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

Carmen Costina

Limba englez
Passport to English

Ghidul cadrului didactic

Nivelul III

Aceast prim ediie (pilot) este finanat de Uniunea European.

Aceste materiale publicate n cadrul Proiectului Phare Acces la educaie pentru grupuri dezavantajate 2003 au fost realizate de o echip de experi ai Ministerului Educaiei i Cercetrii, pentru a fi folosite n primul an de aplicare experimental a programului educaional revizuit 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 Carmen Costina, autoare Limba englez Ania Dulman, autoare Matematic Gabriela Dumitru, autoare Cunoaterea mediului Cristiana Ilie, autoare Istorie. Geografie Iudit Sera, autoare Limba englez dr. DoinaOlga tefnescu, autoare Educaie civic Paul Vermeulen, expert componenta Elaborare curriculum i materiale educaionale

Coordonator editorial: Mihaela Marin Design copert: Dinu Dumbrvician Design i dtp: Gabi Iancu Foto copert: Central Audiovisual Library of the European Commision European Community, 2005

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: martie 2006 Coninutul acestui material nu reprezint n mod necesar poziia oficial a Uniunii Europene.

Ministerul Educaiei i Cercetrii

Cuprins
Cuvnt de bun venit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Methodical inputs for lesson developement . . . . . . . . . . . . . . . . . . . . . . . . . .7

Unit 1 Lesson 1 Lesson 2 Lesson 3 Lesson 4

FAMILIES Nice to meet you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Meet my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 What do you like doing in your free time? . . . . . . . . . . . . . . . . . . . . . . . . . .12 A weekend with my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Unit 2 Lesson 5 Lesson 6 Lesson 7 Lesson 8

TOWNS Around the town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Means of transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 How much is it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Unit 3 Lesson 9 Lesson 10 Lesson 11 Lesson 12

HAVING FUN Help! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Holiday plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Assessment guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Appendix A Appendix B Class performance observation grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Oral assessment grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Ghidul cadrului didactic Limba englez III

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

Ghidul cadrului didactic Limba englez III

Programul A doua ans Nivel primar

METHODICAL INPUTS for lesson developement

Ghidul cadrului didactic Limba englez III

1
CONTENTS
Functions

Nice to meet you

Specific Objectives

Greeting (formally/informally), introducing people, spelling

Language content
The alphabet

New vocabulary
First name, family name to greet, to shake hands, to spell

RESOURCES:
various forms to fill in with personal data

TIME:
2 hours

Activities
THINK!
Use these questions to explain the difference between formal and informal style. After students discuss the different styles in Romanian, ask them to figure out which of the English greetings are formal and which are informal. Discuss different situations when we need to introduce ourselves. Decide on the style we would choose in each situation. Use this activity to practise greeting (include shaking hands, looking the other person in the eye, smiling, bowing etc.)

LETS

LEARN!

Ask students to look at the two pictures and make guesses about what is going on. Who are the people? Do they know each other? Where are they? Use Romanian, if necessary. Explain that Cosmin is at the British Consulate in order to schedule a visa interview.

Read the dialogue. Ask students to identify formulas for greeting, introducing oneself, asking for the other persons name. Then students read the dialogue in pairs. Encourage them to ask your help when they need it. Teach them to ask in English: How do you read this? Ask 1-2 pairs of students to read the dialogue for the class. Then, students can practise acting out the dialogue in pairs. Again, 1-2 pairs can perform it for the class, only if they feel confident about it. Do the same with the second picture (discuss the situation, make predictions etc.) Then explain students that Cosmin has to answer some questions for the clerk. Read the dialogue. Ask students if they know what spelling means. Explain (saying a word letter by letter, using the alphabet sounds). Invite students to look at the English alphabet and spell their names to each other. Then proceed to reading and practising the second dialogue, similarly to the first.

Programul A doua ans Nivel primar

A M I L I E S

N I T

partners questions in order to fill in the second form. Monitor them while practising, insist they use English. They could also spell their names, but it might not make sense to some of them, since they know how to spell Romanian names. 2. Practise spelling. (Ask students to guess where the acronyms come from - United Kingdom, United States of America, Great Britain, European Union, North atlantic Treaty Organization, Human Immunodeficiency Virus, New York Police Department, John Fitzgerald Kennedy). Spell the acronyms while students follow in their books. Spell them again, randomly, while students find them in their books. Students practise in pairs. (Extension: you can dictate some new English words letter by letter and students write them down in CB.) 3. Learning Diary some of the students might need help in learning how to organize their diary. Suggest they write down the date and title of lesson, use headings (like new words, expressions) or write the question before answering it.

CHECK YOUR
TURN!

THIS!

1. Introduce the word form (you might want to bring in some different kinds of forms). Then ask individual students Whats your name? Whats your family name? Whats your first name? If they have trouble understanding, start by introducing yourself: My name is.., My family name is.. and my first name is.. Students fill in their forms, then they ask their

Ask students how they can check whether they are able to do these things. (Possibility: act out a dialogue with deskmate, then check the items in each others list or their own (peer or self assessment).

TRY

THIS!

Invite students to greet you in English. Discuss and agree together on the style you are going to use and what they should call you (Mr.., Mrs, Ms etc.)

Ghidul cadrului didactic Limba englez III

2
CONTENTS
Functions

Meet my family

Specific Objectives

Describing people (age, appearance) Introducing family members

Language content
Numbers: 0-100 Structures: He/She has got.., This is my .., His/her name is..., He/she is .. years old.

