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A Doua Sansa - Secundar - Engleza - Profesor - 1 PDF
A Doua Sansa - Secundar - Engleza - Profesor - 1 PDF
CARMEN COSTINA
LIMBA ENGLEZĂ
Modulul 1
Receptarea mesajelor
orale și scrise
Ghidul profesorului
811.111
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: august 2006
Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.
Lucia Copoeru
Coordonator
„A doua ºansã” – învãþãmânt
secundar inferior
Ice-breaking
Start the lesson by greeting the
students in English and encouraging
them to respond in the same way.
Hello! 1
Introduction / Review
Start by greeting the class and
introducing yourself in English.
Use gestures to make sure
everybody understands. Invite
some of the students to copy what
you are doing.
Can you…
Explain that what you have been
doing is greeting and introducing
yourself. Ask students to answer
the questions. Point out that some
of them can already introduce
themselves in English. Explain
‚spell your name’ and ask students
why they think this is necessary
(when dictating information to a
foreigner, for instance.)
Preparation
For ex. 5: small pieces of paper
with English names (first and – Ask students to read a few letters each (individually, begin
family names) – 1/student. with the more confident ones);
– Focus students on the vocabulary in ‘Remember’ and spell a
Useful language! / Remember few short words (name / greet). Ask them to find those
– Explain students that they need words in the box.
to know the letters of the – Introduce the rest of the vocabulary.
alphabet and how they sound in
order to spell their names. Draw Do you know…?
their attention to the difference Let students read the information and try to guess what it
between letters and sounds. (If means by looking at the clues (the hours, different letter types,
necessary, use the model of the etc.) If necessary, help them by showing time on a clock. Ask
Romanian alphabet: A is /a/, but students to walk about in the classroom and greet each other as
B is /be/, etc.) they pass by. Clap your hands to change the time of the day.
– Read the whole alphabet (pause (e.g. now it’s after 6 p.m.! Good evening!)
after each letter, making sure that
students can follow); read all the Sound wise!
letters again and have students Write your first name on the board and spell it to the class.
repeat each letter as you go; Invite a couple of students to do the same. Then give them
Let’s learn!
Focus students on the pictures.
Explain that you will read two
dialogues while they will have to
figure out the situation in each of
them. Read the dialogue clearly,
then discuss the two situations in
Romanian (Sophie Bowen, British,
is making a reservation for a hotel
room; Alin Mocan, Romanian, is
booking a flight for London.). Read
the dialogue again, and ask
students to identify the words and
expressions they already know.
Allow some time for any questions
about other vocabulary in the text.
Your turn
1. Ask a pair of students to
model reading the dialogue for
the class. Then monitor the
pairs as they read together.
Tip! Correct their
pronunciation only when it
hinders understanding.
2. Explain students that when
we speak we perform different
functions, e.g. we say Hello! to
greet somebody. This exercise
will help students be aware of
why they use certain words or
expressions.
3. Students can think of any
other English expressions they
might know, and put them
down in the list. Alternatively, they can think of how these functions are performed in other
languages that they know, or their own.
4. Advise your students to use capital letters as they write the names that you spell. Repeat each
name twice. Suggestions: SMITH, CATHY, PETER, BROWN, JILL, VALERIE, WILLIAMS.
5. This exercise could be done with the students’ real names if they don’t know each other yet. But
if they do, give them some slips of paper with a new identity, to make it purposeful. Insist that
students write down the names they hear and ask their partners to spell them.
6. Pair work: Using all the information they know, students will make up short/simple dialogues in
which they practise greeting, introducing and spelling. When all pairs have finished, ask some of
them to act out their dialogue.
Check this!
This is the first time students use this kind of self-assessment. Start by discussing the importance of
reflecting on what has been learned. Read the list of ‘I can do’ statements and ask students to tick
them based on how they feel about their ability at this point.
Use it!
Ask the students to think about more ideas to help them improve their spelling skill.
Can you…
Go through the questions with your
students. Create opportunities for
them to share their previous
knowledge. Praise them for what
they already know; invite them to
express wishes about what else they
would like to learn. If some can
count to three, maybe they’d like to
count to ten, if others can count to
ten, they might want to learn how
to pronounce the numbers correctly.
