to write onthe blackboard.

Use various frequency adverbs in your examples.

Cosmin is flying to Britain. He is visiting theSmiths. He is sitting next to a footballer, Alfred

Bates. Alfred is not a famous footballer yet.Cosmis wantsto find out about him.

So what do you usually do in your spare time?You mean on Saturdays and Sundays? I love thosedays. I always spend them with my family: my wifeMary, my son Jerry and my daughter Alicia. Werarely wake up before 9 on Saturday mornings. Wehave breakfast together and make plans for theday. We sometimes ride our bikes or swim togetheror just go for a walk in the park. For lunch, weusually go to a pizza restaurant. Jerry loves pizza.We let the children decide how to spend theafternoon. In the evening, we often visit friends.How about Sunday?

On Sunday morning we always go to church.My wife is very religious.


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YOUR TURN!

1. Let the students do the exercise individually,then have them compare their daily programmewith other students. Tell them to findsimilarities and differences and ask them toreport to the class.e.g. We both get up at 6.30 a.m. I go to bed

at 11 p.m. but Ionic goes to bed at 9 p.m.

2. The focus of this exercise is on frequencyadverbs. Tell the students to make notes asthey interview their colleagues so as to be ableto report to the class later. It is advisable that

you help them prepare the questions beforethey start interviewing their classmates. Theymay use the table in the previous exercise andwrite a set of questions next to it:e.g. How often do you dance / go swimming /

play football / watch TV / play cards

Ask the students to write a name next to eachfrequency adverb in the grid.

3. After checking this exercise you might want toask the students to work in groups and

prepare a short test for another group. Havethem write five sentences with blanks to befilled in with prepositions. Check their sen-tences before giving them to a group to solve.Complete the sentences with at, in or on.a. I have lunch at12 oclock.b. We always go to church on Sunday.c. I like to watch TV in the evening.d. Where were you at 5.30 on Friday?e. I only have coffee in the morning.f. He sometimes drives at night.g. On Mondays, I am usually late for work.

h. We go swimming a lot in summer.

TRY THIS!

Tell the students how to make a poster. Givethem a reason for making it. Tell them they owna leisure centre and want to attract people to trythe activities they offer. Tell them to be asconvincing as they can because you can onlyafford to go to one of them, so only one groupwill win. Students will work in groups of four and

will either choose the best poster to be presentedto the whole class or make a new poster in thegroup using what each student has brought.


What do you do after church?We visit our parents. We always have lunch withmy parents or with Alicias parents.Do you play football on Sunday afternoon?Absolutely not. I never play football at the weekend.

Let the students complete the table individuallyor in pairs and then check with the whole class.

Suggested answers

Frequency What Alfred Bates and his family do

doalways e.g. go to church on Sunday

usually go to a pizza restaurant for launch

often visit friends

sometimes ride their bikes or go swimming

rarely wake up before 9 on Saturdays

never play football

2. Make sure the students use the rightprepositions in their sentences: at theweekend, on Monday, in the morning.



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1.3 If you dont mind me asking...


Specific Objectives

apologize and respond to apologies write a personal letter describe people

Language FocusWhat does he look like?Whats he like?What does he like?How is he?Excuse me.

Im sorry.I apologise.I hope you dont mind.Thats all right.Not at all.Whose is it? Its mine / yours / his / hers / ours / theirs.

Personal pronouns Possessive

Subject Object Possessive adjectives

I me mine my

You your yours your

He him his his

She her hers her

It it - its

We us our our

You your yours your

They them theirs their

Activities

THINK!

Ask the students in what situations theyusually start a conversation with a stranger.You might want to start a discussion about firstimpressions. Why do people try to make goodfirst impressions? Have they met people whomade a very good impression first but thenturned out not to be as they seemed? Whatimpression do your students think they makeon other people when they first meet?

LETS LEARN!

Use the text to discuss ways of starting aconversation. Ask the students what they thinkCosmins first impression about Miss Meddling

is. Have your students think up some situationsin which they would need to start a conversationwith a stranger. They could work in pairs and actout short dialogues for the class.

1. Ask the students to explain their choices. Havethem go back to the text and read out thesentence(s) in which they found the information.

Answer keyA. Miss Meddling is the Smiths

next door neighbour. TB. Susie invited Cosmin to Liverpool. FC. Tom runs a business in Romania. FD. The Smiths are taking Cosmin

to a restaurant. TE. Miss Meddling is a nosy person. T

2. Before doing this exercise practise descriptiveadjectives on some of the illustrations in thestudents guide. You might want to use otherresources ( flashcards, photographs etc.) Fillin the blanks in Cosmins email to Anna using

the words below: interesting, tall, pretty,green, energetic, long-haired, pointed,unhappy, embarrassing, confident.


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3. Invite the students to act out short dialogues inpairs. Ask them to imagine some other

situations in which people would apologize andrespond to apologies.a. You are late for your English class.b. You have forgotten your pen. You want to

borrow a pen.c. You interrupt a conversation to say

something important.d. Someone stepped on your foot by mistake.

They apologize.e. You dialled the wrong number.

4. Rephrase the following sentences to avoid repe-

tition of the words in bold type. For guidance,you may refer to the table on the previous page.e.g.:This is my car. It is mine.

These are his pencils. They are his.a. Dont drink from that glass. It is her glass.

It is hers.b. Stay away from that computer. It is his

computer. It is his.c Is this your book? Is it yours?d. Whose house is this? Its our house. Its

ours.e. This is their project. Its theirs.

f. Dont dance with her. Shes my girl. Shes mine!

TRY THIS!

Make the task easier for the students bysuggesting possible ways of beginning andending the letter. Suggest some useful words andphrases to be included in the letter. UseCosmins email as a starting point.

Ways of beginning a letter: Dear Mr/Mrs/Miss/Ms

Ways of ending a letter: Yours sincerely, /Regards / Kind regards /All the best / Best wishes

Useful phrases:Thank you for taking the trouble to wait for me at the

railway station.I am arriving on(date)at (time)I am a short / tall / slightly overweight / black-haired /

brown-eyed / young / middle-aged person.I will be wearing blue jeans / a red skirt / a flowery

dress / a grey jumper / a green cardigan / blacktrousers / a brown hat / a fur coat / a leather jacket.


YOUR TURN!

