Secundar Engleza I Cursant

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

MINISTERUL EDUCAŢIEI ȘI CERCETĂRII

CARMEN COSTINA

LIMBA ENGLEZĂModulul 1Receptarea mesajelor orale și scriseGhidul elevului

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 grupuridezavantajate” 2003 – au fost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării,pentru a fi folosite în primul an de aplicare 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”Carmen Costina, autoare „Limba engleză”Ariana-Stanca Văcăreţu, autoare „Matematică”Nicolae Pellegrini, autor „Matematică”Luminiţa Chicinaș, autoare „Știinţe”Ioana Mihacea, autoare „Știinţe”Mihai Stamatescu, autor „Istorie”dr. Horaţiu Popa-Bota, autor „Geografie”dr. Doina-Olga Ștefănescu, autoare „Cultură civică”Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale”

Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba englezădin cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005 și este distribuit gratuit cursanţilorînscriși în acest program educaţional.

Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conformsugestiilor de îmbunătăţire formulate în urma utilizării lor în școală.În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe [email protected]

Coordonator editorial: Laura CodreanuDesign copertă, layout: Elemér KönczeyDesign și dtp: András TánczosIlustraţii: Levente Szekeres

Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an deaplicare experimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior.Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a lefolosi în această ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi [email protected].

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

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

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 3

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Passport to English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

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

Check your progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

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


Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Get ready! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

ENGLEZĂ

IntroductionIntroducere

ENGLEZĂ • GHIDUL ELEVULUI4

Dragi tineri,

Felicitãri cã aþi ales sã urmaþi cursurile de limba englezã dincadrul programului „A doua ºansã” – învãþãmânt secundarinferior.

Nevoia de a înþelege o limbã strãinã se face simþitã în oricedomeniu am lucra; de asemenea, atunci când cãlãtorim sauprimim oaspeþi dintr-o þarã strãinã, ne descurcãm mult mai uºordacã putem comunica într-o limbã de largã rãspândire, cum estelimba englezã. În plus, cunoaºterea unei limbi strãine ne ajutã sãînþelegem mai bine modul de gândire al persoanelor de altãnaþionalitate ºi chiar sã ne redescoperim pe noi înºine în raportcu celãlalt. Experienþa învãþãrii unei limbi strãine vã va ajuta sãînvãþaþi mai uºor ºi alte limbi strãine, în funcþie de provocãrilecãrora va trebui sã le faceþi faþã.

Acest curs vã va sprijini în invãþarea limbii engleze prin exerciþiiºi activitãþi comunicative care se bazeazã pe cunoºtinþeanterioare minime. Dacã nu aþi învãþat pânã acum niciodatãlimba englezã, nu trebuie sã vã îngrijoraþi, pentru cã profesorulvostru va adapta lecþiile în funcþie de cunoºtinþele ºi nevoilevoastre. Dacã, dimpotrivã, aveþi deja cunoºtinþe de bazã, vã vaface plãcere sã exersaþi sã vã sprijiniþi colegii, descoperindlucruri noi împreunã cu ei.

Fiecare dintre noi avem stiluri de învãþare diferite. Vã sugerãm sãanalizaþi în permanenþã modul în care învãþaþi: observaþi caresunt activitãþile pe care le consideraþi uºoare ºi care sunt celecare presupun mai mult efort. Poate cã învãþaþi mai uºor atuncicând cineva vã prezintã ºi explicã clar niºte reguli, sau poate cãînvãþaþi mai uºor imitând un model. Unii vor prefera activitãþilescrise, alþii pe cele orale, unii activitãþile individuale, alþii pecele în pereche sau echipã. Vã recomandãm sã faceþi însemnãriperiodice într-un jurnal de învãþare, în care sã notaþi activitãþilecare v-au plãcut, cele pe care le-aþi considerat uºoare sau grele,etc. Acest lucru vã va oferi ocazia de vã înregistra succesele, darºi de a trece mai uºor peste ceea ce vi se pare dificil. Deasemenea, puteþi nota în jurnal cuvintele sau expresiile carecredeþi cã vã vor fi utile într-o anumitã situaþie.

Mai presus de toate, nu vã lãsaþi descurajaþi atunci când simþiþicã nu vã descurcaþi de la bun început aºa cum v-aþi dori. Pentrua învãþa o limbã strãinã este nevoie de timp, dar ºi de foartemultã perseverenþã. Folosiþi orice ocazie aveþi (în clasã sau însituaþii reale) de a exersa cuvintele sau expresiile învãþate.Pentru a vã ajuta în acest sens, fiecare lecþie se încheie cusugestii de utilizare a celor învãþate. Realizând ideile de lasecþiunea “Use it!” puteþi sã vã îmbogãþiþi portofoliul, care va fievaluat la sfârºitul cursului.

“English is the language ofthe future, the language ofthe computer. You have theright to English. Make ityour right!”

„Engleza este limbaviitorului, limbacalculatorului.Ai dreptul la limba englezã.Acceptã-l!”

Benjamin Zephaniah,

(poet, scriitor, actor

britanic)

Fiºele de auto-evaluare de la sfârºitul fiecãrui capitol vã potsprijini în obþinerea de rezultate cât mai bune la evaluãri.Rezolvând aceste fiºe, veþi putea identifica ce aþi reuºit sãînvãþaþi si ce anume trebuie sã mai exersaþi.

La finalul acestui curs, veþi reuºi sã:– Înþelegeþi un mesaj oral simplu;– Extrageþi informaþii simple dintr-un text scris;– Realizaþi o descriere oralã simplã, utilizând o serie de

expresii cunoscute;– Completaþi diverse formulare cu date personale;– Participaþi în conversaþii simple, pe teme personale.

Bucuraþi-vã de succes, ºi nu uitaþi: „Aveþi dreptul la limbaenglezã.” Prin programul „A doua ºansã” puteþi face ca acestdrept sã devinã cu adevãrat al dumneavoastrã.


Passport to English


1. Did you know?a. English is the official or semi-official language in 60

countries.b. English has a very large vocabulary – maybe the largest in

the world.c. 3/4 of the world’s mail is written in English. d. 80% of computer information is in English. e. English is the main language used in science and

technology, international sports, pop music, airports andcontrol towers, etc.

(Source: Way Ahead 6, Macmillan Publishing House)

2. English around you:a. Do you see signs in English?b. Do you listen to music in Eglish?c. Do you see/read newspapers written in English?d. Do you listen to English programmes on TV/radio?e. Do you meet people who speak English?