Preparation!
For ex. 4: sets of small pieces of
paper with fictitious data: names,
phone numbers and addresses.
Each group gets one set, so that
every student has one piece of
paper with a person’s name.
e.g. Nicoleta, 543 319,
5. Bacãu Street,
nico@deltamail.ro
Your turn
1. Explain students that they will
practise listening for specific
information, with their books
closed. As you read the
dialogue again they will have
to listen for Andra’s phone
number and address and write
them down. Students compare
their answers in pairs, then check them using the books. (They will also practise reading for
specific information.)
2. Reinforce reading phone numbers in English.
3. Make sure all the students understand each sentence before deciding which are true/false.
Answers: a. F; b. T; c. T; d. F; e. T.
4. Do this exercise in groups. Hand out pieces of paper with fictitious personal information. Explain
students that they are not to show their piece to the group, but answer the questions when they
are asked. Students conduct simple dialogues to find out the names. Organize the groups so that
each student gets a chance to ask and answer.
Check this!
Ask students to base their self-assessment on how well they did in exercise 4. Where it’s not relevant
enough, ask them to conduct similar short conversations and assess each other.
Use it!
Collecting real information about colleagues will contribute to the relevance of the acquired
competences, as well as to the cohesion of the new group.
Family matters 3
Review
Funny activity to revise reading
phone numbers and having short
phone conversations: use the
pieces of paper with names,
addresses and phone numbers
from the previous lesson:
– Each student gets one piece of
paper and copies/remembers
the information.
– Get all the papers back, put
them in a box and ask a few
students to pick one.
– In turns, they will then “dial”
the number they drew (by
reading the number loudly and
clearly) and somebody in the
class will “pick up” the phone
– if they paid attention!
Can you…
In each lesson these questions are
meant to create an opportunity for
identifying students’ needs and
praising any knowledge they might
already have acquired.
Your turn
1. Introduce the new task. Ask
students to read the text in
pairs, find the necessary
information, fill in the grid,
then exchange copybooks with
another pair to compare the
answers.
2. Read the pairs of numbers.
Emphasize the stress pattern
in thirty/thirteen as you read,
then ask students to compare
them. Continue practising
until they can get the
pronunciation right. For even
more practice, introduce the
question “How old are you?”
and teach students how to
reply in a complete sentence:
“I’m 16.”
3. Start asking questions about
Andra’s family members. Use
their names in the beginning,
then the personal pronoun
(he/she). Model the correct
answer “She’s.. years old. /
He’s … years old.”
4. Before doing the exercise, make sure the students have worked out the family tree structure. They
do the exercise in pairs, then check all the answers together.
Answers: a. sister; b. husband; c. son; d. grandfather; e. mother; f. wife; g. niece; h. father.
5. Some more oral practice in asking/answering questions about people’s ages.
Check this!
Students tick the statements by themselves. You could ask them where they feel the need for more
practice and start the next lesson by reviewing that particular area.
Use it!
Students could make posters of their own family tree. Motivate the students to do the projects. They
will be included in their portfolios, which will be assessed at the end of the module.
Describing people 4
Review
If any students did their family
trees, you could use their
presentations as an opportunity to
revise the previous lesson’s
material.
Can you…
Ask students if they could describe
some of the persons in the
presentations. What kind of
language would they need to
describe a person? Students can
draw up lists of words they would
like to learn in this lesson.
and describe the persons without reading Andra’s introductions. They then work in pairs to fill in
the sentences.
Answers: a. He’s, got, likes; b. likes, got, she’s; c. years, likes; d. She’s, likes.
5. Make a “famous people poster” by pasting all the pictures brought by students on a blank sheet of
paper. Put the poster in front of the class and start a guessing game: One student describes one
person, the others have to guess who it is.
6. Each student writes a short introduction of himself/herself, using a code name. All the pieces of
paper are put together and mixed, then each student draws one and tries to guess the code name
of that person.
Check this!
Exercises 5 and 6 can be used by students to self assess their abilities to describe a person’s
appearance and speak about their favourite activities.
Use it!
Set this activity as a non-compulsory homework, begin next class by asking who would like to read it
to the class or show it to you at the end of the class, for feed-back.