New vocabulary:
Grandmother / grandfather, Mother / father, Wife / husband, Daughter / son, Sister / brother black/brown/blue / green eyes, black / brown / red / grey hair

RESOURCES:
photos of family members (possibly your own family) flashcards with numbers 1-19, 10-100 (by tens) Bingo cards (5-6 cards with 3 x 4 empty squares

TIME:
2 hours

LET'S

LEARN!

Activities
THINK!
Use this question as a quick introduction to the theme of the lesson. To start the discussion easily, use a concept map, with the word family in the middle, and elicit such words as love, support, home, sincerity etc. by asking the question What does the word family bring to your mind? Let students answer in Romanian, but write the words both in English and Romanian on the board. (Accept any ideas, different students could come up with different feelings about family.) students copy the concept map in their CB.

Introduce basic family words: tell students you would like to introduce your family to them. Show pictures of your family members, saying This is my husband/wife. If there is blu-tack in the class, stick the pictures on the board, so that you can make a family tree. Ask students to repeat each word, and ask check-up questions from time to time. (e.g. Who is this? Your sister etc.) Describe each person briefly (eyes and hair colour) and ask comprehension questions (e.g. Who's got blue eyes? Whos got brown hair? etc.) Introduce numbers: Ask students to count the members in your family. If you think it necessary, reinforce numbers from 1-10, by showing number cards and having students say the number aloud. Ask students to spell some of the numbers. Then introduce numbers from 11-19. Explain that 11 and 12 are different; ask students how the rest are similar (teen ending).

10

Programul A doua ans Nivel primar

A M I L I E S

N I T

Read the text, then ask comprehension questions after each description (Who is this? Whats his name? What colour is his hair?). Its OK if students dont use complete sentences at this stage. Let students read the text in pairs correcting each other. Encourage them again to ask for help if they need it.

YOUR

TURN!

Students do ex. 1, 2 and 3 in pairs. Monitor the activity, see if anybody needs extra help. It would be useful if the more able students were paired up with the less able ones. Students fill in their learning diary individually.

CHECK

THIS!

Play a game of Bingo: Each group of 4 students gets a card with 4x3 squares, in which they write 12 numbers from 1-19. Then, read the numbers from 1-19 randomly, making sure you dont miss any, as students circle the numbers they hear on their cards. They might want to repeat each number aloud as they circle it. students shout Line if they circled all the numbers in a line, or Bingo if they circled all their numbers. Introduce numbers from 20-100: write them on the board, in parallel with their corresponding teen number (30 next to 13 etc.) and let students notice the common root with the different ending. Pronounce each pair and ask students if they notice the different stress pattern. Then, explain how to form compound numbers, such as 35, 48 etc. (you can hold up the card with number 30 and the one with 5 next to it, as students try to read: thirty five). Introduce Cosmins family: before reading the text, have students look at the pictures and make guesses about who the people are.

To do the assessment activity, you can dictate some numbers that students write in their CB, or write a series of numbers on the board and have each student read on, in turns. Then let them tick the statement I can read numbers accordingly. Then, ask students to describe themselves to their partner in turns, and tick the next two statements accordingly. (Instead of ticking, you might want to set up a code that your students can use to represent different degrees of ability: I can do it easily, I can do it with a little help, I cant do it.)

TRY

THIS!

Students draw their family tree and write a short description of each family member. You can start next class with willing students presenting their family trees.

Ghidul cadrului didactic Limba englez III

11

3
CONTENTS
Functions

What do you like doing in your free time?

Specific Objectives

Asking / giving information about favourite activities

Language content
To like + verb-ing I like .., He / She likes .., What do you like doing in your free time?

New vocabulary
Reading (books, magazines), watching TV, doing sports (swimming, jogging, playing football), listening to music, dancing, chatting with friends, surfing the internet, going out with friends, travelling

RESOURCES
pictures / magazine cuts illustrating various free time activities, possibly photos of yourself enjoying your favourite free time activities

TIME
2 hours

Activities
THINK!
Start a brief discussion in Romanian about free time: How much? When? What activities? Write some of the students examples on the left side of the board, in Romanian. Stick illustrating pictures (or draw) on the board next to the activity name, then write the English word(s) for it on the other side of the picture/drawing. (e.g. joc fotbal <picture of a football or a person playing football> playing football) Make sure all the activities used in the text are introduced at this stage. When the complete list is on the board, ask individual students to speak about what they like doing. Give your own examples, first: I like reading books. I like listening to music.

LET'S

LEARN!

Ask students to look at the pictures. Do they recognize the people?. Can they describe them briefly? Explain that Cosmin is speaking about his/Simonas/Annas favourite free time activities. Ask students to name the activities that are illustrated before you start reading the text. Read the text. Ask students to repeat the key sentences (I like..). Ask comprehension questions: Who likes travelling? Who likes swimming? Who likes jogging? Accept oneword answers at this stage. Then ask about each character: What does Cosmin / Anna / Simona like doing? Encourage students to answer in complete sentences this time, using both names and pronouns as subjects. T: What does Cosmin like doing? S1: Cosmin likes jogging. T: He? S2: He likes jogging. Students practise reading in pairs. Then they practise asking/answering questions (Who likes?) in full sentences.