3. Many international words come from English:internet, radio, exit, enter, mouse, computerDo you know any others?

4. For your learning diary:Start your learning diary now! Write answers to these questions:

– How many languages can you speak now?– Why do you study English?– What helps you when learning a new language?


When you finish studying this unit, you will be able to:

• introduce yourself and your friends;

• greet people;

• speak on the telephone;

• describe people’s appearance;

• speak about what you/other people like doing.

Identities I

IDENTITIES

Hello 1


Can you…• greet people in English?• introduce yourself?• spell your name in English?

Think about it!• When do you need to state your identity?• What do you normally mention in each situation?

Useful language!These are the letters of the English alphabet and theirpronunciation. Can you spell your name in English?

Let’s learn!Where are these people?

“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.”

family name / surnamefirst namegreetHello!Good morning!Good afternoon!Good evening!Good night!Good bye! / Bye!What’s your name?Can you spell it, please?

Remember!

They use:• Good morning! before 12

o’clock• Good afternoon! after 12

o’clock• Good evening! after 6 p.m• Good night! to say good

bye late in the evening, orbefore going to bed

Do you know?

A B C D E F G H I J K L M/eˆ/ /bi:/ /si:/ /di:/ /i:/ /ef//dΩi://eˆtâ/ /aˆ/ /dΩeˆ/ /keˆ/ /el/ /em/

N O P Q R S T U V W X Y Z/en//|à//pi://kju://a://es/ /ti:/ /ju:/ /vi://«dÇblju://eks//waˆ//zed/

Try reading these acronyms:USA, NATO, NYPD, CIA,WHO, EU, CNN,UEFA, WTO, HIV

Sound wise!

“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.”

Your turn!1. Practise reading the dialogues with a colleague. Try to get the pronunciation right!2. Which words from the two dialogues are used for the following functions? (Copy this table in your

copybook and fill it in)

3. Do you know other similar expressions? Put them in the table, too.4. Your teacher will spell some English names for you. Write them in your copybooks, then check

with your colleague. Did you get them right? Which are first names and and which are familynames? (Underline family names.)

5. Walk about in the classroom. Greet your colleagues in English and find your colleague’s first andfamily names (including how to spell them). Try to talk to as many people as you can! Write theiranswers in your copybook, in a grid like this:

6. With your colleague, make up short dialogues in which you greet each other, introduce yourselves,spell your names. Practise reading them in pairs, then acting them. Use your real identity in thisexercise.

No. First name Family name1.

Greeting people Introducing yourself Asking somebody to spell their name


Tip! When you walk in thestreet, look at the numberplates of cars and try tospell the letters to yourselfin English!

Use it!Check this!Tick what you can do now:

– I can understand and respond when people greet me;– I can understand when people say and spell their name;– I can spell my name.

Don’t worry if you still have some problems with spelling. Youwill have more chances to practise this skill in the followinglessons.

IDENTITIES

Can I call you? 2


Can you…• count from 1-10 in English?• read/understand telephone numbers? addresses?• say your telephone number/home address in English?• answer the telephone in English?

Think about it!How often do you use a telephone? Who do you call most often?What’s good about using telephones? What’s not so good about it?

Useful language!These are the numbers from 0-9 in English. They are called digits.Can you read them?

Let’s learn!Listen to this telephone conversation. Who are the two speakers?What is their relationship?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? Myparents 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.”

Hello! This is Sophie!

I’d like to speak to Martin.

Can I speak to Martin,

please?Is that Martin?

It’s good to hear you!How are you?I’m fine, thank you / thanks!Can you say that again,please?

Remember!

how to say these in English?Addresses

Flat 9, 3 Bacovia Street3400 Cluj-Napoca,RomaniaPhone numbers

say each digit separately;pause after 3 digits:for example, 459 608 is:four-five-nine six-oh-eight

Do you know?

1one

/wÇn/

2two/tu:/

3three/äri:/

4four/fÉ:/

5five

/faˆv/

6six

/sˆks/

7seven

/«sev|n/

8eight/eˆt/

9nine

/naˆn/

0zero

/«zi|r|¨/

Your turn!1. Listen to your teacher read the dialogue again. What is Andra’s

telephone number? And her address? Write them in yourcopybook when you hear them.

2. How did Sophie read Andra’s phone number in English? Arethere similar rules for saying telephone numbers in Romanian (orin your mother tongue)?

3. Read the dialogue again. Are these sentences true or false? (Workin pairs.)

a. Sophie is in England now. T Fb. Andra and Sophie last met three years ago. T Fc. Many things changed in Andra’s life. T Fd. Andra’s parents don’t know Sophie. T Fe. Sophie knows where Andra lives now. T Ff. Sophie says she will visit Andra tonight. T F

4. Sophie and Andra have a lot of common friends. But Sophie hasbeen away for three years and she has lost touch with some ofthem. She is going to ask Andra for their telephone numbers. Canyou help Sophie update her address book? (Copy the table inyour copybook and fill it in)

Tip! Ask questions similar to these:“What’s Robi’s phone number? What’s his address? *And his

email address?”“What’s Nicoleta’s phone number? What’s her address? *And her

email address?”

Check this!Tick what you can do now:

– I can count from 0-9 in English– I can read telephone numbers– I can take notes when I hear phone numbers and addresses

in English– I can say my telephone number / home address in English– I can answer the telephone in English

Friend Phone number Address *Email address


Listen to your teacherpronounce these words:this, three, that, thanks,they, third, then, things

Are the letters “th” alwayspronounced the same?Write the words above intwo lists, according to thedifferent sound madeby the letters th.

Sound wise!

About Robi;

What’s HIS address?About Nicoleta:

What’s HER address?When asking somebody:

What’s YOUR address?

Note!

Create your own phonebookwith your classmates’telephone numbers. Practiseasking them in English.

Use it!

IDENTITIES

Family matters 3


Can you…• describe your family?• read numbers from 10-100?• listen for specific information (people’s names, ages and jobs)?

Think about it!What is a “stereotype”? Read the definition in the “Do youknow?” box. Can you think of any stereotypes?

Useful language!Reading numbers from 10-100

mother / fathersister / brotherdaughter / sonaunt / unclewife / husbandgrandmother/grandfatherniece / nephewcousin“How old are you?”“I’m 24 years old.”“How old is she/he?”“She’s/He’s 26.”

Remember!