1. Explain the four questions to the sudentsbefore asking them to do the matchingexercise.

1.What does he a. Shes very friendlylook like? and sociable.

2.Whats she like? b. He likes playingfootball.

3.What does he like? c. Shes fine.

4.How is she? d.Hes a blue-eyed,handsome youngman.

1. d; 2. a; 3. b; 4. c.

2. Ask the students to describe someone withoutnaming the person. Invite the group to guesswho has been described.



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Unit 1 Progress Check


Answers

1. The correct form of the verbs are in bold type.1. At the moment I live/ am livingin Liverpool.2. We never drive/ are drivingto work.3. I always wear/ am wearinga hat in winter.4. Tom doesnt wear/ isnt wearingjeans today.5. My children dont drink/ arent drinking

coffee after 6 p.m.

2. The correct words to complete the sentencesare in bold type:a. This/ Thesebook is mine.b. Thats our/ oursaddress.

c. Howsyour/ yourssister?d. Mine/ Mysister is well.e. That/ Thosecars are very expensive.

3. Suggested answers:7.30 Susan / have breakfast. Its half past

seven in the morning. Susan is havingbreakfast.

12.00 Susan / have lunch. Its twelveoclock. Susan is having lunch.

14.00 She / work / in her office. Its two inthe afternoon. She is working in her office.

17.00 He / drive / home. Its five in theafternoon. He is driving home.19.30 Tom / watch TV. Its seven thirty in

the evening. Tom is watching TV.22.00 They / go to bed. Its ten in the

evening. They are going to bed.

4. Open task:You are Georgiana. Write a reply to Nicksletter. Describe at least two people you getalong with in your English class.Dear Georgiana,

My job here is not very easy. I work long hours, butthe pay is good. You remember Paul, the older guyI came with? Hes the short one with the darkmoustache. He is having a hard time. He

complains all the time. He spends most of thetime on the phone with his wife.

I havent heard from you for a long time. The lastthing I know is you went back to school. Im dying

to hear more about it. How is it going? Do you havenew friends? Do you like the teachers? Write to meabout them.

When we meet again, I want to take you out to a

nice restaurant.

Love,

Nick


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Introduce the unit by asking the students to lookat the first page of the unit, and based on theillustrations try to predict what they will belearning. This conversation can take place inboth Romanian and English. For instance, theillustration may be described partly in English;however, when you discuss functions (What do youthink you will be able to do when you completethis unit?), you may switch to Romanian.


In Unit 2 you will learn: to describe what people do in various jobs; to ask for and provide personal information; to compare things and people; to talk about familiar items in the house and

at the workplace.

Check previous knowledge. In levels 1-3 some of the

topics have already been covered in a simpler manner.

Unit

2 The Workplace


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2.1 What do you do?


Specific Objectives

to describe what people do in various jobs

Language Focus

work worker

drive driver

dance dancer

sing singer

teach teacher

act actor / actress

wait (on) waiter / waitress

plumber secretary

electrician nurse

architect hairdresser

engineer tailor

clerk mechanic

doctor farmer

chemist cook

postman computer operator

Activities

THINK!

Introduce the topic with a discussion aboutjobs. Let the students express their opinionsabout good and bad jobs. Name some jobsand ask the students to say what they wouldlike/dislike about each job.

LETS LEARN!

Draw the students attention to the use of theindefinite article with jobs.

Read the following sentences. Underline thenames of jobs.

1. She repairs water pipes, sinks and baths.She is a plumber.

2. He repairs or connects electrical wires orequipment. He is an electrician.

3. She looks after people who are ill orinjured. Shes a nurse.

4. He works in an office typing letters andanswering phonecalls. Hes a secretary.

5. She repairs motor vehicles and machinery.Shes a mechanic.

6. He designs or builds roads, bridges ormachines. Hes an engineer.

7. She owns or manages a farm. Shes a farmer.8. He prepares and cooks food. Hes a cook.9. She prepares drugs and medicines.

Shes a chemist.10. He makes mens clothes. Hes a tailor.

YOUR TURN!

Complete the sentences using the followingwords to find out what these people do:

serve, design, school, office, perform, arrange,computer, drive, waiter, postman, doctor, actor

1. Her job is to design buildings. Shes anarchitect.

2. His job is to collect and deliver letters.Hes a postman.


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3. Her job is to keep records or accounts in anoffice. Shes a clerk.

4. His job is to treat people who are ill. Hes adoctor.

5. Her job is to cut, wash and arrangepeoples hair. Shes a hairdresser.

U N I T 2T H E W O R K P L A C E

6. His job is to operate a computer. Hes acomputer operator.

7. Her job is to perform in a play or film.Shes an actress.

8. His job is to perform in a play or film.Hes an actor.

9. Her job is to drive a car, bus etc.Shes a driver.

10. His job is to teach especially in a school.Hes a teacher.

11. Her job is to serve food and drinks at thetables in a restaurant. Shes a waitress.

12. His job is to serve food and drinks at the

tables in a restaurant. Hes a waiter.

TRY THIS!Be flexible with students opinions. Ask them toexplain why they think those qualities arenecessary for the jobs they chose, but do not tellthem they are wrong if you disagree with them.

a patient person; a good listener; a person with good manual skills; a person who is good at imitating other people; a person with a good sense of humour; a talkative person; a person who is good with figures; a caring person; a person who has a good sense of direction; a person in good physical condition; an imaginative person; a dynamic person.


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2.2Applying for a job whos the mostsuitable candidate


Specific Objectives

to ask for and provide personal information to compare things and people

Language Focus

prepare a curriculum vitae / CV

qualifications

have an interview

apply for a job

good better the best

bad worse the worst

funny funnier the funniest

energetic more energetic the most energetic

Activities

THINK!

Encourage those students who have applied forjobs to share their experiences. Ask them howthey found out about the job, how they managedto convince that they were the suitablecandidates for the job, who interviewed them. If

they failed in getting the job ask them if theythink they gained experience that will be usefulto them in the future.

LETS LEARN!

1. Fill the gaps in Dan Smiths CV with thestudents. Tell them that a curriculum vitaeshould contain information that is relevant tothe position/job the person is applying for.Advise them to tailor the CVs they are going to

write to suit the requirements of the job theyare applying for.