12

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A M I L I E S

N I T

Each student picks one activity and asks all the students in the group whether they like doing it, always using the Ss name (e.g., Matei, do you like travelling in your free time? Yes, I do/No, I dont) Ex. 3: Using the information grid, each group reports to the class about their findings. One student speaks about one other S (e.g. Matei likes travelling and reading books.) and so on, until everybody in the class has spoken. Ex. 4: Ask students to do this exercise individually. Check first whether they know when to use like/likes. Ex. 5: students fill in their learning diary individually.

CHECK

THIS!

Ask students to tick the statements based on how they felt while doing the exercises.

TRY

THIS!

Students will talk to their family members about their free time activities and make a short presentation next class.

YOUR

TURN!

Students do ex. 1 in pairs. After they have ticked or crossed each activity, ask them to make sentences about themselves (I like ..and..) Ex. 2: in groups of 4-5, students practise asking the questions in exercise 1 to find out what each group member likes doing.

Ghidul cadrului didactic Limba englez III

13

4
CONTENTS
Functions

A weekend with my family

Specific Objectives

Describing ongoing activities

Language content
To be Where is .. ?, What is he / she doing?, She / He is .. in the .. . Present Continuous

New vocabulary
Rooms in the house: living room, dining room, bedroom, bathroom, kitchen: Activities: cooking, washing the dishes, watching TV, repairing, doing homework

RESOURCES
pictures / magazine cuts illustrating rooms in a house

TIME
2 hours

Activities
Start the lesson with a few students presentations of their family members favourite free time activities. Pick some of the activities that might be suitable for doing at home at weekend. Introduce the topic: Cosmin will tell us about a usual weekend in his family.

LET'S

LEARN!

THINK!
Ask students about their favourite weekend activities and draw a concept map on the board. Elicit names of activities they already know in English. If there are any other activities they like doing but dont know the name in English, write them in the concept map in both languages. Allow enough time for students to copy the new words in their CB.

Ask students to look at the pictures of the rooms in the house and name them in Romanian. (T: What room is this? Students: dormitor. T: Right. Bedroom. This is the bedroom. Students: bedroom). students copy the new words in their CB. Look at the pictures of Cosmins family. Ask questions about the rooms they are in. (T: Where is Maria? Students: In the kitchen. T: She? students: She is in the kitchen.) Read the text. Ask students to repeat the key sentences. Ask comprehension questions: What is Maria doing? What is Cosmin doing? Encourage students to answer in complete sentences. Students practise reading in pairs. Then they practise asking/answering questions (Where is Maria? What is she doing?). If necessary, a model question can be put up on the board. Then students can write 2 questions and answers in their CB.

14

Programul A doua ans Nivel primar

A M I L I E S

N I T

YOUR

TURN!

Students do ex. 1 and 2 in pairs. Allow some time for checking and correction. Ex. 3: Do the exercise orally first. After students write the answers individually, allow again some time for peer correction. Before going to the learning diary activity, ask students whether there are any other words they would like to know in order to be able to speak about what they do at weekends. Ex. 4: students fill in their learning diary individually.

CHECK

THIS

Ask students to tick the statements based on how they felt while doing the exercises.

TRY

THIS!

Students will attach short labels to some of their photos, describing what they are doing in that photo. Talk to students about what they can do if they dont know the correct words for the activities in the photos (they could ask you next class, look the words up in a dictionary, ask a more able colleague etc.)

Ghidul cadrului didactic Limba englez III

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5
CONTENTS
Functions

Around the town

Specific Objectives

Describing and locating buildings

Language content
There is.. / There are.. Is there a ..? Adjectives: old / new / modern / small / big / tall Prepositions (place)

New vocabulary
Places in a town: post office, police station, bank, school, hospital, restaurant, hotel, church, houses, blocks of flats, parking space

RESOURCES:
postcards / pictures of your local town / village

TIME:
2 hours

Activities
REVIEW
Start the lesson by reviewing some of the vocabulary in the previous lesson. students write six words they remember, then work in pairs and take turns to spell the words to each other. They should write down their partners words. Finally, students check their spelling is correct.

WHAT

YOU NEED TO KNOW

THINK!
Ask students to share their experiences about showing a foreigner around their town. If none of the students has been in such a situation, describe your own experience. What kind of questions do people ask about a new town they are visiting? What are they interested in? Focus students on What you will learn.

Teach the new vocabulary in the What you need to know section. If possible, use the buildings around the school. Focus students attention on the function of buildings: hospital - get medical treatment, post office buy stamps, school - study etc. Let students use Romanian if necessary. Practise the new words: mime being ill, on a bed, elicit the word hospital from students. In turns, students can come to the front and mime more words for the others to guess. Model using the expression there is/are: There is a .. near the school. There are some houses near the school. Use real objects to explain near/far/next to, round the corner, in front of/behind, on the left/right.

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Programul A doua ans Nivel primar

O W N S

N I T

Let students do the exercise in pairs, then check the answers: post office, hospital, restaurant, hotel, bank When the exercise is done, allow some time for practising in pairs: If you need to eat, you should go to the restaurant. Go round the class and help the weaker students first. 3. Focus students on the picture on the right. Ask questions about it, using the new structures: Is there a school? / Yes, there is. Where is the ? / Its next to.. Tip! With a stronger class you can let some of the students ask the questions. Students do the cloze in pairs. Instruct them to read the whole text first (read it aloud yourself, if necessary) and then fill in the spaces: left, is, church, right, tall, front After checking the answers, invite individual students to describe the picture without using the text. 4. Learning Diary allow enough time for students to write down the words they need to remember. Provide some dictionaries if they need any new words (or set this task as homework)

CHECK LETS
LEARN!

