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Secundar Engleza I Cursant PDF
Secundar Engleza I Cursant PDF
CARMEN COSTINA
LIMBA ENGLEZĂ
Modulul 1
Receptarea mesajelor
orale și scrise
Ghidul elevului
Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba engleză
din cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de
Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005 și este distribuit gratuit cursanţilor
înscriși în acest program educaţional.
Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conform
sugestiilor de îmbunătăţire formulate în urma utilizării lor în școală.
În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe adresa
secondchance@wyginternational.ro
Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an de
aplicare experimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior.
Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a le
folosi în această ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi la
secondchance@wyginternational.ro.
Această publicaţie face parte din Programul Phare 2003 „Acces la educaţie pentru grupuri
dezavantajate”, componenta „A doua șansă”.
Editorul materialului: Ministerul Educaţiei și Cercetării
Data publicării: februarie 2006
Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.
Unit I. Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
1. Hello . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
2. Can I call you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
3. Family matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
4. Describing people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Check your progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Introduction
Introducere
Dragi tineri,
“English is the language of
Felicitãri cã aþi ales sã urmaþi cursurile de limba englezã din the future, the language of
cadrul programului „A doua ºansã” – învãþãmânt secundar the computer. You have the
inferior. right to English. Make it
your right!”
Nevoia de a înþelege o limbã strãinã se face simþitã în orice
domeniu am lucra; de asemenea, atunci când cãlãtorim sau „Engleza este limba
primim oaspeþi dintr-o þarã strãinã, ne descurcãm mult mai uºor viitorului, limba
dacã putem comunica într-o limbã de largã rãspândire, cum este calculatorului.
limba englezã. În plus, cunoaºterea unei limbi strãine ne ajutã sã Ai dreptul la limba englezã.
înþelegem mai bine modul de gândire al persoanelor de altã Acceptã-l!”
naþionalitate ºi chiar sã ne redescoperim pe noi înºine în raport
cu celãlalt. Experienþa învãþãrii unei limbi strãine vã va ajuta sã Benjamin Zephaniah,
învãþaþi mai uºor ºi alte limbi strãine, în funcþie de provocãrile (poet, scriitor, actor
cãrora va trebui sã le faceþi faþã. britanic)
When you finish studying this unit, you will be able to:
• introduce yourself and your friends;
• greet people;
• speak on the telephone;
• describe people’s appearance;
• speak about what you/other people like doing.
Hello 1
Can you… Remember!
• greet people in English?
• introduce yourself? family name / surname
• spell your name in English? first name
greet
Hello!
Think about it! Good morning!
Good afternoon!
• When do you need to state your identity? Good evening!
• What do you normally mention in each situation? Good night!
Good bye! / Bye!
What’s your name?
Useful language! Can you spell it, please?
A B C D E F G H I J K L M
/eˆ/ /bi:/ /si:/ /di:/ /i:/ /ef/ /dΩi://eˆtâ/ /aˆ/ /dΩeˆ/ /keˆ/ /el/ /em/
N O P Q R S T U V W X Y Z
/en/ /|à/ /pi:/ /kju://a://es/ /ti:/ /ju:/ /vi://«dÇblju://eks//waˆ//zed/
Sound wise!
Your turn!
1. Practise reading the dialogues with a colleague. Try to get the pronunciation right!
2. Which words from the two dialogues are used for the following functions? (Copy this table in your
copybook and fill it in)
Greeting people Introducing yourself Asking somebody to spell their name
3. Do you know other similar expressions? Put them in the table, too.
4. Your teacher will spell some English names for you. Write them in your copybooks, then check
with your colleague. Did you get them right? Which are first names and and which are family
names? (Underline family names.)
5. Walk about in the classroom. Greet your colleagues in English and find your colleague’s first and
family names (including how to spell them). Try to talk to as many people as you can! Write their
answers in your copybook, in a grid like this:
No. First name Family name
1.
6. With your colleague, make up short dialogues in which you greet each other, introduce yourselves,
spell your names. Practise reading them in pairs, then acting them. Use your real identity in this
exercise.
