A Doua Sansa Primar Limba Engleza Cadru Didactic 4

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 Lesson 1.1 Lesson 1.2 Lesson 1.3
DAILY PROGRAMME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Whats going on? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 I never play footbal at the weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 If you dont mind me asking... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Unit 1 Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
THE WORKPLACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 What do you do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Applying for a job whos the most suitable candidate . . . . . . . . . . . . . . . .20 Where are they? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Unit 2 Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
TIME AND SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Places worth visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Holiday plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Unit 3 Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
LEISURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Plans for the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Unit 4 Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 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. 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 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.
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
DAILY PROGRAMME
THE WORKPLACE
TIME AND SPACE
LEISURE
6
FUNCTIONS - to talk about actions in progress - to tell the time - to talk about your daily programme Present simple - to express the frequency of events Prepositions of time Frequency adverbs - to apologize and respond to apologies Personal pronouns - to write a personal letter Possessive adjectives - to describe people Descriptive adjectives - to describe what people do in various jobs Comparison of adjectives Prepositions of place Nouns - tools Ordinal numerals Months of the year Plural of nouns Gerund Present simple Nouns - jobs What do you do? Im a plumber. good better the best interesting more interesting the most interesting in / on / at / over / under / above /below 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 Present continuous Shes having breakfast. LANGUAGE FOCUS
UNIT
LESSON
L 1.1 Whats going on?
L 1.2 I never play football at the weekend
Contents
L 1.3 If you dont mind me asking
L 2.1 What do you do?

- to locate things and people - to talk about familiar items in the house and at the workplace - 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 - to express future plans - to talk about hobbies - to write a postcard - to talk about intentions and probable future actions first / second January, February child children How many ? How much? like doing hate doing Antonyms big small Demonstrative pronouns this / that / these / those Why dont you ? / Lets /Shall we? Expressing future Expressing intention and probability Time adverbials going to will Ill probably be there tomorrow. the day after tomorrow next week / month / year
L 2.2 Applying for a job - to ask for and provide personal whos the most information suitable candidate? - to compare things and people
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
L 4.2 Hobbies
L 4.3 Plans for the future
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.
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).
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
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.
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.
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. Date ___________________ Activity 4 Activity 5
Session ______________________ Activity 2 Activity 3
Activity 1
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: 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.
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.
YOUR
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.
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
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
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.
TRY
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 You / We / They He / She Am Are Is am (not) are (not) is (not) I you /we / they 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.
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
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
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.
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.
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
A I L Y
R O G R A M M E
N I T
YOUR
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. 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.
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 doalways usually often sometimes rarely never What Alfred Bates and his family do e.g. go to church on Sunday go to a pizza restaurant for launch visit friends ride their bikes or go swimming wake up before 9 on Saturdays play football
TRY
THIS!
2. Make sure the students use the right prepositions in their sentences: at the weekend, on Monday, in the morning.
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
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.
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
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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!
TRY
THIS!
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.
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
In
Unit 2 you will learn: to describe what people do in various jobs; to ask for and provide personal information; to compare things and people; to talk about familiar items in the house and at the workplace.
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.
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.
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.
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.
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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
THIS!
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.
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.
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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 good better the best bad worse the worst funny funnier the funniest energetic more energetic the most energetic
Activities
THINK!
Encourage those students who have applied 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.
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.
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.
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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 good at singing friendly patient funny energetic good friendly patient funny energetic Dan Smith Pat Davies Claire Browne xxxxx xxx xxx xx x better friendlier more patient funnier xx xxx xx xxx xxx the best the friendliest the most patient the funniest xxx xxxxx xx xxxx xxxx
more energetic the most energetic
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.
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!
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
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.
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2.3 Where are they?