10 ten11 eleven12 twelve13 thirteen14 fourteen15 fifteen16 sixteen17 seventeen18 eighteen19 nineteen

20 twenty21 twenty-one22 twenty-two23 twenty-three24 twenty-four25 twenty-five26 twenty-six27 twenty-seven28 twenty-eight29 twenty-nine

30 thirty40 forty50 fifty60 sixty70 seventy80 eighty90 ninety100 one hundred

32 thirty-two43 forty-three56 fifty-six66 sixty-six73 seventy-three89 eighty-nine97 ninety-seven

Let’s learn!How many persons are there in Andra’s family?

“Hello! My name is Andra Mocan. I am 16 years old. This is mymother, Ioana. She’s 42 and she works as a waitress in a smallrestaurant. My father’s name is Nic. He’s 44 years old and heworks as a builder. This is Mikki. He’s my younger brother. He’s12 and goes to school in the 6th grade. I’ve also got an olderbrother, Alin. He doesn’t live with us. He married Maria three

A stereotype is ageneralization about aperson or group of persons,not always based on reality(e.g. girls can learn

languages faster than boys)Stereotypes can sometimeslead to unfairdiscrimination.

Do you know?

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 1year old and my favourite niece!”

Your turn!1. Read about Andra’s family and fill in the information grid below.

2. Can you read these numbers? Practise reading them with yourdeskmate.13 18 15 17 14 16 1930 80 50 70 40 60 90What do you notice about their pronunciation? (Tip! Read themin pairs: 13-10, etc. and note the different stress pattern.)

3. Ask and answer questions about Andra’s family, like this:How old is Ioana? She’s … years old. / How old is Mikki? He’s …years old.

4. This is Sophie’s family tree. Look at it and choose the correctwords from the box below to fill in each sentence.

a. Anne is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b. Peter is Anne’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c. Joe is Terry and Mary’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . .d. Tom is Ellen’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .e. Sue is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .f. Mary is Terry’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .g. Ellen is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .h. Peter is Mark’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. Ask and answer questions about their ages. Tip! Use the modelin exercise 3.


– I can describe my family– I can read numbers from 10-100– I can say my age in English– I can ask and answer about somebody’s age

sister, son, grandfather, mother, wife, father, husband, niece


Practise pronouncing thewords in the “Usefullanguage” box that have thesame sound as in the. Tip!This sound is pronouncedin a similar way to /v/ or/z/, but the tongue tip isplaced in between the teeth.

Sound wise!

Name Family relationship to Andra Age

Bring cuts from oldmagazines or newspaperswith pictures of film stars,politicians, famous people.

For next class!

Draw your family tree.Prepare an oral presentationabout your family for nextclass.

Use it!

IDENTITIES

Describing people 4


Can you…• describe the way people look?• say what you / other people like doing?

Think about it!• How important is the way people look?• What’s your opinion on hair dying? Plastic surgery?

Useful language!To describe yourself or another person, you need these verbs:

tall / short, fat, overweight / slim, young / oldeyes: blue / green / brownhair: long / short, straight /curly, blond / brown / black/ grey / redbeard / moustache

Remember!

I am = I’mShe is = She’sHe is = He’s

I have got… = I’ve got …She has got… = She’s got …He has got… = He’s got …

I like reading.She likes singing.

He likes playing football.

Let’s learn!Look at the picture and listen to Sophie describing her family.Try to find each person in the picture:

“I’ve got long brown hair. I’m thin and not very tall. I like readingbooks and travelling.My mother has got short grey hair. She’s got brown eyes and shewears glasses. She’s quite tall and a bit overweight. She likesreading magazines and watching TV.

In English, most adjectivesare placed in front of theword they describe:short black hair;

big brown eyes;

Find 5 other examples inthe text and write them inyour copybook.

Do you know?

My father is tall and slim. He’s got short curly grey hair and ashort beard. He likes repairing all sorts of things.My sister is thin and very pretty, with long blond hair and blueeyes. She likes listening to music and dancing. She also likesplaying with her two children.My brother is very tall. He’s got really short black hair. He likescomputers most of all and he likes going skiing.”


Your turn!1. There’s a lot of information in the text above. Organize it in an information grid, to make it easier

to follow. Choose suitable column headings. Ask your teacher for any words you may need.

2. Answer the following questions by looking at the information you collected in your grid.a. What colour is Sophie’s hair? b. What does Ann’s hair look like?c. Who likes skiing in the family?d. What does Tom like doing?e. Who likes reading books?f. Who’s got short black hair?

3. Describe Sophie’s family by looking at the picture.

Think about your idealhusband / wife. Maybe it’ssomeone you already know!Make a description of him /her and speak about it withyour deskmate.

Use it!

4. Andra is showing Sophie pictures of her friends. Look at thepictures and complete the sentences.These are my friends.

a. Feri is Hungarian. . . . . . . . . . 23 years old. He’s . . . . . . . . .black hair and black eyes. He . . . . . . . . . . . . . . . . repairingthings.

b. This is Dorina. She’s Romanian. She . . . . . . . . . . . . . . . . . .cooking. She’s . . . . . . . . . . . . . . long curly hair and . . . . .. . . . . . . . . . . . 19.

c. Emil is 20 . . . . . . . . . . . . . . . . . . . old. He’s very tall andhe . . . . . . . . . . . playing basketball.

d. This is Eszter, she’s 17. . . . . . . . . . . . . . . . . . . . a very niceperson. She . . . . . . . . . . . . . . . . helping people.

5. Work in groups. Make some “famous people” posters. Gather allthe pictures that your group has brought and paste them on a bigsheet of paper. Put the posters in front of the class, so thateveryone can see them. In turns, come to the front and describeone person for your colleagues. Can they guess which person youpicked?

6. Describe yourself on a piece of paper (include your favouritethings), sign it with a code name, then put all the descriptions ina box and mix them together. Draw one piece of paper at a time.Have fun trying to guess the code names.


– I can describe the way people look;– I can speak about what I / other people like doing.

IDENTITIES

Check your progress I


Before you do these exercises, review what you have learned in Unit I (Identities).Tip! Go through the “Check this!” section of each lesson.

– I can understand and respond when people greet me;– I can understand when people say/spell their name/age/address/phone number;– I can understand when people describe their family or the things they like;– I can match the description I read/hear with a person’s appearance;– I can recognize the sounds /ä/, /Ü/, /â/ when I hear them in various words.

1. Your teacher will read information about two people. Listen tothis phone conversation, then fill in the form below.“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…”

First nameSurnameAddressPhone number

2. Look at the pictures. Fill in these sentences:“Hello! My name is Elvira. I’m . . . years old. I’ve got a brother.His name is . . . . . . . . . and he is married to Flora. They’ve got . . . . . . . children: Eliza, Mara and Ionut. My . . . . . . . . . . . . . is68 years old. Her . . . . . . . is Elena. My father is . . . . . . . yearsold. His name is . . . . . . . . . . . .”