Useful language!
These are the numbers from 0-9 in English. They are called digits. Do you know?
Can you read them?
4. Sophie and Andra have a lot of common friends. But Sophie has About Robi;
been away for three years and she has lost touch with some of What’s HIS address?
them. She is going to ask Andra for their telephone numbers. Can About Nicoleta:
you help Sophie update her address book? (Copy the table in What’s HER address?
your copybook and fill it in) When asking somebody:
What’s YOUR address?
Friend Phone number Address *Email address
Check this!
Tick what you can do now: Use it!
– I can count from 0-9 in English
– I can read telephone numbers
– I can take notes when I hear phone numbers and addresses Create your own phonebook
in English with your classmates’
– I can say my telephone number / home address in English telephone numbers. Practise
– I can answer the telephone in English asking them in English.
Family matters 3
Remember!
Can you…
• describe your family? mother / father
• read numbers from 10-100? sister / brother
• listen for specific information (people’s names, ages and jobs)? daughter / son
aunt / uncle
wife / husband
Think about it! grandmother/grandfather
niece / nephew
What is a “stereotype”? Read the definition in the “Do you cousin
know?” box. Can you think of any stereotypes? “How old are you?”
“I’m 24 years old.”
“How old is she/he?”
Useful language! “She’s/He’s 26.”
Let’s learn!
How many persons are there in Andra’s family?
Do you know?
A stereotype is a
generalization about a
person or group of persons,
not always based on reality
“Hello! My name is Andra Mocan. I am 16 years old. This is my (e.g. girls can learn
mother, Ioana. She’s 42 and she works as a waitress in a small languages faster than boys)
restaurant. My father’s name is Nic. He’s 44 years old and he Stereotypes can sometimes
works as a builder. This is Mikki. He’s my younger brother. He’s lead to unfair
12 and goes to school in the 6th grade. I’ve also got an older discrimination.
brother, Alin. He doesn’t live with us. He married Maria three
Your turn!
Sound wise!
1. Read about Andra’s family and fill in the information grid below.
Name Family relationship to Andra Age
Practise pronouncing the
words in the “Useful
2. Can you read these numbers? Practise reading them with your language” box that have the
deskmate. same sound as in the. Tip!
13 18 15 17 14 16 19 This sound is pronounced
30 80 50 70 40 60 90 in a similar way to /v/ or
What do you notice about their pronunciation? (Tip! Read them /z/, but the tongue tip is
in pairs: 13-10, etc. and note the different stress pattern.) placed in between the teeth.
a. Anne is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b. Peter is Anne’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c. Joe is Terry and Mary’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Use it!
d. Tom is Ellen’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e. Sue is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f. Mary is Terry’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Draw your family tree.
g. Ellen is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prepare an oral presentation
h. Peter is Mark’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about your family for next
class.
5. Ask and answer questions about their ages. Tip! Use the model
in exercise 3.
Describing people 4
Remember!
Can you…
• describe the way people look? tall / short,
• say what you / other people like doing? fat, overweight / slim,
young / old
eyes: blue / green / brown
Think about it! hair: long / short, straight /
curly, blond / brown / black
• How important is the way people look? / grey / red
• What’s your opinion on hair dying? Plastic surgery? beard / moustache
Useful language!
To describe yourself or another person, you need these verbs:
“I’ve got long brown hair. I’m thin and not very tall. I like reading
books and travelling.
My mother has got short grey hair. She’s got brown eyes and she
wears glasses. She’s quite tall and a bit overweight. She likes
reading magazines and watching TV.
Your turn!
1. There’s a lot of information in the text above. Organize it in an information grid, to make it easier
to follow. Choose suitable column headings. Ask your teacher for any words you may need.
2. Answer the following questions by looking at the information you collected in your grid.
a. What colour is Sophie’s hair?
b. What does Ann’s hair look like?
c. Who likes skiing in the family?
d. What does Tom like doing?
e. Who likes reading books?
f. Who’s got short black hair?
