A Doua Sansa - Primar - Limba Engleza - Cadru Didactic - 4 PDF

Uniunea European Ministerul Educaiei i Cercetrii
Proiect Phare Acces la educaie pentru grupuri dezavantajate

Programul A doua ans
Iudit Sera
Limba englez
I need to know
Ghidul cadrului didactic

Nivelul IV
Centrul Step by Step, Bucureti, 2006
Aceste materiale, publicate n cadrul Proiectului Phare Acces la educaie pentru

grupuri dezavantajate 2003, au fost realizate de WYG International Ltd echipa de
asisten tehnic a Ministerului Educaiei i Cercetrii pentru a fi folosite n
cadrul programului educaional A doua ans nvmnt primar.
Membrii echipei care a elaborat materialele sunt:
Cristiana Boca, coordonatoarea componentei nvmnt primar
Mihaela Bucinschi, autoare Limba i literatura romn
Daniela Chircu, autoare Limba rromani
Carmen Costina, autoare Limba englez
Ania Dulman, autoare Matematic
Gabriela Dumitru, autoare Cunoaterea mediului
Cristiana Ilie, autoare Istorie. Geografie
Camelia Stnescu, autoare Limba rromani
Iudit Sera, autoare Limba englez
dr. DoinaOlga tefnescu, autoare Educaie civic
Paul Vermeulen, expert componenta Elaborare curriculum
i materiale educaionale
Descrierea CIP a Bibliotecii Naionale a Romniei

SERA, IUDIT
Limba englez : I need to know : ghidul cadrului didactic :
modul 4 / Iudit Sera. - Bucureti : Step by Step, 2006
Bibliogr.
ISBN (10) 973-1706-28-3; ISBN (13) 978-973-1706-28-3
811.111
Coordonator editorial: Mihaela Marin

Redactor: Alina Negruiu
Design copert: Dinu Dumbrvician
Design i dtp: Gabi Iancu
Foto copert: Dinu Dumbrvician
Cartea conine un audio CD.
Aceast publicaie face parte din Programul Phare 2003 Acces la educaie pentru grupuri
dezavantajate, componenta A doua ans
Editorul materialului: Ministerul Educaiei i Cercetrii
Data publicrii: septembrie 2006
Coninutul acestui material nu reprezint n mod necesar poziia oficial
a Uniunii Europene.
Ministerul Educaiei i Cercetrii, 2006

ISBN (10) 973-1706-28-3
ISBN (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 Educaiei
i Cercetrii, pentru a reproduce integral sau pri din prezentul ghid.
Contents
Cuvnt de bun venit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Unit 1
DAILY PROGRAMME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Lesson 1.1
Whats going on? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Lesson 1.2
I never play footbal at the weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Lesson 1.3
If you dont mind me asking... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Unit 1 Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Unit 2
THE WORKPLACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Lesson 2.1
What do you do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Lesson 2.2
Applying for a job whos the most suitable candidate . . . . . . . . . . . . . . . .20
Lesson 2.3
Where are they? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Unit 3
TIME AND SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Lesson 3.1
Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Lesson 3.2
Places worth visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Lesson 3.3
Holiday plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Unit 4
LEISURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Lesson 4.1
Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Lesson 4.2
Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Lesson 4.3
Plans for the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

FINAL PROGRESS CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Ghidul cadrului didactic Limba englez IV
Cuvnt de bun venit

Stimat nvtoare,
Stimate nvtor,
Felicitri pentru c facei parte din marea echip a proiectului A doua
ans nvmnt primar!
Prezentul ghid face parte dintr-o serie de materiale educaionale elaborate
n cadrul proiectului Acces la educaie pentru grupuri defavorizate care vor fi
utilizate n cadrul componentei A doua ans pentru nvmntul primar de
ctre cadre didactice, directori, inspectori colari care conduc sau
coordoneaz clase de tip a doua ans. n acelai timp, ele pot fi folosite
i ca resurs n eforturile de construire a unor coli incluzive.
Forma pe care au dobndit-o aceste ghiduri se nscrie n concepia unitar
a 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.
Programul A doua ans

pentru nvmntul
primar n anul colar
2005-2006 va fi aplicat pe
baza O.M. nr. 5160 din
6.10.2005 n conformitate
cu urmtoarele documente:
Metodologia privind
organizarea procesului
de nvmnt n cadrul
Programului A doua
ans pentru
nvmntul primar;
Planul cadru pentru
programul A doua
ans pentru nvmntul primar;
Programe colare
integrate prin care
se realizeaz educaia
de baz.
Materiale educaionale
pentru elevi i cadre
didactice.
Ghidurile pentru cadrele didactice i pentru cursani au fost realizate n

conformitate cu programele colare aprobate pentru anul colar
experimental 2005-2006.
n ghidurile pentru cursani urmresc aplicarea unui model constructivist,
secvenial, accesibil i bine structurat de tip orientare, achiziie, aplicare i
transfer. Astfel, modelul didactic ales i pstrat ca un laitmotiv se coreleaz
cu etapele pe care le poate parcurge o unitate de nvare, fiecare dintre
momente cuprinznd secvene precum cele enumerate:
etapa de orientare poate cuprinde prezentarea scopurilor, semnificaiei
i contextului din perspectiva cursantului, activarea i valorizarea
cunotinelor i deprinderilor anterioare ale acestuia, captarea ateniei
cursanilor prin conexarea subiectului cu unul de interes vital pentru
ei, introducerea unor ntrebri i situaii provocatoare de ctre cadrul
didactic .a.,
etapa de achiziie cuprinde rezolvarea de sarcini, exerciii, nsuirea
noilor cunotine avnd ca rezultat nelegerea i operarea de ctre
cursant cu conceptele, etap n care sunt alese cele mai eficiente
metode de predare-nvare-evaluare adecvate att grupului int, dar
i specificului subiectului predat.
etapa de aplicare i transfer se concretizeaz prin integrarea
conceptelor achiziionate n contexte noi, elaborarea unor produse ale
activitii (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 nvare
detaliate, activiti de reactualizare a conceptelor cheie ale modulului/
nivelului anterior, probe de evaluare i auto-evaluare, dicionar cu termeni
utilizai, pagini pentru aplicaii i proiecte sau anexe cu informaii
esenializate pentru consolidarea nvrii.
Programul A doua ans Nivel primar
Fiecare dintre ghidurile pentru cursani pentru fiecare disciplin sau nivel de
studiu se completeaz cu ghidul adresat cadrului didactic, astfel nct
transpunerea n practic a ideilor programului s fie ct mai coerent i
mai transparent.
Ghidurile pentru cadrele didactice reprezint cel mai complex instrument prin
care programele colare prind via. Ghidurile cadrelor didactice sunt o
oglind a fiecrei uniti de nvare prezentate i o aprofundare a ei din
perspectiva scopului, a metodologiei, a formelor de organizare posibil de
abordat. Caracterul alternativ al acestor ghiduri se explic prin aceea c
ordonarea coninuturilor relevante sugerate, ritmul i metodologia abordrii
lor vor fi stabilite de ctre fiecare cadru didactic n funcie de stilul su
didactic, 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 individual
seciuni prin care se prezint programa colar specific disciplinei
respective, se prezint sugestii de ntocmire a planificrii, se ofer
conceptele i achiziiile cheie ale disciplinei pentru fiecare nivel i
corespondena dintre acestea i metodologia didactic cea mai eficient.
Ghidurile prezint ntr-o manier succint informaii att teoretice, dar i
practice despre realizarea evalurii formative dar i a celei sumative, att
prin forme clasice, dar i alternative, cu exemple de probe de evaluare
construite pe baza standardelor de evaluare regasite n programele colare
pentru fiecare disciplin i nivel de studiu.
Ghidurile cuprind i referiri la alte surse bibliografice utile pentru derularea
demersului didactic specific fiecrei discipline. Acestea sunt fie lucrri de
referin ale pedagogie sau didacticii dsciplinei, fie adrese utile pentru
cadrele didactice care doresc s se foloseasc de Internet.
Ghidurile pentru cadrele didactice pot fi cu uurin adaptate i
individualizate n funcie de contextul local, de resursele materiale de care
dispune coala, de stilul de predare al cadrului didactic i de
particularitile cursanilor. n multe dintre unitile de nvare propuse la
diferite discipline de studiu pot fi ntlnite sarcini care se rezolv cu
ajutorul computerului, mici proiecte i cercetri care se desfoar n
comunitate sau n diferite instituii .a. Cadrul didactic mpreun cu clasa
pot hotar n legtur cu oportunitatea desfurrii sarcinilor i aplicaiilor
propuse astfel nct cursanii s triasc experiene de succes n nvare.
Dat fiind caracterul experimental al programului A doua ans pentru
nvmntul primar n acest an colar i necesitatea revizuirii tuturor
materialelor educaionale elaborate pn la extinderea programului n anul
colar 2006-2007, contribuia dumneavoastr, a tuturor celor care lucrai
cu aceste materiale n aceast perioad este foarte important. Ateptm
sugestiile de revizuire, comentariile, observaiile sau aprecierile pe adresa
secondchance@wyginternational.ro.
V mulumim i v dorim succes!
Cristiana Boca
THE WORKPLACE
TIME AND SPACE
LEISURE
DAILY PROGRAMME
UNIT
- to apologize and respond to apologies Personal pronouns