Explain that Cosmin is showing Anna around his town. Let students look at the picture. Ask questions about the kind of buildings they see in the picture: Is there a school/post-office/church in the picture? Where is the police station? Read the conversation. Check that students understand all the words by asking questions. Ask individual students to read the conversation again, then allow some time for them to read in pairs.

THIS! At the end of the class, let students check the I can do statements individually, then compare their lists in pairs. Alternatively, students can think of ways to demonstrate their ability to do the things they have checked to their partners.

TRY

THIS! Ask students to do the task at home, or in class if there is any time left. Use the posters at the beginning of the next class to revise vocabulary and structures.

YOUR

TURN!

1. Let students have fun unscrambling the words individually or in pairs, then check the answers with the whole class:school, hotel, church, bank, hospital, restaurant Tip: practise spelling! 2. Before the exercise, make sure that students understand all the words. Teach the meaning of to match as well, by demonstrating what they should do.

Ghidul cadrului didactic Limba englez III

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6
CONTENTS
Functions

Means of transport

Specific Objectives

Speaking / Inquiring about means of transport

Language content
Simple Present Prepositions: by car / bus etc. on foot

New vocabulary
Means of transport: bicycle / bike, car, bus, tramway, taxi, tube, trolley bus

RESOURCES:
flashcards / pictures / magazine cuts illustrating means of transport

TIME:
2 hours

Activities
Before the class: prepare cards for each student, divided into 8 or 10 equal sqares for a game of Bingo.

WHAT

YOU NEED TO KNOW

REVIEW
At the beginning of the class, hand out the cards and ask students to write down a word from the previous lesson in each square (let them use their notes, if they need to). Then, read out building names, randomly. Students cross out any words they hear on their cards. The first student to cross out all their words shouts Bingo! and wins.

Make a connection with the previous lesson: ask individual students Where is the post office?/ Is it far from here? / Can I go by bus there? Teach the new vocabulary. students practise the pronunciation of each word. Tip! Draw their attention to the particle used in front of each means of transport: by as different from on foot.

LETS

LEARN!

THINK!
Discuss the questions in Romanian, but if the class level allows, use English. Start by speaking about yourself, then invite some students to tell the class about the means of transport they use. Focus students on What you will learn.

Focus students on the pictures. Ask questions about the characters in the pictures. Who is this? Whats his/her name? Read the text. Read the text again, pausing after each sentence so that students can repeat (together, then in smaller groups). Students practise reading the text in pairs. Monitor and offer help where necessary. Invite individual students to make similar sentences about themselves.

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3. Use this exercise to check students comprehension of the text they have read. Students work in pairs, then they check their answers with another pair. a. False, b. True, c. True, d. Flase, e. False 4. Students write the answer to the question individually. 5. Explain they are going to make a survey, similar to the one in the example. Before they start, give examples of how the information in the graph can be read: Five students go to school by bus. / No students go to school by taxi. Before students go around the classroom and take notes about their classmates, make sure they can ask the question correctly: How do you get to school?. Suggest they draw a table in their copybook to record the information: Student names S1 S2 by bus on foot bike etc.

Tip! They might begin by reading aloud the sentences that apply to them. At a later stage, they can make their own sentences. Ask questions about each individual character How does Cosmins father go to work? Elicit answers in the third person singular. With complete beginners, you might want to use very simple questions like Maria? / She travels to work by bus.; Cosmins aunt? / She goes to work on foot.

Decide together whether the answer should mention only the usual means of transport or any means of transport they sometimes use. Opportunity: you could teach usually/sometimes. After they have collected the information, use the board to show them how to make the graph. Individual students read the information in the graph.

CHECK

THIS!

At the end of the class, let students check the I can do statements individually, then compare their lists in pairs.

TRY

THIS!

YOUR

TURN! 1. Model the dialogue (possibly with one of the stronger students). Focus students attention on the correct intonation. Invite a pair of students to do the dialogue in front of the class, with both a pozitive and a negative answer. Students then work in pairs, practising the structure and reinforcing the vocablary. 2. Let students fill in the empty spaces individually, after discussing the local means of transport as a group. They exchange copybooks and check each others spelling.

At the end of the class, students can discuss the graph they have made: which is the most popular means of transport, why? etc.

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7
CONTENTS
Functions

Shops

Specific Objectives

Identifying shops and goods Asking and asnwering questions

Language content
Can Can you buy.. at the ..? / Where can you buy..? Prepositions: at the baker;s / supermarket etc.

New vocabulary
Shop names: bakers, butchers, dairy, grocers, greengrocers, newsagents, chemists, supermarket Goods: bread, rolls, meat, ham, milk, cheese, yoghurt, flour, sugar, coffee, fruits and vegetables, newspapers, magazines, medicines, cosmetics

RESOURCES:
pictures / magazines cuts illustrating various goods

TIME:
2 hours

WHAT

YOU NEED TO KNOW

Activities
Before the class: a set of flashcards with various goods would be useful. Alternatively, the illustrations in the Students book will do.

REVIEW
Start a chainwork by asking How do you travel to school? / S1: I come to school by bike. How do you travel to school? / S2: I come to school on foot.