3. Speak about these persons. Speak about these persons. What dothey like doing?



• describe homes and activities you do at home;

• describe your room;

• tell the time in English;

• ask and answer about daily programmes.

Homes II

HOMES

Welcome to our home 1


Can you…• name the different rooms in a house?• describe your house?• speak about activities you do in different rooms of the house?

Think about it!Which is better? Living in a house or in a flat?

Useful language!

house / flat; big / small;

room, bathroom, bedroom,kitchen, dining room, livingroom, balcony;

sleep, cook, wash hands,have dinner, watch TV,relax;

There is a ….There are two ….

Is there a…?How many… are there?

Remember!

When answering simpleYes/No questions, theEnglish usually say morethan just Yes or No:Is there a kitchen?Yes, there is. / No, there

isn’t.

Do you know?

Let’s learn!Andra and her family live in a new house. Sophie is visitingthem. Andra shows her around:“Hello, Sophie! Welcome to our home! It’s not a very big house.

There is a small kitchen , a bathroom, a living room, there aretwo 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.”

Your turn!1. Read the text about Andra’s house again. Circle the right answer:

– How many rooms are there?a. There are four rooms and a balcony.b. There are three rooms and a balcony.

– Is there a bathroom?a. Yes, there is.b. No, there isn’t.

– Is there a dining room?a. Yes, there is.b. No, there isn’t.

– How many bedrooms are there?a. There are three bedrooms.b. There are two bedrooms.

– Is there a big kitchen?a. Yes, there is.b. No, there isn’t.

– Where is Andra’s bedroom?a. It’s near the kitchen.b. It’s near the bathroom.


The sound in kitchen issimilar to the Romaniansound in cineva, ceva, etc.In which of the followingwords can you hear thesame sound?teacher, shower, check,wash, question, watch,attention

Sound wise!

2. Practise reading the text with your deskmate. Try to get the intonation right.

3. Choose the right word to finish each sentence:a. You can sleep in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | bathroomb. You can cook in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | living roomc. You wash your hands in the . . . . . . . . . . . . . . . . . . . . . . . . . | kitchend. You can watch TV in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . | dining roome. People have big family dinners in the . . . . . . . . . . . . . . . . . | bedroom

4. Draw a plan of your home. Write a short description of it. How big is it? How many rooms are there?Hint! Use There is… / There are….

5. Work in pairs! Read the description of your house to your partner. He/she tries to draw the plan ofyour house without looking at your drawing. Compare it to your original plan. Do they match?


– I can name the different rooms in a house.– I can describe my home.– I can speak about activities you do in different rooms of

the house.

• Draw and discuss yourdreamhouse! Usewww.google.com for ideas.Write down questions youcould ask others abouttheir dream house.

• Can you find out howmany houses there are inyour town/village?

Use it!

HOMES

This is my room 2


Can you…• describe and locate objects in a room?• describe your room?• use the plural of regular nouns?

Think about it!How many rooms are there in your home? Which is the roomwhere you spend most of your time?

Useful language!

Let’s learn!Sophie is looking for a room to rent. How long is she staying inRomania? Read to find out: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 youneed: there’s a TV-set, a bed, a small table and a wardrobe.There are three chairs and an armchair.”

Sophie: “Is there a bookcase?”Landlady: “Yes, there is. It’s over there, near the window.”

table, chair, armchair, sofa,TV, bookcase, wardrobe,bed, cooker, cupboard, sink,bath, windowthe same / differentin / on / near / betweenon the left / on the right

Remember!

Normally, nouns get theending -s or -es to form theplural!Here are some examples:

a chair – two chairsa TV set – two TV setsa bookcase – two bookcases

Do you know?

Listen to the followingplurals:chairs, beds, books, cookers,

sinks, bookcases, TV-sets;

Does the ending alwayssound the same?

Sound wise!

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.”


Imagine you decide to letyour room. Write anadvertisement in anewspaper, describing yourroom.

Use it!

Your turn!1. Work in pairs. Look at the pictures in the “Useful language” section. Ask and asnswer questions

with your partner, like this:“What’s number 9?” “It’s a cooker.”If your partner is right, say: “Yes, it is.”; If not, say: “No, it’s not. It’s a …. ”

2. How many? Work in pairs. Use the same pictures to ask questions about numbers, like this: “How many armchairs are there?”/ “There’s one armchair.””How many sinks are there?”/ “There are two sinks.” And so on.

3. Memory game. Have a good look at the pictures in the “Useful language” section. Then, close thebook and try to name as many things as you can remember.eg.: “There’s one armchair, there are two sinks, there are three… etc.”

4. Read the dialogue between Sophie and the landlady with your partner. Then close your book andtry to act the dialogue out.

5. Look at the picture of Andra’s room:


– I can describe and locate objects in a room.– I can describe my room.– I can use the plural of regular nouns correctly.

Use these words to fill in the following sentences:between, in, near, on, leftThis is Andra’s room. The TV is . . . . . . . . . . . . the small table. . . . . . . . . . . . . the TV is abookcase. There are some books . . . . . . . . . . . . the bookcase. In the corner there is a small table . . . . . . . . . . . . two armchairs. The sofa is on the . . . . . . . . . . . .

6. Think about your ideal room. Describe it to your partner. Do you like the same things?

HOMES

Who does what? 3


Can you…• name usual house chores?• describe usual activities that different people do at home?• speak about your responsibilities at home?

Think about it!Do you have special responsibilities at home? What are they?

Useful language!

HousechoresCook, set the table, wash thedishes, sweep the floor,wash the clothes, iron theclothes, dust the furniture,clean the windows, take therubbish out, do theshopping

Remember!

When you speak aboutanother person in thepresent, the verb takes -s or -es:

He cleans.

She cooks.

She goes home.He does the shopping.

Do you know?Let’s learn!There’s a lot to do at home. In Andra’s family they all do theirshare. What are Andra’s responsibilities?Mother does the cooking, she washes and irons the clothes.Father does the shopping, he washes the dishes and cleans thewindows.Miki sets the table and he takes the rubbish out.I sweep the floor, I dust the furniture and I sometimes wash thedishes.

Your turn!1. Work in pairs. Practise asking and answering questions about

responsibilities in Andra’s family.eg. “Who does the shopping?”/“Nic does the shopping.”

