Investete n oameni !

FONDUL SOCIAL EUROPEAN

Programul Operaional Sectorial Dezvoltarea Resurselor Umane 2007 2013
Axa prioritar 2 Corelarea nvrii pe tot parcursul vieii cu piaa muncii
Domeniul major de intervenie 2.2 Prevenirea i corectarea prsirii timpurii a colii
Titlul proiectului: Educaie, calificare i facilitarea tranziiei spre un loc de munc pentru elevi i tineri cu risc sau n situaie de
abandon colar
Numrul de identificare al contractului: POSDRU/8/2.2/S/4/ ID 3024
Beneficiar: Ministerul Educaiei Cercetrii Tineretului i Sportului

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Georgiana Pruteanu

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Limba englez

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Hello!

Ghidul cadrului didactic

Nivelul I

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Viitorul incepe
la scoala!

2012 Ministerul Educaiei Cercetrii Tineretului i Sportului

Toate drepturile sunt rezervate Ministerului Educaiei Cercetrii Tineretului i Sportului
Att publicaia ct i fragmente din ea nu pot fi reproduse fr permisiunea Ministerului Educaiei
Cercetrii Tineretului i Sportului.
Bucureti, 2012
Ministerul Educaiei Cercetrii Tineretului i Sportului
Str. Gen. Berthelot 28-30
Sector 1, 010168, Bucureti
Tel. Central: 4056200;4056300
e-mail: proiect_id3024@yahoo.com

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

Objectives and contents of Levels 1 Second Chance Primary . . .6

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Unit 1

Hello! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Meet my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

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Unit 2

Unit 3

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Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

My world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Breakfast, lunch and dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

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Unit 4

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Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

End of level test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Audio script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Teachers Guide English I

Cuvnt de bun venit

Stimate cadre didactice,
Felicitri pentru c facei parte din marea echip a proiectului A doua
ans - nvmnt primar!

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Prezentul ghid face parte dintr-o serie de materiale educaionale elaborate

n cadrul proiectului Educaie, calificare i facilitarea tranziiei spre un
loc de munc pentru elevi i tineri cu risc sau n situaie de abandon
colar din cadrul Programul Operaional Sectorial Dezvoltarea Resurselor
Umane 2007 2013, axa prioritar 2 Corelarea nvrii pe tot parcursul
vieii cu piaa muncii, domeniul major de intervenie 2.2 Prevenirea i
corectarea prsirii timpurii a colii. Materialele vor fi utilizate n cadrul
componentei A doua ans - nvmnt primar de cadre didactice, directori,
inspectori colari care conduc sau coordoneaz clase de tip a doua
ans. n acelai timp, ele pot fi folosite i ca resurse n eforturile de
construire a unei coli incluzive.

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Forma pe care au dobndit-o aceste ghiduri se nscrie n concepia unitar a

programului A doua ans - nvmnt primar, program definit prin:
modularitate i flexibilitate n organizare;
caracter activ, practic aplicativ al curriculumului;
respectarea individualitii n nvare i evaluare.

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Ghidurile pentru cadrele didactice i pentru cursani au fost realizate n

conformitate cu programele colare aprobate.

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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 parcurge o unitate de nvare, fiecare dintre momente
cuprinznd secvene precum:
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 cadrul didactic;
etapa de achiziie cuprinde rezolvarea de sarcini, exerciii, nsuirea
noilor cunoitine, 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, ct
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, proiect), evaluarea i
autoevaluarea att a proiectului, ct i a rezultatelor obinute.

Second Chance Primary

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 autoevaluare, dicionar cu
termeni utilizai, pagini pentru aplicaii i proiecte sau anexe cu informaii
esenializate pentru consolidarea nvrii.
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.

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Ghidurile pentru cadrele didactice reprezint cel ami 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 fiecare cadru didactic n funcie de stilul su didactic,
particularitile grupului cu care lucreaz, resursele de nvare disponibile,
contextul local n care se desfoar nvarea.

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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.

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Ghidurile prezint ntr-o manier succint informaii att teoretice, ct i

practice pentru realizarea evalurii formative, dar i a celei sumative, att
prin forme clasice, ct i alternative, cu exemple de probe de evaluare
construite pe baza standardelor de evaluare regsite 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 pedagogiei sau didacticii disciplinei, fie adrese utile cadrelor
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 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 hotr n legtur cu oportunitatea
desfurrii sarcinilor i aplicaiilorpropuse astfel nct cursanii s triasc
experiene de succes n nvare.
V mulumim i v dorim succes!
Cristiana Boca

Teachers Guide English I

Second Chance Primary

Hello!