When you finish studying this unit, you will be able to:
• describe homes and activities you do at home;
• describe your room;
• tell the time in English;
• ask and answer about daily programmes.
There is a ….
There are two ….
Is there a…?
How many… are there?
Do you know?
Let’s learn!
Andra and her family live in a new house. Sophie is visiting
them. Andra shows her around:
“Hello, Sophie! Welcome to our home! It’s not a very big house.
There is a small kitchen , a bathroom, a living room, there are
two bedrooms, and a balcony.”
Sophie: “Which is your bedroom?”
Andra: “It’s over here, near the bathroom.”
Sophie: “It looks very cosy!”
Mother: “Coffee’s ready!”
Andra: “Would you like to have some coffee?”
Sophie: “Yes, please.”
2. Practise reading the text with your deskmate. Try to get the intonation right.
4. Draw a plan of your home. Write a short description of it. How big is it? How many rooms are there?
Hint! Use There is… / There are….
5. Work in pairs! Read the description of your house to your partner. He/she tries to draw the plan of
your house without looking at your drawing. Compare it to your original plan. Do they match?
Use it!
This is my room 2
Remember!
Can you…
• describe and locate objects in a room? table, chair, armchair, sofa,
• describe your room? TV, bookcase, wardrobe,
• use the plural of regular nouns? bed, cooker, cupboard, sink,
bath, window
the same / different
Think about it! in / on / near / between
on the left / on the right
How many rooms are there in your home? Which is the room
where you spend most of your time?
Useful language!
Do you know?
Sound wise!
Let’s learn!
Sophie is looking for a room to rent. How long is she staying in
Romania? Read to find out:
Sophie: “Hello! My name’s Sophie Bowen. I’m here to see the
room.”
Landlady: “Hello, Miss Bowen. Please come in. This is the room
I told you about. It’s a small room but it’s got everything you
need: there’s a TV-set, a bed, a small table and a wardrobe.
There are three chairs and an armchair.”
Sophie: “Is there a bookcase?”
Landlady: “Yes, there is. It’s over there, near the window.”
Your turn!
1. Work in pairs. Look at the pictures in the “Useful language” section. Ask and asnswer questions
with your partner, like this:
“What’s number 9?” “It’s a cooker.”
If your partner is right, say: “Yes, it is.”; If not, say: “No, it’s not. It’s a …. ”
2. How many? Work in pairs. Use the same pictures to ask questions about numbers, like this:
“How many armchairs are there?”/ “There’s one armchair.”
”How many sinks are there?”/ “There are two sinks.” And so on.
3. Memory game. Have a good look at the pictures in the “Useful language” section. Then, close the
book and try to name as many things as you can remember.
eg.: “There’s one armchair, there are two sinks, there are three… etc.”
4. Read the dialogue between Sophie and the landlady with your partner. Then close your book and
try to act the dialogue out.
6. Think about your ideal room. Describe it to your partner. Do you like the same things?
Useful language!
6. Speak about your family. Who does what? What do you do? Use it!
Useful language
Telling the time
What time is it? What time is it? What time is it? What time is it? What time is it?
What time is it?
It’s ten past It’s quarter It’s half past It’s twenty to It’s quarter to
It’s 3 o’clock.
three. past three. three. four. four.
3. Write about your daily programme. These questions will guide you.
– What time do you get up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
– What time do you have breakfast? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
– Do you go to school or work in the morning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
– What time do you have lunch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
– What time do you get back home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
– What do you do in the evening to relax? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
– What time do you go to bed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Use the answers to the questions above to write a paragraph about your daily programme. Tip! Use
Andra’s description of her daily programme as a model.
5. Exchange copybooks with your partner. Check each other’s work for mistakes.
6. Remember as much as you can about your partner’s daily programme. Then change partners. Ask
your new partner questions about his/her deskmate’s daily programmes. Answer their questions
about your deskmate. Did you remember everything?
Check this!
Tick what you can do now: Use it!
– I can ask and answer about the time.
– I can describe my daily activities.