2. Match each picture from the “Useful language” with the correctsentence:

a. He washes the dishes.b. He takes the rubbish out.c. She cooks.d. He sets the table.e. She sweeps the floor.f. He does the shopping.g. She irons the clothes.h. He cleans the window.i. She washes the clothes.

3. Choose the correct word to complete these sentences:a. They . . . . . . . . . . . . . . . (do/does) the shopping.b. She . . . . . . . . . . . . . . . . (cook/cooks) in the kitchen.c. I . . . . . . . . . . . . . . . . . . (dust/dusts) the furniture.d. He . . . . . . . . . . . . . . . . . (set/sets) the table.e. She . . . . . . . . . . . . . . . . (clean/cleans) the window.f. We . . . . . . . . . . . . . . . . (wash/washes) the dishes.

4. Choose the right answer:a. Does Andra take the rubbish out?

Yes, she does. / No she doesn’t.b. Does mother wash the clothes?

Yes, she does. / No, she doesn’t.c. Does Mikki do the shopping?

Yes, he does. / No, he doesn’t.d. Does father wash the dishes?

Yes, he does. / No, he doesn’t.

5. Now ask your partner, like this:“Do you wash the dishes?” “Yes, I do. / No, I don’t.”Take turns asking and answering.

6. Speak about your family. Who does what? What do you do?

Check this! Tick what you can do now:

– I can name usual house chores.– I can describe activities that people usually do at home.– I can speak about my responsibilities at home.


In English there are two /i/sounds: a long one and ashort one. They sound quitesimilarly, but sometimesthey make the differencebetween two words:Sit/seat; It/eat; Hit/heat

Sound wise!

• To ask questions in thepresent, use do or does infront of the subject:Do you cook?

Does he clean the house?

• To make negativesentences in the present,use don’t or doesn’t

(for he/she):I don’t iron the clothes.

She doesn’t cook.

Note!

Write a list of things youhave to do tomorrow / thisweek. E.g. dust the furniture,

wash the dishes, etc.

Use it!

HOMES

What time do you…? 4


Can you…• ask and answer about the time?• describe your daily activities?• ask people about their daily programme?• understand when people speak about their daily programme?

Think about it!What is your usual daily routine? Is it a busy programme?

Useful languageTelling the time

Let’s learn!Why does Andra work in the afternoon?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. Icatch a bus to school at 7:30. Classes start at 8 in the morningand finish at 1 or 2 p.m. I usually have lunch at school, atabout 12. After school, I go home and study for a few hours.In the afternoon, I work in a small shop near my house. I needto earn some pocket money for a trip to England: we’re doinga Leonardo project at school and we’ll visit Liverpool nextmonth.

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 tobed.

What time is it?It’s 3 o’clock.

What time is it?It’s ten pastthree.

What time is it?It’s quarterpast three.

What time is it?It’s half pastthree.

What time is it?It’s twenty tofour.

What time is it?It’s quarter tofour.

Get upDressHave a shower/bathEat breakfast/lunch/dinnerGo to school/workStudyListen to musicGo outGo to bed

Remember!

a.m. stands for ante-meri-dian, meaning before noon.p.m. stands for post meridian,and it means after noon.What time is 1 a.m.?And 2 p.m.?

Do you know?

The sound /e/ in the Englishwords then, tell, dress issimilar to the one in Roma-nian (mers, tren, chem).But the /e/ sound in thewords day, have, and, at ispronounced with your mouthmore widely open than forthe Romanian sound.

Sound wise!

Your turn!1. Look at these pictures. Arrange them in the correct order and then speak about Andra’s

programme:

2. Work in pairs. Write about Andra’s programme.Tip! Use these verbs, with the correct ending: go, finish, work, get, eat, go, start, need.Andra . . . . . . . . . . . . up at 6 o’clock. She . . . . . . . . . . . . a small breakfast, then she . . . . . . . . . . . .to school. School . . . . . . . . . . . . . . . . . at 8 a.m. and . . . . . . . . . . . . . . . . . . . . . . . . . .at 1 or 2 p.m.In the afternoon she . . . . . . . . . . . . . . . . . . home to study, then she . . . . . . . . . . . . . . . . . in a smallshop near her house. She . . . . . . . . . . . . . . . . . . . . .to earn some money for a trip to Great Britain.

3. Write about your daily programme. These questions will guide you.– What time do you get up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .– What time do you have breakfast? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .– Do you go to school or work in the morning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .– What time do you have lunch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .– What time do you get back home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .– What do you do in the evening to relax? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .– What time do you go to bed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Use the answers to the questions above to write a paragraph about your daily programme. Tip! UseAndra’s description of her daily programme as a model.

5. Exchange copybooks with your partner. Check each other’s work for mistakes.

6. Remember as much as you can about your partner’s daily programme. Then change partners. Askyour new partner questions about his/her deskmate’s daily programmes. Answer their questionsabout your deskmate. Did you remember everything?



– I can ask and answer about the time.– I can describe my daily activities.– I can ask people about their daily programme.– I can understand when people speak about their daily

programme.

Imagine you are somebodyelse: e.g. a young man in

Indonesia, a famous actress,

etc. What is your dailyprogramme? Write about it.

Use it!

HOMES

Check your progress II


Before you do these exercises, review what you have learned in Unit II (Homes)

1. Choose the correct picture:a. In my house there’s a kitchen,

a bathroom, a balcony and twobedrooms.

b. In my room there’s a bed, asmall table, a TV set and twochairs.

c. The table is between thechairs.

d. The TV set is on the smalltable.

2. This is Ana’s to-do list. Can you number the pictures in the same order?

a. do the shoppingb. cook lunchc. set the tablee. wash the dishes

e. sweep the floorf. take the rubbish outg. iron the clothes

3. Speak about Ana’s daily programme. What does she do every day?



• Read and speak about timetables;

• Describe and compare different means of transport;

• Ask for directions / follow directions;

• Ask for things in a shop.

Travelling III

Let’s learn!Andra’s school is involved in a Leonardo project. As part of theproject, some students are going to visit a school in Liverpool.The coordinating teacher has asked Andra and her classmate,Mihai, to find information about travelling times and fares fromBucharest to London and back. This is what they found:

TRAVELLING

Journey planner 1


Can you…• find and compare information about travel times and fares?• plan a journey?

Think about it!Have you ever travelled abroad? Which is the best way to travellong distances? Why?

Useful language!