Start with the names of goods. Use the pictures in the book. Encourage students to ask questions like this: How do you say paine in English? or Whats the English for paine? Go through all the vocabulary like this. Teach the names of shops: You can buy bread at the bakers. Ask ss to write down the goods in their copybooks, classifying them according to the shop where they can be bought. Write an example of a headng list on the board.

THINK!
Use the questions to focus students on the topic. Focus students on What you will learn.

LETS

LEARN!

Focus students on the pictures. Explain that this is Annas shopping list. As she doesnt know the town very well, Cosmin has offered to help her. Ask questions about Annas shopping list: What does Anna need? / She needs some milk. / What else? / etc.

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3. Before students do the exercise in their book, ask some oral questions. Use both Where..? questions and close questions: Can you buy .. at the ..? Explain the correct form of short answers in English: Yes, you can! / No, you cant. To do the next section, invite students to use the questions in the first section as a model. Tip! If they are having difficulties in asking the questions correctly, you can hum the question to them (giving them clues as to the length and intonation of the correct question) 4. Students write new words in their learning diary.

CHECK

THIS!

5. At the end of the class, let students check the I can do statements individually, then compare their lists in pairs. End up the lesson with a short discussion, either in English or in their mother tongue, about the real life situations in which they needed or might need what they have learned in this lesson.

TRY
Read the text. Read the text again, pausing after each sentence so that students can repeat (as a whole class, then in smaller groups). Students practise reading the dialogue in pairs. Monitor and offer help where necessary.

THIS!

The poster should be meant as a shopping guide for a foreign visitor to the area.

REVISION!
Help students revise the unit before going to Check your progress II

YOUR

TURN!

1. Students role play the dialogue, going through the complete shopping list. Allow as much time as needed, until they feel quite confident. Some pairs can do the dialogue in front of the class. 2. Students read the sentences in pairs and circle the correct letter (T or F). Decide, according to your class level, whether you should insist on the use of some/any. With a stronger class, ask students to analyze the sentences and infer the rule about using some/any. Some of them will notice that any is used in negative sentences. F T T F T F

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8
CONTENTS
Functions

How much is it?

Specific Objectives

Asking for things in a shop Inquiring about prices

Language content
Useful expressions when buying things in a shop: Id like to buy.., Can you show me..?, How much is that ..?, Could I get a , please?

New vocabulary
Cash desk, change, plastic bag;

RESOURCES:
pictures / magazines cuts illustrating souvenirs you can buy in your local area, price tags

TIME:
2 hours

Activities
Before the class: prepare some mock banknotes to use with the class.

REVIEW
Revise reading numbers. To make the activity more motivating, play Bingo! (see lesson 2, Unit 2) or Noughts and Crosses: Draw a 3x3 12 20 34 grid on the board and fill it in with different numbers, as in the model 76 30 59 on the right. Divide the class into 13 100 64 two teams: O and X. Each team takes it in turns to read the numbers in the grid. Whenever they do it correctly, you mark a nought or a cross in that square. The winner is the team that has the first line of noughts or crosses in any direction (horizontally, vertically, or diagonally) .

Pretend you are interested in the goods and prices: I need some milk. How much is it? / Read the price on the label: Its 15 Lei. Go on like this, then ask some of the students to act out the same dialogue in front of the class. Gradually, introduce the other expressions: Id like to buy some.. etc. Students write the new expressions in their copybooks. Advise them to write the translation of the whole expression, and not word by word, since this lesson focuses more on communicative expressions rather than on specific structures or vocabulary. Tip! Model how to read prices with decimals: 4.50 Lei = four Lei fifty

THINK!
Ask students to base their answers on any personal experience they might have had.

WHAT

YOU NEED TO KNOW Focus students on What you will learn. Use the posters students made in the previous lesson (or as homework). Choose some of the goods and attach price labels on them.

LETS

LEARN! Focus students on the pictures. Pre-teach the words souvenir, gift. Explain that Anna is

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2. Before doing the exercise, ask individual students to read aloud each sentence. Then, they work in pairs to match the replies to the correct questions. For more writing practice, they could also write the mini-dialogues in their copybooks. 3. Explain students the importance of the listening skill. Explain that this exercise is going to help them focus on what they hear in order to understand better. Read the prices in random order, while students circle the price they hear. Before you start reading, allow enough time for students to get a good look at all the price labels. Let them know that you will repeat each price twice. At the end of the activity, conduct a short discussion possibly in Romanian about how they felt while doing the listening activity. What helped? What was very difficult? Ask students to suggest ways to improve their listening skill. 4. Students do the exercise orally first. Check that they understand what they say and they do not copy the replies mechanically from the initial text. Possible answers: Yes, please / Thats 6 Lei. / Its over there. / Thats all, thank you. visiting a souvenir shop to buy gifts for her family and friends in Great Britain. Then, ask students to look at the pictures and ask the English form of any words they do not know, using the expressions Whats the English for ..? Allow more able students to answer if they know any of the words. Read the dialogue. Read it a second time, pausing after each sentence so that students can repeat. Let them practise as many times as necessary. Students practise reading the text in pairs. Monitor and offer help where necessary. Invite some pairs to read the dialogue for the class. Praise any efforts to get the intonation right.

CHECK

THIS!

At the end of the class, let students check the I can do statements individually, then compare their lists in pairs. Ask students if they feel they have also learned other things during this lesson.

TRY

THIS!