– I can ask people about their daily programme. Imagine you are somebody
– I can understand when people speak about their daily else: e.g. a young man in
programme. Indonesia, a famous actress,
etc. What is your daily
programme? Write about it.
2. This is Ana’s to-do list. Can you number the pictures in the same order?
3. Speak about Ana’s daily programme. What does she do every day?
When you finish studying this unit, you will be able to:
• Read and speak about timetables;
• Describe and compare different means of transport;
• Ask for directions / follow directions;
• Ask for things in a shop.
Journey planner 1
Remember!
Can you…
• find and compare information about travel times and fares? Journey, Round trip, Fare
• plan a journey? By train / plane / coach
Fast (-er)
Cheap (-er)
Think about it! Long (-er)
Departure
Have you ever travelled abroad? Which is the best way to travel Arrival
long distances? Why? Road/railway/airway
How much is it?
How long does it take?
Useful language! What time is the departure?
Do you know?
Sound wise!
Your turn!
1. Work in pairs. Fill in the empty spaces:
If we fly, we’ll leave Bucharest at . . . . . and arrive in London at . . . . . . The journey takes . . . . . .
hours and it costs . . . . . . RON.
The coach departs from Bucharest at . . . . . . . and it arrives in London the next day at . . . . . . . . . .
The complete journey takes . . . . . hours, but it costs only . . . . . RON.
So, it is faster to travel by . . . . . . . , but cheaper to travel by . . . . . . . . It also takes longer to travel
by . . . . . . . .
3. The project meeting is actually in Liverpool. Andra and Mihai are looking for information about
the trip from London to Liverpool by coach:
National Express LL 01 LL 02 LL 03 LL 04 LL 05
Departing times: (London) 13:58 14:25 14:58 15:58 16:25
Arriving times: (Liverpool) 16:48 17:28 17:48 18:48 19:23
Duration 02:50 03:03 02:50 02:50 02:58
In pairs, practise asking and answering questions about the information in the timetable.
Tip! Use the questions in ex. 3 as a model.
4. Write a few sentences about the team’s trip from London to Liverpool. Use WILL for the future.
e.g. They will take the coach. They will leave at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Means of transport 2
Remember!
Can you?
• speak about the means of transport you can use in a city? Means of transport: bus,
• compare different means of transport? tram, tube / underground,
trolleybus, bicycle,
motorbike, taxi, car;
Think about it! rush hour,
bus stop,
How can you travel from one place to another in your underground station,
hometown? faster / slower,
cheaper / more expensive,
longer / shorter than
Useful language!
Do you know…?
But, how should they travel around the city? The sound in transport is
similar to the sound ‘e’ in
Andra: „I would like to travel by tube. The London Underground the Romanian word tren,
is the oldest in the world. It must be interesting to see.” but the mouth opens wider.
Mihai: „I would like to travel by bus. It’s out in the open and you Which of these words have
can see more things, especially on top of a double-decker.” the same sound as in
Sergiu: „Why not go on foot? We can enjoy the sounds and transport?
smells of the city and take our time.” travel, special, than, smell,
Adriana: „I’m afraid we don’t have so much time. Let’s find a understand, best, can, have,
tourist information centre and ask about the best way to travel then, project
in London.”
Reason
2 Work in pairs. Use the information in the table above to make sentences about each of the
students. Example: Adriana would like to find a tourist information centre.
3 Work in pairs, then check your answers with those of another pair.
Read these leaflets from the tourist information centre, then answer the following questions:
a. How many means of transport are recommended by the info centre?
.............................................................................
b. Which is the most expensive means of transport?
.............................................................................
c. Where can you use a Travelcard?
.............................................................................
d. Why is the taxi cab a good way to travel in London?
.............................................................................
e. What are the advantages of using a Travelcard?
.............................................................................
Let’s learn!
Andra and her friends are visiting the centre of London on foot.
They are in front of Buckingham Palace. Can you find it on the
map?
Andra and Sergiu would like to see Westminster Abbey, the Do you know?