Can you…
The picture of a house / block of
flats could be placed on the board.
Invite students to describe it. /
What words do they need to learn
in order to be able to do it?
(Students write down lists in their
copybooks.)
Your turn
1. Students work in pairs, after
you model doing the exercise
on the board.
Answers: B, A, B, B, B, B.
Ask students to check their
answers together, then check
with the whole class.
2. Students read the dialogue in
pairs. After they finish once,
ask them to change partners
and read the text again.
Extension: more able students
could then act out the
dialogue by looking at the
plan of the flat, without
reading the text.
3. Students do the exercise in
pairs and copy the answers in
their copybooks. Answers:
bedroom, kitchen, bathroom,
living room, dining room. If
necessary, let the students do
some pairwork, practising this
structure a little more: S1:
bedroom / S2: You can sleep
in the bedroom.
4. Students draw the plan of their home (either real or imaginary). Ask them to write a few
sentences to describe it. Go round to the weaker students first and check they have got the grips
of what they need to do.
5. Picture dictation: this activity could be lots of fun, but also very frustrating if it doesn’t work. Tip!
Ask students to sit back-to-back as they ‘dictate’ their plan to the other colleague.
Check this!
Students tick the “can do” statements, as usual.
Tip! Remind students to make notes in their learning diary at the end of each lesson.
Use it!
Set this activity as a non-compulsory homework. Next class, students who did it can pin the
plan/picture of their ideal home on the board and let colleagues describe it.
This is my room 2
Review
12 20 34
76 30 59
13 100 64
Can you…
Ask students to imagine they are
looking for a house / room to rent
in another town. How would they
describe the kind of room they
would like? Make a concept map
on the board and write in the
words or expressions students
believe they might need when
describing a room.
Your turn
1. The aim of the exercise is to
reinforce vocabulary and
practise asking and answering
simple questions;
2. Working with numbers.
Students work in pairs to ask
and answer about the number
of objects. The exercise is
based on the pictures in the
Useful Language section
(considering the number
accompanying each object
represents the number of
objects: 3 beds, 7 chairs, etc.)
3. Caution! Some students might
find this exercise (and the
previous one, for that matter)
irrelevant (11 tables!?, 12
wardrobes!?) but lay stress on
the skills they aim at: asking
and answering about numbers.
It also develops observation
and good memory.
4. Make sure that while reading the text (in pairs, 2-3 times), students bear the final task in mind:
acting out the dialogue without looking in the book. Explain that they don’t have to use the exact
words, but should reproduce the basic course of the conversation. Alternatively, some of the
students might want to recreate the conversation, alter it completely, etc.
5. Use the picture representations of prepositions: in/on/near/between, etc. to do this exercise. Tip!
After doing the exercise about Andra’s room, students could transfer their new skill to locate
various objects in their classroom.
6. Guide the activity according to the class level and students’ interest: write some basic structures
on the board for them to use while describing their ideal room, or focus them on using numbers
and plurals correctly, students can either describe their ‘fantastic’ room to their partner or answer
their questions about it, etc.
Check this!
Students tick these statements according to how they felt while doing the exercises (especially 5 and 6).
Use it!
Students might find it helpful to see some real ads from newspapers; if the school has Internet access
you can find some examples in English. (www.craigslist.org)
Can you…
Focus students on the aim of this
lesson. As usual, use this as an
opportunity to check what they
already know and let students
express what they would like to
accomplish.
Do you know?
Explain the use of the -s/-es ending
for verbs in the third person Andra’s responsibilities; c) one responsibility of each family
singular. (They have already used member, etc.
this in Unit I, Lesson 4.) – Invite students to read the text in pairs: as one student
reads, the other one points to the correct picture illustrating
Sound wise! each activity, then take turns.
Students should be aware that the
wrong pronunciation of the two Your turn
sounds can sometimes produce 1. Before students do the pairwork, model asking questions
confusion between two words. about each of the activities. Monitor students as they work
in pairs and help when necessary. Always make students
Let’s learn! aware of the purpose of the exercise. (Learning a foreign
– Students listen to the text and language involves a lot of practising).
focus on the house chores they 2. More able students could start by looking at each picture in
have just learned. According to turns, naming the activity, and making a correct sentence
the class level, you can set about it. Only then do they try to find the matching sentence
different listening tasks: ask in exercise 2. Weaker students might find it easier to look at
students to listen for: a) one the sentence first and then try finding the matching picture
thing that Andra does; b) for each sentence. Either way, students should practise
5. Students can use the pictures in the useful language box in their dialogues; some of the more
able students might want to ask more questions – and probably inquire about more vocabulary;
encourage them to do it in English e.g. How do you say ….. in English?