Meet my family

Family

Title

Personal identification

Thematic units

Introducing people
Thanking and responding to
thanks
Apologizing and responding
to apologies
Describing people

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Greeting and responding to

greeting
Introducing oneself

Objectives/ Functions

She is / Shes
He is / Hes
She/He has got
Has she/he got?
She/he hasnt got
Excuse me
Im sorry
Its all right
Thank you
Youre welcome
This is my wife/husband
Simple present
Numbers
And
We / you / they

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Hello!
Hi!
Nice to meet you!
Good morning!
Good afternoon!
Good evening!
Good night!
Good bye.
Whats your name?
I am / Im Tom Smith
My name is Petre
Where do you come from?
I come from England/Romania.
Im English/Romanian.
May I?
I can (for self-assessment purposes)

Grammar/ structures
(Listen and repeat)

wife
husband
child
children
son
daughter
hair
eyes
nose
beard
moustache
glasses

Mr.
Mrs.
Ms.
Miss
teacher
student
school
classroom

blue
brown
green
tall
short
big
small
young
old

Vocabulary

Objectives and contents of Levels 1 Second Chance Primary

Teachers Guide English I

My world

Breakfast, lunch
and dinner

Immediate
concrete
surroundings

Food and drinks

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Naming the main food items

and drinksOrdering in a
restaurant

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Describing concrete
immediate surroundings
Describing location

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Would you like something to

eat/drink?Id like...Here you are,
Sir/Madam.Thank you!Youre
welcome!

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a/an, the, zero article

Sg./pl. nouns
What is it?
This / That is (a/an)
These / Those (are)
Its / Theyre here/there
Theres a/an in/on/under/near
the
Its .
Present continuous

restaurant
water
salad
waiter
menu
starters
main course
dessert
breakfast
lunch
dinner
eat
drink
water
orange juice
cheese

potatoes
tomatoes
napkin
cup
glass
spoon
fork
plate

table
chairs
kitchen
sink
cooker
fridge
cupboard
living room
sofa
TV set
shelf/shelves
carpet
bathroom
toilet
tub
shower
bedroom
bed
lamp
curtain
wardrobe

milk
tea
wine
sandwich
cake
rice
fish
chicken
spaghetti
soup
pizza
chips
steak
ham
eggs
butter

bread
butter
cheese
potatoes
milk
soup
steak
sausages
ham
eggs
knife
fork
spoon
plate
glass
fruit (apples,
grapes, nuts)
vegetables
(carrots, peas,
tomatoes,
peppers,
cucumbers)
dining room

Introduction
This Guidebook is for teachers of English working with students in Second
Chance education, Primary Level 1. This is the first of a set of four
guidebooks for teaching English to Second Chance primary students.

Overall objectives
To develop skills of oral 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 an active role in their learning and
to reflect on their progress
To establish a basic level of oral English on which the students can
continue to build

The target group

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Students who take level 1 of English Second Chance primary may be

14 or over. They are unable 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 the students self-confidence 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 practice structures you plan to teach them
in situations that make sense to them and which they are likely to
encounter in real life. Move through the basics quickly and return to
them from time to time.

Language content
Level 1 assumes no previous knowledge of English. Basic
communicative functions are presented: greeting and responding to
greeting, introducing oneself, introducing people, thanking and
responding to thanks, apologizing and responding to apologies,
describing people and their concrete immediate surroundings,
describing location, talking about food and drinkis, ordering
something to eat and drink in a restaurant, etc. Topics have been
chosen to reflect the interests of adults returning to school to
complete basic education.

Second Chance Primary

I NTRODUCTION

Active and cooperative learning

You should organise the lessons so that students play as active a role
as possible. In this way, they will 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 pair work and group activities, students will get to
know their fellows and learn to work together, thus developing their
interpersonal and social skills, too.

Use of Romanian in the English lessons

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At the beginning, you will be compelled 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 (come in, sit down,
stand up, change partners etc.) will be gradually understood by the
students. 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, teach them to ask a colleague or you to translate:
Please, translate. / What does mean?

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Evaluation

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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 on-going basis. 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).

Lesson / Session / Date

Learners name

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

For summative evaluation, in levels 1 & 2 you can only assess students
orally. For this, you need to have illustrations / flashcards, and to be
prepared to either interview students individually, or observe oral
interaction in a group.