Journey, Round trip, FareBy train / plane / coachFast (-er)Cheap (-er)Long (-er)DepartureArrivalRoad/railway/airwayHow much is it?How long does it take?What time is the departure?

Remember!

To speak about futureactivities use WILL.

E.g. I will fly to London. He

will go with me.

The short form of will is ’ll:I’ll fly to London. He’ll

come with me.

Do you know?

The sound in journey issimilar to the sound ingimnastica, genetica,mergem.Which of the followingwords contain the samesound?Project, much, coach,departure, gym, cheaper,John, magic

Sound wise!

By plane: Tarom Airlines Round trip fare: 1,257 RONDate Departing Time Arriving Time Duration

September 20Otopeni,Bucharest,Romania

10:00Heathrow,London,UK

11:30 03:30

September 30Heathrow,London,UK

12:30Otopeni,Bucharest,Romania

17:45 03:15

Your turn!1. Work in pairs. Fill in the empty spaces:

If we fly, we’ll leave Bucharest at . . . . . and arrive in London at . . . . . . The journey takes . . . . . .hours and it costs . . . . . . RON.The coach departs from Bucharest at . . . . . . . and it arrives in London the next day at . . . . . . . . . .The complete journey takes . . . . . hours, but it costs only . . . . . RON.So, it is faster to travel by . . . . . . . , but cheaper to travel by . . . . . . . . It also takes longer to travelby . . . . . . . .

2. The teacher is asking Andra and Mihai about their findings:How much is it to fly from Bucharest to London and back? . . . . . . . . . . . . . . . . . . . . . . . . . . . .And how much is it to go by coach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How long does it take to fly from Bucharest to London? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How long does it take to travel by coach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .What time is the departure from London by plane? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .What time is the departure from London by coach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. The project meeting is actually in Liverpool. Andra and Mihai are looking for information aboutthe trip from London to Liverpool by coach:

In pairs, practise asking and answering questions about the information in the timetable.Tip! Use the questions in ex. 3 as a model.

4. Write a few sentences about the team’s trip from London to Liverpool. Use WILL for the future.e.g. They will take the coach. They will leave at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

National Express LL 01 LL 02 LL 03 LL 04 LL 05Departing times: (London) 13:58 14:25 14:58 15:58 16:25Arriving times: (Liverpool) 16:48 17:28 17:48 18:48 19:23Duration 02:50 03:03 02:50 02:50 02:58

By coach: Eurolines Round trip fare: 930 RONDate Departing Time Arriving Time Duration

September20-21

Bucharest,Romania

05:30London,UnitedKingdom

12:40 33:10

September 30-October 1

London,UnitedKingdom

14:30Bucharest,Romania

22:30 30:00



– I can find and compare information about travel times andfares.

– I can plan a journey.

What are the best ways totravel from the closest cityto your town/village? Why?What would you improve ifyou were a mayor? Draw amap and put your ideas onit. Speak about it in front ofyour class. (Tip! Use WILL!)Do they agree with yourplans?

Use it!

TRAVELLING

Means of transport 2

LIMBA ENGLEZĂ • GHIDUL CURSANTULUI30

Can you?• speak about the means of transport you can use in a city?• compare different means of transport?

Think about it!How can you travel from one place to another in yourhometown?

Useful language!

Let’s learn!The students in the project group have arrived in London. It’stheir first time in London, so they would like to see the sightsbefore moving on to Liverpool. London is a huge city; there arelots 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 Undergroundis 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 youcan see more things, especially on top of a double-decker.”

Sergiu: „Why not go on foot? We can enjoy the sounds andsmells of the city and take our time.”

Adriana: „I’m afraid we don’t have so much time. Let’s find atourist information centre and ask about the best way to travelin London.”

Means of transport: bus,tram, tube / underground,trolleybus, bicycle,motorbike, taxi, car;rush hour, bus stop, underground station,faster / slower,cheaper / more expensive,longer / shorter than

Remember!

London has the oldestunderground in the world.It started to operate in 1863.How old is it?

Do you know…?

The sound in transport issimilar to the sound ‘e’ inthe Romanian word tren,but the mouth opens wider.Which of these words havethe same sound as intransport?travel, special, than, smell,understand, best, can, have,then, project

Sound wise!

2 Work in pairs. Use the information in the table above to make sentences about each of thestudents. Example: Adriana would like to find a tourist information centre.

3 Work in pairs, then check your answers with those of another pair.Read these leaflets from the tourist information centre, then answer the following questions:

a. How many means of transport are recommended by the info centre? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b. Which is the most expensive means of transport? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c. Where can you use a Travelcard? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d. Why is the taxi cab a good way to travel in London? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e. What are the advantages of using a Travelcard? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Your turn!1 Work in pairs. Read the text again, then fill in the information grid below. What suggestions did

each of the students make? For what reasons?Tip! Fit this text in the appropriate cell:


Make a poster illustratingthe different means oftransport available in yourhome place.

Use it!

Adriana Sergiu Andra Mihai

Suggestion

Reason


– I can identify and compare means of transport in a city;

Underground. The Underground is veryeasy to use and its map is simple tounderstand. You can easily findUnderground stations in the centre ofLondon. There are frequent trains, justminutes apart, but they can be crowded atrush hours. You can buy a saver Travelcard,valid for one day or longer periods.

Buses. The famous double deckerbuses are a good way to see thecapital. A Travelcard means youcan jump on and off them (at busstops) as you please. They cover allof Central London and you can takebuses to the edge of the city too.

Taxi Cabs. The black cabis another of London'sworld famous features.The advantage of the taxiis that you arrive at yourdestination usually ontime, but they can bevery expensive.

Suggestions:–To find a tourist information centre;–To travel by bus;–To go on foot;–To travel by tube;

Reasons:–To get advice on the best way to travelaround London;–To see the oldest underground;–To see more things;–To enjoy sounds and smells;

TRAVELLING

Out and about 3


Can you…• ask for directions when trying to find your way in a city?• follow directions?• give directions?

Think about it!Have you ever been asked to give directions to a foreigner inyour hometown or village? How did you feel? What language didyou use?

Useful language!

Let’s learn!Andra and her friends are visiting the centre of London on foot.They are in front of Buckingham Palace. Can you find it on themap?Andra and Sergiu would like to see Westminster Abbey, theHouses of Parliament and Trafalgar Square. Adriana and Mihaiare interested in Picadilly Circus and the shops in Regent’sStreet. So, they are going to split now and meet later on, in frontof the National Art Gallery.

Andra: “Excuse me! Can you tell us the way to the Houses ofParliament from here?”