6. Free practice: students speak about their families using language they have learned in the
previous lessons as well. After they do the exercise in pairs, you could have a few pairs doing a
dialogue in front of the class; alternatively you can ask individual students to report on their
partner. (e.g. He does the shopping, his mother does the …)
Check this!
Students tick these statements according to how they felt while doing the exercises (especially 5 and 6).
Use it!
This activity can be quickly done at the end of the class or set as homework.
Can you…
After students try to answer these
questions, set targets together for
what they would really like to
learn – maybe they feel like
“understanding people when they
speak about their daily
programme” is more useful than
“asking people about their daily
programme”. Later during the
lesson you may consider their
options when pairing students for
pair work.
Do you know? Before going on to the exercises, read the text with the students
Before explaining the meaning of and make sure they understand the new words.
a.m./p.m. ask students whether
they have come across them while Your turn
reading something in English. 1. Students work in pairs to order the pictures, reading the
text as many times as needed. When they finish, they
Sound wise! should try to make simple sentences about Andra, e.g. She
Make students awareof the /e/ gets up at 6 o’clock, she has (!) breakfast, etc. Start this as
sounds in English. Exemplify with an oral exercise, then ask students to write sentences about
some minimal pairs: man/men, Andra’s programme in their copybooks.
etc.
Tip! Emphasize that error correction is not meant to criticize but to help everybody improve their
skills!
6. Students speak about their partner’s programme in the third person singular. Invite students to
read the corrected work of their partner again, bearing in mind the aim of the task: they will have
to speak about it in the third person singular.
Check this!
Ask students which of the exercises they did in class could help them assess each of the abilities in
the statements and tick them accordingly.
Use it!
You may bring to class some pictures of young adults from other parts of the world as a visual starter
for the activity (even if it will be done as homework). Tip! Check the UNICEF site (www.unicef.org) to
find some suitable pictures.
Journey planner 1
Review
Revise numbers and telling the
time. Students will need to use
thousands in this lesson, so
introduce it now.
Can you…
Students answer the questions,
maybe after discussing the topic in
Think about it!
Do you know?
Future tense will be needed in this
lesson. Ask students some
questions about their plans for the
future. Speak about yours to
demonstrate the use of future
tense. etc.) Use the table to ask simple questions about departing and
arriving times/places, travel fares.
Sound wise!
Students listen to the list of words Your turn
and circle the ones with the /dj/ 1. Students read the complete text before starting filling in the
sound. They then look at the correct words. Encourage students to pay attention to
different spellings for the same various cues in the text as to what kind of information they
sound. need to fill in: e.g. at requires a time, RON – an amount of
money, etc.
Let’s learn! Use the completed text for more practice (reading
Read the introduction about the comprehension)
school trip to England. Note! The Answers: 10 (a.m.); 11:30; 3 and a half; 1,257; 5:30, 22:30,
timetable is authentic material. 30, 930.
Allow students some time to figure 2. Students can fill in the basic information in the Student’s
out how to look for information in Book, then write the answers in complete sentences in
the table, ask guiding questions if their copybooks.
necessary (Where can you find the Next, they could use the dialogue for oral practice.
times? departure place? dates?
Check this!
You could bring a train/coach timetable to class and have students practise working out times and
durations using it. Tip! Information leaflets from tourist travel agencies could also be useful.
Use it!
Community opportunity! This activity could turn into a good group project to last several lessons.
Discuss a plan for the project with your students.
Possible idea
Groups of students make plans for the future of their town/village. Each group is responsible for one
particular issue: roads, homes, schools, hospitals, shops, etc. They will make a poster and give an oral
presentation to explain their plans to the community.