- to write a personal letter
Possessive adjectives
- to describe people
Descriptive adjectives
Present simple
Nouns - jobs
Comparison of
adjectives
Prepositions of place
Nouns - tools
- to describe what people do in

various jobs
- to talk about the weather and

seasons
- to ask for and give information
about places
- to express likes and dislikes
- to ask people about things they
like doing
- to make suggestions- to agree to
do something
- to offer and ask for something
L 2.1 What do you do?
L 2.2 Applying for a job - to ask for and provide personal

whos the most
information
suitable candidate? - to compare things and people
- to locate things and people
- to talk about familiar items in the
house and at the workplace
L 1.3 If you dont mind

me asking
L 2.3 Where are they?
L 3.1 Seasons
L 3.2 Places worth

visiting
L 3.3 So what do you

really like doing?
L 4.1 Traditions
like doing hate doing
child children How many ? How much?
first / second January, February
in / on / at / over / under / above /below
good better the best

interesting more interesting the most
interesting
What do you do? Im a plumber.
What does he look like? How is he?

What is he like?
What does he like?
At the weekend / at noon / on (Sunday)

In the morning
always / usually / often / sometimes / never
Shes having breakfast.
LANGUAGE FOCUS
Expressing future
Expressing intention
and probability
Time adverbials
- to express future plans

- to talk about hobbies
- to write a postcard
- to talk about intentions and
probable future actions
L 4.2 Hobbies
L 4.3 Plans for the

future
Ill probably be there tomorrow.

the day after tomorrow
next week / month / year
going to will
Antonyms
big small
Demonstrative pronouns this / that / these / those
Why dont you ? / Lets /Shall we?
Gerund
Plural of nouns
Ordinal numerals
Months of the year
- to talk about your daily programme Present simple

- to express the frequency of events Prepositions of time
Frequency adverbs
L 1.2 I never play

football at the
weekend
Present continuous
- to talk about actions in progress

- to tell the time
FUNCTIONS
L 1.1 Whats going on?
LESSON
Contents
Introduction
This Guidebook is for teachers of English working
with students in Second Chance education,
Primary Level 4. This is the last of a set of three
guidebooks for teaching English to Second
Chance primary students.
Overall objectives
To develop skills of oral and written reception
and production
To develop a positive attitude to English by
providing a context in which learning is
stimulating and fun
To encourage students to take active role in
their learning and to reflect on their progress
To establish a basic level of English on which
the students can continue to build
The target group

Students who take level 4 of English Second
Chance primary may be 14 and over. They have
recently learnt to read and write in Romanian,
and their first language may be other than Romanian.
Their motivation for taking this course varies
widely. Some may be driven back to school by
the need to obtain a certificate that will enable
them to get a job, others may simply want to
obtain their driving license. When it comes to
classroom participation, some may be inhibited.
However, its important to remember that these
students may be busy adults, with families and jobs.
It is highly important to build their selfconfidence as learners; show them they can learn
and persuade them that speaking a foreign
language is an asset in todays world. It is your
job as their teacher to encourage them to reflect
on how they learn best and to cater for their
preferences. Help them assess their own progress
and provide them with constructive feedback.
Remember: adults may get bored with highly
repetitive, routine activities. It is important to
practise structures you plan to teach them in
situations that make sense to them and which
they are likely to encounter in real life. Move
through the basics quickly and return to them
from time to time.
Language content
Level 4 assumes that students have covered
Levels 1 to 3 or equivalent; therefore, their
previous knowledge of English is essential. The
communicative functions covered in this level are
presented at the beginning of every unit. Topics
have been chosen to reflect the interests of
adults returning to school to complete basic
education (see Contents page).
Active and cooperative learning

You should organise lessons so that students play
as active a role as possible. This will help them
feel important, their motivation and interest will
increase, and their learning will be more
meaningful and lasting. Developing an active role
in the learning process fosters a sense of
responsibility and cooperation, promotes
confidence in the students own capacity to learn
a language and teaches a number of skills and
strategies necessary for a more autonomous type
of learning. By participating in the pair work and
group activities, students will get to know their
peers and learn to work together, thus developing
their interpersonal and social skills, too.
Use of Romanian in the English

lessons
At the beginning of each unit, you may have to
use Romanian to make sure that everyone
understands what you mean. However, avoid
translating utterances that may be obvious from
body language, or from what you model. Simple
instructions or requests and use of vocabulary
acquired in levels 1-3 will help students
understand you. Even if not all respond to what
you say, they may copy other students who are
quicker to understand. In such cases, it is a
waste of time to translate. If for some reason,
a student wants to know precisely what has been
said, insist that they ask a colleague or you to
translate by saying, Please, translate. / What
does mean?
N T R O D U C T I O N
Evaluation
Evaluation can provide important information not
only on the performance of the students, but also
on teaching methods and materials. For formative
evaluation it is advisable that the classroom
activities are monitored on an ongoing basis.
Lesson ______________________
Learners name
To this end, use an activity record sheet and a

simple system of marking in every session (e.g.
N need more work; OK good progress;
E excellent).
For summative evaluation, you can use the
progress checks at the end of each unit, and the
final progress check.
Session ______________________
Activity 1
Activity 2
Activity 3
Date ___________________
Activity 4
Activity 5
Proposed session structure

Be imaginative! You may have to adjust the
content of the lesson to the specificity of your
group of learners. However, follow the proposed
structure as presented below:
WHAT
YOU WILL LEARN:
At the beginning of the session, share the learning

objectives with the students. You may have to
use some Romanian to do this effectively.
THINK!
This is a key point of the lesson. Your students
will be engaged in learning depending on how
well you manage to active them, and arouse their
curiosity. We recommend that you start each
lesson by evoking previous knowledge and personal
connections. Also, encourage your students to
make intelligent guesses. Knowing what the
students already know or think they know is
extremely important. It shows you what you need
to avoid spending time on, and where you may
have to allocate more time than you had planned.
WHAT
LETS
YOU NEED TO KNOW
LEARN!
Build on the evoked knowledge when introducing

the new vocabulary and structures. Make sure
whenever it is possible you link the new words
and structures to the learners experience. Use

illustrations, flashcards, etc. to present new content.
This section of the lesson may be repeated.
It should be followed by Your turn whenever
you feel a newly acquired structure needs
practising before you move on to another one.
YOUR
TURN!
Practice the new vocabulary and structures
inviting students to do a variety of activities (see
also suggested learning activities in the syllabus).
This section of the lesson will be recurrent. It
follows naturally after Lets learn!
THIS!
At the end of each session, invite students to say
what they can now do, by wording simple I can
statements. Elicit such statements by asking
Can you (say your name)/(greet someone in
English)/(ask for directions), (etc.)?
CHECK
TRY
THIS!
This section contains extension activities. The
activities suggested here are appropriate for
differentiation. The complexity of the task can be
adjusted to the students abilities. Also, if more
able students can cover the Your turn in a shorter
period of time, the Try this can be done or
started in class. For slower students, Try this can
be assigned as homework.
Unit
Daily Programme
Introduce the unit by asking the students to look

at the first page of the unit, and based on the
illustrations try to predict what they will be
learning. This conversation can take place in both
Romanian and English. For instance, the
illustration may be described partly in English;
however, when you discuss functions (What do you
think you will be able to do when you complete
this 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 simpler
manner.
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)
He / She
is (not)
Am
Are
you /we / they
Is
he / she
verb-ing.
verb-ing?
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 attention
to the differences between English and
Romanian patterns for telling and asking the
time. They are meant to help the students
notice similarities and differences so as to
avoid making mistakes.
LETS
LEARN!
Explain to your students what action in

progress means: an action that is happening/
going on at the moment of speaking. The
translation (aciune n desfurare) may help
them understand the difference between the
simple and the progressive aspects. There is no
difference in Romanian between a habitual
action and an action in progress, so some
students might face difficulties in
understanding the need to express present
tense in different ways.
10
When asking and telling the time the danger is