Curriculum vitae

Personal informationFull name: Dan SmithAddress: 5 Crescent Rd, Liverpool, Great BritainTelephone number: 0044 673 476 312E-mail: [email protected]: BritishDate of birth: 4 July 1986

Work experienceFebruary 2005 to present

part time job as a milkmanJune 2004 to September 2004

part time job as a worker on a building site

Education and trainingSt. Marys College, Little Crosby

Skills and competencesexcellent organization skillsgood language skills

Other relevant information

I am an energetic person in a good physical condition.I am good at singing and I can play the guitar.


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friendliest, the funniest and the most energeticof all. On the other hand, Dan Smith is the

most patient and the best singer by far.

Name Dan Smith Pat Davies Claire Browne

good at xxxxx xx xxxsinging

friendly xxx xxx xxxxx

patient xxx xx xx

funny xx xxx xxxx

energetic x xxx xxxx

good better the best

friendly friendlier the friendliest

patient more patient the most patient

funny funnier the funniest

energetic more energetic the most energetic

2. Use the following prompts to make comparisons.e.g.:car plane fast

The plane is faster than the car.The car is not as fast as the plane.

George Claudia tall

Paul Peter young

Mihai Petre ambitious

Maria Daria beautiful

Bob John reliable

ice cream chocolate - delicious

TRY THIS!

Ask the students to decide what job they aregoing to apply for before they start writing theCV. Tell them to think about their strengths andweaknesses and present themselves in a goodlight without lying about their qualifications orcompetences. Tell them to leave out anyinformation that is irrelevant to the position.


2. Discuss with the students what qualities theythink are required for the position of supportstaff at a childrens summer camp. Does Danseem to have the necessary skills andcompetences? Does he have the neededqualifications? Do they think Dan will do wellin the job if he gets it?Let the students role-play the interview inpairs, then have one pair act out the interview.

Encourage them to take their roles seriouslyand think of some other questions that aninterviewer might ask. You could make a listof frequently asked questions and a list ofdifficult or embarrassing questions.

YOUR TURN!

1. Do the exercise orally with the students beforeasking them to write sentences. Ask thestudents who they would give the job to. Pat

Davies doesnt have a chance but Claires the



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2.3 Where are they?


Specific Objectives

to locate things and people to talk about familiar items in the house and at

the workplace

Language Focus

in (the house)on (the table)at (the desk)over (the door)under (the chair)above (the kitchen)below (the bedroom)

axe pliersbaking tray rakebroom rolling pindrill sawfork scissorsgrater screwdriverhammer sieveiron spadeneedle wheelbarrow

Activities

THINK!

Use the illustrations in the students guide orflashcards to elicit the targeted vocabulary. Askthe students to name as many objects as theycan. You might want to bring some tools to class(pliers, scissors, screwdriver etc), put them in

different places in the classroom to introduceprepositions.

LETS LEARN!

Tell your students to look at the pictures, readthe sentences, close the books and try toremember where things / people are. Askquestions such as: Where are the clothes?Wheres the sign/the newspaper/ Lisa?

Wheres Lisa?

Shes in the store. Shes at the cash desk.

Wheres Lisa?

Shes in front of the shelves.

Where are the clothes?

Theyre on the shelves.

Wheres the sign?

Its over the door.

Wheres the newspaper?Its under the door.

Wheres the womens clothes department?

Its below the mens clothes.

Wheres the mens clothes department?

Its above the womens clothes.


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2. The students can work in groups of three orfour. You might want to ask them to add one or

two items to each group.a. in the kitchenb. in the gardenc. for housework other than cookingd. for work outside the houseaxe, baking tray, broom, drill, fork, grater,

hammer, iron, needle, pliers, rake, rolling pin,saw, scissors, screwdriver, sieve, spade,wheelbarrow

TRY THIS

!When checking this task, have your studentswork in pairs. Tell tem to describe the placewithout showing the drawing to their desk mates,who will make a drawing as they listen to thedescription. The two drawings will then becompared.


YOUR TURN!

1. Ask the students to do the exercise individuallyand then have them compare their answers tothose of their desk mates.a. The flower shop is between the chemists

and the greengrocers.b. He lives at 5, Eminescu Street.c. The mens clothes department is on the

third floor, above the womens clothes onthe second floor.d. I work in the restaurant across the street.e. She is a secretary. She works in a very

modern office.f. The cat jumped over the fence.g. He is wearing an orange shirt under his

jacket.h. Susie is standing in front of her shop.i. On the second floor theres the womens

clothes department, just below the mensclothes department on the third floor.



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Answers

1. See the letters in bold in the column on theleft.

1.He plays his guitar in a a. teacherpub every night. c

2.She sells various things b. postmanin a shop. f

3.She manages her own c. musicianbusiness. e

4.He teaches children d. traffic warden

in a school. a

5.He repairs sinks and e. businessbathroom fittings. h woman

6.He delivers the mail. f. shop assistant

7.She directs the traffic. d g. secretary

8.He answers the phone h. plumberand writes letters. g

2. See the completed table below:

nice nicer the nicest

beautiful more beautiful the most beautiful

happy happier the happiest

interesting more interesting the most interesting

expensiv emore expensive the most expensive

goodb etter the best

bad worse the worst

short shorter the shortest

young younger the youngest

old older the oldest

3. Open task:Describe the picture using at least the followingprepositions: in, on, under, at, above.e.g.:Theres a table in the room.

4. Open task:Write a paragraph (approx. 50 words) answering

the following questions: What kind of a personare you? What job do you think suits you?


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Introduce the unit by asking the students to lookat the first page of the unit, and based on theillustrations try to predict what they will belearning. This conversation can take place inboth Romanian and English. For instance, theillustration may be described partly in English;however, when you discuss functions (What doyou think you will be able to do when youcomplete this unit?), you may switch to Romanian.


In Unit 3 you will learn: to talk about the weather; to ask for and give information about places; to express likes and dislikes.

Check previous knowledge. In levels 1-3 some ofthe topics have already been covered in a simplermanner.

Unit

3 Time and Space


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3.1 Seasons


Specific Objectives

to talk about the weather and seasons

Language Focus

Activities

THINK!

Show the students illustrations of differentseasons and tell them to describe the picturesbefore asking them what their favourite time ofthe year is.

Start a discussion about people complainingabout the weather, comparing what seasonsused to be like and what they have been likein recent years, with sudden changes from oneday to another, extreme temperatures. Do thestudents feel affected in any way by thesechanges?