This activity could be done as homework. If Internet access is not available, students could interview people who have visited other countries.

YOUR

TURN!

1. Students use the model in the textbook and the information in the pictures to create new chunks of the dialogue. Ask them to write one or two examples in their copybooks. They can also act out some of the dialogues in front of the class.

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9
CONTENTS
Functions

Help!

Specific Objectives

Offering help Accepting / refusing politely Thanking people / replying

Language content
Personal pronouns (nominative + accusative)

New vocabulary
Certainly, sure, any time, welcome

RESOURCES:
cards for playing a game of Bingo (one 3x4 card for each student or pair) (optional) Cd or tape with Beatles song Help or With a little help from my friends. Copies for each student with the lyrics.

TIME:
2 hours

Activities
REVIEW
Play a game of bingo or noughts and crosses, using any vocabulary area where you feel your students need more practice.

LETS

LEARN!

THINK!
Conduct the conversation in Romanian. Ask students to share their experiences of helping or being helped, when that really made a difference. If necessary, offer your own example. Focus students on What you will learn.

Use the pictures and text to introduce the new vocabulary. Focus students on each picture in turns and ask questions: Who is this? / This is Anna. / Whats she doing? / She is carrying some bags. / Who offers to help? Then read the dialogue, repeat it, let students repeat each part, and act it out in pairs, twice, changing roles. Do the same for each of the pictures. Make sure that students understand everything before they act it out. Focus students on the correspondance table between the personal pronoun in nominative and accusative. Use very simple sentences to demonstrate the different uses of the two words: I need help. Can you help me? // You need help. Can I help you? // He needs help. Can you help him? and so on. After 2-3 examples let students go on, following the same pattern. Variation: point to students in the class, eliciting Can you help him/her/them?

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2. Tell students they are going to reinforce some of the expressions in the lesson. Advise them to read each individual sentence carefully before filling in the empty spaces. a. me, b. need, c. Can, d. help, e. very, f. not, g. welcome, h. Any 3. Invite students to speak about the pictures before doing the exercise. Elicit some examples, but point out that there is not only one possible answer. Accept more versions, and let students decide on the ones they want to write down. Let them act out the dialogues they choose, in pairs first, then in front of the class. Motivate students to listen actively to the other pairs dialogues (set tasks, e.g.: What words did she use to refuse helping now?) 4. Ask individual students to mime doing an activity in which they need help (e.g. carrying some heavy bags, doing a math problem, washing the dishes etc.) students in the class will offer their help, politely. Then, they take turns.

CHECK YOUR
TURN!

THIS!

At the end of the class, let students check the I can do statements individually, based on how they did in the previous activity.

1. Students do the exercise in pairs. It might be useful to read all the sentences aloud before they start working on them. Check the answers with the class: a. HER, b. ME, c. HIM, d. US, e. YOU, f. THEM When the exercise is done, allow some time to practise reading the complete sentences.

TRY

THIS!

These Beatles songs are just a suggestion, students might think of other ones that are relevant to the topic. Allow them to come up with their own ideas. If anybody brings in the lyrics and the tape/CD, you can learn the song in class together.

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10 Sports
Specific Objectives
CONTENTS
Functions
Speaking / asking about abilities / favourite sports

Language content
Can interrogative, short answers (Yes, I can / No, I cant) Simple Present with frequency adverbs

New vocabulary
Names of sports: Go swimming / running / jogging / skiing / skating, Play:football / basketball / volleyball / tennis / hockey Do: gymnastics / judo / karate

RESOURCES:
pictures / magazines cuts illustrating various sports

TIME:
2 hours

Activities
Before the class: Prepare four sheets of paper with lists of sports names for a running dictation activity. Include all the sports names in the What you will learn section, add any extra words if you wish. Bring in pictures of famous sportspeople.

LETS

LEARN!

THINK!
Show students the pictures of famous sportspeople. Ask simple questions, like Who is this? What sports does he/she do? What sports do you like? If kept simple enough, the conversation can be done completely in English. Encourage your students to try. Tell students you are going to have some fun and play a game.

REVIEW
Using the vocabulary in the previous lesson, ask students to help you put up the four sheets of paper that you prepared for this lesson. Put each copy in a different place on the wall for a running dictation game.

Play the running dictation game with the list of sports names. If they cant read all the sports names, ask them to spell the words. When all pairs have finished, divide the class into four groups and let them compare what they have to the original lists on the wall. Ask students to work in pairs and underline all the words which they do not know, circle the words they know, and mark in a different way any words they understand but cant pronounce. Then they walk about the classroom, comparing their lists, learning from each other. Before that, make sure they can ask questions like What does mean? and How do you pronounce this word? In the end, check that everybody has got all the meanings and pronunciation correctly. Use the words in the list to teach I can./I cant. Give examples about yourself, then go on in a chainwork: I can ski, but I cant swim. How about you, Maria?

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When everybody has had a go, read the text. Ask comprehension questions. (e.g. What sports does Anna do? How often ..? etc.) Read small parts of the text again, and ask students to repeat. Students then practise reading in pairs.

YOUR

Running dictation
This game involves all the four skills: listening, speaking, reading and writing. students usually find it challenging and fun, too. 1. Prepare 4 sheets of paper with a short text or a vocabulary list on each of them. 2. Put the 4 copies on the wall at the front of the class. 3. Divide students into pairs, one secretary and one reporter. Secretaries sit at the back of the class, with pens and paper. 4. At your signal, reporters go to the front, read and remember as much as they can of the text, then run back to their partners and dictate the text to them. 5. Reporters then go back to the front and repeat the process. 6. The first pair to complete the text wins. Variation: At certain intervals, when you clap your hands, secretaries and reporters change roles.