word for word translation. Some students will
ask Whats the clock? or What oclock?
instead of Whats the time? / What time is
it? Many students will tend to use Romanian
word order and say: Its one and a quarter
instead 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 their
vocabulary. They will be able to name objects
such as: chair, table, bed, carpet, sink, plates,
glasses, cups, etc. Invite them to make
guesses about what is going on.
Read the text with the students. Write some of
the sentences on the blackboard to explain the
use of the continuous aspect. You may want to
introduce a few spelling rules:
o have, move, drive + ing : having, moving,
driving
o sit, get, begin + ing: sitting, getting, beginning
o die, lie + ing: dying, lying
A I L Y
R O G R A M M E
N I T
We are organizing a party. Elena and Irina

are decorating the room. The boys are
buying drinks. The girls are making
sandwiches. ...
Teach telling the time using a large clock
so your students can easily follow your
explanations. Make drawings on the
blackboard next to the sentences.
Drill the patterns with the class to make
sure everybody remembers the patterns.
Have students alternatively ask and tell the
time.
YOUR
TURN!
You may want to let the students work in pairs to

complete the sentences.
Encourage them to write complete sentences in
their notebooks. Check the exercise by having
students write the sentences on the blackboard.
TRY
THIS!
1. Encourage the students to use their

imagination 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.
Practise writing sentences on the blackboard with
the whole class before moving on to YOUR TURN
section.
Suggested activities:
Organize a party. The students get different
tasks: buy drinks, make sandwiches, bring
music, decorate the room etc.
Write the plan on the blackboard:
2. Make this an optional task. Do not insist that

the students bring photographs to class if they
do not feel like talking about their families.
Most people like talking about themselves,
others might feel embarrassed. This activity
can be fun if students feel free to choose if
they want to participate or not.
This is my wedding party. Im dancing with
my mother-in-law.
11
1.2 I never play football at the weekend

Specific Objectives
to talk about your daily programme
to express the frequency of events
Language Focus
Prepositions
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
100%
75%
sometimes
rarely
30%
15%
once a week
twice a month
four times a year
often
60%
never
0%
Present simple
I / 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 them
think about activities they do every day and
activities that are repeated with different
degrees of frequency.
LETS
LEARN!
1. Read the text with your students and help the

students identify verbs in the present simple in
the text. Write some examples on the blackboard.
You may want to explain some spelling rules/pronunciation rules for the third person singular.
Practise the verbs be and have because
some students tend to apply the same rule
with these verbs.
12
Use negative and interrogative forms in

some sentences that you choose to write on
the blackboard.
Use various frequency adverbs in your examples.
Cosmin is flying to Britain. He is visiting the
Smiths. He is sitting next to a footballer, Alfred
Bates. Alfred is not a famous footballer yet.
Cosmis wants to find out about him.
So what do you usually do in your spare time?
You mean on Saturdays and Sundays? I love those
days. I always spend them with my family: my wife
Mary, my son Jerry and my daughter Alicia. We
rarely wake up before 9 on Saturday mornings. We
have breakfast together and make plans for the
day. We sometimes ride our bikes or swim together
or just go for a walk in the park. For lunch, we
usually go to a pizza restaurant. Jerry loves pizza.
We let the children decide how to spend the
afternoon. In the evening, we often visit friends.
How about Sunday?
On Sunday morning we always go to church.
My wife is very religious.
A I L Y
YOUR
R O G R A M M E
N I T
TURN!
1. Let the students do the exercise individually,

then have them compare their daily programme
with other students. Tell them to find
similarities and differences and ask them to
report 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 frequency
adverbs. Tell the students to make notes as
they interview their colleagues so as to be able
to report to the class later. It is advisable that
you help them prepare the questions before
they start interviewing their classmates. They
may use the table in the previous exercise and
write 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 each
frequency adverb in the grid.
What do you do after church?

We visit our parents. We always have lunch with
my 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 individually
or 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 right

prepositions in their sentences: at the
weekend, on Monday, in the morning.
3. After checking this exercise you might want to

ask the students to work in groups and
prepare a short test for another group. Have
them write five sentences with blanks to be
filled in with prepositions. Check their sentences before giving them to a group to solve.
Complete the sentences with at, in or on.
a. I have lunch at 12 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. Give

them a reason for making it. Tell them they own
a leisure centre and want to attract people to try
the activities they offer. Tell them to be as
convincing as they can because you can only
afford to go to one of them, so only one group
will win. Students will work in groups of four and
will either choose the best poster to be presented
to the whole class or make a new poster in the
group using what each student has brought.
13
1.3 If you dont mind me asking...

Specific Objectives
apologize and respond to apologies
write a personal letter
describe people
Language Focus
What 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
Subject Object
I
me
You
your
him
He
her
She
It
it
us
We
your
You
They
them
Possessive
mine
yours
his
hers
our
yours
theirs
Possessive
adjectives
my
your
his
her
its
our
your
their
Activities
THINK!
Ask the students in what situations they
usually start a conversation with a stranger.
You might want to start a discussion about first
impressions. Why do people try to make good
first impressions? Have they met people who
made a very good impression first but then
turned out not to be as they seemed? What
impression do your students think they make
on other people when they first meet?
LETS
LEARN!
Use the text to discuss ways of starting a

conversation. Ask the students what they think
Cosmins first impression about Miss Meddling
14
is. Have your students think up some situations

in which they would need to start a conversation
with a stranger. They could work in pairs and act
out short dialogues for the class.
1. Ask the students to explain their choices. Have
them go back to the text and read out the
sentence(s) in which they found the information.
Answer key
A. Miss Meddling is the Smiths
next door neighbour.
T
B. Susie invited Cosmin to Liverpool.
F
C. Tom runs a business in Romania.
F
D. The Smiths are taking Cosmin
to a restaurant.
T
T
E. Miss Meddling is a nosy person.
2. Before doing this exercise practise descriptive
adjectives on some of the illustrations in the
students guide. You might want to use other
resources ( flashcards, photographs etc.) Fill
in the blanks in Cosmins email to Anna using
the words below: interesting, tall, pretty,
green, energetic, long-haired, pointed,
unhappy, embarrassing, confident.
A I L Y
R O G R A M M E
N I T
3. Invite the students to act out short dialogues in

pairs. Ask them to imagine some other
situations in which people would apologize and
respond 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 repetition 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!
YOUR
TURN!
1. Explain the four questions to the sudents

before asking them to do the matching
exercise.
1. What does he
look like?
2. Whats she like?
a. Shes very friendly

and sociable.
b. He likes playing
football.
3. What does he like? c. Shes fine.
d. Hes a blue-eyed,
4. How is she?
handsome young
man.
1. d; 2. a; 3. b; 4. c.
2. Ask the students to describe someone without
naming the person. Invite the group to guess
who has been described.
TRY
THIS!
Make the task easier for the students by

suggesting possible ways of beginning and
ending the letter. Suggest some useful words and
phrases to be included in the letter. Use
Cosmins 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 / black
trousers / a brown hat / a fur coat / a leather jacket.
15
Unit 1 Progress Check

Answers
1. The correct form of the verbs are in bold type.
1. At the moment I live / am living in Liverpool.
2. We never drive / are driving to work.
3. I always wear / am wearing a hat in winter.
4. Tom doesnt wear / isnt wearing jeans today.
5. My children dont drink / arent drinking
coffee after 6 p.m.
2. The correct words to complete the sentences
are in bold type:
a. This / These book is mine.
b. Thats our / ours address.
c. Hows your / yours sister?
d. Mine / My sister is well.
e. That / Those cars are very expensive.
3. Suggested answers:
7.30 Susan / have breakfast. Its half past
seven in the morning. Susan is having
breakfast.
12.00 Susan / have lunch. Its twelve
oclock. Susan is having lunch.
14.00 She / work / in her office. Its two in
the afternoon. She is working in her office.
17.00 He / drive / home. Its five in the
afternoon. 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 Nicks
letter. Describe at least two people you get
along with in your English class.
Dear Georgiana,
My job here is not very easy. I work long hours, but
the pay is good. You remember Paul, the older guy
I came with? Hes the short one with the dark
moustache. He is having a hard time. He
complains all the time. He spends most of the
time on the phone with his wife.
I havent heard from you for a long time. The last
thing I know is you went back to school. Im dying
to hear more about it. How is it going? Do you have
new friends? Do you like the teachers? Write to me
about them.
When we meet again, I want to take you out to a
nice restaurant.
Love,
Nick
16
Unit
The Workplace

learning. This conversation can take place in
both Romanian and English. For instance, the
however, when you discuss functions (What do you
think you will be able to do when you complete
this unit?), you may switch to Romanian.
In

