A Doua Sansa - Primar - Limba Engleza - Cadru Didactic - 3

Uniunea Europeanã • Ministerul Educaþiei ºi Cercetãrii
Proiect Phare „Acces la educaþie pentru grupuri dezavantajate“

Programul „A doua ºansã“
Carmen Costina
Limba englezã
Passport to English
Ghidul cadrului didactic

Nivelul III
Centrul Step by Step, Bucureºti, 2006

Aceste materiale, publicate în cadrul Proiectului Phare „Acces la educaþie pentru
grupuri dezavantajate“ 2003, au fost realizate de WYG International Ltd – echipa de
asistenþã tehnicã a Ministerului Educaþiei ºi Cercetãrii – pentru a fi folosite în
cadrul programului educaþional „A doua ºansã – Învãþãmânt primar“.
Membrii echipei care a elaborat materialele sunt:

Cristiana Boca, coordonatoarea componentei „Învãþãmânt primar“
Mihaela Bucinschi, autoare „Limba ºi literatura românã“
Daniela Chircu, autoare „Limba rromani“
Carmen Costina, autoare „Limba englezã“
Aniþa Dulman, autoare „Matematicã“
Gabriela Dumitru, autoare „Cunoaºterea mediului“
Cristiana Ilie, autoare „Istorie. Geografie“
Camelia Stãnescu, autoare „Limba rromani“
Iudit Sera, autoare „Limba englezã“
dr. Doina–Olga ªtefãnescu, autoare „Educaþie civicã“
Paul Vermeulen, expert componenta „Elaborare curriculum
ºi materiale educaþionale“
Descrierea CIP a Bibliotecii Naþionale a României

COSTINA, CARMEN
Limba englezã : Passport to English : ghidul cadrului didactic :
modul 3 / Carmen Costina. - Bucureºti : Step by Step, 2006
Bibliogr.
ISBN (10) 973-1706-26-7; ISBN (13) 978-973-1706-26-9
811.111
Coordonator editorial: Mihaela Marin

Redactor: Alina Negruþiu
Design copertã: Dinu Dumbrãvician
Design ºi dtp: Gabi Iancu
Foto copertã: Central Audiovisual Library of the European Commision
© European Community, 2005
Cartea conþine un audio CD.
Aceastã publicaþie face parte din Programul Phare 2003 „Acces la educaþie pentru grupuri
dezavantajate“, componenta „A doua ºansã“
Editorul materialului: Ministerul Educaþiei ºi Cercetãrii
Data publicãrii: septembrie 2006
Conþinutul acestui material nu reprezintã în mod necesar poziþia oficialã
a Uniunii Europene.
© Ministerul Educaþiei ºi Cercetãrii, 2006

ISBN (10) 973-1706-26-7
ISBN (13) 978-973-1706-26-9
Cartea poate fi copiatã pentru scopuri educaþionale, dar nu pentru scopuri comerciale.
În orice circumstanþã, este necesar acordul deþinãtorului de copyright, Ministerul Educaþiei
ºi Cercetãrii, pentru a reproduce integral sau pãrþi din prezentul ghid.
Cuprins
Cuvânt de bun venit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Methodical inputs for lesson developement . . . . . . . . . . . . . . . . . . . . . . . . . .7
Unit 1 FAMILIES
Lesson 1 Nice to meet you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Lesson 2 Meet my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Lesson 3 What do you like doing in your free time? . . . . . . . . . . . . . . . . . . . . . . . . . .12
Lesson 4 A weekend with my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Unit 2 TOWNS
Lesson 5 Around the town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Lesson 6 Means of transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Lesson 7 Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Lesson 8 How much is it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Unit 3 HAVING FUN

Lesson 9 Help! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Lesson 10 Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Lesson 11 Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Lesson 12 Holiday plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Assessment guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Appendix A Class performance observation grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Appendix B Oral assessment grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Ghidul cadrului didactic • Limba englezã III 3

Cuvânt de bun venit
Stimatã învãtoare,
Stimate învãþãtor,
Felicitãri pentru cã faceþi parte din marea echipã a proiectului „A doua

ºansã – Învãþãmânt primar“!
Prezentul ghid face parte dintr-o serie de materiale educaþionale elaborate