TURN! 1. Read the model questions and answers. Ask students to compare short answers in English to Yes/No answers in Romanian or their mother tongue. Point out that in English they say a little bit more than just yes or no. Allow as much time as needed for students to practise in pairs. 2. Divide the class into groups of four. While students do this activity, the focus is not on spelling, but on the ability to obtain the necessary information and to report it. Make sure everybody takes turns. 3. Students should be able to make simple sentences in the third person singular now. According to the class level, you may vary the difficulty of the task, by asking individual students to make simple affirmative sentences about another student from the same group, or invite students from one group to ask students from the other group questions about the sports they do. 4. Students write in their learning diaries the words they want to remember. Tip! You can set challenges like: write as many new words as you can remember from todays lesson in one minute. Students then compare their learning diaries. THIS! At the end of the class, let students check the I can do statements in pairs. They can practise answering Can you..? questions in short answers.

CHECK

THIS! Use the posters they make to quickly review vocabulary at the beginning of next class.

TRY

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11 Hobbies
Specific Objectives
CONTENTS
Functions
Asking people / speaking about hobbies

Language content
Possessive adjectives -ing verbs (e.g. my hobby is reading)

New vocabulary
Hobbies: reading, travelling, listening to music, collecting stamps, dancing, taking pictures, playing an instrument, riding horses

RESOURCES:
various objects illustrating your own hobbies; small pieces of paper with names of people and their hobbies for activity . 4

TIME:
2 hours

Activities
Before the class: Gather materials you can bring to class and use to tell your students about your hobbies (e.g. stamps collections, Cds with your favourite music, photos of places you have travelled to etc.)

THINK!
Discuss hobbies. Check that students understand what a hobby is. Point out that hobby is another international word that comes from English. Encourage students to give examples of their own hobbies, or about people they know. Then, use the materials you have brought to class to speak about your hobbies. Focus students on What you will learn.

REVIEW
Use the posters about sports to review vocabulary. Adjust the task difficulty to your class level (e.g. weaker students could just name the sports they see on the poster; stronger students could play a memory game: have them look at the posters for one minute, then cover the poster and ask students to name as many sports as they can remember; stronger students could even make sentences about the sentences in the poster.)

WHAT

YOU NEED TO KNOW

Use the pictures of various recreational activities. Ask students to read aloud the ones that they already know (they should recognize dancing, reading, travelling etc.). Encourage them to ask in English about the words that they dont know: Whats the English for..?

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2. Focus students on the purpose of the task: they will learn how to contradict and correct inaccurate information. Also, make sure they understand the correspondance between Annas and her. a. No, its not, her hobby is singing; b. No, its not, his hobby is collecting stamps; c. No, its not, her hobby is reading. 3. This task is a little bit more difficult, since now students have to fill in with either personal pronouns or possessive adjectives. Decide on the level of support you are going to give them according to the class average ability. 4. Students walk about the classroom and ask their colleagues about their hobbies. The activity may become more interesting if students are given small pieces of paper with false identities and hobbies, so they will need to ask supplementay questions to find out their colleagues new names and hobbies. They then report their findings to the class. 5. Let students try this as a quiet, individual task.

CHECK

THIS!

LETS

LEARN!

Before reading the sentences, ask students to name the activities in the pictures. Stronger students might be able to make sentences in the Present Continuous. Then read the text. Use gestures to point out the meaning of the possessive adjectives. Ask students about the words in bold type. Let them discover that his/her are used for male/female persons. Students read the text in pairs. Then they practise asking and answering questions about the pictures: Whats his hobby? / Whats her hobby? etc.

At the end of the class, let students check the I can do statements individually, based on how they did in the previous activities. Where they feel that they cant tick the statements yet, ask them to think about what type of activities could help them get better and write about it in their learning diary.

TRY

THIS!

If students can find relevant information on the Internet, ask them to either make a poster about their findings or give an oral presentation.

YOUR

TURN!

1. Students do the exercise in pairs. Check the answers with the class: reading, singing, collecting stamps, reading. When the exercise is done, allow some time to practise reading the complete sentences.

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12 Holiday plans
Specific Objectives
CONTENTS
Functions
Asking people / speaking about holiday plans Expressing personal preferences

Language content
Would like to affirm. / interrogative Prepositions (time) in spring / autumn / July

New vocabulary
Seasons, months of year Holiday, journey, luggage, passport / visa, train / bus / plane tickets, foreign country, tourist information, to pack, Expressions: to go on holiday, to book tickets, to apply for a visa, to go to the mountains / seaside / country / on a camp / abroad

RESOURCES:
pictures / magazines cuts illustrating different seasons slips of paper for each individual student with the name of 1-2 activities in the infinitive (e.g. play football, have a Coke etc.)

TIME:
2 hours

WHAT

Activities
Before the class: Prepare slips of paper with names of various activities. (suitable activities to finish sentences beginning with Id like to..)

REVIEW
Ask individual students to come to the front and mime an activity (hobby). The other students have to guess. (According to the class level, elicit simple responses, e.g. collecting postcards, or full sentence responses, e.g. your hobby is collecting postcards.)