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.
17
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
electrician
architect
engineer
clerk
doctor
chemist
postman
secretary
nurse
hairdresser
tailor
mechanic
farmer
cook
computer operator
Activities
THINK!
Introduce the topic with a discussion about
jobs. Let the students express their opinions
about good and bad jobs. Name some jobs
and ask the students to say what they would
like/dislike about each job.
LETS
LEARN!
Draw the students attention to the use of the

indefinite article with jobs.
Read the following sentences. Underline the
names of jobs.
1. She repairs water pipes, sinks and baths.
She is a plumber.
2. He repairs or connects electrical wires or
equipment. He is an electrician.
3. She looks after people who are ill or
injured. Shes a nurse.
18
4. He works in an office typing letters and

answering phonecalls. Hes a secretary.
5. She repairs motor vehicles and machinery.
Shes a mechanic.
6. He designs or builds roads, bridges or
machines. 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 following

words 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 an
architect.
2. His job is to collect and deliver letters.
Hes a postman.
H E
O R K P L A C E
N I T
6. His job is to operate a computer. Hes a

computer 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 the
tables 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
3. Her job is to keep records or accounts in an

office. Shes a clerk.
4. His job is to treat people who are ill. Hes a
doctor.
5. Her job is to cut, wash and arrange
peoples hair. Shes a hairdresser.
THIS!
Be flexible with students opinions. Ask them to

explain why they think those qualities are
necessary for the jobs they chose, but do not tell
them 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.
19
2.2
Applying for a job whos the most

suitable 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
bad worse the worst
funny funnier the funniest
energetic more energetic the most energetic
Activities
THINK!
Encourage those students who have applied for
jobs to share their experiences. Ask them how
they found out about the job, how they managed
to convince that they were the suitable
candidates for the job, who interviewed them. If
they failed in getting the job ask them if they
think they gained experience that will be useful
to them in the future.
LETS
LEARN!
1. Fill the gaps in Dan Smiths CV with the

students. Tell them that a curriculum vitae
should contain information that is relevant to
the 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 they
are applying for.
20
Curriculum vitae
Personal information
Full name: Dan Smith
Address: 5 Crescent Rd, Liverpool, Great Britain
Telephone number: 0044 673 476 312
E-mail: dsmith@mymail.com
Nationality: British
Date of birth: 4 July 1986
Work experience
February 2005 to present
part time job as a milkman
June 2004 to September 2004
part time job as a worker on a building site
Education and training
St. Marys College, Little Crosby
Skills and competences
excellent organization skills
good 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.
H E
O R K P L A C E
N I T
friendliest, the funniest and the most energetic

of all. On the other hand, Dan Smith is the
most patient and the best singer by far.
Name
2. Discuss with the students what qualities they

think are required for the position of support
staff at a childrens summer camp. Does Dan
seem to have the necessary skills and
competences? Does he have the needed
qualifications? Do they think Dan will do well
in the job if he gets it?
Let the students role-play the interview in
pairs, then have one pair act out the interview.
Encourage them to take their roles seriously
and think of some other questions that an
interviewer might ask. You could make a list
of frequently asked questions and a list of
difficult or embarrassing questions.
YOUR
TURN!
1. Do the exercise orally with the students before

asking them to write sentences. Ask the
students who they would give the job to. Pat
Davies doesnt have a chance but Claires the
Dan Smith Pat Davies Claire Browne
good at
singing
xxxxx
xx
xxx
friendly
xxx
xxx
xxxxx
patient
xxx
xx
xx
funny
xx
xxx
xxxx
energetic
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 are

going to apply for before they start writing the
CV. Tell them to think about their strengths and
weaknesses and present themselves in a good
light without lying about their qualifications or
competences. Tell them to leave out any
information that is irrelevant to the position.
21
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
baking tray
broom
drill
fork
grater
hammer
iron
needle
pliers
rake
rolling pin
saw
scissors
screwdriver
sieve
spade
wheelbarrow
Activities
Wheres Lisa?
Shes in the store. Shes at the cash desk.
THINK!
Use the illustrations in the students guide or
flashcards to elicit the targeted vocabulary. Ask
the students to name as many objects as they
can. You might want to bring some tools to class
(pliers, scissors, screwdriver etc), put them in
different places in the classroom to introduce
prepositions.
LETS
LEARN!
Tell your students to look at the pictures, read

the sentences, close the books and try to
remember where things / people are. Ask
questions such as: Where are the clothes?
Wheres the sign/the newspaper/ Lisa?
22
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.
H E
O R K P L A C E
N I T
2. The students can work in groups of three or

four. You might want to ask them to add one or
two items to each group.
a. in the kitchen
b. in the garden
c. for housework other than cooking
d. for work outside the house
axe, 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 students

work in pairs. Tell tem to describe the place
without showing the drawing to their desk mates,
who will make a drawing as they listen to the
description. The two drawings will then be
compared.
YOUR
TURN!
1. Ask the students to do the exercise individually

and then have them compare their answers to
those 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 on
the 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 mens
clothes department on the third floor.
23

Answers
1. See the letters in bold in the column on the
left.
1. He plays his guitar in a
pub every night. c
a. teacher
2. She sells various things

in a shop. f
b. postman
3. She manages her own

business. e
c. musician
4. He teaches children
in a school. a
d. traffic warden
5. He repairs sinks and

bathroom fittings. h
e. business
woman
6. He delivers the mail.
f. shop assistant
7. She directs the traffic. d
g. secretary
8. He answers the phone

and writes letters. g
h. plumber
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 following
prepositions: 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 person
are you? What job do you think suits you?
24
Unit
Time and Space

however, when you discuss functions (What do
you think you will be able to do when you
complete this unit?), you may switch to Romanian.
In

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 of

the topics have already been covered in a simpler
manner.
25
3.1 Seasons
Specific Objectives
to talk about the weather and seasons
Language Focus
Months
of the year
January
February
March
April
May
June
July
August
September
October
November
December
Ordinal
numerals
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
Spring
Summer
Autumn
Winter
Adjectives
windy
rainy
sunny
snowy
warm
hot
cold
cool
chilly
Activities
THINK!
Show the students illustrations of different
seasons and tell them to describe the pictures
before asking them what their favourite time of
the year is.
Start a discussion about people complaining
about the weather, comparing what seasons
used to be like and what they have been like
in recent years, with sudden changes from one
day to another, extreme temperatures. Do the
students feel affected in any way by these
changes?
LETS
LEARN!
Ask the students to work in groups and write

sentences to describe the four seasons in
26
Romania. Ask them to put down any

peculiarities that come to their minds. You
might want to set a time limit or a certain
number of sentences.
The students read the dialogue and compare
their opinions to those of the characters in
the text. Ask them to tick the sentences in
which 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 potential
visitors and then have one group member
report to the class.
YOUR
TURN!
1. Check the students notebooks to make sure

the spelling is correct, remind them about
capital letters in months of the year, days of
the week (unlike Romanian: ianuarie
January; luni - Monday).
I M E
A N D
P A C E
N I T
2. The students do the exercise orally. Every correct

sentence produced by the students should be
written on the blackboard. The students can
afterwards be grouped into four groups and
asked to write a short dialogue between the
characters in each picture. They can take up
roles and act out the dialogues for the class.
3. The purpose of asking such questions is to use
ordinal numerals in meaningful contexts. To
encourage the students involvement in the
activity offer a prize to the one who produces
the 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 group

will own a travel agency trying to attract foreign
tourists to Romania. Tell the students to give
names to their travel agencies and advertise the
interesting itinerary (in a magazine, on the radio
etc.). The trip lasts for at least seven days, so
there should be lots of places to see and many
activities 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
27
3.2 Places worth visiting