Teachers Guide English I

I NTRODUCTION

Proposed session structure

Be imaginative! You may want to think up a story as the frame for
units 1-6. For instance, you may introduce the story of an English lorry
driver whose lorry broke down in a village in Romania. He meets a
Romanian farmer who puts him up for a few nights, while the lorry is
being fixed. The days he spends with the Romanian family can provide
a meaningful context for introducing new vocabulary and useful
structures to your students, as the Romanian farmer in the story may
have the same difficulties communicating in English just like your
students. If you choose to build the lessons on such stories, make sure
you think of the details and - ideally you have at least some visuals.

Breakfast, lunch, and dinner

Naming the main food items and drinks

Ordering in a restaurant

Grammar/structures

Would you like something to eat/drink?

Id like...
Here you are, Sir/Madam.
Thank you!
Youre welcome!

Restaurant
Water
salad
waiter
menu
starters
main course
dessert
breakfast
lunch
dinner
eat
drink
water
orange juice
cheese

milk
tea
wine
sandwich
cake
rice
fish
chicken
spaghetti
soup
pizza
chips
steak
ham
eggs
butter

are 20 flashcards. Give each student 5 random cards, making sure that they have no doubles.
Then tell them you are going to call out an item, lets say spoon. Who has the spoon should
cross it out with a pencil. You continue naming the flashcards until someone calls Bingo. The
winner is the one who crosses out all the 5 cards, but s/he should also be able to name them.

2 Pair up the students and have them interview one another.

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Picture showing a table with various food items on it to create the conversational context
Flashcards of different food items and drinks
Picture of people eating in a restaurant.

WHAT

YOU WILL LEARN

Tell the students they are going to talk about eating and drinking and that they will also
simulate a dialogue taking place in a restaurant.

THINK!

Show the students the picture of the table with food on. Ask them to think about what they
eat in the morning, at noon and in the evening.

LETS

LEARN!

Tell them the names of the three meals: breakfast, lunch and dinner. Tell them its all right that
they cant name the food items. Instead they should simply point at them and you will help
them with the translation.
E.g. I have bread and jam for breakfast.
I eat soup for lunch.
Continue describing the picture together using There is/ There are, making sure that you
mentioned all the items in it.

28

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Second Chance Primary

Second Chance Primary

TURN!

1 Play food bingo. Make sure you have enough food flashcard copies for all your students. There

potatoes
tomatoes
napkin
cup
glass
spoon
fork
plate

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Recommended resources

YOUR

Vocabulary

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Specific objectives

L EVEL 1

A asks B: What do you have for breakfast/ lunch/ dinner? B replies and asks A the same questions.
Then they should share their findings with the class.
Ioana may say about Dan: Dan has coffee for breakfast, pizza for lunch and steak
E.g.
for dinner.
Listen to the dialogue and ask the students where it takes place. Introduce the menu to the
students and elicit the items from them. Clarify the meaning of starters, main course and
dessert, and elicit examples from the students for each category.
Play the recording again and ask them what the man ordered.
At the restaurant
Good evening, Sir!
Good evening!
May I help you?
Yes, bring me the menu, please.
Here you are, Sir.
I would like a glass of wine and a soup.
And for the main course?
Fish and chips, please. And for dessert an ice cream.
Immediately!

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Unit 4

4 If possible, arrange the tables/ desks like in a restaurant and divide students in groups of

three: two of them would be the guests and the latter would be the waiter.
Give them speech prompts and encourage them to improvise in case they forget something.
They should not forget to greet one another. Its advisable to act the scene out with another
student, to set an example.
Speech prompts:
Waiter:
Guest:
May I help you?
I would like a soup, please.
Would you like something to drink/ eat?
Yes, a tea, please.
Here you are, Sir/Madam.
Thank you!
Youre welcome!
And for dessert?
Nothing, thank you.
Of course, the students will feel the need to say more than this, so you may want to assist
them in case they need help in translating new words and structures.

CHECK

THIS!

Can you name food items and drinks?

Can you order something to eat?

TRY

THIS!

Ask the students to think about their favourite dish

and tell the recipe to the class. If its the case, group
the students with the same dish together. They may
bring photos or draw the dish they like.
Teachers Guide English I

29

Unit

Hello!

Specific objectives
To greet and respond to greeting
To introduce oneself

Vocabulary

Hello!
Hi!
Nice to meet you.
Good morning!
Good afternoon!
Good evening!
Good night!
Goodbye!
Where are you from?
Where is s/he from?
I am/ I'm from...
He is/ He's from...
She is/ She's from...
My name is
Whats your name?