LETS LEARN!

Ask the students to work in groups and writesentences to describe the four seasons in

Romania. Ask them to put down anypeculiarities that come to their minds. Youmight want to set a time limit or a certainnumber of sentences.

The students read the dialogue and comparetheir opinions to those of the characters inthe text. Ask them to tick the sentences inwhich similar opinions are expressed, and put

crosses next to disagreeing opinions. Let the students decide in groups what time of

the year they recommend to the potentialvisitors and then have one group memberreport to the class.

YOUR TURN!

1. Check the students notebooks to make surethe spelling is correct, remind them aboutcapital letters in months of the year, days of

the week (unlike Romanian: ianuarie January; luni - Monday).

Monthsof the year

January

February

March

April

MayJune

July

August

September

October

November

December

Ordinalnumerals

1st first

2nd second

3rd third

4th fourth

5th fifth

6th sixth

7th seventh

8th eighth

9th ninth

10th tenth

11th eleventh

12th twelfth

Seasons

SpringSummerAutumnWinter

Adjectiveswindyrainysunnysnowywarmhotcoldcoolchilly


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2. The students do the exercise orally. Every correctsentence produced by the students should be

written on the blackboard. The students canafterwards be grouped into four groups andasked to write a short dialogue between thecharacters in each picture. They can take uproles and act out the dialogues for the class.

3. The purpose of asking such questions is to useordinal numerals in meaningful contexts. Toencourage the students involvement in theactivity offer a prize to the one who producesthe most questions in the shortest time.e.g. Which is the second day of the week?

Which is the fourth letter of the English alphabet?Who was the last Romanian king?

Whats your first name?

TRY THIS!

Have your students work in groups. Each groupwill own a travel agency trying to attract foreigntourists to Romania. Tell the students to givenames to their travel agencies and advertise theinteresting itinerary (in a magazine, on the radioetc.). The trip lasts for at least seven days, sothere should be lots of places to see and manyactivities to do in one week.


1st first month January winter

2nd second month February winter

3rd third month March spring

4th fourth month April spring

5th fifth month May spring

6th sixth month June summer

7th seventh month July summer

8th eighth month August summer

9th ninth month September autumn

10th tenth month October autumn

11th eleventh month November autumn

12th twelfth month December autumn

U N I T 3T I M E A N D S P A C E


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3.2 Places worth visiting


Specific Objectives

to ask for and give information about places

Language Focus

Activities

THINK!

Share with your students some of yourexperiences. Tell them about places you havevisited, countries you have been to. Tell themwhere you would like to go and why in order tostir their interest in the topic. It would be usefulto be prepared with some photographs,postcards, magazines that they could choose

from in case the students have never thought ofvisiting places before.

LETS LEARN!

1. The focus is on nouns (plural forms, irregularnouns). Use the text to teach nouns. Writeexamples from the text on the blackboard andgive simple explanations.

Some nouns can have both countable anduncountable meaning (names of animals, fooddrink) e.g. fish. Tell the students that they can lookthem up in dictionaries if they are not sure abouthow to use them. The label [C], [U] or [C/U] next tothe noun will help them use the noun correctly.

Uncountable nounsnewsinformationluggagemoneyadvice

Irregular pluralfoot feetwoman womenman menchild childrenmouse micetooth teeth

Countable nouns

- can be both singular and plural- when the noun is singular, the following verb is also

singular, when the noun is plural, the verb is also plural

singular plural money

news

water

happiness

electricity

Regularplurals

a chair

an apple

six chairs

ten apples

Irregularplurals

a child

a man

two children

three men

Uncountable nouns- have only one form- the verb that follows an uncountable

noun is always singular


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in May or June theres lovely weather forholidaymakers who are not interested in skiing.

The place is very well equipped for hiking at over6,000 feet. Up there you feel on top of the world.In Sinaia you can visit the royal castles, Pelesand Pelisor. And there are a few excellent hotelsand restaurants that serve delicious local food.Believe me, there are few places in Romania thatare as well equipped for tourism as Sinaia.Susie: It sounds exciting. Im interested. Howmany days does the trip take? And how muchdoes it cost?Travel Agent: Well, let me go into the detailsand give you some advice .

2. You might want to mention some spellingrules ( day days, monastery monasteries,tomato tomatoes, radio radios, class classes)

COUNTABLE NOUNS

SINGULAR REGULAR PLURALa trip two tripsa holiday two holidaysa monastery two monasteriesa hotel two hotelsa place two placesan apple two applesan umbrella two umbrellas

COUNTABLE NOUNS

SINGULAR IRREGULAR PLURALa foot two feeta tooth two teetha woman two womena man two men

a child two childrena mouse two mice

Example: I saw a woman standing on the corner. Isaw two womenstanding on the corner.

a. The trip lasted for one day. The trip lastedfor three days

b. The monastery is in Northern Moldavia.The monasteries are in Northern Moldavia.

c. They have got one child. They have two children.d. The dentist pulled out one tooth.

The dentist pulled out two teeth.

e. Theres a hotel on the beach.Therere several hotels on the beach.


Travel Agent: Fun Holidays. Alicia Gibbonspeaking. How can I help you?Susie: Hello, my name is Susie Smith. I wouldlike some information about package holidays toRomania in May or June. I am especiallyinterested in the monasteries in NorthernMoldavia. Have you got anything to offer?Travel Agent: Yes, madam. I have good news foryou. We have quite a few packages in Romania.Its becoming a popular place with our customers.Susie: Really? Thats interesting. I never metanyone whos been there on holiday.Travel Agent: Well, madam, I can offer you anexcellent package that includes trips to theNorthern Moldavian monasteries, and the famousmedieval towns, and the Prahova Valley, if youknow what I mean.Susie: I dont know about the Prahova Valley.Whats there to see?

Travel Agent: The scenery is breathtaking. TheCarpathians offer an exquisite view. In addition,



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f. The kids caught a mouse. The kids caughtfive mice.

g. That woman is very pretty. Those womenare very pretty.

h. My sister is buying an umbrella. My sisteris buying two umbrellas.

i. This apple is fresh. These apples are fresh.j. My left foot hurts. Both my feet hurt.