Specific Objectives
to ask for and give information about places
Language Focus
Uncountable nouns
news
information
luggage
money
advice
Irregular plural
foot feet
woman women
man men
child children
mouse mice
tooth teeth
Activities
THINK!
Share with your students some of your
experiences. Tell them about places you have
visited, countries you have been to. Tell them
where you would like to go and why in order to
stir their interest in the topic. It would be useful
to be prepared with some photographs,
postcards, magazines that they could choose
from in case the students have never thought of
visiting places before.
LETS
LEARN!
1. The focus is on nouns (plural forms, irregular

nouns). Use the text to teach nouns. Write
examples from the text on the blackboard and
give simple explanations.
Some nouns can have both countable and

uncountable meaning (names of animals, food
drink) e.g. fish. Tell the students that they can look
them up in dictionaries if they are not sure about
how to use them. The label [C], [U] or [C/U] next to
the noun will help them use the noun correctly.
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
28
singular
plural
Regular
plurals
a chair
an apple
six chairs
ten apples
Irregular
plurals
a child
a man
two children
three men
Uncountable nouns
- have only one form
- the verb that follows an uncountable
noun is always singular
money
news
water
happiness
electricity
I M E
A N D
P A C E
N I T
in May or June theres lovely weather for

holidaymakers who are not interested in skiing.
The place is very well equipped for hiking at over
6,000 feet. Up there you feel on top of the world.
In Sinaia you can visit the royal castles, Peles
and Pelisor. And there are a few excellent hotels
and restaurants that serve delicious local food.
Believe me, there are few places in Romania that
are as well equipped for tourism as Sinaia.
Susie: It sounds exciting. Im interested. How
many days does the trip take? And how much
does it cost?
Travel Agent: Well, let me go into the details
and give you some advice .
2. You might want to mention some spelling
rules ( day days, monastery monasteries,
tomato tomatoes, radio radios, class classes)
Travel Agent: Fun Holidays. Alicia Gibbon

speaking. How can I help you?
Susie: Hello, my name is Susie Smith. I would
like some information about package holidays to
Romania in May or June. I am especially
interested in the monasteries in Northern
Moldavia. Have you got anything to offer?
Travel Agent: Yes, madam. I have good news for
you. We have quite a few packages in Romania.
Its becoming a popular place with our customers.
Susie: Really? Thats interesting. I never met
anyone whos been there on holiday.
Travel Agent: Well, madam, I can offer you an
excellent package that includes trips to the
Northern Moldavian monasteries, and the famous
medieval towns, and the Prahova Valley, if you
know what I mean.
Susie: I dont know about the Prahova Valley.
Whats there to see?
Travel Agent: The scenery is breathtaking. The
Carpathians offer an exquisite view. In addition,
COUNTABLE NOUNS
SINGULAR
a trip
a holiday
a monastery
a hotel
a place
an apple
an umbrella
REGULAR PLURAL
two trips
two holidays
two monasteries
two hotels
two places
two apples
two umbrellas
COUNTABLE NOUNS
SINGULAR
a foot
a tooth
a woman
a man
a child
a mouse
IRREGULAR PLURAL
two feet
two teeth
two women
two men
two children
two mice
Example: I saw a woman standing on the corner. I

saw two women standing on the corner.
a. The trip lasted for one day. The trip lasted
for 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.
29
3.2 Places worth visiting

f. The kids caught a mouse. The kids caught
five mice.
g. That woman is very pretty. Those women
are very pretty.
h. My sister is buying an umbrella. My sister
is buying two umbrellas.
i. This apple is fresh. These apples are fresh.
j. My left foot hurts. Both my feet hurt.
3. Draw the students
UNCOUNTABLE
attention to some common NOUNS
mistakes with uncountable
advice
nouns. The nouns in the
information
list are countable in
money
Romanian. Ask them to try
scenery
to make sentences with
luggage
these nouns to make sure
weather
they use them correctly.
work
Example: Good evening. Here is
furniture
the 8 oclock news.
equipment
a. The weather changes
news
very 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 cannot
make a decision yet.
e. My neighbours are putting in new furniture
and they are making a lot of noise.
f. Our office received new computers and
printers. Our bosses make sure we always
have the latest equipment.
g. We stayed in a peaceful Carpathian village
surrounded by magnificent scenery.
h. They gave him very little money for
harvesting the crop.
i. Let me give you a word of advice. You
should get someone to help.
j. Our team has won the game. This is great
news to all of us!
30
I M E
A N D
P A C E
N I T
Example:
How many 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 office
building.
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.
YOUR
TURN!
TRY
1. The exercise offers further practice on

countable and uncountable nouns. Ask the
students to work individually and refer to the
lists of nouns in this lesson before they write
the questions.
COUNTABLE NOUNS
How many children?
a child
some / several /
a few / not many /
a lot of children
fewer children
not any /
no children
none
THIS!
The students can stay in the same groups or

change groups if they like. This task requires at
least one group member with artistic skills. Tell
the students that the posters will be evaluated by
an impartial judge, other than you.
UNCOUNTABLE NOUNS
How much information?
a piece of information
some / a little / not much
/ a lot of information
less information
not any /
no information
none
31
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) something
I hate (doing) something.
Activities
THINK!
People like fantasizing, so questions like: What
does a really good day look like to you? should
have most of the students sharing their imaginary
experiences. You might want to tell them yourself
what you like/dislike doing, thus offering them
the language pattern on which they can build
their sentences.
LETS
LEARN!
1. Let the students work out the pattern

(like/love/dislike/hate + V+ing) after reading
the text. Some students might notice that
these verbs can be followed by verbs or nouns.
Praise their sense of observation if they do.
32
Susie, Dan and Cosmin are in the garden, and

chatting about likes and dislikes.
Susie: So what do you really like doing, Cosmin?
Cosmin: Travelling. I love travelling. And
meeting people. All sorts of people. I prefer
trains to airplanes. Trains are quite cheap, and
you get to see a lot. Flying is expensive. I dont
mind flying, though. It saves you time. But I hate
missing connections.
Dan: I also like travelling, but I hate flying. And I
dislike trains. I really like driving. I like listening
to loud music while Im driving. But I cant stand
getting stuck in traffic jams. And I like cycling.
Susie: Do you know what I really like doing? I
like sitting here, in the garden, listening to you.
And I like running my business, but I cant stand
getting into arguments with customers.
Cosmin: I also enjoy sitting here, talking to you.
Dan: Me, too.
I M E
YOUR
A N D
P A C E
N I T
TURN!
1. Ask the students to pair up and ask and

answer 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 about
what the others have written. If you choose to
do the activity in pairs, have the students put
two columns in their notebooks:
I love dancing.
I think Petric loves
drinking beer.
I really like
I like
I quite like
I
I
I
I
I
dont mind
dont like
dislike
hate
cant stand
Have the students check each others

notebooks and tick or cross the assumptions
of their partners.
TRY
2. This activity will make students distinguish

varying degrees of intensity. You might like to
ask for the Romanian translation of these phrases.
++
Tom loves watching TV.
THIS!
Ask individual students questions like: How do

you feel about cooking? Do you like dancing? Do
you prefer watching the news to reading
newspapers? These model questions will help
them conduct the survey. Tell the students to
walk about the classroom and interview as many
students as they can (if time allows they should
ask everybody in the class) and put crosses in
the boxes. The results will be reported to the
class in sentences like the ones in the examples.
++ +
Lisa really likes cooking.

+
Petre likes riding horses.
Watching the news
Tom doesnt mind sleeping in hotels.
Reading newspapers
Anica dislikes trains.
--
Petre hates queuing.

Lisa cant stand ironing.
--
Dancing
Singing
Studying English
Cooking
Writing letters
Example:
Three people love dancing.
Everyone hates writing letters.
33

Answers
are in bold type.
a. How much / many people are coming to the
party?
b. Women / Woman like romance.
c. Let me give you some / an advice.
d. How much / many information do you need?
e. Is / Are your work more difficult than mine?
2. See answers in bold type:
7th seventh
1st first
8th eighth
2nd second
9th ninth
3rd third
4th fourth
5th fifth
6th sixth
10th tenth
11th eleventh
12th twelfth
3. See answers in bold type.

Singular
Plural
party
parties
child
children
cat
cats
monastery
monasteries
horse
horses
book
books
village
villages
mouse
mice
trip
trips
tooth
teeth
teacher
teachers
4. See the complete list of the days of the week

below:
Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday
34
5. Open task
Write sentences about yourself and your
friend, 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.
Unit
Leisure

however, when you discuss functions (What do
you think you will be able to do when you
complete this unit?), you may switch to Romanian.
In

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 the

topics have already been covered in a simpler manner.
35
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
old
old
early
many
weak
tall
large
dark
expensive
young
new
late
few
strong
short
small
light
This/that/these/those (gifts)
Activities
THINK!
A.
Start a discussion about traditional celebrations.

Ask the students what makes Christmas the most
popular celebration in the world (the carols, the
presents, the Christmas tree, the special meal?).
Ask them if they know how Christmas is celebrated
in other countries. Ask them if they used to believe
in Santa Claus (Father Christmas) coming on a
sledge pulled by reindeer to bring them presents.
B.
C.
D.
E.
F.
LETS
LEARN!
1. Knowing that people all around the world

get presents at Christmas, ask the students
to predict what gifts Cosmin and the
Smiths are going to get. Ask them to write
the words in their notebooks, and then
quickly 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
36
carefully to decide which statements are

true and which are false.
There were few gifts under
Answers key
the Christmas tree.
T
F
T
Lisas hat looks expensive.
F
Cosmins present is in a big box.
Angies hands are weak.
T
Dan has got a new pair of slippers.
F
Susies got a traditional Romanian
tablecloth.
F
2. You might want to start a chain game.