THINK!
Focus students on What you will learn. Talk about holidays. You might introduce one of your favourite holidays by showing pictures and explaining why you enjoyed it. Then ask some of the students to speak about their holidays. Be aware that some of them may have never been on a holiday.

YOU NEED TO KNOW Students work in pairs or small groups and go through the vocabulary and expressions list, writing them in their copybooks under 3 headings: - I know these words they either know these words or they can discover their meaning by looking at the pictures or checking the vocabulary list at the end of the book; - I think I know these words they can guess the meanings of these words by their similarity to other words they know, or from the context, but they are not sure; - I dont know these words; Students work in bigger groups and compare their work, exchange findings etc. Each group then makes a presentation about the new words they learned and what the source was. (e.g. journey means calatorie, we found the word in the vocabulary section at the end of the book.)

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2. Divide the class into two groups. Students walk about the classroom, asking as many students from the other group about their ideal holiday. Tell them beforehand that they will have to remember as much information as they can. Set a time limit. At your signal, they stop. In turns, each group will have to answer a question about a student in the other group. When they know the answer, they score a point. If they answer in a complete sentence, they score two points. 3. Quickly check the new vocabulary before doing this exercise. Students do the exercise in pairs, then check their answers with another pair. a. apply for a visa, b. book your tickets, c. pack your luggage, d. show your passport. 4. Point out that in the previous section, students read about Cosmins family preferences. This text is about their holiday plans. Quickly revise simple future, if necessary. Students read the sentences, then answer the questions in pairs. The exercise can be extended to the students future holiday plans: ask them to make sentences about what they will do next summer/next holiday/next weekend/etc. b. Ion and Maria (will). d. Maria (will). c. Simona (will).

LETS

LEARN!

Pre-teach Id like to... Point out the difference between Id like and I like (in pronunciation, meaning and collocation: Id like to go / I like going.) Hand out the paper slips with names of activities, ask each student to make a sentence using Id like to and the activity on their piece of paper. E.g. Id like to visit my friends/buy a computer/drink some water etc. Focus ss on the pictures. Ask some questions about the pictures (Who is this? Where is he/she?) Read the text. Ask some comprehension questions: e.g. who would like to go to the seaside? where would Ion like to go? etc. Students read the text in pairs, taking turns. Monitor and help where needed.

THIS! At the end of the class, students talk in pairs about their holiday plans, personal preferences. Then they tick the I can do statements accordingly.

CHECK

TRY

THIS! When presenting the poster, students should use as much of the lessons vocabulary.

YOUR

TURN!

1. Students do the exercise individually. While they write the answers, go around and check their phrasing. Help or correct where needed.

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Assessment guidelines
FORMATIVE
ASSESSMENT

Self-assessment The Guide for Users of the Common European Framework for Foreign Languages suggests that for learning purposes, the best assessment is always self-assessment. The students book is consistent with this recommendation, as students have to tick self-assessment checklists (I can do statements) at the end of each lesson. Discuss the checklists with your students. Ask them where the difficulty lies, what they think they should do in order to improve their result etc. As they become more familiar with this type of self-assessment, students could also think of ways to demonstrate their own abilities (or their partners) and express their abilities not only in terms of what they can do but also in terms of how well they can do it. The learning diary could be used regularly, after each lesson, unit or week. It will help students reflect on their own learning and progress. The Check your progress worksheets at the end of each unit are more similar to the final assessment tests and they can be used as such, or can be adapted to suit your learners needs. Always allow some time for test correction together with the students and invite them to reflect on their achievements as well as on the difficulties they had. The students portfolio may contain the presentations they have made (possibly using the suggestions in the Use it section), worksheets etc. Regular teacher observations. It is very useful to keep regular observations on each individual students skills. Such observations will help you keep track of the areas where your students have improved and where they still need help. Also, by looking at the observations you have made, you will be able to prevent quieter students from being overlooked and more able students from taking over too much of the lessons time. Appendix A contains a suggestion for an observation grid that I have found very useful for my classes. You might want to use a different page for each unit.

SUMMATIVE

ASSESSMENT

At the end of each level, students in the Second Chance programme will be assessed based on the evaluation standards in the English Syllabus for Second Chance. The final tests will be devised by teachers, possibly using the model set in the students book (Check your progress worksheets). However, written tests will have to be accompanied by oral examinations in which students can demonstrate their listening and speaking skills. These can be fiveminute interviews with each individual student, on familiar topics, mainly covering the vocabulary studied in class (which may slightly differ from that in the students guide). Students should be able to identify themselves in English and answer a few simple questions about their families, free time activities, shops and buildings, means of transport (visual support recommended). While assessing each student, you might want to use an assessment grid to record their performance, with descriptors for each grade (calificativ), such as the one in Appendix B.

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Students in the Second Chance programme might be quite apprehensive about assessment, but we believe that a friendly environment and transparent assessment priciples will help them cope with it efficiently.

USEFUL BIBLIOGRAPHY
1. The Common European Framework of Reference for Foreign Languages: learning, teaching, assessment: 2. English Language Portfolio, 3. Good assessment practice in modern foreign languages, Ofsted, HMI 1478, Crown copyright 2003

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Appendix

Class performance observation grid

Listening Speaking Reading Writing Observations

Student's name

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Appendix

Oral assessment grid

Assessment descriptors FB B S I FB B S I FB B S I FB B S I FB B S I

Student's name

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