3. Draw the studentsattention to some commonmistakes with uncountablenouns. The nouns in thelist are countable inRomanian. Ask them to tryto make sentences withthese nouns to make surethey use them correctly.

Example:Good evening. Here isthe 8 oclock news.

a. The weather changesvery rapidly in this country.Theres sunshine at 9 a.m.and it rains an hour later.

b. I cant carry this luggage. Its way too heavy.c. This is an excellent piece of work.

Congratulations! Youve done a great job!d. Lets make sure we get some more

information about this issue. We cannotmake a decision yet.

e. My neighbours are putting in new furnitureand they are making a lot of noise.

f. Our office received new computers andprinters. Our bosses make sure we alwayshave the latest equipment.

g. We stayed in a peaceful Carpathian villagesurrounded by magnificent scenery.

h. They gave him very little money forharvesting the crop.

i. Let me give you a word of advice. Youshould get someone to help.

j. Our team has won the game. This is greatnews to all of us!

UNCOUNTABLENOUNS

advice

informationmoneysceneryluggageweatherworkfurnitureequipmentnews

3.2 Places worth visiting


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Example:

Howmany children are there at the party?

There are twelve children at the party.

a. How much milk is there in the fridge?There is a lot of milk in the fridge.

b. How many apples are there in the basket?There are three apples in the basket.

c. How much information is there about this topic?There is a lot of information about this topic.

d. How much coffee is there in the cup?There isnt any coffee in the cup.

e. How much luggage has he got?

He hasnt got any luggage.f. How much money have you got?

I haven got much money.g. How much equipment is there in the new office

building?

Theres no equipment in the new officebuilding.

h. How many cigarettes do you smoke a day?I smoke only three cigarettes a day.

i. How many jobs has she got?She has got a full time and a part time job.

i. How many monasteries are they visiting this week?They are visiting four monasteries this week.

TRY THIS!

The students can stay in the same groups orchange groups if they like. This task requires atleast one group member with artistic skills. Tellthe students that the posters will be evaluated byan impartial judge, other than you.


YOUR TURN!

1. The exercise offers further practice oncountable and uncountable nouns. Ask thestudents to work individually and refer to thelists of nouns in this lesson before they writethe questions.

COUNTABLE NOUNS UNCOUNTABLE NOUNSHow many children? How much information?

a child a piece of information

some / several / some / a little / not mucha few / not many / / a lot of informationa lot of children

fewer children less information

not any / not any /no children no information

none none



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3.3 Holiday plans


Specific Objectives

to express likes and dislikes ask people about things they like doing

Language Focus

I like (doing) something

I dont mind (doing) something

I prefer (doing) something to (doing)something else.

I dont like / dislike (doing) something.

I cant stand (doing) somethingI hate (doing) something.

Activities

THINK!

People like fantasizing, so questions like: Whatdoes a really good day look like to you? shouldhave most of the students sharing their imaginaryexperiences. You might want to tell them yourselfwhat you like/dislike doing, thus offering them

the language pattern on which they can buildtheir sentences.

LETS LEARN!

1. Let the students work out the pattern(like/love/dislike/hate + V+ing) after readingthe text. Some students might notice thatthese verbs can be followed by verbs or nouns.Praise their sense of observation if they do.

Susie, Dan and Cosmin are in the garden, andchatting about likes and dislikes.

Susie: So what do you reallylike doing, Cosmin?

Cosmin: Travelling. I love travelling. Andmeeting people. All sorts of people. I prefertrains to airplanes. Trains are quite cheap, andyou get to see a lot. Flying is expensive. I dontmind flying, though. It saves you time. But I hatemissing connections.

Dan: I also like travelling, but I hate flying. And Idislike trains. I really like driving. I like listeningto loud music while Im driving. But I cant standgetting stuck in traffic jams. And I like cycling.

Susie: Do you know what I really like doing? Ilike sitting here, in the garden, listening to you.And I like running my business, but I cant standgetting into arguments with customers.

Cosmin: I also enjoy sitting here, talking to you.

Dan: Me, too.


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2. This activity will make students distinguishvarying degrees of intensity. You might like toask for the Romanian translation of these phrases.

+ + Tom loves watching TV.

Lisa really likes cooking.+ Petre likes riding horses.

= Tom doesnt mind sleeping in hotels.

- Anica dislikes trains.

- - Petre hates queuing.

Lisa cant stand ironing.


YOUR TURN!

1. Ask the students to pair up and ask andanswer questions alternatively about Cosmin,Dan and Susie before they write the sentences.Examples:Susie likes running her business.They all like sitting in the garden.

2. In pairs, students can make assumptions aboutwhat the others have written. If you choose todo the activity in pairs, have the students puttwo columns in their notebooks:

Have the students check each othersnotebooks and tick or cross the assumptionsof their partners.

TRY THIS!Ask individual students questions like: How do

you feel about cooking? Do you like dancing? Do

you prefer watching the news to readingnewspapers? These model questions will helpthem conduct the survey. Tell the students towalk about the classroom and interview as manystudents as they can (if time allows they shouldask everybody in the class) and put crosses inthe boxes. The results will be reported to theclass in sentences like the ones in the examples.

+ + + = - --Watching the news

Reading newspapers

Dancing

Singing

Studying English

Cooking

Writing letters

Example:Three people love dancing.Everyone hates writing letters.

I love dancing.

I think Petric lovesdrinking beer.

I really like

I like

I quite like

I dont mind

I dont like I dislike

I hate

I cant stand


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Answers

1. The correct words to complete the sentencesare in bold type.a. How much / manypeople are coming to the

party?b. Women/ Woman like romance.c. Let me give you some/ an advice.d. How much/ manyinformation do you need?e. Is /Areyour work more difficult than mine?

2. See answers in bold type:

3. See answers in bold type.

Singular Plural

party partieschild children

cat cats

monastery monasteries

horse horses

book books

village villages

mouse mice

trip tripstooth teeth

teacher teachers

4. See the complete list of the days of the weekbelow:Sunday, Monday, Tuesday, Wednesday,Thursday, Friday, Saturday

5. Open taskWrite sentences about yourself and yourfriend, using the following prompts: love /really like / like / quite like / dont mind /dont like / dislike / hate / cant stand.Example:We both love chocolate.

I like cooking, but she hates it.