Mr
Mrs
Ms
Miss
teacher
student
school
classroom
surname/ family name
first name

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Listen and repeat

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Recommended resources
A political map of the world with clear outline at least of Romania, Great Britain, the Republic
of Ireland, the United States of America, Australia, Canada, France, China and South Africa;
Newspaper clips/ photographs of famous people all over the world - here you may include:
Catherine Deneuve, Jet Li, Collin Farrel, Nicole Kidman, Sergiu Nicolaescu.
Newspapers with photographs of famous people.
Pictures for practising greeting someone in the morning / in the afternoon / in the evening /
saying goodbye. You may find these pictures under Resources.

Introduction
Greet the group in English as you walk into the classroom. This is your first meeting with the
group of learners, so you will need to introduce yourself. Stay with English as much as you can.
Ask students to name the countries where they think English is spoken as an official language.
Let them speak about how widespread English is, and why they may find it useful to learn
(preferably in Romanian).
As they name countries, say the names in English.
Then have a look at the world map and name the countries marked with grey. They will need
to know the names for a further exercise.

Teachers Guide English I

11

Unit

1 Hello

WHAT

YOU WILL LEARN

Tell students what they are going to learn in this session. You may want to use Romanian in
this section of the lesson.

THINk!

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Ask the students to imagine an English speaking person walks into the room.
What do you think s/he will say?
Hi! / Hello! /
Practise further greetings according to the moment of the day:
Good morning!
Good afternoon!
Good evening!
Good night!
Goodbye!
Bye!
You can use pictures from the Resources section to help you.
Check whether your students have ever heard anyone greet in English / have been greeted
in English / have greeted someone in English.

LEARN!

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LETS

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Introduce yourself to the class, thus providing a speech pattern which students may follow in
their conversations, later on:
E.g. Hello! My name is Mihaela Ionescu.
My friends call me Miha.
Im from Romania.
Write your name on the blackboard and explain:
Mihaela (at this point circle it, or write it with a different colour) is my first name.
Ionescu is my surname/ family name (write your surname with other color than your first name).
Romania (tell the students to point at it on the world map).

YOUR

TURN!

1 This is the first time you meet your students, but take into account that this is the first time
they meet each other, too. They dont know each other and it may be hard for some of them
to open up and speak, so you need to break the ice and make them talk. You can achieve
this by means of an ice breaker game.
Bring a small ball (table tennis ball) to class and throw it at one of your students (who seems
more talkative) and as you throw it, ask: Whats your name? After s/he answers, s/he should
throw the ball at another classmate of his/her choice and ask the same question. You
continue until all the students state their names.
Variation: students may alternate the questions and ask: Whats your surname? Whats your
first name? Where are you from?

12

Second Chance Primary

L EVEL 1

Play the Nice to meet you exercise from the CD. And elicit information about the people
mentioned.
Nice to meet you!
My name is Ioana Marinescu.
This is Mr Stancu and this is Mrs Popescu.
My first name is Ioana.
This is Ms Lavinia. Shes my teacher.
My surname is Marinescu.
Nice to meet you, Lavinia.
Where are you from?
Im from Romania.

3 Walk about the classroom and elicit students surname.

Introduce each student by their surname using the pattern This is Mr / Mrs / Ms / Miss

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Draw on the board a sketch of a man and two women.

Ask the students to label each person as Mr, Ms and Miss. Whereas Mr may be clear for
most of them, you may need to elicit the difference between Ms and Mrs. Give them a hint
by saying Mrs and pointing at your ring finger. They may guess that Mrs is a married
woman, whereas Ms is not.

4 Ask for two students help. Model a simple conversation.

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Teacher: This is Mrs Angela Pop. And this is Mr Tudor Voicu.

Angela: Nice to meet you, Mr. Voicu.
Tudor: Nice to meet you, Mrs Pop.

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Now divide the students in groups of three and tell them that student A introduces student
B to student C. Encourage them to shake hands while repeating the pattern above.

5 Work with the world map and photos of famous people.

Show them a picture of: Jet Li and ask them:
E.g. Whos this?
This is Jet Li.
Wheres he from?
Hes from China.
Proceed in the same way with the photos of: Catherine Deneuve, Collin Farrel, Nicole Kidman,
and Sergiu Nicolaescu.

CHECk

THIS!

Ask students:
Can you greet someone in English?
Can you introduce yourself?
Can you introduce two people to each other?
Can you say where you come from?

TRY

THIS!

Tell the students to greet their family in

English when they go home. They should do
the same with you and their classmates and
from now on!