în cadrul proiectului Acces la educaþie pentru grupuri defavorizate care vor fi
utilizate în cadrul componentei A doua ºansã pentru învãþãmântul primar de
cãtre cadre didactice, directori, inspectori ºcolari care conduc sau
coordoneazã clase de tip „a doua ºansã“. În acelaºi timp, ele pot fi folosite
ºi ca resursã în eforturile de construire a unor ºcoli incluzive.
Forma pe care au dobândit-o aceste ghiduri se înscrie în concepþia unitarã

a programul A doua ºansã pentru învãþãmântul primar, program definit prin:
• modularitate ºi flexibilitate în organizare
• caracter activ, practic aplicativ al curriculum-ului
• respectarea individualitãþii în învãþare ºi evaluare.
Ghidurile pentru cadrele didactice ºi pentru cursanþi au fost realizate în

conformitate cu programele ºcolare aprobate pentru anul ºcolar
experimental 2005-2006.
În ghidurile pentru cursanþi urmãresc aplicarea unui model constructivist,
secvenþial, accesibil ºi bine structurat de tip orientare, achiziþie, aplicare ºi
transfer. Astfel, modelul didactic ales ºi pãstrat ca un laitmotiv se coreleazã
cu etapele pe care le poate parcurge o unitate de învãþare, fiecare dintre
momente cuprinzând secvenþe precum cele enumerate:
• etapa de orientare poate cuprinde prezentarea scopurilor, semnificaþiei
Programul „A doua ºansã ºi contextului din perspectiva cursantului, activarea ºi valorizarea
pentru învãþãmântul cunoºtinþelor ºi deprinderilor anterioare ale acestuia, captarea atenþiei
primar“ în anul ºcolar
2005-2006 va fi aplicat pe
cursanþilor prin conexarea subiectului cu unul de interes vital pentru
baza O.M. nr. 5160 din ei, introducerea unor întrebãri ºi situaþii provocatoare de cãtre cadrul
6.10.2005 în conformitate didactic º.a.,
cu urmãtoarele documente: • etapa de achiziþie cuprinde rezolvarea de sarcini, exerciþii, însuºirea
• Metodologia privind noilor cunoºtinþe având ca rezultat înþelegerea ºi operarea de cãtre
organizarea procesului
cursant cu conceptele, etapã în care sunt alese cele mai eficiente
de învãþãmânt în cadrul
Programului „A doua metode de predare-învãþare-evaluare adecvate atât grupului þintã, dar
ºansã pentru ºi specificului subiectului predat.
învãþãmântul primar“; • etapa de aplicare ºi transfer se concretizeazã prin integrarea
• Planul cadru pentru conceptelor achiziþionate în contexte noi, elaborarea unor produse ale
programul „A doua
activitãþii (de tip eseu, poster, tabel, colaj, model, proiect), evaluarea
ºansã pentru învãþã-
mântul primar“; ºi auto-evaluarea atât a proiectului cât ºi a rezultatelor obþinute.
• Programe ºcolare
integrate prin care
se realizeazã educaþia
Ghidurile elaborate pentru cursanþi cuprind, pe lângã unitãþile de învãþare
de bazã. detaliate, activitãþi de reactualizare a conceptelor cheie ale modulului/
• Materiale educaþionale nivelului anterior, probe de evaluare ºi auto-evaluare, dicþionar cu termeni
pentru elevi ºi cadre utilizaþi, pagini pentru aplicaþii ºi proiecte sau anexe cu informaþii
didactice. esenþializate pentru consolidarea învãþãrii.
4 Programul „A doua ºansã“ • Nivel primar

Fiecare dintre ghidurile pentru cursanþi pentru fiecare disciplinã sau nivel de
studiu se completeazã cu ghidul adresat cadrului didactic, astfel încât
transpunerea în practicã a ideilor programului sã fie cât mai coerentã ºi
mai transparentã.
Ghidurile pentru cadrele didactice reprezintã cel mai complex instrument prin
care programele ºcolare prind viaþã. Ghidurile cadrelor didactice sunt o
oglindã a fiecãrei unitãþi de învãþare prezentate ºi o aprofundare a ei din
perspectiva scopului, a metodologiei, a formelor de organizare posibil de
abordat. Caracterul alternativ al acestor ghiduri se explicã prin aceea cã
ordonarea conþinuturilor relevante sugerate, ritmul ºi metodologia abordãrii
lor vor fi stabilite de cãtre fiecare cadru didactic în funcþie de stilul sãu
didactic, particularitãþile grupului cu care lucreazã, resursele de învãþare
disponibile, contextul local în care se defãºoarã învãþarea.
Ghidurile cadrelor didactice cuprind într-o manierã flexibilã ºi individualã
secþiuni prin care se prezintã programa ºcolarã specificã disciplinei
respective, se prezintã sugestii de întocmire a planificãrii, se oferã
conceptele ºi achiziþiile cheie ale disciplinei pentru fiecare nivel ºi
corespondenþa dintre acestea ºi metodologia didacticã cea mai eficientã.
Ghidurile prezintã într-o manierã succintã informaþii atât teoretice, dar ºi
practice despre realizarea evaluãrii formative dar ºi a celei sumative, atât
prin forme clasice, dar ºi alternative, cu exemple de probe de evaluare
construite pe baza standardelor de evaluare regasite în programele ºcolare
pentru fiecare disciplinã ºi nivel de studiu.
Ghidurile cuprind ºi referiri la alte surse bibliografice utile pentru derularea
demersului didactic specific fiecãrei discipline. Acestea sunt fie lucrãri de
referinþã ale pedagogie sau didacticii dsciplinei, fie adrese utile pentru
cadrele didactice care doresc sã se foloseascã de Internet.
Ghidurile pentru cadrele didactice pot fi cu uºurinþã adaptate ºi
individualizate în funcþie de contextul local, de resursele materiale de care
dispune ºcoala, de stilul de predare al cadrului didactic ºi de
particularitãþile cursanþilor. În multe dintre unitãþile de învãþare propuse la
diferite discipline de studiu pot fi întâlnite sarcini care se rezolvã cu
ajutorul computerului, mici proiecte ºi cercetãri care se desfãºoarã în
comunitate sau în diferite instituþii º.a. Cadrul didactic împreunã cu clasa
pot hotarî în legãturã cu oportunitatea desfãºurãrii sarcinilor ºi aplicaþiilor
propuse astfel încât cursanþii sã trãiascã experienþe de succes în învãþare.
Dat fiind caracterul experimental al programului „A doua ºansã pentru