1st first

2nd second

3rd third

4th fourth

5th fifth

6th sixth

7th seventh

8th eighth

9th ninth

10th tenth

11th eleventh

12th twelfth


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Introduce the unit by asking the students to lookat the first page of the unit, and based on theillustrations try to predict what they will belearning. This conversation can take place inboth Romanian and English. For instance, theillustration may be described partly in English;however, when you discuss functions (What doyou think you will be able to do when youcomplete this unit?), you may switch to Romanian.


In Unit 4 you will learn: to make suggestions; to ask someone to do something; to express future plans; to talk about hobbies; to write a postcard; to talk about intentions and probable future actions.

Check previous knowledge. In levels 1-3 some of thetopics have already been covered in a simpler manner.

Unit

4 Leisure


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4.1 Traditions


Specific Objectives

to make suggestions to agree to do something to offer and ask for something

Language Focus

Why dont you open it?You should open it.Lets open them.Shall we open them?Could / Can / Would / Will you open it for me?Please, help me open it.

cheap expensiveold youngold newearly latemany fewweak strongtall shortlarge smalldark light

This/that/these/those (gifts)

carefully to decide which statements aretrue and which are false.

A. There were few gifts under Answers keythe Christmas tree. T F

B. Lisas hat looks expensive. TC. Cosmins present is in a big box. FD. Angies hands are weak. TE. Dan has got a new pair of slippers. FF. Susies got a traditional Romanian

tablecloth. F

2. You might want to start a chain game.Suggestion: leave your pen on a desk and takesomebody elses pen as if by mistake, thenask holding up one pen and pointing to theother: My pen is there. Whose pen is this?The owner will reply Thats my pen. It isnow his/her turn to ask a question (Whosebooks are those?).

here there

singular THIS THATplural THESE THOSE

Activities

THINK!

Start a discussion about traditional celebrations.Ask the students what makes Christmas the mostpopular celebration in the world (the carols, thepresents, the Christmas tree, the special meal?).Ask them if they know how Christmas is celebrated

in other countries. Ask them if they used to believein Santa Claus (Father Christmas) coming on asledge pulled by reindeer to bring them presents.

LETS LEARN!

1. Knowing that people all around the worldget presents at Christmas, ask the studentsto predict what gifts Cosmin and theSmiths are going to get. Ask them to writethe words in their notebooks, and thenquickly go through the text to see if their

presents are mentioned. Tell the students to read the six statements

below and then read the text again


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U N I T 4L E I S U R E

2. Ask the students to read the list of adjectivesand then cover it while they replace the

underlined words with their antonyms.Ambitious students might want to cover thelist without reading it. When they havefinished they can check the list.a. My cousin is tall. shortb. Miss Meddling is beautiful. uglyc. Her favourite colour is light blue. darkd. My aunt is young. olde. Theres a lot of milk in the bottle. littlef. There are a lot of apples in the basket. fewg. Cosmin likes to get up early. late

h. Shes got small hands. bigi. These boys are weak. strongj. These are old slippers. new

TRY THIS!

Suggest a sum of money that each student hassaved for presents. Tell them to make a list ofnames and presents they can afford within budget.

YOUR TURN!

1. Ask the students to do the matching exerciseindividually and then pair them up for thefollowing task:

student A make a suggestionstudent B disagree and suggest something else insteadstudent A agree and then ask for somethingstudent B offer to do it

Example: B-5

A. Shall we go to the cinema? 3 1. Well help her.

B. I cannot open this box. 2. Yes, but make sure you return it by 10.

C. That box looks heavy. She cant lift it. - 1 3. Thats a good idea.

D. Why dont you see a dentist? 6 4. I dont think hell like that.

E. This film is boring. Lets go home. 9 5. Why dont you use a pair of scissors?

F. Can I borrow your car for tonight? 2 6. OK, Ill go tomorrow.

G. Why dont we watch TV instead? 10 7. Why dont you help them?

H. Lets surprise him, shall we? - 4 8. Yes, its bothering my eyes.

I. They cant work out the final result. 7 9. Lets.J. Shall I turn off the light? 8 10. I dont fancy watching TV tonight.


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4.2 Hobbies


Specific Objectives

to express future plans to talk about hobbies

Language Focus

Going to - future

I am (not) going to

You / We / They are (not) going to verb.

He / She is (not) going to

Am Igoing toAre you /we / they+ verb?

Is he / she

Will - future

I shall / will (not)

You/He/She/They will (not) verb.

We shall / will (not)

Shall I / we

Will I /you / he /she / verb?we / they

will not = wontI hope (not) to be / become / get

as a listening comprehension one. They will beable to mark the boxes at one listening, so askthem to put crosses in the right boxes whileyoure reading out the text.

When the students read the text, they shouldfocus on ways of expressing future.

YOUR TURN!

1. Refer to the text in Lets Learn and analyse withyour students the different uses of going to:- Ask the students to underline the sentences

in the text where going to is used.- Write some examples on the blackboard

and ask the students to decide which ofthe two uses of going tois to be found inthe underlined sentences.

a. IntentionIm going to tell him the truth. (= I intend to)

Are you going to stop talking?Hes not going to give them back the money.

Activities

THINK!

Use the first two questions to introduce going to andwill expressing intention and prediction. Start byanswering the questions yourself in sentences in which

the distinction between willand going tois clear.Use the last question to introduce the topic ofthe lesson. You may want to link it to the languagefocus of the lesson (expressing future) by askingthe students to make predictions or expressfuture intentions in connection with their hobbies.

- What are you going to do in the next 24 hours?- What will you do when you finish this course?- Do you have a hobby?

LETS LEARN!Tell the students to listen to you reading out thetext and do the reading comprehension exercise


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If your students are progressing well, you mightwant to challenge them with one or two tricky

questions. (e.g. Am I wrong if I say Will youcome to my party? in sentence f?). Willcan beused in any of the sentences in exercise 1.

You might want to explain to your students thatin this case the meaning will be different

e.g. Are you going to come? (= do you intend

to?)