Teachers Guide English I

13

Unit

Resources

Paris

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FRANCE

Political map of the world

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Second Chance Primary

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CHINA

FREE WORKSHEET: This sheet may be printed from a personal computer and/or copied for educational use.

Unit

Resources

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Resources

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Second Chance Primary

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FREE WORKSHEET: This sheet may be printed from a personal computer and/or copied for educational use.

Unit

Meet my family

Specific objectives
Introducing your family
To describe people

Listen and repeat

Vocabulary

She is / Shes
He is / Hes
She/He has got
Has she/he got?
She/he hasnt got
This is my wife/husband

hair
eyes
nose
beard
moustache
glasses

blue
brown
green
tall
short
big
small
young
old

lo

mother
father
sister
brotherwife
husband
child
children
son
daughter

pi

Recommended resources

THINk!

YOU WILL LEARN

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WHAT

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Family photos
A pack of cards
Flashcards people (in full view), faces (with details)

Tell the students that they are going to learn

the English words for family members and
some words they can use to describe people.

Tell the students to think about the members

of their families and help them translate the
words they need.

LETS

LEARN!

Show the students the second picture from the Resources section. You may want to use the story
of the lorry driver who asks the Romanian farmer, Petre to help him. He cant fix the lorry (for
this word you may want to bring a photo to clarify its meaning), but he will take Tom to his home
and introduce him to his family. Have students make guesses about the people in the pictures,
translate the words for them and have them repeat the English words as you pronounce them.
Petre will learn English from Tom in the same way: by repeating Toms words.
Petre - husband/ father
Anica - wife/ mother
Ionut son (5 years old)
Florina daughter (9 years old)
Tom, the lorry driver shows Petre photographs of his family explaining who is who:
This is my wife, Lisa. This is my son, This is my daughter, . This is me. We live in Liverpool.
We come from large families: I have 2 brothers and 3 sisters, and my wife has 4 sisters.

18

Second Chance Primary

L EVEL 1
YOUR

TURN!

1 Use the numbers flashcards to teach students to count. Students count the number of people
in each picture. The flashcards are very useful because the students can visualise the numbers,
but also express quantity by means of counting the existing dots on each card.
You may want to introduce the question: What does s/he look like?
The people in the pictures/photographs will be described in brief sentences using the
pattern He/shes got [adj.] eyes/hair/nose/beard/moustache
Hes got blue eyes.
Hes got a long beard.
E.g.
Shes got brown hair.
Hes got a big moustache.
Hes got a big nose.
This is the moment in which you can introduce the colours: red, yellow, green, orange,
blue, pink, purple, brown, black, white, grey.
You can reinforce learning colours by means of this song, I can sing a rainbow, played by
The Dells:
You can also point to various objects or clothing items from the classroom and ask:
What colour is this?
Explain words like tall and short by having two students stand up.
Use visuals for old, young, big, small.

ct

pi

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3 Divide the students in two teams and hand one team a photo of Petre's family and the other

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a photo of Tom's family. Ask the students to describe the people in their photo.
This is Tom's family.
E.g.
Tom is tall.
He's got short hair and glasses.
This is Tom's wife, Lisa. She's got blue eyes.
Assist them while speaking and translate needed words and expressions.

CHECk

THIS!

Ask students:
Can you name family members?
Can you describe a person?

TRY

THIS!

Ask students to bring to class pictures of people

they can describe (taken from magazines, fashion
catalogues, supermarket brochures, etc.) using
the acquired vocabulary, family photographs to
talk about their families etc. Have students
describe the people in their photographs by
asking them: What does s/he look like?

Teachers Guide English I

19

Unit

Resources
Tom's family

Lisa
Tom

Susie

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Dan

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Second Chance Primary

Petre's family
Anica

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Petre

Florina

Ionu

FREE WORKSHEET: This sheet may be printed from a personal computer and/or copied for educational use.

Unit

Resources
Numbers flashcards

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pi

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2
1
3
5
4
6
8
7
9
0
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Second Chance Primary

Describing people

eye

pi

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nose

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mouth

moustache

ear

beard

hair

FREE WORKSHEET: This sheet may be printed from a personal computer and/or copied for educational use.