Londoner: “Certainly! Turn right into Buckingham Gate, then leftagain into Victoria Street. Go straight on until you seeWestminster 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.”

• Asking for directions:Excuse me?How do I get to...?Can you tell me the wayto…?Where is…?

• Giving directions:Go straight on…Turn back. / Go back.Turn left / rightGo along… streetTake the first/second roadon the left/rightIt’s on the left/right.(just) around the cornerat the crossroads;go past the…… until you get to..

Remember!

In English they use “Excuseme!” to get somebody’sattention.To apologize, you say “I’msorry!”

Do you know?

Your turn!1. Look at the map. Try to find all the places that Andra and her friends would like to see.

2. Listen to their dialogue again. Can you follow their route on the map?

3. Practise reading the text. It’s important to get the intonation right!

4. Match these directions to the “Useful language” pictures.turn left, stop at the crossroads, take the first road on the right, go straight on, turn right, go past thecrossroads, go back, take the second road on the left

5. This is a similar dialogue between Adriana, Mihai and another Londoner. Can you fill in themissing bits? Choose from these: left; Excuse; straight on; second; can we get; can you tell us.Tip! Use the map to do this exercise. Andra and Sergiu are still in front of Buckingham Palace.

Mihai: “. . . . . . . . . . . . . . me! . . . . . . . . . . . . . . . . . the way to Regent’s Street from here, please?”L2: “Sure. Turn . . . . . . . . . . and follow the footpath in The Green Park until you get to Green Park

Station. Then, turn right into Picadilly Street. The . . . . . . . . . . . . . road on the right is Regent’sStreet.”

Adriana: “And how . . . . . . . . . . . . . . to the National Art Gallery from there?”L2: “Turn left at the end of Regent’s street and go . . . . . . . . . . . . until you see the National Art

Gallery on your left.Adriana: “Thank you very much, sir!”L2: “OK. Enjoy your walk!”



– I can ask for directions when I’m in a new place.– I can undersatnd and follow directions.– I can give directions.

Draw a plan of your ownhome place. Choose a spotin the centre, then writedirections from there to themost important places inyour town/village.

Use it!

TRAVELLING

Shopping 4


Can you…• ask for things in a shop?• read price tags?

Think about it!What do tourists usually buy when they visit Romania? Did younotice?

Useful language!

Shop, money, change, buy,pay, price, ask for, cashdesk, to stand in a queue

Remember!

CustomerCan I see that..? / Can you show me that …?I’d like to buy … for my …I need …How much is it?That's all.Where is the cash desk?Could I get a (plastic) bag, please?

Shop assistantCan I help you?What can I do for you?Anything else?Here you are. / Here you go.You're welcome.Pay at the cash desk, please.That's 20 euros/euro altogetherHere's your change.

Let’s learn!Andra is in a souvenir shop. She would like to buy gifts for herfamily and friends.

Many items have been usedas money, from shells andscarce precious metals toartificial money such asbanknotes.

Do you know?

When somebody offers yousomething, say “Yes,please!” to accept or “No,thanks!” to refuse politely.

Sound wise!

EnglandBaseballCapPrice: £6.00

T-ShirtMen’sPrice:£5.99

PolicemanPrice:£6.00

Union Jack FoldingUmbrellaPrice: £3.99

“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...”

Your turn!1. Work in pairs. Continue the conversation between Andra and the shop assistant. What do you

think she would like to buy for the rest of her family?

2. Practise these conversations with your partner. Change roles. Act one of them in front of the class.

3. Match the questions with the suitable replies:Can I help you? It’s £ 3.50.How much is it? That’s all, thank you.Where is the cash desk? Yes, please. I’d like a T-shirt.Could I get a plastic bag? It’s over there.Anything else? Certainly, here you are.

4. Circle the price you hear:a. seven eurosb. thirty leic. two euros fiftyd. eight lei fiftye. three dollars seventy-fivef. six pounds teng. ten dollars twenty-fiveh. four pounds fifty

5. Write a suitable reply for these questions:Can I help you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How much is that policeman bear? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Where is the cash desk? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Anything else? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

£ 4.50 $ 3.75

8.50 Lei $ 10.25

2.50 Euros £6.10

7 Euros 30 Lei


What are things that touristsin your area are usuallybuy? What things in yourarea are you especiallyproud of? Make a posterwith these things. Use pricetags for the things peoplewould like to buy.

Use it!Check this!Tick what you can do now:

– I can ask for things in a shop.– I can read and understand price tags.

TRAVELLING

Check your progress III


Before you do this, review what you have learned in Unit III (Travelling):

1. Look at this timetable:

Answer these questions:a. How much is a plane ticket from Bucharest to London and back?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b. What time does the plane leave from Bucharest?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c. What time does it arrive at Heathrow airport?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .d. What time does the plane arrive in Bucharest on October 30th?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .e. How long is the journey from Bucharest to London by plane?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

By plane: Tarom Airlines Round trip fare: 1,257 RON

Date Departing Time Arriving Time Duration

October 20Otopeni,Bucharest,Romania

13:00Heathrow,London, UK

14:30 03:30

October 30Heathrow,London, UK

10:30Otopeni,Bucharest,Romania

15:45 03:15

2. Match each instruction with the correct picture:

a. Turn left at the end of the streetb. Keep along the same streetc. Take the first road on the rightd. Take the second road on the right

3. Can you read these prices?

4. Speak about the means of transport people use in your town.

$ 3.50 450 Lei £ 5.99 $ 236 1,000 Lei £ 27 $ 15 38 Lei £ 49

Vocabulary DD


about = despreabroad = în strãinãtateadd v. = a adãugaaddress = adresãafter = dupãafternoon = dupã-masãagain = din nou

age = vârstãanswer (v.) = a rãspunde, rãspunsappearance = înfãþiºarearmchair = fotoliuask v. = a întrebaaunt = mãtuºã

A

back = înapoibalcony = balconbath = vanã, baiebathroom = baiebed = patbedroom = dormitorbefore = înainte (de)behind = în spatelebetween = întrebig = mare

black = negru, brunetblond = blondblue = albastrubook (v.) = a rezerva; cartebookcase = bibliotecãbread = pâinebreakfast = mic dejunbrother = fratebrown = maro, ºaten, cãpruibuy v. = a cumpãra