Suggestion: leave your pen on a desk and take
somebody elses pen as if by mistake, then
ask holding up one pen and pointing to the
other: My pen is there. Whose pen is this?
The owner will reply Thats my pen. It is
now his/her turn to ask a question (Whose
books are those?).
here
there
singular
THIS
THAT
plural
THESE
THOSE
E I S U R E
N I T
2. Ask the students to read the list of adjectives

and then cover it while they replace the
underlined words with their antonyms.
Ambitious students might want to cover the
list without reading it. When they have
finished they can check the list.
a. My cousin is tall. short
b. Miss Meddling is beautiful. ugly
c. Her favourite colour is light blue. dark
d. My aunt is young. old
e. Theres a lot of milk in the bottle. little
f. There are a lot of apples in the basket. few
g. Cosmin likes to get up early. late
h. Shes got small hands. big
i. These boys are weak. strong
j. These are old slippers. new
TRY
THIS!
Suggest a sum of money that each student has

saved for presents. Tell them to make a list of
names and presents they can afford within budget.
YOUR
TURN!
1. Ask the students to do the matching exercise

individually and then pair them up for the
following task:
student A make a suggestion
student B disagree and suggest something else instead
student A agree and then ask for something
student B offer to do it
Example: B-5
A. Shall we go to the cinema? 3
B. I cannot open this box.
C. That box looks heavy. She cant lift it. - 1
D. Why dont you see a dentist? 6
E. This film is boring. Lets go home. 9
F. Can I borrow your car for tonight? 2
G. Why dont we watch TV instead? 10
H. Lets surprise him, shall we? - 4
I. They cant work out the final result. 7
J. Shall I turn off the light? 8
1. Well help her.

2. Yes, but make sure you return it by 10.
3. Thats a good idea.
4. I dont think hell like that.
5. Why dont you use a pair of scissors?
6. OK, Ill go tomorrow.
7. Why dont you help them?
8. Yes, its bothering my eyes.
9. Lets.
10. I dont fancy watching TV tonight.
37
4.2 Hobbies
Specific Objectives
to express future plans
to talk about hobbies
Language Focus
Going to - future
I
You / We / They
He / She
Am
Are
Is
am (not) going to
are (not) going to
is (not) going to
I
you /we / they
he / she
verb.
going to
+ verb?
Will - future
I
You/He/She/They
We
Shall
Will
shall / will (not)

will (not)
shall / will (not)
I / we
I /you / he /she /
we / they
verb.
verb?
will not = wont

I hope (not) to be / become / get
Activities
THINK!
Use the first two questions to introduce going to and
will expressing intention and prediction. Start by
answering the questions yourself in sentences in which
the distinction between will and going to is clear.
Use the last question to introduce the topic of
the lesson. You may want to link it to the language
focus of the lesson (expressing future) by asking
the students to make predictions or express
future 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 the

text and do the reading comprehension exercise
38
as a listening comprehension one. They will be

able to mark the boxes at one listening, so ask
them to put crosses in the right boxes while
youre reading out the text.
When the students read the text, they should
focus on ways of expressing future.
YOUR
TURN!
1. Refer to the text in Lets Learn and analyse with

your 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 of
the two uses of going to is to be found in
the underlined sentences.
a. Intention
Im going to tell him the truth. (= I intend to)
Are you going to stop talking?
Hes not going to give them back the money.
E I S U R E
N I T
If your students are progressing well, you might

want to challenge them with one or two tricky
questions. (e.g. Am I wrong if I say Will you
come to my party? in sentence f?). Will can be
used in any of the sentences in exercise 1.
You might want to explain to your students that
in 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]
b. Prediction based on deduction

This 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 to
have 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 the
weekend. Andrea and Marin are going to make
the plan for the weekend.
f. You / come to my party? Are you going to come
to my party?
g. What you /do this weekend? What are you
going to do this weekend?
h. Tudor / not sell his horse. Tudor is not going to
sell his horse.
2. This exercise will help the students

understand some of the various meanings/uses
of will. After matching the sentences to the
five different uses, ask your students to come
up with their own examples. Let them work in
groups and offer assistance.
Draw a table on the blackboard with the
following headings: request, spontaneous
decision, refusal, promise, offering to do
something and then have each group write an
example under each heading.
a. I dont know what Christmas present to buy
for my Grandma. I think Ill buy her a pair
of slippers. 2. spontaneous decision
b. Will you help me carry this box? 1.
request
c. Ill get you a glass of water. 5. offering
to do something
d. Dont worry. I promise Ill return it before
11 oclock. 4. promise
e. I wont lend you my car. 3. refusal
TRY
THIS!
Tell the students that you are going to organize a

contest and give a prize to the best reporter =
the one who comes up with the most unusual/interesting/funniest hobby story. Encourage them to
feel free to use their imagination and invent a
character with a hobby if there is nobody in the
neighbourhood to write about.
39
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 be
there
tomorrow
the day after tomorrow
next week / month / year
Activities
THINK!
The question might embarrass some students if
they have never written a postcard. Tell them its
better late than never and announce them that it
is time for them to write one as you have some
blank postcards in your bag. Tell them youll
keep their postcards as souvenirs.
LETS
LEARN!
The students can do the multiple choice exercise

as a listening exercise. Books closed, tell you
students to listen to you reading out the postcard
Anna wrote to Cosmin. Tell them to open the
books, cover the postcard and choose the right
answer for questions A D. Read the text again
so the students can check their answers. Discuss
the details (layout, paragraphing, date, beginning,
ending, address, signature) with the students.
40
A. When did Anna and Lorraine move to Little

Crosby?
a. yesterday
b. today
c. last week
B. When is Anna starting work in the library?
a. today
b. tomorrow
c. the day after tomorrow
C. When is Lorraine going to nursery school?
a. last week
b. this week
c. next week
D. When will Anna write again to Cosmin?
a. first they settle in, and then shell write again
b. tomorrow
c. next year
E I S U R E
N I T
2. If possible, give some real postcards to your

students. Let them choose the postcards they
like. Tell them to imagine that they are
actually there and have them write to one of
their classmates, if possible. Deliver the mail
yourself and then ask the students who
received 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 suggest

they hand it in to you. Promise to keep their
plans and suggest a date when you should all
meet in ten years time to check on how they
managed to fulfil their intentions.
YOUR
Share your intention
Im going to learn
Spanish
Im going to finish
building my house
Say when
next week /
month / year
tomorrow
10 years from now
then
one day
Explain why
because I plan to
work in Spain.
to move in with
my family.
TURN!
1. The students practise the use of will

expressing probability. Do the exercise orally
offering them an example. Ask a student:
Mihi, when will you get married? Mihi
answers your question and then he asks
another student a new question.
Tell the class to listen carefully and write
sentences about their classmates in their
notebooks. Check their sentences.
e.g.: Well probably have a party next weekend.
a. complete my studies
b. go to the pub
c. get married
d. start a family
e. take an exam
f. start a business
g. buy a car
h. go on holiday
i. buy new furniture
j. be famous
41

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 home
Are 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 is
tall and slim. Shes got long hair. She wears
the most expensive clothes. Her favourite
colour is light blue. She lives in a big house in
the middle of Liverpool. Her husband is a
strong 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 too
heavy 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.
42
4. Open task:
What are your plans for the future? What are
you going to do when you finish Level 4? Write
a paragraph sharing your intentions.
Final Progress Check

Answers
are in bold type:
6. she like
1. I early in the
bananas?
morning.
a. Does
a. usually get up
b. Do
b. get up usually
2. I like coffee in
the morning.
a. to have
b. have
7. I really like in
the countryside.
a. drive
b. driving
3. Shopping is
a. bored
b. boring.
8. What time they

arriving?
a. will
b. are
4. There s milk in
the fridge.
a. many
b. a lot of
5. Mary for her
daughter.
a. waiting
b. is waiting
9. Her brother is
architect.
a. an
b. a
2. Open task:
You are shopping for Christmas presents.
Write a 10-12-line dialogue between you and
a shop assistant. You can use some of these
ideas:
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 a
friend. Tell him / her about where you are
staying, what the weather is like, and when
you are returning home.
10. These trousers are

too large. Get me a
size.
a. larger
b. smaller
4. How do you rate your progress? Tick the box that best describes how well you can do the following:
RATE YOUR PROGRESS!
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 and
at 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.
Very well
Well
Can do better
43
A UDIO S CRIPT
UNIT One
DAILY PROGRAMME
In Unit 1 you will learn
to
to
to
to
to
talk about actions in progress

talk about your daily programme
apologize and respond to apologies
tell the time
describe people
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 lunch
with my parents or with Alicias parents.
Cosmin: Do you play football on Sunday afternoon?
Englezul: Absolutely not. I never play football at the
weekend.
Unit 1. Lesson 1.1. WHATS GOING ON?
Your turn.
In this lesson you will learn:
Exercise tree. Check your answers:

a. I have lunch at 12 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.
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 is
talking on the phone. Who is she talking to?
Its quarter past eight. Its late! Lisa is late for work. And
why isnt she waking Dan?
Its 8.30 a.m. Lisas leaving the house. Why is she taking
the car? She usually takes the bus. Where is she going?
Its 5.30 p.m. Why is Lisa not at home yet? Where are
Dan 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 13. IF YOU DONT MIND ME