Unit

My world

Specific objectives
To describe concrete immediate surroundings
To describe location

Vocabulary

dining room
table
chairs
kitchen
sink
cooker
fridge
cupboard
living room
sofa
TV set

shelf/shelves
carpet
bathroom
toilet
tub
shower
bedroom
bed
lamp
curtain
wardrobe

pi

lo

a/an, the
singular/plural nouns
There is....
There are...
Present continuous
Place prepositions: in, on, under, next to

Listen and repeat

Recommended resources

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Flashcards to illustrate the target vocabulary

Picture showing the inside of a house (rooms)
Pictures of a woman cooking in the kitchen; people eating; a man watching TV in a living
room; a little boy sleeping in a bedroom; a man washing in the bathroom.

WHAT

YOU WILL LEARN

Tell the students that they are going to name different rooms in a house, some objects that
people use every day, and talk about what people do in the house.

THINk!
Tom is in the house. Ask the students what Romanian words they would teach Tom, so that he
could communicate with the host family. Have him walk through the house, from room to
room. Your students will identify the essential information, i.e. select useful words, your task is
to tell them the English equivalent. They will help you teach Tom Romanian and Tom will help
you teach them English.

24

Second Chance Primary

L EVEL 1
LETS

LEARN!

1 Show the pictures and name the rooms in the house using sentences like: Anica is in the
kitchen. Petre is in the living room
Introduce different objects using This is/that is a/an . Start with objects in the classroom
chair, door, window and continue with objects in the pictures having students place them
in different rooms. Be flexible if students do not place the objects where you expect them to.
dining room table, chairs
kitchen sink, cooker, fridge, cupboard
living room sofa, TV set, shelf/shelves, carpet
bathroom toilet, bath, shower
bedroom bed, lamp, curtain, wardrobe
Rooms can be described using the vocabulary acquired so far (numbers the chairs in
the room can be counted, colours students can say what colour an object is)
There is a table in the dining room. There are six chairs. There is no TV set in the dining room.
Is there a cupboard in the dining room?
Yes, there is. / No, there isnt.

pi

ct

Introduce present continuous by demonstrating different activities, so the students can see
you actually doing what you say you are doing. Then show them the pictures in which they
can see the people doing the activities:
Anica is cooking in the kitchen.
Ionut is sleeping in the bedroom.
They are eating in the dining room.
Tom is washing in the bathroom.
Petre is watching TV in the living room.

Pr
o

Introduce prepositions by showing students an object, say a pen, that you can put on a
desk/chair, in a drawer/bag, under a table/ chair, near the door/ a book. Use pictures to
practice sentences like:
Theres a carpet on the floor.
Theres a wardrobe in the room.
Theres a lamp next to the bed.
Theres a shelf under the window.

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YOUR

TURN!

1 Have the students practise the names of the rooms. Ask

them what rooms the characters are in. This activity can be
done as a memory game if you do not show them the
pictures when you ask: Where is Petre?

2 Have students practise present continuous by grouping

them into small groups of 4. Give each group a set of
visuals (people doing various activities), help them by telling
them three of the verbs (use short infinitive: e.g. go, play,
sit). They have to come up with as many sentences as they
can using the pattern: Somebody is doing something.
E.g. Ionut is playing.
They will score double if they can also say where.
E.g. Ionut is playing in the living room / on the sofa.

CHECk

THIS!

Ask students:
Can you name the rooms in a
house?
Can you say what people are
doing in each room?
Can you name the objects in
each room?

TRY

THIS!

Tell the students to describe

their favourite room in the
house.
Teachers Guide English I

25

Resources

Pr
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pi

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Unit

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Second Chance Primary

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FREE WORKSHEET: This sheet may be printed from a personal computer and/or copied for educational use.

Breakfast, lunch, and dinner

Specific objectives

Vocabulary

Restaurant
Water
salad
waiter
menu
starters
main course
dessert
breakfast
lunch
dinner
eat
drink
water
orange juice
cheese

Naming the main food items and drinks

Ordering in a restaurant

Grammar/structures

potatoes
tomatoes
napkin
cup
glass
spoon
fork
plate

pi

lo

Would you like something to eat/drink?

Id like...
Here you are, Sir/Madam.
Thank you!
Youre welcome!

milk
tea
wine
sandwich
cake
rice
fish
chicken
spaghetti
soup
pizza
chips
steak
ham
eggs
butter

Unit

Recommended resources

ie

ct

Picture showing a table with various food items on it to create the conversational context
Flashcards of different food items and drinks
Picture of people eating in a restaurant.

Pr
o

WHAT

YOU WILL LEARN

Tell the students they are going to talk about eating and drinking and that they will also
simulate a dialogue taking place in a restaurant.

THINk!
Show the students the picture of the table with food on. Ask them to think about what they
eat in the morning, at noon and in the evening.

LETS

LEARN!