învãþãmântul primar” în acest an ºcolar ºi necesitatea revizuirii tuturor
materialelor educaþionale elaborate pânã la extinderea programului în anul
ºcolar 2006-2007, contribuþia dumneavoastrã, a tuturor celor care lucraþi
cu aceste materiale în aceastã perioadã este foarte importantã. Aºteptãm
sugestiile de revizuire, comentariile, observaþiile sau aprecierile pe adresa
secondchance@wyginternational.ro.
Vã mulþumim ºi vã dorim succes!

Cristiana Boca

METHODICAL INPUTS
for lesson developement

1 Nice to meet you
Specific Objectives
CONTENTS
Functions
• Greeting (formally/informally), introducing
people, spelling
Language content
• The alphabet
New vocabulary
• First name, family name
• to greet, to shake hands, to spell
RESOURCES:
• various forms to fill in with personal data
TIME:
• 2 hours
Activities · Read the dialogue. Ask students to identify

formulas for greeting, introducing oneself, asking
for the other person’s name. Then students
THINK!
read the dialogue in pairs. Encourage them to
· Use these questions to explain the difference ask your help when they need it. Teach them
between formal and informal style. After to ask in English: How do you read this?
students discuss the different styles in Romanian,
· Ask 1-2 pairs of students to read the dialogue
ask them to figure out which of the English
for the class. Then, students can practise
greetings are formal and which are informal.
acting out the dialogue in pairs. Again,
· Discuss different situations when we need to 1-2 pairs can perform it for the class, only if
introduce ourselves. Decide on the style we they feel confident about it.
would choose in each situation. Use this
· Do the same with the second picture (discuss
activity to practise greeting (include shaking
the situation, make predictions etc.) Then
hands, looking the other person in the eye,
explain students that Cosmin has to answer
smiling, bowing etc.)
some questions for the clerk. Read the
LET’S LEARN! dialogue. Ask students if they know what
spelling means. Explain (saying a word letter
· Ask students to look at the two pictures and
by letter, using the alphabet sounds). Invite
make guesses about what is going on. Who
students to look at the English alphabet and
are the people? Do they know each other?
spell their names to each other. Then proceed
Where are they? – Use Romanian, if necessary.
to reading and practising the second dialogue,
· Explain that Cosmin is at the British Consulate similarly to the first.
in order to schedule a visa interview.

F A M I L I E S U N I T 1
partners questions in order to fill in the

second form. Monitor them while practising,
insist they use English. They could also spell
their names, but it might not make sense to
some of them, since they know how to spell
Romanian names.
2. Practise spelling. (Ask students to guess
where the acronyms come from - United
Kingdom, United States of America, Great
Britain, European Union, North atlantic Treaty
Organization, Human Immunodeficiency Virus,
New York Police Department, John Fitzgerald
Kennedy). Spell the acronyms while students
follow in their books. Spell them again,
randomly, while students find them in their
books. Students practise in pairs. (Extension:
you can dictate some new English words letter
by letter and students write them down in CB.)
3. Learning Diary – some of the students might
need help in learning how to organize their
diary. Suggest they write down the date and
title of lesson, use headings (like new words,
expressions) or write the question before
answering it.
CHECK THIS!
Ask students how they can check whether they
are able to do these things. (Possibility: act out
YOUR TURN! a dialogue with deskmate, then check the items
1. Introduce the word form (you might want to in each other’s list or their own (peer or self
bring in some different kinds of forms). Then assessment).
ask individual students What’s your name?
What’s your family name? What’s your first TRY THIS!
name? If they have trouble understanding, Invite students to greet you in English. Discuss and
start by introducing yourself: My name is.., agree together on the style you are going to use
My family name is.. and my first name is.. and what they should call you (Mr.., Mrs…, Ms…
Students fill in their forms, then they ask their etc.)