ASKING
to apologize and respond to apologies
to write a personal letter
to describe people
Listen and repeat:

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?
Listen and learn
Unit 1. Lesson 1.2. I NEVER PLAY FOOTBALL

AT 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 is
sitting next to a footballer, Alfred Bates. Alfred is not a
famous 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 love
those days. I always spend them with my family: my wife
Mary, my son Jerry and my daughter Alicia. We rarely
wake up before 9 on Saturday mornings. We have
breakfast together and make plans for the day. We
sometimes ride our bikes or swim together or just go for
a walk in the park. For lunch, we usually go to a pizza
restaurant. Jerry loves pizza. We let the children decide
how to spend the afternoon. In the evening, we often
visit friends.
44
Miss Meddling Good morning, young man. Im Miss

Meddling. I live next door.
Cosmin: Good morning, Miss Meedling. My name is
Cosmin. Cosmin Stoica.
Miss Meddling Nice to meet you, Cosmin. Cosmin
Thats 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 me
asking
Cosmin: 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 met
him in Romania.
Miss Meddling And what business did he have in
Romania? That is, if you dont mind me asking
Cosmin: Oh, Im sorry, Im not sure. In fact, I dont
know. I apologize, Miss Meddling. I need to go now. We
are all going out.
Miss Meddling Of course. I hope to see you again. It
was nice talking to you.
Cosmin: It was nice meeting, you Miss Meddling.
Miss Meddling Good bye, Cosmin.
Good bye, Miss Meddling.
Your turn
Exercise one. Check your answers
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 wear a hat in winter.
4. Tom isnt wearing jeans today.
5. My children dont drink coffee after 6 p.m.
Exercise two
a. This book is mine.
b.Thats our address.
c. Hows your sister?
d.My sister is well.
e. Those cars are very expensive.
UNIT Two
UNIT 2. THE WORKPLACE
In Unit two you will learn:

to talk about familiar items in the house and at the
workplace
Unit 2. Leson 2.1. WHAT DO YOU DO?

Listen and repeat:

work worker
drive driver
dance dancer
sing singer
teach teacher
act actor / actress
wait (on) waiter / waitress
plumber
electrician
architect
engineer
clerk
doctor
chemist
postman
secretary
nurse
hairdresser
tailor
mechanic
farmer
cook
computer operator
Listen and learn

1. She repairs water pipes, sinks and baths. She is a plumber.
2. He repairs or connects electrical wires or equipment.
He is an electrician.
3. She looks after people who are ill or injured. Shes a nurse.
4. He works in an office typing letters and answering
phonecalls. Hes a secretary.
5. She repairs motor vehicles and machinery. Shes a mechanic.
6. He designs or builds roads, bridges or machines. 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
Listen and check your answers:
1. Her job is to design buildings. Shes an architect.
2. His job is to collect and deliver letters. Hes a postman.
3. Her job is to keep records or accounts in an office.
Shes a clerk.
4. His job is to treat people who are ill. Hes a doctor.
5. Her job is to cut, wash and arrange peoples hair. Shes
a hairdresser.
6. His job is to operate a computer. Hes a computer
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 the tables in a
restaurant. Shes a waitress.
12. His job is to serve food and drinks at the tables in a
restaurant. Hes a waiter.
Unit 2. Leson 2.2. APPLYING FOR A JOB

WHOS THE MOST SUITABLE
CANDIDATE?
Listen and repeat:

prepare a curriculum vitae / CV
qualifications
have an interview
apply for a job
bad worse the worst
funny funnier the funniest
energetic more energetic the most energetic
Listen and learn!

Activity two.
Whats your full name, sir?
Its Dan Smith.
And where do you live?
I live in Liverpool, five Crescent Road.
Whats your phone number?
My phone number is 0044 673 476 312.
Do you have an e-mail address?
Yes, I do, its
And when were you born, Mr Smith?
I was born in Little Crosby.
What do you do? Whats your current job?
I have a part time job, as a milkman.
Did you have any other jobs?
Yes, I did. I was worker on a building site.
Where did you go to school?
I went to St. Marys College in Little Crosby.
What are you good at, Mr Smith? What qualifies you
for the job?
I am an energetic person in a good physical condition.
Is there anything else you would like to tell me about
yourself?
I am good at singing and I can play the guitar.
Thank you very much.
Thank you, Mr. Benson.
45
Unit 2. LESSON 2.3. WHERE ARE THEY?
UNIT Three
to locate things and people

to talk about familiar items in the house and at the
workplace
TIME AND SPACE
to talk about the weather

to express likes and dislikes
Listen and repeat:

axe
baking tray
broom
drill
grater
hammer
iron
pliers
rake
rolling pin
saw
scissors
screwdriver
sieve
spade
wheelbarrow
Listen and learn

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.
Your turn
Exercise one. Listen and check your answers
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 on the 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 mens clothes department
on the third floor.

Listen and check your answers.
Execise one.
1. He plays his guitar in a pub every night. He is a musician.
2. She sells various things in a shop. She is a shop assistant
3. She manages her own business. She is a business woman
4. He teaches children in a school. He is a teacher
5. He repairs sinks and bathroom fittings. He is a plumber
6. He delivers the mail. He is a postman
7. She directs the traffic. She is a traffic warden
8. He answers the phone and writes letters. He is a secretary.
Unit 3. Lesson 3.1. SEASONS

to talk about the weather and seasons
Listen and repeat

January
February
March
April
May
June
July
August
September
October
November
December
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth
last
Spring
Summer
Autumn
Winter
Windy
Rainy
Sunny
Snowy
Warm
Hot
Cold
Cool
Chilly
Flood
Listen and learn

Susie, Dan and Cosmin are chatting in a pub.
Susie: So what sort of weather do you have in
Romania, Cosmin?
Cosmin: Well, lets see. The books say we have four
seasons: spring, summer, autumn, and winter. In fact,
people say they can hardly distinguish spring and autumn.
Dan: What do you mean?
Cosmin: In April, it can be as warm as in June, or as
cold as in January.You see, in the past we had snow
from December through February. March, April and May
were generally warm and windy. June, July and August
were hot. September and October were still warm, often
sunny, and occasionally rainy. November was quite cold
and rainy. People knew how to plan their holidays.
These days, its a matter of luck.
Susie: I remember hearing about the floods on the
news. Last summer, right? Poor people! They were left
with nothing.
Dan: So if I go to Romania, when should I go? I prefer
the mountains to the plains.
Cosmin: Do you mean you like hiking?
Dan: That, too. But Id love to learn to ski.
Susie: And if want to see the monasteries in Northern
Moldavia, whats the right month for me?
Seasons
Summer.
Autumn.
Winter.
Spring..
Unit 3. Lesson 3.2. PLACES WORTH VISITING

Listen and repeat.

a trip
a holiday
46
two trips
two holidays
a monastery
a hotel
a place
an apple
an umbrella
a foot
a tooth
a woman
a man
a child
a mouse
two
two
two
two
two
two
two
two
two
two
two
monasteries
hotels
places
apples
umbrellas
feet
teeth
women
men
children
mice
news
information
luggage
money
advice
package holiday
Listen and learn

Travel Agent: Fun Holidays. Alicia Gibbson speaking.
How can I help you?
Susie: Hello, my name is Susie Smith. I would like some
information about package holidays to Romania in May
or June. I am especially interested in the monasteries in
Northern Moldavia. Have you got anything to offer?
Travel Agent: Yes, madam. I have good news for you.
We have quite a few packages in Romania. Its
becoming a popular place with our customers.
Susie: Really? Thats interesting. I never met anyone
whos been there on holiday.
Travel Agent: Well, madam, I can offer you an excellent
package that includes trips to the Northern Moldavian
monasteries, and the famous medieval towns, and the
Prahova Valley, if you know what I mean.
Susie: I dont know about the Prahova Valley. Whats
there to see?
Travel Agent: The scenery is breathtaking. The
Carpathians offer an exquisite view. In addition, in May
or June theres lovely weather for holidaymakers who
are not interested in skiing. The place is very well
equipped for hiking at over 6,000 feet. Up there you
feel on top of the world. In Sinaia you can visit the royal
castles, Peles and Pelisor. And there are a few excellent
hotels and restaurants that serve delicious local food.
Believe me, there are few places in Romania that are as
well equipped for tourism as Sinaia.
Susie: It sounds exciting. Im interested. How many days
does the trip take? And how much does it cost?
Travel Agent: Well, let me go into the details and give
you some advice .
Your turn
Listen and check your answers:
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 office building.
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.
j. How many monasteries are they visiting this week?
They are visiting four monasteries this week.
Unit 3. Lesson 3.3. HOLIDAY PLANS

To express likes and dislikes
To ask people about things they like doing
Listen and repeat.