Houses of Parliament and Trafalgar Square. Adriana and Mihai
are interested in Picadilly Circus and the shops in Regent’s
Street. So, they are going to split now and meet later on, in front In English they use “Excuse
of the National Art Gallery. me!” to get somebody’s
attention.
Andra: “Excuse me! Can you tell us the way to the Houses of To apologize, you say “I’m
Parliament from here?” sorry!”
Londoner: “Certainly! Turn right into Buckingham Gate, then left
again into Victoria Street. Go straight on until you see
Westminster Abbey on your right. The Houses of Parliament
are right behind it.”
Andra: “Thank you, sir.”
Londoner: “Not at all.”
Sergiu: “How can we get to Trafalgar Square from there?”
Londoner: “That’s very easy. Just keep along Whitehall Avenue
and you’ll see Trafalgar Square pretty soon.”
Sergiu: “Thank you very much.”
Londoner: “Don’t mention it.”
2. Listen to their dialogue again. Can you follow their route on the map?
3. Practise reading the text. It’s important to get the intonation right!
5. This is a similar dialogue between Adriana, Mihai and another Londoner. Can you fill in the
missing bits? Choose from these: left; Excuse; straight on; second; can we get; can you tell us.
Tip! Use the map to do this exercise. Andra and Sergiu are still in front of Buckingham Palace.
Shopping 4
Can you… Remember!
• ask for things in a shop?
• read price tags? Shop, money, change, buy,
pay, price, ask for, cash
desk, to stand in a queue
Think about it!
What do tourists usually buy when they visit Romania? Did you
notice?
Useful language!
Customer Shop assistant
Can I see that..? / Can you show me that …? Can I help you?
I’d like to buy … for my … What can I do for you?
I need … Anything else?
How much is it? Here you are. / Here you go.
That's all. You're welcome.
Where is the cash desk? Pay at the cash desk, please.
Could I get a (plastic) bag, please? That's 20 euros/euro altogether
Here's your change.
Let’s learn!
Andra is in a souvenir shop. She would like to buy gifts for her
family and friends. Do you know?
T-Shirt
Men’s Many items have been used
Price: as money, from shells and
£5.99 England
scarce precious metals to
artificial money such as
Baseball
banknotes.
Cap
Price: £6.00
Policeman
Price: Sound wise!
£6.00
Your turn!
1. Work in pairs. Continue the conversation between Andra and the shop assistant. What do you
think she would like to buy for the rest of her family?
2. Practise these conversations with your partner. Change roles. Act one of them in front of the class.
Otopeni, Heathrow,
October 20 Bucharest, 13:00 London, 14:30 03:30
Romania UK
Heathrow, Otopeni,
October 30 London, 10:30 Bucharest, 15:45 03:15
UK Romania
B
back = înapoi black = negru, brunet
balcony = balcon blond = blond
bath = vanã, baie blue = albastru
bathroom = baie book (v.) = a rezerva; carte
bed = pat bookcase = bibliotecã
bedroom = dormitor bread = pâine
before = înainte (de) breakfast = mic dejun
behind = în spatele brother = frate
between = între brown = maro, ºaten, cãprui
big = mare buy v. = a cumpãra
C
cash desk = casierie cook v. = a gãti
certainly = desigur cooker = aragaz
chair = scaun copybook = caiet
change (v.) = a schimba; rest corner = colþ
chat v. = a povesti cosy = confortabil
check v. = a verifica count v. = a numãra
child = copil country = þarã
children = copii cousin = vãr
choose = a alege crossroads = intersecþie
city = oraº mare cupboard = dulap de bucãtãrie
classmate = coleg de clasã curly = creþ
clothes = haine customer = client
D
daily = zilnic direction = direcþie, indicaþie
daughter = fiicã dish = farfurie
describe v. = a descrie do v. = a face
deskmate = coleg de bancã draw v. = a desena
diary = jurnal dress v. = a (se) îmbrãca
digit = cifrã drive v. = a conduce maºina
dining room = sufragerie, salã de mese dust (v.) = praf; a ºterge de praf