2 Meet my family
Specific Objectives
CONTENTS
Functions
• Describing people (age, appearance)
• Introducing family members
Language content
• Numbers: 0-100
• Structures: He/She has got.., This is my ..,
His/her name is..., He/she is .. years old.
New vocabulary:
• Grandmother / grandfather, Mother / father,
Wife / husband, Daughter / son, Sister / brother
• black/brown/blue / green eyes, black / brown /
red / grey hair
RESOURCES:
• photos of family members (possibly your own
family)
• flashcards with numbers 1-19, 10-100 (by tens)
• Bingo cards (5-6 cards with 3 x 4 empty squares
TIME:
• 2 hours
LET'S LEARN!
· Introduce basic family words: tell students
Activities you would like to introduce your family to
them. Show pictures of your family members,
THINK! saying This is my husband/wife. If there is
· Use this question as a quick introduction to blu-tack in the class, stick the pictures on the
the theme of the lesson. To start the board, so that you can make a family tree.
discussion easily, use a concept map, with the Ask students to repeat each word, and ask
word family in the middle, and elicit such check-up questions from time to time. (e.g.
words as love, support, home, sincerity etc. by Who is this? Your sister etc.) Describe each
asking the question What does the word family person briefly (eyes and hair colour) and ask
bring to your mind? Let students answer in comprehension questions (e.g. Who's got blue
Romanian, but write the words both in English eyes? Who’s got brown hair? etc.)
and Romanian on the board. (Accept any · Introduce numbers: Ask students to count the
ideas, different students could come up with members in your family. If you think it
different feelings about family.) students copy necessary, reinforce numbers from 1-10, by
the concept map in their CB. showing number cards and having students
say the number aloud. Ask students to spell
some of the numbers. Then introduce
numbers from 11-19. Explain that 11 and 12
are different; ask students how the rest are
similar (–teen ending).

Read the text, then ask comprehension

questions after each description (Who is this?
What’s his name? What colour is his hair?).
It’s OK if students don’t use complete
sentences at this stage.
· Let students read the text in pairs correcting
each other. Encourage them again to ask for
help if they need it.
YOUR TURN!
· Students do ex. 1, 2 and 3 in pairs. Monitor
the activity, see if anybody needs extra help.
It would be useful if the more able students
were paired up with the less able ones.
· Students fill in their learning diary individually.
CHECK THIS!
· To do the assessment activity, you can dictate
some numbers that students write in their CB,
or write a series of numbers on the board and
have each student read on, in turns. Then let
them tick the statement “I can read numbers”
accordingly. Then, ask students to describe
themselves to their partner in turns, and tick
the next two statements accordingly. (Instead
of ticking, you might want to set up a code
· Play a game of Bingo: Each group of 4 students that your students can use to represent
gets a card with 4x3 squares, in which they different degrees of ability: I can do it easily, I
write 12 numbers from 1-19. Then, read the can do it with a little help, I can’t do it.)
numbers from 1-19 randomly, making sure
you don’t miss any, as students circle the
numbers they hear on their cards. They might TRY THIS!
want to repeat each number aloud as they Students draw their family tree and write a short
circle it. students shout Line if they circled all description of each family member. You can
the numbers in a line, or Bingo if they circled start next class with willing students presenting
all their numbers. their family trees.
· Introduce numbers from 20-100: write them
on the board, in parallel with their correspon-
ding –teen number (30 next to 13 etc.) and
let students notice the common root with the
different ending. Pronounce each pair and
ask students if they notice the different stress
pattern. Then, explain how to form compound
numbers, such as 35, 48 etc. (you can hold
up the card with number 30 and the one with
5 next to it, as students try to read: thirty – five).
· Introduce Cosmin’s family: before reading the
text, have students look at the pictures and
make guesses about who the people are.