I
I
I
I
I
I
like going to parties.

dont mind traveling by train.
prefer playing footbal to watching it.
dont like wacking up early in the morning.
cant stand airplanes.
hate flying.
Listen and learn!

Susie, Dan and Cosmin are in the garden, and chatting
about likes and dislikes.
Susie: So what do you really like doing, Cosmin?
Cosmin: Travelling. I love travelling. And meeting
people. All sorts of people. I prefer trains to airplanes.
Trains are quite cheap, and you get to see a lot. Flying is
expensive. I dont mind flying, though. It saves you time.
But I hate missing connections.
Dan: I also like travelling, but I hate flying. And I dislike
trains. I really like driving. I like listening to loud music
while Im driving. But I cant stand getting stuck in
traffic jams. And I like cycling.
Susie: Do you know what I really like doing? I like
sitting here, in the garden, listening to you. And I like
running my business, but I cant stand getting into
arguments with customers.
Cosmin: I also enjoy sitting here, talking to you.
Dan: Me, too.

a. How many people are coming to the party?
b. Women like romance.
c. Let me give you some advice.
d. How much information do you need?
e. Is your work more difficult than mine?
UNIT Four
LEISURE

-
to
to
to
to
to
to
make suggestions
ask someone to do something
express future plans
talk about hobbies
write a postcard
talk about intentions and probable future actions
Unit 4. Lesson 4.1. TRADITIONS

to make suggestions
to agree to do something
to offer and ask for something
Listen and repeat.

cheap expensive
old young
old new
early late
many few
weak strong
tall short
large small
dark light
47
Listen and learn

Its Christmas Day. The Smiths are all standing around
the Christmas tree. Cosmin is there and Lisas parents,
Angie and Sam, are there, too.They are getting ready to
open their presents.
Cosmin: What a beautiful tall Christmas tree!
Angie: And so many presents!
Lisa: Look at this big box! Whose is it?
Susie: I think its yours, mum. Why dont you open it?
Lisa: Oh, this hat is probably very expensive!
Tom: And those little boxes over there? Whose are they?
Sam: One of them is yours, Tom. I hope you like it.
Dan: Cosmin, why dont you open this green box here?
Cosmin: The ribbons stuck. Susie, could you help me
undo it?
Susie: Certainly. Ill open it for you.
Cosmin: Thanks, Susie. Oh, this is very useful. Ive
always wanted a good dictionary.
Angie: I cant open my present. Will someone help me?
Dan: Let me give you a hand, Grandma. Ill tear it open
for you.
Angie: Thank you, Dan. Your hands are strong. Mine
are weak. Oh, what lovely slippers!
Tom: What do you have, Susie?
Susie: This looks exotic.
Cosmin: Yes, its a traditional hand-woven Romanian shawl.
Lisa: Thank you, everyone. Its good to know everyone
likes their presents. Merry Christmas, everyone!
Your turn!
Exercise one Check your answers.
- Shall we go to the cinema?
Thats a good idea.
I cannot open this box.
Why dont you use a pair of scissors?
That box looks heavy. She cant lift it.
Well help her.
Why dont you see a dentist?
OK, Ill go tomorrow.
This film is boring. Lets go home.
Lets.
Can I borrow your car for tonight?
Yes, but make sure you return it by 10.
Why dont we watch TV instead?
I dont fancy watching TV tonight.
Lets surprise him, shall we?
I dont think hell like that.
They cant work out the final result
Why dont you help them?
Shall I turn off the light?
Yes, its bothering my eyes.
Exercise two Check your answers.
a. My cousin is short
b.Miss Meddling is ugly
c. Her favourite colour is dark blue.
d.My aunt is old
e. Theres little milk in the bottle.
f. There are few apples in the basket.
g.Cosmin likes to get up late
h.Shes got big hands.
Unit 4. Lesson 4.2. HOBBIES

To express future plans
To talk about hobbies
Listen and repeat

George: I play the accordion in a band. We are quite
good, I think. We practise three times a week, on
48
Tuesday, Thursday and Saturday. We are going to sign a

contract to play in a local pub one night a week. We
hope to be famous one day.
Maria: My hobby is collecting matchboxes. I have 175
matchboxes from various places. The most interesting
one is a triangular matchbox. Tomorrow Im going to
phone another collector to do a swap. One day Im sure
theyll enter my name in the Guiness Book of Records.
Tudor: My hobby is horse riding. Ive got two horses,
but I only use one for riding. I ride out in the fields
every day. I feel free when Im riding. One day Im going
to teach my boy to ride, but hes only three now.
Nelu: My hobby is fishing. When the fishing season
opens, Im the first to pedal to the lake. I take a tent,
and spend weeks there. Sometimes my family join me
for the weekend. One day Ill write a book about fishing.
Andrea, Ileana and Marin: Our hobby is hiking. Every
Saturday morning we go out somewhere. We discuss it
during the week, and make alternative plans depending
on the weather. We are going to start a club next year.
Your turn
a. Im going to call you later.
b.Shes going to visit her parents tomorrow.
c. George is not going to give up.
d.Whos going to tell him the news?
e. Andrea and Marin are going to make the plan for
the weekend.
f. Are you going to come to my party?
g.What are you going to do this weekend?
h.Tudor is not going to sell his horse.

Are you going to make sandwiches tonight?
No, Im going to make a pizza.
Is she going to wear her new dress on Saturday?
No, shes going to wear jeans.
Are they sleeping now?
No, they are doing their homework.
Are you going to have a holiday next summer?
No, were going to stay at home.
Is he writing a letter now?
No, hes writing an essay.
Exercise two.
My sister is a beautiful young woman. She is tall
and slim. Shes got long hair. She wears the most
expensive clothes. Her favourite colour is light blue.
She lives in a big house in the middle of Liverpool.
Her husband is a strong man. Hes also very rich.
RATE YOUR PROGRESS!

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 and at 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

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Uniunea European Ministerul Educaiei i Cercetrii

Proiect Phare Acces la educaie pentru grupuri dezavantajate

Ghidul cadrului didactic

Centrul Step by Step, Bucureti, 2006

Aceste materiale, publicate n cadrul Proiectului Phare Acces la educaie pentru

Descrierea CIP a Bibliotecii Naionale a Romniei

Coordonator editorial: Mihaela Marin

Ministerul Educaiei i Cercetrii, 2006

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

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

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

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

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

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

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

Ghidul cadrului didactic Limba englez IV

Cuvnt de bun venit

Programul A doua ans

Ghidurile pentru cadrele didactice i pentru cursani au fost realizate n

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

TIME AND SPACE

Programul A doua ans Nivel primar

- to apologize and respond to apologies Personal pronouns

- to describe what people do in

- to talk about the weather and

L 2.1 What do you do?

L 2.2 Applying for a job - to ask for and provide personal

L 1.3 If you dont mind

L 2.3 Where are they?

L 3.2 Places worth

L 3.3 So what do you

like doing hate doing

child children How many ? How much?

first / second January, February

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

good better the best

What do you do? Im a plumber.

What does he look like? How is he?

At the weekend / at noon / on (Sunday)

Shes having breakfast.

- to express future plans

L 4.3 Plans for the

Ill probably be there tomorrow.

- to talk about your daily programme Present simple

L 1.2 I never play

- to talk about actions in progress

L 1.1 Whats going on?

The target group

Active and cooperative learning

Use of Romanian in the English

Ghidul cadrului didactic Limba englez IV

To this end, use an activity record sheet and a

Proposed session structure

YOU WILL LEARN:

At the beginning of the session, share the learning

YOU NEED TO KNOW

Build on the evoked knowledge when introducing

Programul A doua ans Nivel primar