Specific Objectives
to locate things and people to talk about familiar items in the house and at the workplace
Language Focus
in (the house) on (the table) at (the desk) over (the door) under (the chair) above (the kitchen) below (the bedroom) axe baking tray broom drill fork grater hammer iron needle pliers rake rolling pin saw scissors screwdriver sieve spade wheelbarrow
Activities
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.
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.
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?
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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 2. She sells various things in a shop. f 3. She manages her own business. e 4. He teaches children in a school. a 5. He repairs sinks and bathroom fittings. h 6. He delivers the mail. 7. She directs the traffic. d 8. He answers the phone and writes letters. g a. teacher b. postman c. musician d. traffic warden e. business woman f. shop assistant g. secretary h. plumber
2. See the completed table below: nice beautiful happy interesting expensiv goodb bad short young old nicer more beautiful happier the nicest the most beautiful the happiest
more interesting the most interesting emore expensive the most expensive etter worse shorter younger older the best the worst the shortest the youngest 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?
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Unit
Time and Space
In
Unit 3 you will learn: to talk about the weather; to ask for and give information about places; to express likes and dislikes.
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?
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!
LETS
LEARN!
Ask the students to work in groups and write sentences to describe the four seasons in
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).
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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 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
first month second month third month fourth month fifth month sixth month seventh month eighth month ninth month tenth month eleventh month twelfth month
January February March April May June July August September October November December
winter winter spring spring spring summer summer summer autumn autumn autumn autumn
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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. Uncountable nouns - have only one form - the verb that follows an uncountable noun is always singular money news water happiness electricity
Countable nouns - can be both singular and plural - when the noun is singular, the following verb is also singular, when the noun is plural, the verb is also plural singular Regular plurals Irregular plurals a chair an apple a child a man plural six chairs ten apples two children three men
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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) COUNTABLE NOUNS SINGULAR a trip a holiday a monastery a hotel a place an apple an umbrella 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 foot a tooth a woman a man a child a mouse REGULAR PLURAL two trips two holidays two monasteries two hotels two places two apples two umbrellas 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.
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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!
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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
THIS!
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 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
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.
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3.3 Holiday plans

Specific Objectives
to express likes and dislikes ask people about things they like doing
Language Focus
I like (doing) something I dont mind (doing) something I prefer (doing) something to (doing) something else. I dont like / dislike (doing) something. I cant stand (doing) 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. 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.
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.
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A N D
P A C E
N I T
YOUR
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
THIS!
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. Lisa really likes cooking. Petre likes riding horses. Tom doesnt mind sleeping in hotels. Anica dislikes trains. Petre hates queuing. Lisa cant stand ironing.
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. ++ + Watching the news Reading newspapers Dancing Singing Studying English Cooking Writing letters Example: Three people love dancing. Everyone hates writing letters. = --
33

Answers
1. The correct words to complete the sentences 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 party child cat monastery horse book village mouse trip tooth teacher Plural parties children cats monasteries horses books villages mice trips teeth teachers 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.
4. See the complete list of the days of the week below: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
34
Unit
Leisure
In
Unit 4 you will learn: to make suggestions; to ask someone to do something; to express future plans; to talk about hobbies; to write a postcard; to talk about intentions and probable future actions.
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!
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. A. B. C. D. E. F.
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
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
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 singular plural THIS THESE there THAT THOSE
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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.
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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 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. am (not) going to are (not) going to is (not) going to I you /we / they he / she verb.
going to + 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?
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!
LETS
LEARN!
Tell the students to listen to you reading out the text and do the reading comprehension exercise
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.
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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] 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
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.
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.
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4.3 Plans for the future

Specific Objectives
to write a postcard to talk about intentions and probable future actions
Language Focus
Dear Write to me soon! Love, Best wishes, I / You / He / She / We / They will probably 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. 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
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
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. Share your intention Im going to learn Spanish Im going to finish building my house next week / month / year tomorrow 10 years from now then one day because I plan to work in Spain. to move in with my family.
Say when
YOUR
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
Explain why
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Answers
1. Suggested answers: a. you / make sandwiches tonight? no /I make a pizza. Are you going to make sandwiches tonight? No, Im going to make a pizza. b. she / wear her new dress / on Saturday? no / wear jeans. Is she going to wear her new dress on Saturday? No, shes going to wear jeans. c. they / sleep now? no / do their homework Are they sleeping now? No, they are doing their homework. d. we / have a holiday / next summer? no / stay at 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.
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.
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Final Progress Check

Answers
1. The correct words to complete the sentences 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 3. Shopping is a. bored b. boring. 4. There s milk in the fridge. a. many b. a lot of 5. Mary for her daughter. a. waiting b. is waiting 7. I really like in the countryside. a. drive b. driving 8. What time they arriving? a. will b. are 9. Her brother is architect. a. an b. a 10. These trousers are too large. Get me a size. a. larger b. smaller 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.
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
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A UDIO S CRIPT
UNIT One
to to to to to
DAILY PROGRAMME
In Unit 1 you will learn

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?