3 What do you like doing in your free time?
Specific Objectives
CONTENTS
Functions
• Asking / giving information about favourite activities
Language content
• To like + verb-ing
• I like .., He / She likes .., What do you like
doing in your free time?
New vocabulary
• Reading (books, magazines), watching TV,
doing sports (swimming, jogging, playing
football), listening to music, dancing, chatting
with friends, surfing the internet, going out
with friends, travelling
RESOURCES
• pictures / magazine cuts illustrating various
free time activities, possibly photos of yourself
enjoying your favourite free time activities
TIME
• 2 hours
LET'S LEARN!
Activities · Ask students to look at the pictures. Do they
recognize the people?. Can they describe
THINK! them briefly? Explain that Cosmin is
· Start a brief discussion in Romanian about speaking about his/Simona’s/Anna’s favourite
free time: How much? When? What activities? free time activities. Ask students to name
Write some of the students’ examples on the the activities that are illustrated before you
left side of the board, in Romanian. Stick start reading the text.
illustrating pictures (or draw) on the board · Read the text. Ask students to repeat the key
next to the activity name, then write the sentences (I like..). Ask comprehension
English word(s) for it on the other side of the questions: Who likes travelling? Who likes
picture/drawing. swimming? Who likes jogging? Accept one-
(e.g. joc fotbal <picture of a football or a word answers at this stage. Then ask about
person playing football> playing football) each character: What does Cosmin / Anna /
Make sure all the activities used in the text Simona like doing? Encourage students to
are introduced at this stage. answer in complete sentences this time, using
When the complete list is on the board, ask both names and pronouns as subjects. T:
individual students to speak about what they What does Cosmin like doing? S1: Cosmin
like doing. Give your own examples, first: I likes jogging. T: He? S2: He likes jogging.
like reading books. I like listening to music. · Students practise reading in pairs. Then they
practise asking/answering questions (Who
likes…?) in full sentences.

Each student picks one activity and asks all

the students in the group whether they like
doing it, always using the S’s name (e.g.,
Matei, do you like travelling in your free time?
Yes, I do/No, I don’t)
· Ex. 3: Using the information grid, each group
reports to the class about their findings. One
student speaks about one other S (e.g. Matei
likes travelling and reading books.) and so on,
until everybody in the class has spoken.
· Ex. 4: Ask students to do this exercise
individually. Check first whether they know
when to use like/likes.
· Ex. 5: students fill in their learning diary
individually.
CHECK THIS!
· Ask students to tick the statements based on
how they felt while doing the exercises.
TRY THIS!
Students will talk to their family members about
their free time activities and make a short
presentation next class.
YOUR TURN!
· Students do ex. 1 in pairs. After they have
ticked or crossed each activity, ask them to
make sentences about themselves (I like
..and..)
· Ex. 2: in groups of 4-5, students practise
asking the questions in exercise 1 to find out
what each group member likes doing.

4 A weekend with my family
Specific Objectives
CONTENTS
Functions
• Describing ongoing activities
Language content
• To be – Where is .. ?, What is he / she doing?,
She / He is .. in the .. .
• Present Continuous
New vocabulary
• Rooms in the house: living room, dining room,
bedroom, bathroom, kitchen:
• Activities: cooking, washing the dishes,
watching TV, repairing, doing homework
RESOURCES
• pictures / magazine cuts illustrating rooms in
a house
TIME
• 2 hours
Activities LET'S LEARN!

· Ask students to look at the pictures of the
Start the lesson with a few students’ presentations rooms in the house and name them in
of their family members’ favourite free time Romanian. (T: What room is this? Students:
activities. Pick some of the activities that might dormitor. T: Right. Bedroom. This is the
be suitable for doing at home at weekend. bedroom. Students: bedroom). students copy
Introduce the topic: Cosmin will tell us about a the new words in their CB.
usual weekend in his family. · Look at the pictures of Cosmin’s family. Ask
questions about the rooms they are in. (T:
THINK! Where is Maria? Students: In the kitchen. T:
· Ask students about their favourite weekend She? students: She is in the kitchen.)
activities and draw a concept map on the · Read the text. Ask students to repeat the key
board. Elicit names of activities they already sentences. Ask comprehension questions:
know in English. If there are any other What is Maria doing? What is Cosmin doing?
activities they like doing but don’t know the Encourage students to answer in complete
name in English, write them in the concept sentences.
map in both languages. Allow enough time for · Students practise reading in pairs. Then they
students to copy the new words in their CB. practise asking/answering questions (Where is
Maria? What is she doing?). If necessary, a
model question can be put up on the board.
Then students can write 2 questions and
answers in their CB.

YOUR TURN!
· Students do ex. 1 and 2 in pairs. Allow some
time for checking and correction.
· Ex. 3: Do the exercise orally first. After
students write the answers individually, allow
again some time for peer correction.
· Before going to the learning diary activity, ask
students whether there are any other words
they would like to know in order to be able to
speak about what they do at weekends.
· Ex. 4: students fill in their learning diary
individually.
CHECK THIS
· Ask students to tick the statements based on
how they felt while doing the exercises.
TRY THIS!
Students will attach short labels to some of their
photos, describing what they are doing in that
photo. Talk to students about what they can do if
they don’t know the correct words for the activities
in the photos (they could ask you next class, look
the words up in a dictionary, ask a more able
colleague etc.)