Tell them the names of the three meals: breakfast, lunch and dinner. Tell them its all right that
they cant name the food items. Instead they should simply point at them and you will help
them with the translation.
E.g. I have bread and jam for breakfast.
I eat soup for lunch.
Continue describing the picture together using There is/ There are, making sure that you
mentioned all the items in it.

28

Second Chance Primary

L EVEL 1
YOUR

TURN!

1 Play food bingo. Make sure you have enough food flashcard copies for all your students. There
are 20 flashcards. Give each student 5 random cards, making sure that they have no doubles.
Then tell them you are going to call out an item, lets say spoon. Who has the spoon should
cross it out with a pencil. You continue naming the flashcards until someone calls Bingo. The
winner is the one who crosses out all the 5 cards, but s/he should also be able to name them.

2 Pair up the students and have them interview one another.

A asks B: What do you have for breakfast/ lunch/ dinner? B replies and asks A the same questions.
Then they should share their findings with the class.
Ioana may say about Dan: Dan has coffee for breakfast, pizza for lunch and steak
E.g.
for dinner.
Listen to the dialogue and ask the students where it takes place. Introduce the menu to the
students and elicit the items from them. Clarify the meaning of starters, main course and
dessert, and elicit examples from the students for each category.
Play the recording again and ask them what the man ordered.
At the restaurant
Good evening, Sir!
Good evening!
May I help you?
Yes, bring me the menu, please.
Here you are, Sir.
I would like a glass of wine and a soup.
And for the main course?
Fish and chips, please. And for dessert an ice cream.
Immediately!

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pi

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4 If possible, arrange the tables/ desks like in a restaurant and divide students in groups of
three: two of them would be the guests and the latter would be the waiter.
Give them speech prompts and encourage them to improvise in case they forget something.
They should not forget to greet one another. Its advisable to act the scene out with another
student, to set an example.
Speech prompts:
Waiter:
Guest:
May I help you?
I would like a soup, please.
Would you like something to drink/ eat?
Yes, a tea, please.
Here you are, Sir/Madam.
Thank you!
Youre welcome!
And for dessert?
Nothing, thank you.
Of course, the students will feel the need to say more than this, so you may want to assist
them in case they need help in translating new words and structures.

CHECk

THIS!

Can you name food items and drinks?

Can you order something to eat?

TRY

THIS!

Ask the students to think about their favourite dish

and tell the recipe to the class. If its the case, group
the students with the same dish together. They may
bring photos or draw the dish they like.
Teachers Guide English I

29

Resources

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Unit

Menu

Starters

Main Course
Dessert
Drinks

30

Second Chance Primary

egs

butter

bread

cheese
rice

lo

soup

milk

pi

steak & fries

pizza

Pr
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ham

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fish

spaghetti
glass

tea

cake

juice
fork

knife

plates

spoon
Teachers Guide English III

31

TEST

End of level
Resources

A map of the world

Newspapers cuts or photographs of famous people
Illustrations representing people greeting each other in the morning / in the afternoon /
in the evening
Photographs/illustrations of families
A pack of cards
Flashcards: people in full view, standing; faces; various rooms; furniture; items in the
house (see vocabulary especially in Unit 3)
Food and drinks flashcards

Recommended procedure

A combination of the following types of assessment activities is recommended:

lo

Check for understanding: teacher-student interaction (teacher-initiated dialogue).

Examples
2

Teacher: Are you tired? /

Are you OK? / Are you ready?
Student: (nods or shakes
his/her head)

Teacher: How is your family?

Students: (gestures so and so)

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Teacher: Sit down, George.

Student: (sits down);

ct

pi

The purpose here is to check whether the student understands what the teacher asks him/her
(to do). Oral response is not compulsory.

Oral production: student presentation starting from questions posed by the teacher, based
on illustrations. The purpose here is to listen to the student name objects, describe illustrations
in short sentences by pointing at the item being described.

Examples of expected output:

A
Teacher: What is this? / What
is that? / Who is this?
Student: This is a
man/woman. S/he is old /
young / tall / short etc. Its
(name of the famous person).

Oral interaction:

B
Teacher: What room is this?
Whats in it?
Student: This is a/the living
room. This is a red curtain.
This is a table. Its large etc.

C
Teacher: Wheres the (book)?
Student: Its on / under the
table.

student-student interaction based on tasks set by the teacher.

It is recommended to provide pictures of people in various situations.
Sample tasks for small groups / pairs of students:
A. Greet each other and introduce yourselves to the group.
B. Take turns asking questions about the picture and answering them.
C. Describe a family member / friend, and ask someone about their family members / friends.
D. Say what they have for breakfast, lunch, or dinner.