dinner = cinã
F
false = fals flat = apartament
famous = celebru flight = zbor
far = departe floor = podea
fat = gras footpath = alee, cãrare
father = tatã foreign = strãin
favourite = preferat friend = prieten
fill (in) v. = a umple, a completa from = din, de la
find v. = a gãsi front (in * of) = în faþa
first name = prenume furniture = mobilã
G
gift = cadou, dar green = verde
glasses = ochelari greet v. = a saluta
go v. = a merge grey = gri
grandfather = bunic guess v. = a ghici
grandmother = bunicã
H
help (v.) = a ajuta; ajutor how = cum
here = aici how many = câþi, câte
house = casã how much = cât, câtã
house chores = activitãþi casnice husband = soþ
I
introduce v. = a (se) prezenta
J
junction = intersecþie just = doar
K
kitchen = bucãtãrie know v. = a ºti
M
magazine = revistã meet v. = a întâlni, a face cunoºtinþã
map = hartã money = bani
match v. = a potrivi morning = dimineaþã
maybe = poate, posibil mother = mamã
means = mijloc move v. = a (se) muta
N
name = nume next (the) = urmãtorul
nationality = naþionalitate nice = drãguþ
near = aproape niece = nepoatã
need v. = a avea nevoie night = noapte
nephew = nepot notice v. = a observa
new = nou now = acum
O
often = des old = în vârstã; vechi
P
passport = paºaport pocket = buzunar
pay a visit v. = a vizita practise v. = a exersa
pay v. = a plãti prepare v. = a pregãti
people = oameni pretty = drãguþ
photo = fotografie price = preþ
picture = imagine
Q
queue = coadã (la magazin)
S
same (the) = la fel, acelaºi sleep v. = a dormi
say v. = a spune small = mic
see v. = a vedea sofa = canapea
sentence = propoziþie sometimes = uneori
set the table v. = a pune masa son = fiu
shop = magazin speak v. = a vorbi
shop assisstant = vânzãtor spell v. = a spune pe litere
shopping = cumpãrãturi state v. = a afirma, exprima
short = scurt, scund straight = drept
show v. = a arãta street = stradã
shower = duº suitable = potrivit
similar = similar, asemãnãtor sure = sigur
sink = chuivetã surname = nume de familie
sister = sorã
T
table = masã timetable = orar
take out v. = a scoate, a duce afarã tip = sfat practic
take v. = a lua tonight = desearã
tall = înalt town = oraº
telephone = telefon travel v. = a cãlãtori
than = decât true = adevãrat
thank v. = a mulþumi try v. = a încerca
then = apoi, atunci turn = rând
there = acolo turn left = ia-o la stânga
thin = slab turn right = ia-o la dreapta
thing = lucru twice = de douã ori
tick v. = a bifa
U
uncle = unchi update v. = a aduce la zi
understand v. = a înþelege useful = util, folositor
until = pînã (când) usually = de obicei
W
wait v. = a aºtepta where = unde
walk v. = a merge pe jos which = care
want v. = a vrea, a dori why = de ce
wardrobe = ºifonier, dulap wife = soþie
wash v. = a spãla window = fereastrã
watch v. = a privi with = cu
way = cale, direcþie; mod wonderful = minunat
week = sãptãmânã word = cuvânt
what = ce work v. = a munci,a lucra
when = unde write v. = a scrie
Y
year = an young = tânãr
Now it’s time to use your learning diary again. In order to be able
to communicate well in a foreign language, you need four basic
skills: listening, reading, speaking and writing. During this
module you have made a lot of progress in listening and reading
and some progress in speaking and writing. Which of the two
main skills in this module did you find easier? Which of the four
skills do you think will be the most useful to you in your real life
(for your job, travelling, etc.)? What kind of exercises could help
you improve those skills that you need the most?
Next, look at the words and expressions used in each lesson. You
might want to use your class notes or the Vocabulary section at
the end of the Student’s Guide.
Now you are ready for final assessment. More than anything, be
positive about it: it is not meant to sanction insuccess, but to
support your learning. Good luck!