5 Around the town
Specific Objectives
CONTENTS
Functions
· Describing and locating buildings
Language content
· There is.. / There are..
· Is there a ..?
· Adjectives: old / new / modern / small / big / tall
· Prepositions (place)
New vocabulary
· Places in a town: post office, police station,
bank, school, hospital, restaurant, hotel,
church, houses, blocks of flats, parking space
RESOURCES:
· postcards / pictures of your local town / village
TIME:
· 2 hours
Activities WHAT YOU NEED TO KNOW

· Teach the new vocabulary in the “What you
REVIEW need to know” section. If possible, use the
Start the lesson by reviewing some of the buildings around the school. Focus students’
vocabulary in the previous lesson. students write attention on the function of buildings:
six words they remember, then work in pairs and hospital - get medical treatment, post office -
take turns to spell the words to each other. They buy stamps, school - study etc. Let students
should write down their partner’s words. Finally, use Romanian if necessary. Practise the new
students check their spelling is correct. words: mime being ill, on a bed, elicit the
word ‘hospital’ from students. In turns,
students can come to the front and mime
more words for the others to guess.
THINK!
· Model using the expression there is/are:
· Ask students to share their experiences about
“There is a .. near the school. There are some
showing a foreigner around their town.
houses near the school.” Use real objects to
If none of the students has been in such a
explain near/far/next to, round the corner, in
situation, describe your own experience. What
front of/behind, on the left/right.
kind of questions do people ask about a new
town they are visiting? What are they
interested in?
· Focus students on “What you will learn.”

T O W N S U N I T 2
Let students do the exercise in pairs, then

check the answers:
post office, hospital, restaurant, hotel, bank
When the exercise is done, allow some time
for practising in pairs: ‘If you need to eat, you
should go to the restaurant.’ Go round the
class and help the weaker students first.
3. Focus students on the picture on the right.
Ask questions about it, using the new
structures: ‘Is there a school? / Yes, there is.’
‘Where is the …? / It’s next to..’
Tip! With a stronger class you can let some
of the students ask the questions.
Students do the cloze in pairs. Instruct them to
read the whole text first (read it aloud yourself,
if necessary) and then fill in the spaces:
left, is, church, right, tall, front
After checking the answers, invite individual
students to describe the picture without using
the text.
4. Learning Diary – allow enough time for students
to write down the words they need to remember.
Provide some dictionaries if they need any
new words (or set this task as homework)
CHECK THIS!
At the end of the class, let students check the ‘I
LET’S LEARN! can do’ statements individually, then compare
· Explain that Cosmin is showing Anna around their lists in pairs. Alternatively, students can
his town. think of ways to demonstrate their ability to do
the things they have checked to their partners.
· Let students look at the picture. Ask questions
about the kind of buildings they see in the TRY THIS!
picture: ‘Is there a school/post-office/church in
the picture?’ ‘Where is the police station?’ Ask students to do the task at home, or in class
if there is any time left. Use the posters at the
· Read the conversation. Check that students
beginning of the next class to revise vocabulary
understand all the words by asking questions. and structures.
· Ask individual students to read the conversation
again, then allow some time for them to read in pairs.
YOUR TURN!
1. Let students have fun unscrambling the words
individually or in pairs, then check the
answers with the whole class:school, hotel,
church, bank, hospital, restaurant Tip:
practise spelling!
2. Before the exercise, make sure that students
understand all the words. Teach the meaning
of ‘to match’ as well, by demonstrating what
they should do.

6 Means of transport
Specific Objectives
CONTENTS
Functions
· Speaking / Inquiring about means of transport
Language content
· Simple Present
· Prepositions: by car / bus etc. on foot
New vocabulary
· Means of transport: bicycle / bike, car, bus,
tramway, taxi, tube, trolley bus
RESOURCES:
· flashcards / pictures / magazine cuts illustrating
means of transport
TIME:
· 2 hours
Activities WHAT YOU NEED TO KNOW

· Make a connection with the previous lesson: ask
Before the class: prepare cards for each student, individual students “Where is the post office?”/
divided into 8 or 10 equal sqares for a game of “Is it far from here?” / “Can I go by bus there?”
Bingo. · Teach the new vocabulary. students practise
the pronunciation of each word.
REVIEW · Tip! Draw their attention to the particle
At the beginning of the class, hand out the cards used in front of each means of transport: by
and ask students to write down a word from the as different from on foot.
previous lesson in each square (let them use their
notes, if they need to). Then, read out building LET’S LEARN!
names, randomly. Students cross out any words · Focus students on the pictures. Ask questions
they hear on their cards. The first student to about the characters in the pictures. ‘Who is
cross out all their words shouts Bingo! and wins. this? What’s his/her name?’
· Read the text. Read the text again, pausing
THINK!
after each sentence so that students can
· Discuss the questions in Romanian, but if the repeat (together, then in smaller groups).
class level allows, use English. Start by
· Students practise reading the text in pairs.
speaking about yourself, then invite some
Monitor and offer help where necessary.
students to tell the class about the means of
· Invite individual students to make similar
transport they use.
sentences about themselves.