32

Second Chance Primary

lo

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FREE WORKSHEET: This sheet may be printed from a personal computer and/or copied for educational use.

A UDIO S CRIPT

Hello and welcome to your first module of English!

UNIT One

This is my wife, Lisa. This is my son, This is my

daughter, . This is me. We live in Liverpool.
We come from large families: I have 2 brothers
and 3 sisters, and my wife has 4 sisters.

HELLO!

In Unit 1 you will learn about:

To greet and respond to greeting
To introduce oneself

Useful language:

Exerciiul 2

Greetings
Hello!
Hi!
Nice to meet you.
Good morning!
Good afternoon!
Good evening!
Good night!
Goodbye!

Hes got blue eyes.

Shes got brown hair.
Hes got a big nose.

UNIT Three

MY WORLD

In Unit Three you will learn about:

lo

Describing concrete immediate surroundings

Describing location

Useful language:

pi

Nice to meet you!

My name is Ioana Marinescu.
My first name is Ioana.
My surname is Marinescu.
Where are you from?
Im from Romania.
This is Mr Stancu and this is Mrs Popescu.
This is Ms Lavinia. Shes my teacher.
Nice to meet you, Lavinia.

Introducing your family

Describing people

Exercise 2

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In Unit Two you will learn about:

dining room
table
chairs
kitchen
sink
cooker
fridge
cupboard
living room
sofa
TV set

UNIT Two

MEET MY FAMILY

Useful language:
Family members
wife
husband
child
children
son
daughter
mother
father
sister
brother

34

Hes got a long beard.

Hes got a big moustache.

Describing people
hair
eyes
nose
beard
moustache
glasses
blue
brown
green
tall
short
big
small
young
old

Second Chance Primary

shelf/shelves
carpet
bathroom
toilet
tub
shower
bedroom
bed
lamp
curtain
wardrobe

In the dining room there is a table and chairs.

In the kitchen there is a sink, a cooker, a fridge,
and a cupboard.
In the living room there is a sofa, a TV set, a carpet
and shelves.
In the bathroom there is a toilet, a bath and a
shower.
In the bedroom there is a bed, a lamp, a wardrobe
and curtains.

Exercise 3
Theres
Theres
Theres
Theres

a
a
a
a

carpet on the floor

lamp next to the bed.
wardrobe in the room.
shelf under the window.

Exercise 4
Anica is cooking in the kitchen.
They are eating in the dining room.
Petre is watching TV in the living room.
Ionut is sleeping in the bedroom.
Tom is washing in the bathroom.

UNIT Four

BREAkFAST, LUNCH,
AND DINNER

In Unit Three you will learn about:

Naming the main food items and drinks

Ordering in a restaurant

pi

ct

potatoes
tomatoes
napkin
cup
glass
spoon
fork
plate

ie

milk
tea
wine
sandwich
cake
rice
fish
chicken
spaghetti
soup
pizza
chips
steak
ham
eggs
butter

Pr
o

restaurant
water
salad
waiter
menu
starters
main course
dessert
breakfast
lunch
dinner
eat
drink
water
orange juice
cheese

lo

Useful language:

At the restaurant
Good evening, Sir!
Good evening!
May I help you?
Yes, bring me the menu, please.
Here you are, Sir.
I would like a glass of wine and a soup.
And for the main course?
Fish and chips, please. And for dessert an ice cream.
Immediately!

Congratulations!
This is the end of Level 1!

Teachers Guide English III

35

ct

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Investete n oameni !
Proiect cofinanat din FONDUL SOCIAL EUROPEAN
Programul Operaional Sectorial Dezvoltarea Resurselor Umane 2007 2013

Axa prioritar 2 Corelarea nvrii pe tot parcursul vieii cu piaa muncii

Domeniul major de intervenie 2.2 Prevenirea i corectarea prsirii timpurii a colii

tp

Nr. de identificare: POSDRU/8/2.2/S/4/ ID 3024

ilo

Titlul proiectului: Educaie, calificare i facilitarea tranziiei spre un loc de munc pentru elevi i
tineri cu risc sau n situaie de abandon colar

Pr
oi

ec

Beneficiar: Ministerul Educaiei Cercetrii Tineretului i Sportului

2012
Coninutul acestui material nu reprezint n mod obligatoriu poziia oficial a Uniunii Europene sau
a Guvernului Romniei

Viitorul incepe
la scoala!