B

cash desk = casieriecertainly = desigurchair = scaunchange (v.) = a schimba; restchat v. = a povesticheck v. = a verificachild = copilchildren = copiichoose = a alegecity = oraº mareclassmate = coleg de clasãclothes = haine

cook v. = a gãticooker = aragazcopybook = caietcorner = colþcosy = confortabilcount v. = a numãracountry = þarãcousin = vãrcrossroads = intersecþiecupboard = dulap de bucãtãriecurly = creþcustomer = client

C

daily = zilnicdaughter = fiicãdescribe v. = a descriedeskmate = coleg de bancãdiary = jurnaldigit = cifrãdining room = sufragerie, salã de mesedinner = cinã

direction = direcþie, indicaþiedish = farfuriedo v. = a facedraw v. = a desenadress v. = a (se) îmbrãcadrive v. = a conduce maºinadust (v.) = praf; a ºterge de praf

D

DENUMIREA MATERIEI • GHIDUL CURSANTULUI38

false = falsfamous = celebrufar = departefat = grasfather = tatãfavourite = preferatfill (in) v. = a umple, a completafind v. = a gãsifirst name = prenume

flat = apartamentflight = zborfloor = podeafootpath = alee, cãrareforeign = strãinfriend = prietenfrom = din, de lafront (in * of) = în faþafurniture = mobilã

F

gift = cadou, darglasses = ochelarigo v. = a mergegrandfather = bunicgrandmother = bunicã

green = verdegreet v. = a salutagrey = griguess v. = a ghici

G

help (v.) = a ajuta; ajutorhere = aicihouse = casãhouse chores = activitãþi casnice

how = cumhow many = câþi, câtehow much = cât, câtãhusband = soþ

H

introduce v. = a (se) prezenta

I

junction = intersecþie just = doar

J

kitchen = bucãtãrie know v. = a ºti

K

earn v. = a cîºtigaevening = searã

everybody = toatã lumeaexpression = expresie

E


label = etichetãlast = trecut, ultimullate = târziulater = mai târziuleft = stângaletter = literã; scrisoarelike v. = a plãcea

listen v. = a ascultalittle = miclive v. = a locui, a trãiliving room = camera de zilocate v. = a localizalong = lunglunch = prânz

L

magazine = revistãmap = hartãmatch v. = a potrivimaybe = poate, posibilmeans = mijloc

meet v. = a întâlni, a face cunoºtinþãmoney = banimorning = dimineaþãmother = mamãmove v. = a (se) muta

M

name = numenationality = naþionalitatenear = aproapeneed v. = a avea nevoienephew = nepotnew = nou

next (the) = urmãtorulnice = drãguþniece = nepoatãnight = noaptenotice v. = a observanow = acum

N

often = des old = în vârstã; vechi

O

queue = coadã (la magazin)

Q

passport = paºaportpay a visit v. = a vizitapay v. = a plãtipeople = oameniphoto = fotografiepicture = imagine

pocket = buzunarpractise v. = a exersaprepare v. = a pregãtipretty = drãguþprice = preþ

P

DENUMIREA MATERIEI • GHIDUL CURSANTULUI40

table = masãtake out v. = a scoate, a duce afarãtake v. = a luatall = înalttelephone = telefonthan = decâtthank v. = a mulþumithen = apoi, atuncithere = acolothin = slabthing = lucrutick v. = a bifa

timetable = orartip = sfat practictonight = desearãtown = oraºtravel v. = a cãlãtoritrue = adevãrattry v. = a încercaturn = rândturn left = ia-o la stângaturn right = ia-o la dreaptatwice = de douã ori

T

uncle = unchiunderstand v. = a înþelegeuntil = pînã (când)

update v. = a aduce la ziuseful = util, folositorusually = de obicei

U

read v. = a citirecognize v. = a recunoaºtered = roºu, roºcatrelationship = relaþierelax v. = a se odihni, relaxaremember v. = a þine minterent (v.) = chirie, a închiria

repair v. = a reparareply v. = a replica, a rãspunderight = corect, dreptroom = camerãrubbish = gunoirun v. = a alerga

R

same (the) = la fel, acelaºisay v. = a spunesee v. = a vedeasentence = propoziþieset the table v. = a pune masashop = magazinshop assisstant = vânzãtorshopping = cumpãrãturishort = scurt, scundshow v. = a arãtashower = duºsimilar = similar, asemãnãtorsink = chuivetãsister = sorã

sleep v. = a dormismall = micsofa = canapeasometimes = uneorison = fiuspeak v. = a vorbispell v. = a spune pe literestate v. = a afirma, exprimastraight = dreptstreet = stradãsuitable = potrivitsure = sigursurname = nume de familie

S


village = sat

V

wait v. = a aºteptawalk v. = a merge pe joswant v. = a vrea, a doriwardrobe = ºifonier, dulapwash v. = a spãlawatch v. = a priviway = cale, direcþie; modweek = sãptãmânãwhat = cewhen = unde

where = undewhich = carewhy = de cewife = soþiewindow = fereastrãwith = cuwonderful = minunatword = cuvântwork v. = a munci,a lucrawrite v. = a scrie

W

year = an young = tânãr

Y

Get ready!


Well done! You managed to finish the first module of the Englishcourse in the “Second Chance” Programme.

Now it’s time to use your learning diary again. In order to be ableto communicate well in a foreign language, you need four basicskills: listening, reading, speaking and writing. During thismodule you have made a lot of progress in listening and readingand some progress in speaking and writing. Which of the twomain skills in this module did you find easier? Which of the fourskills do you think will be the most useful to you in your real life(for your job, travelling, etc.)? What kind of exercises could helpyou improve those skills that you need the most?

Before final assessment, go over each lesson again and reviewespecially the introductory sections: “Can you,” “Remember!,”“Useful language” and the final one (“Check this!”). This willhelp you identify the areas where you still need some practice,so that you will know what to work on. Then, go through theself-assessment exercises at the end of each unit in the Student’sGuide. You probably have already taken some oral and writtentests: go over them again and note especially your teacher’scorrections. Make sure you understood what you did wrong andknow what the right answers are. Ask your teacher aboutanything which is not quite clear yet.

Next, look at the words and expressions used in each lesson. Youmight want to use your class notes or the Vocabulary section atthe end of the Student’s Guide.

Finally, try to design similar exercises to those in the self-assessment worksheets. Work with a classmate and exchangeyour exercises. Discuss the correct answers together. Wheneveryou are not sure about the right answer, check it in the book orask your teacher.

Now you are ready for final assessment. More than anything, bepositive about it: it is not meant to sanction insuccess, but tosupport your learning. Good luck!

Secundar Engleza I Cursant

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Transcript of Secundar Engleza I Cursant