T O W N S U N I T 2
3. Use this exercise to check students’

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

mention only the usual means of transport or
any means of transport they sometimes use.
Opportunity: you could teach usually/sometimes.
After they have collected the information, use
· Tip! They might begin by reading aloud the the board to show them how to make the graph.
sentences that apply to them. At a later Individual students read the information in the
stage, they can make their own sentences. graph.
· Ask questions about each individual character
“How does Cosmin’s father go to work?” CHECK THIS!
Elicit answers in the third person singular.
With complete beginners, you might want to
can do’ statements individually, then compare
use very simple questions like “Maria?” / “She
their lists in pairs.
travels to work by bus.”; “Cosmin’s aunt?” /
“She goes to work on foot.” TRY THIS!
YOUR TURN! At the end of the class, students can discuss the
1. Model the dialogue (possibly with one of the graph they have made: which is the most
stronger students). Focus students’ attention popular means of transport, why? etc.
on the correct intonation. Invite a pair of
students to do the dialogue in front of the
class, with both a pozitive and a negative
answer. Students then work in pairs, practising
the structure and reinforcing the vocablary.
2. Let students fill in the empty spaces
individually, after discussing the local means
of transport as a group. They exchange
copybooks and check each other’s spelling.

7 Shops
Specific Objectives
CONTENTS
Functions
· Identifying shops and goods
· Asking and asnwering questions
Language content
· Can – Can you buy.. at the ..? / Where can you
buy..?
· Prepositions: at the baker;s / supermarket etc.
New vocabulary
· Shop names: baker’s, butcher’s, dairy, grocer’s,
greengrocer’s, newsagent’s, chemist’s, supermarket
· Goods: bread, rolls, meat, ham, milk, cheese,
yoghurt, flour, sugar, coffee, fruits and
vegetables, newspapers, magazines,
medicines, cosmetics
RESOURCES:
· pictures / magazines cuts illustrating various
goods
TIME:
· 2 hours
WHAT YOU NEED TO KNOW

Activities · Start with the names of goods. Use the
pictures in the book. Encourage students to
Before the class: a set of flashcards with various
ask questions like this: ‘How do you say paine
goods would be useful. Alternatively, the
in English?’ or ‘What’s the English for paine?’
illustrations in the Student’s book will do.
Go through all the vocabulary like this.
· Teach the names of shops: “You can buy
bread at the baker’s.”
REVIEW
· Ask ss to write down the goods in their
Start a chainwork by asking “How do you travel copybooks, classifying them according to the
to school?” / S1: “I come to school by bike. shop where they can be bought. Write an
How do you travel to school? / S2: “I come to example of a headng list on the board.
school on foot.”
LET’S LEARN!
THINK!
· Focus students on the pictures. Explain that
· Use the questions to focus students on the this is Anna’s shopping list. As she doesn’t
topic. know the town very well, Cosmin has offered to
· Focus students on “What you will learn.” help her.
· Ask questions about Anna’s shopping list:
“What does Anna need? / She needs some
milk. / What else? / etc.”

T O W N S U N I T 2
3. Before students do the exercise in their book,

ask some oral questions. Use both “Where..?”
questions and close questions: “Can you buy
.. at the ..?” Explain the correct form of short
answers in English: “Yes, you can! / No, you
can’t.”
To do the next section, invite students to use
the questions in the first section as a model.
Tip! If they are having difficulties in asking
the questions correctly, you can hum the
question to them (giving them clues as to the
length and intonation of the correct question)
4. Students write new words in their learning
diary.
CHECK THIS!
5. At the end of the class, let students check the
‘I can do’ statements individually, then
compare their lists in pairs. End up the lesson
with a short discussion, either in English or in
their mother tongue, about the real life
situations in which they needed or might need
what they have learned in this lesson.
TRY THIS!
· Read the text. Read the text again, pausing The poster should be meant as a shopping guide
after each sentence so that students can repeat for a foreign visitor to the area.
(as a whole class, then in smaller groups).
· Students practise reading the dialogue in pairs.
Monitor and offer help where necessary. REVISION!
Help students revise the unit before going to
“Check your progress II”
YOUR TURN!
1. Students role play the dialogue, going through
the complete shopping list. Allow as much
time as needed, until they feel quite
confident. Some pairs can do the dialogue in
front of the class.
2. Students read the sentences in pairs and circle
the correct letter (T or F). Decide, according
to your class level, whether you should insist
on the use of some/any. With a stronger
class, ask students to analyze the sentences
and infer the rule about using some/any. Some
of them will notice that any is used in
negative sentences.
F T T F T F