Means of transport 2
Review
Start the lesson with a quick
review of the language taught in
the previous lesson. Students
could write down basic details of
an imaginary trip, like this:
Departure: 12.30
Arrival: 15.25
Round trip fare: 30 RON
Can you...
Focus students on the aim of this
lesson: they are going to learn how
to describe and compare different
means of transport in a city.
Your turn!
1. Students work in pairs. Before
they start working, model how
the exercise should be done:
‘Who would like to find a
tourist information centre?’
‘Adriana.’ ‘Why?’ „To get
advice on the best way to travel
around London.’
2. Students work in pairs to make
sentences about each person,
following the model. More able
students should be encouraged
to connect the sentences about
each person, like this: Adriana
would like to find a tourist
information centre in order to
get advice on the best …
3. Focus students on the questions
first. Make sure they
understand what kind of
information they need to look
for. Explain that they do not
need to carefully read the
whole text, but skim it (read
quickly in order to find a
particular point).
Answers:
a. Three means of transport:
buses, tubes, taxis
b. Taxis are the most expensive.
c. Travel cards can be used on
tubes and buses.
d. You get at your destination on
time.
e. If you use a travelcard you save
money; you can jump on and
off buses and tubes.
Can you…
As students go through the
questions, they could write words
or expressions they would like to
learn in order to be able to perform
these language functions.
Check this!
Ask students to act out some situations, pretending they are in a new place. They can work in pairs,
one of them being a local person, the other a visitor. They then change roles and tick the ‘I can do’
statements accordingly.
Use it!
Group work. Students work in groups to make a plan of their town/village centre. They have to
decide together on the important places to visit and place them on the map.
Shopping 4
Review
Start the lesson by revising the
poster of interesting places in the
local area. Students can do some
short dialogues in which they ask
for/give directions.
Can you…
Go through the questions with the
students. They set their own
targets for learning.
Do you know?
Read the piece of information
about the history of money,
possibly followed by a discussion
about the idea of exchange. Focus students on the pictures, then read the dialogue. Ask
comprehension questions.
Sound wise! a. Where is Andra?
Act out very short conversations b. What would she like to buy?
offering things and c. Who are the gifts for?
accepting/refusing them using d. How much is the T-shirt?
correct intonation. E.g. Would you e. Who will she buy it for?
like a glass of water? / Yes, please
/ No, thank you. Your turn
1. Ask a pair of students (volunteers) to continue the
Let’s learn! conversation in front of the class. They should use the
Introduce the context and setting: same structure as in the lesson. Then, the whole class work
Andra is buying things in a in pairs to write down one more conversation. Monitor the
souvenir shop. Maybe have a short activity.
discussion about why people buy 2. Students act out the dialogue in the book and the one they
souvenirs from the places they have created. If they need more practice, they could make
visit, the value of souvenirs, etc. up new conversations, imagining other souvenirs to buy, or
5. Student could work individually to work out the replies, then check their answers in pairs.
Possible answers:
Yes, please.
That’s £6.00.
It’s over there.
No, thank you.
Check this!
Students read the ‘I can do statements’ and tick them according to how they felt while doing the
exercises.
Use it!
Students could make drawings of things people would normally buy as souvenirs in their local area,
attach price tags to them and act out shopping dialogues (tourists/local people) using those pictures.
“Good morning.”
“Good morning. Can I help you?”
“Yes, please. I’d like to book a flight to London on November 23rd.”
“For how many persons?”
“Just me.”
“What’s your name?”
“My name is Alin Mocan.”
“What is your first name?”
“Oh, my first name is Alin and my family name is Mocan.”
“I see. How do you spell your family name?”
“It’s M-O-C-A-N. Mocan.”
“Right. You’ve got your reservation for November 23rd.”
“Thank you. Good bye.”
“Good bye, Mr Mocan.”
Sophie: “Let me see, Andra Mocan’s telephone number.. Here, I found it: 428 039.”
Phone rings.
Sophie: “Hello, this is Sophie Bowen. Can I speak to Andra, please?”
Andra: “Hello, Sophie! It’s me, Andra! So good to hear you! How are you?”
Sophie: “I’m very well, thank you. I’m back in Romania.”
Andra: “How wonderful! It’s been three years since we last met!
Sophie: “I know, a long time, isn’t it? And how are you, Andra?”