Will you come? (= Id like you to come;

Im inviting you)

Tudor is not going to sell his horse.(= doesnt

intend to) [=nu are de gnd]Tudor wont sell his horse. (= is not willing

to) [=nu vrea]

2. This exercise will help the studentsunderstand some of the various meanings/usesof will. After matching the sentences to thefive different uses, ask your students to comeup with their own examples. Let them work ingroups and offer assistance.Draw a table on the blackboard with the

following headings: request, spontaneousdecision, refusal, promise, offering to do

something and then have each group write anexample under each heading.a. I dont know what Christmas present to buy

for my Grandma. I think Ill buy her a pairof slippers. 2. spontaneous decision

b. Will you help me carry this box? 1.request

c. Ill get you a glass of water. 5. offeringto do something

d. Dont worry. I promise Ill return it before11 oclock. 4. promise

e. I wont lend you my car. 3. refusal

TRY THIS!Tell the students that you are going to organize acontest and give a prize to the best reporter =the one who comes up with the most unusual/in-teresting/funniest hobby story. Encourage them tofeel free to use their imagination and invent a

character with a hobby if there is nobody in theneighbourhood to write about.

b. Prediction based on deductionThis vase is very heavy. Im afraid Im going to

drop it.

The sky is cloudy. Its going to rain.

Dont watch that horror movie. Youre going tohave a nightmare.

a. I / call you later. Im going to call you later.b. She / visit her parents tomorrow. Shes going to

visit her parents tomorrow.c. George / not give up. George is not going to give up.d. Who / tell him the news? Whos going to tell

him the news?

e. Andrea and Marin / make the plan for theweekend. Andrea and Marin are going to makethe plan for the weekend.

f. You / come to my party? Are you going to cometo my party?

g. What you /do this weekend? What are yougoing to do this weekend?

h. Tudor / not sell his horse. Tudor is not going tosell his horse.


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4.3 Plans for the future


Specific Objectives

to write a postcard to talk about intentions and probable future

actions

Language Focus

Dear

Write to me soon!

Love,

Best wishes,

I / You / He / She / We / They will probably bethere

tomorrow

the day after tomorrow

next week / month / year

A. When did Anna and Lorraine move to LittleCrosby?

a. yesterdayb. today

c. last weekB. When is Anna starting work in the library?

a. todayb. tomorrowc. the day after tomorrow

C. When is Lorraine going to nursery school?a. last weekb. this weekc. next week

D. When will Anna write again to Cosmin?a. first they settle in, and then shell write againb. tomorrowc. next year

Activities

THINK!

The question might embarrass some students ifthey have never written a postcard. Tell them itsbetter late than neverand announce them that itis time for them to write one as you have some

blank postcards in your bag. Tell them youllkeep their postcards as souvenirs.

LETS LEARN!

The students can do the multiple choice exerciseas a listening exercise. Books closed, tell youstudents to listen to you reading out the postcardAnna wrote to Cosmin. Tell them to open thebooks, cover the postcard and choose the rightanswer for questions A D. Read the text again

so the students can check their answers. Discussthe details (layout, paragraphing, date, beginning,ending, address, signature) with the students.


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2. If possible, give some real postcards to yourstudents. Let them choose the postcards they

like. Tell them to imagine that they areactually there and have them write to one oftheir classmates, if possible. Deliver the mailyourself and then ask the students whoreceived postcards to read them out loud.Dear ,Here I am in . The weather is .Tomorrow Ill probably go to . I hope to .

Ill probably not next week.Ill write to you again .Love,

TRY THIS!

Make this a serious project work and suggestthey hand it in to you. Promise to keep theirplans and suggest a date when you should allmeet in ten years time to check on how theymanaged to fulfil their intentions.

Share your intention Im going to learnSpanish Im going to finishbuilding my house

Say when next week /month / year tomorrow 10 years from now then one day

Explain why because I plan towork in Spain.

to move in withmy family.

YOUR TURN!

1. The students practise the use of willexpressing probability. Do the exercise orallyoffering them an example. Ask a student:Mihi, when will you get married? Mihianswers your question and then he asksanother student a new question.

Tell the class to listen carefully and writesentences about their classmates in theirnotebooks. Check their sentences.e.g.: Well probably have a party next weekend.a. complete my studiesb. go to the pubc. get marriedd. start a familye. take an examf. start a businessg. buy a car

h. go on holidayi. buy new furniturej. be famous


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Answers

1. Suggested answers:a. you / make sandwiches tonight?

no /I make a pizza.Are you going to make sandwiches tonight?No, Im going to make a pizza.

b. she / wear her new dress / on Saturday?no / wear jeans.Is she going to wear her new dress on Saturday?No, shes going to wear jeans.

c. they / sleep now?no / do their homework

Are they sleeping now?No, they are doing their homework.

d. we / have a holiday / next summer?no / stay at homeAre you going to have a holiday next summer?

No, were going to stay at home.

e. he / write a letter now?no / write an essay.Is he writing a letter now?No, hes writing an essay.

2. See the rewritten text below:My sister is a beautiful young woman. She istall and slim. Shes got long hair. She wearsthe most expensive clothes. Her favouritecolour is light blue. She lives in a big house inthe middle of Liverpool. Her husband is astrong man. Hes also very rich.

3. What do you say in the following situations?Suggested answers:a. Your luggage is too heavy for you to carry.

Ask your friend to help you carry it.Can you help me carry this luggage? Its tooheavy for me (to carry).

b. You dont know which shoes to buy.Suddenly, you decide to buy both pairs.(I think) Ill buy both pairs.

c. Your friend wants to use your computer.You dont want to let him use it.I wont let you use my computer.

d. Promise your friend youll write to him.(I promise) Ill write to you.

e. Offer to buy someone a drink.Ill buy you a drink.

4. Open task:What are your plans for the future? What areyou going to do when you finish Level 4? Writea paragraph sharing your intentions.


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Answers

1. The correct words to complete the sentencesare in bold type:

Final Progress Check


2. Open task:You are shopping for Christmas presents.Write a 10-12-line dialogue between you anda shop assistant. You can use some of theseideas: Id like to buy Interesting / boring Cheap / expensive My friend has got one like this. / My friends

say its / theyre good / useful. Whats the price?

Merry Christmas!

3. Open task:You are on holiday. Write a postcard to afriend. Tell him / her about where you arestaying, what the weather is like, and whenyou are returning home.