In this lesson you will learn:
to talk about actions in progress to tell the time
Your turn.
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.
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.
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:

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?
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!
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.
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.
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Your turn
Exercise one. Check your answers What does he look like? Hes a blue-eyed, handsome young man. Whats she like? Shes very friendly and sociable. What does he like? He likes playing football. How is she? Shes fine.
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 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 2. Leson 2.2. APPLYING FOR A JOB WHOS THE MOST SUITABLE CANDIDATE?
to ask for and provide personal information to compare things and people
UNIT Two

UNIT 2. THE WORKPLACE
In Unit two you will learn:

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

prepare a curriculum vitae / CV qualifications have an interview apply for a job good better the best bad worse the worst funny funnier the funniest energetic more energetic the most energetic
Unit 2. Leson 2.1. WHAT DO YOU DO?

to describe what people do in various jobs
Listen and repeat:

work worker drive driver dance dancer sing singer plumber electrician architect engineer clerk doctor chemist postman teach teacher act actor / actress wait (on) waiter / waitress secretary nurse hairdresser tailor mechanic farmer cook computer operator
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.
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.
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Unit 2. LESSON 2.3. WHERE ARE THEY?
UNIT Three
TIME AND SPACE

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

to talk about the weather to ask for and give information about places 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
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

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.
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..
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 3.2. PLACES WORTH VISITING

to ask for and give information about places
Listen and repeat.

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

Exercise one. Check your answers. 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
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 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
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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!
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
Exercise one. Check your answers. 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.
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.

Exercise one. Check your answers. 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
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
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A Doua Sansa Primar Limba Engleza Cadru Didactic 4

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Uniunea European Ministerul Educaiei i Cercetrii Proiect Phare Acces la educaie pentru grupuri dezavantajate Programul A doua ans

Ghidul cadrului didactic

Centrul Step by Step, Bucureti, 2006

Unit 1 Lesson 1.1 Lesson 1.2 Lesson 1.3

Unit 2 Lesson 2.1 Lesson 2.2 Lesson 2.3

Unit 3 Lesson 3.1 Lesson 3.2 Lesson 3.3

Unit 4 Lesson 4.1 Lesson 4.2 Lesson 4.3

Ghidul cadrului didactic Limba englez IV

Cuvnt de bun venit

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

TIME AND SPACE

L 1.1 Whats going on?

L 1.2 I never play football at the weekend

L 1.3 If you dont mind me asking

L 2.1 What do you do?

Programul A doua ans Nivel primar

L 2.3 Where are they?

L 3.2 Places worth visiting

L 3.3 So what do you really like doing?

L 4.3 Plans for the future

Active and cooperative learning

The target group

Use of Romanian in the English lessons

Ghidul cadrului didactic Limba englez IV

Session ______________________ Activity 2 Activity 3

Proposed session structure

YOU WILL LEARN:

YOU NEED TO KNOW

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

1.1 Whats going on?

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

1 .2 I never play football at the weekend

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

1 .3 If you dont mind me asking...

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

Unit 1 Progress Check

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

2. 1 What do you do?

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

Applying for a job whos the most suitable candidate

Programul A doua ans Nivel primar

more energetic the most energetic

Ghidul cadrului didactic Limba englez IV

2.3 Where are they?

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

Unit 2 Progress Check

Programul A doua ans Nivel primar

Time and Space

Ghidul cadrului didactic Limba englez IV

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

3.2 Places worth visiting

Programul A doua ans Nivel primar

Ghidul cadrului didactic Limba englez IV

3.2 Places worth visiting

Programul A doua ans Nivel primar