A: “I’m fine, too, thanks. A lot of things changed… But it’s a long story. Listen, why don’t
you pay us a visit sometime? My parents would love to see you again!”
S: “Thank you. I’d love that. Do you live in the same place?”
A: “No, we moved last year.”
S: “Really? That’s wonderful! What’s your address now?”
A: “It’s flat 43, 5 Saturn street. It’s on the third floor.”
S: “Great, let me write it down. Can you say it again please?”
A: “Sure. It’s flat 43, 5 Saturn street, third floor.”
S: “Excellent! See you tonight then.”
A: “I can’t wait. Bye, Sophie.”
S: “Bye.”
“Hello! My name is Andra Mocan. I am 16 years old. This is my mother, Ioana. She’s 42
and she works as a waitress in a small restaurant. My father’s name is Nic. He’s 44 years
old and he works as a builder. This is Mikki. He’s my younger brother. He’s 12 and goes
to school in the 6th grade. I’ve also got an older brother, Alin. He doesn’t live with us. He
married Maria three years ago. He was 21 then. His wife is 23 and they both work as
social workers. They also have a little daughter, Alina. She is 1 year old and my favourite
niece!”
“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.
My father is tall and slim. He’s got short curly grey hair and a short beard. He likes
repairing all sorts of things.
My sister is thin and very pretty, with long blond hair and blue eyes. She likes listening
to music and dancing. She also likes playing with her two children.
My brother is very tall. He’s got really short black hair. He likes computers most of all
and he likes going skiing.”
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.”
Sophie is looking for a room to rent. How long is she staying in Romania?
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?”
There’s a lot to do at home. In Andra’s family they all do their share. What are Andra’s
responsibilities?
Mother does the cooking, she washes and irons the clothes.
Father does the shopping, he washes the dishes and cleans the windows.
Miki sets the table and he takes the rubbish out.
I sweep the floor, I dust the furniture and I sometimes wash the dishes.
Sophie: So, Andra, tell me about your life. What do you do every day?
Andra: Well, my programme is busy. I get up at 6 o’clock. I have a quick shower, I get
dressed and then I eat a small breakfast. I catch a bus to school at 7:30. Classes start at
8 in the morning and finish at 1 or 2 p.m. I usually have lunch at school, at about 12.
After school, I go home and study for a few hours. In the afternoon, I work in a small
shop near my house. I need to earn some pocket money for a trip to England: we’re
doing a Leonardo project at school and we’ll visit Liverpool next month.
Sophie: Wow! That’s great!
Andra: Yes, I can’t wait. It will be my first time abroad.
Sophie: And what do you do in the evenings?
Andra: Oh, I sometimes read a book or listen to music; I rarely go out with my friends,
but I often have dinner and go straight to bed.
The students in the project group have arrived in London. It’s their first time in London,
so they would like to see the sights before moving on to Liverpool. London is a huge
city; there are lots of interesting things to see and do.
But, how should they travel around the city?
Andra: „I would like to travel by tube. The London Underground is the oldest in the
world. It must be interesting to see.”
Mihai: „I would like to travel by bus. It’s out in the open and you can see more things,
especially on top of a double-decker.”
Sergiu: „Why not go on foot? We can enjoy the sounds and smells of the city and take
our time.”
Adriana: „I’m afraid we don’t have so much time. Let’s find a tourist information centre
and ask about the best way to travel in London.”
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 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 of the National
Art Gallery.
Andra: “Excuse me! Can you tell us the way to the Houses of Parliament from here?”
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.”
Andra is in a souvenir shop. She would like to buy gifts for her family and friends.
“Can I help you?”
“Yes, please. I’d like to buy some gifts for my family.”
“Certainly, we’ve got T-shirts, mugs, keyrings, all sorts of things.”
“I like that football T-shirt, how much is it?”
“That’s £5.99.”
“OK, I’ll buy that for my brother.”
“Anything else?”
“Yes, for my mother I’d like...”
Class performance
observation grid A
Student’s Reception Production
Interaction Observations
name Listening Reading Speaking Writing
1a
1b
1c
1d
2a
2b
3a
1a
1b
1c
1d
2a
2b
3a
1a
1b
1c
1d
2a
2b
3a