1. I early in themorning.a. usually get upb. get up usually

2. I like coffee inthe morning.a. to haveb. have

3. Shopping is a. boredb. boring.

4. There s milk inthe fridge.a. manyb. a lot of

5. Mary for herdaughter.a. waitingb. is waiting

6. she likebananas?a. Doesb. Do

7. I really like inthe countryside.a. driveb. driving

8. What time theyarriving?a. willb. are

9. Her brother is architect.a. anb. a

10. These trousers aretoo large. Get me a size.

a. largerb. smaller

RATE YOUR PROGRESS! Very well Well Can do better

I can tell the time.I can talk about actions in progress.I can talk about my daily programme.I can apologize and respond to apologies.I can describe people.I can describe what people do in various jobs.I can ask for and provide personal information.I can compare things and people.I can talk about familiar items in the house andat the workplace.I can talk about the weather.I can ask and give information about places.I can express likes and dislikes.I can make suggestions.I can ask someone to do something.I can express future plans.I can talk about hobbies.

I can write a postcard.I can talk about intentions and probable future actions.

4. How do you rate your progress? Tick the box that best describes how well you can do the following:


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DAILY PROGRAMME

In Unit 1 you will learn

to talk about actions in progress to talk about your daily programme to apologize and respond to apologies to tell the time to describe people

Unit 1. Lesson 1.1. WHATS GOING ON?

In this lesson you will learn:

to talk about actions in progress to tell the time

Listen and learn!

Miss Meddling is watching Lisa.

Its half past seven in the morning. Lisa is getting dressed.Its quarter to eight. Susie is having breakfast in the kitchen.Its ten to eight. Dan is still in bed. He is sleeping.Its eight oclock. Lisa is drinking her coffee. She istalking on the phone. Who is she talking to?Its quarter past eight. Its late! Lisa is late for work. Andwhy isnt she waking Dan?Its 8.30 a.m. Lisas leaving the house. Why is she takingthe car? She usually takes the bus. Where is she going?Its 5.30 p.m. Why is Lisa not at home yet? Where areDan and Susie? Why are they not at home?Its 8 p.m.Where is everybody? How boring!Its 10 p.m. I must tell Tom, Miss Meddling says to herself.

Exercise one. Check your answers.

a.Miss Meddling is watching Lisa.b.Dan is watching TV.c. Lisa and Susie are cooking. They are not wasting time.d.Is Tom driving today? No, he is helping Petre on the farm.e.What are you doing? Thats my lorry!

Unit 1. Lesson 1.2. I NEVER PLAY FOOTBALLAT THE WEEKEND


to talk about your daily programme to express the frequency of events

Listen and repeat:

Days of the week: Sunday, Monday, Tuesday,Wednesday, Thursday, Friday, Saturday

Listen and learn:

Cosmin is flying to Britain. He is visiting the Smiths. He issitting next to a footballer, Alfred Bates. Alfred is not afamous footballer yet. Cosmis wants to find out about him.Cosmin: So what do you usually do in your spare time?Englezul: lYou mean on Saturdays and Sundays? I lovethose days. I always spend them with my family: my wifeMary, my son Jerry and my daughter Alicia. We rarelywake up before 9 on Saturday mornings. We havebreakfast together and make plans for the day. Wesometimes ride our bikes or swim together or just go fora walk in the park. For lunch, we usually go to a pizza

restaurant. Jerry loves pizza. We let the children decidehow to spend the afternoon. In the evening, we oftenvisit friends.

Cosmin: How about Sunday?Englezul: On Sunday morning we always go to church.My wife is very religious.Cosmin: What do you do after church?Englezul: We visit our parents. We always have lunchwith my parents or with Alicias parents.Cosmin: Do you play football on Sunday afternoon?Englezul: Absolutely not. I never play football at theweekend.

Your turn.

Exercise tree. Check your answers:a. I have lunch at12 oclock.b. We always go to church on Sunday.c. I like to watch TV in the evening.d. Where were you at 5.30 on Friday?e. I only have coffee in the morning.

f. He sometimes drives at night.g. On Mondays, I am usually late for work.h. We go swimming a lot in summer.

Unit 1. Lesson 13. IF YOU DONT MIND MEASKING


to apologize and respond to apologies to write a personal letter to describe people

Listen and repeat:

What does he look like? I apologise.

Whats he like? I hope you dont mind.What does he like? Thats all right.How is he? Not at all.Excuse me. Whose is it?Im sorry.

Listen and learn

Miss Meddling Good morning, young man. Im MissMeddling. I live next door.Cosmin: Good morning, Miss Meedling. My name isCosmin. Cosmin Stoica.Miss Meddling Nice to meet you, Cosmin. CosminThats not an English name, is it?Cosmin: No, its not. Its a Romanian name.Miss Meddling Oh, I see. So youre from Romania? And

what are you doing in Liverpool? If you dont mind measkingCosmin: Not at all. The Smiths invited me for the week.Miss Meddling You mean Susie?Cosmin: Oh, no, not her.Miss Meddling Oh, Im sorry. I thought Cosmin: Thats all right. In fact, Tom invited me. I methim in Romania.Miss Meddling And what business did he have inRomania? That is, if you dont mind me askingCosmin: Oh, Im sorry, Im not sure. In fact, I dontknow. I apologize, Miss Meddling. I need to go now. Weare all going out.Miss Meddling Of course. I hope to see you again. Itwas nice talking to you.

Cosmin: It was nice meeting, you Miss Meddling.Miss Meddling Good bye, Cosmin.Good bye, Miss Meddling.


UNIT One

AUDIO SCRIPT


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Your turn

Exercise one. Check your answersWhat does he look like?Hes a blue-eyed, handsome young man.Whats she like?Shes very friendly and sociable.What does he like?He likes playing football.How is she?

Shes fine.

Unit 1. PROGRESS CHECK

Listen and check your answers.

Exercise one.1.At the moment I am living in Liverpool.2.We never drive to work.3.I always weara hat in winter.4.Tom isnt wearingjeans today.5.My children dont drinkcoffee after 6 p.m.Exercise twoa.This book is mine.b.Thats ouraddress.c. Howsyoursister?d.Mysister is well.e.Those cars are very expensive.

UNIT 2. THE WORKPLACE

In Unit two you will learn:

to describe what people do in various jobs to ask for and provide personal information to compare things and people to talk about familiar items in the house and at the

workplace

Unit 2. Leson 2.1. WHAT DO YOU DO?

In this lesson you will lea

A Doua Sansa Primar Limba Engleza Cadru Didactic 4

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Transcript of A Doua Sansa Primar Limba Engleza Cadru Didactic 4