8 How much is it?
Specific Objectives
CONTENTS
Functions
· Asking for things in a shop
· Inquiring about prices
Language content
· Useful expressions when buying things in a shop:
I’d like to buy.., Can you show me..?, How
much is that ..?, Could I get a …, please?
New vocabulary
· Cash desk, change, plastic bag;
RESOURCES:
· pictures / magazines cuts illustrating souvenirs
you can buy in your local area, price tags
TIME:
· 2 hours
Activities
Pretend you are interested in the goods and
Before the class: prepare some mock banknotes to prices: “I need some milk. How much is it?”
use with the class. / Read the price on the label: “It’s 15 Lei.”
Go on like this, then ask some of the students
REVIEW to act out the same dialogue in front of the
Revise reading numbers. To make the activity more class. Gradually, introduce the other
motivating, play Bingo! (see lesson 2, Unit 2) or expressions: “I’d like to buy some..” etc.
Noughts and Crosses: Draw a 3x3 Students write the new expressions in their
12 20 34 copybooks. Advise them to write the
grid on the board and fill it in with
different numbers, as in the model 76 30 59 translation of the whole expression, and not
on the right. Divide the class into 13 100 64 word by word, since this lesson focuses more
two teams: O and X. Each team on communicative expressions rather than on
takes it in turns to read the numbers in the grid. specific structures or vocabulary.
Whenever they do it correctly, you mark a nought · Tip! Model how to read prices with decimals:
or a cross in that square. The winner is the team 4.50 Lei = four Lei fifty
that has the first line of noughts or crosses in any
direction (horizontally, vertically, or diagonally) . THINK!
· Ask students to base their answers on any
WHAT YOU NEED TO KNOW personal experience they might have had.
· Use the posters students made in the previous LET’SLEARN!
lesson (or as homework). Choose some of the · Focus students on the pictures. Pre-teach the
goods and attach price labels on them. words souvenir, gift. Explain that Anna is

T O W N S U N I T 2
2. Before doing the exercise, ask individual students

to read aloud each sentence. Then, they work
in pairs to match the replies to the correct questions.
For more writing practice, they could also
write the mini-dialogues in their copybooks.
3. Explain students the importance of the
listening skill. Explain that this exercise is
going to help them focus on what they hear in
order to understand better. Read the prices in
random order, while students circle the price
they hear. Before you start reading, allow
enough time for students to get a good look at
all the price labels. Let them know that you
will repeat each price twice. At the end of the
activity, conduct a short discussion – possibly
in Romanian – about how they felt while doing
the listening activity. What helped? What
was very difficult? Ask students to suggest
ways to improve their listening skill.
4. Students do the exercise orally first. Check
that they understand what they say and they
do not copy the replies mechanically from the
initial text.
Possible answers:
Yes, please / That’s 6 Lei. / It’s over there. /
That’s all, thank you.
visiting a souvenir shop to buy gifts for her CHECK THIS!

family and friends in Great Britain. Then, ask At the end of the class, let students check the ‘I
students to look at the pictures and ask the can do’ statements individually, then compare
English form of any words they do not know, their lists in pairs. Ask students if they feel they
using the expressions “What’s the English for have also learned other things during this lesson.
..?” Allow more able students to answer if
they know any of the words. TRY THIS!
· Read the dialogue. Read it a second time,
pausing after each sentence so that students This activity could be done as homework. If
can repeat. Let them practise as many times Internet access is not available, students could
as necessary. interview people who have visited other countries.
· Students practise reading the text in pairs.
Monitor and offer help where necessary.
· Invite some pairs to read the dialogue for the class.
Praise any efforts to get the intonation right.
YOUR TURN!
1. Students use the model in the textbook and
the information in the pictures to create new
chunks of the dialogue. Ask them to write one
or two examples in their copybooks. They can
also act out some of the dialogues in front of
the class.

9 Help!
Specific Objectives
CONTENTS
Functions
· Offering help
· Accepting / refusing politely
· Thanking people / replying
Language content
· Personal pronouns (nominative + accusative)
New vocabulary
· Certainly, sure, any time, welcome
RESOURCES:
· cards for playing a game of Bingo (one 3x4
card for each student or pair)
· (optional) Cd or tape with Beatles song „Help”
or “With a little help from my friends”. Copies
for each student with the lyrics.
TIME:
· 2 hours
Activities LET’S LEARN!

· Use the pictures and text to introduce the new
REVIEW vocabulary. Focus students on each picture in
Play a game of bingo or noughts and crosses, turns and ask questions: “Who is this? / This
using any vocabulary area where you feel your is Anna. / What’s she doing? / She is carrying
students need more practice. some bags. / Who offers to help?” Then read
the dialogue, repeat it, let students repeat
each part, and act it out in pairs, twice,
changing roles. Do the same for each of the
THINK!
pictures. Make sure that students understand
· Conduct the conversation in Romanian. Ask everything before they act it out.
students to share their experiences of helping
· Focus students on the correspondance table
or being helped, when that really made a difference.
between the personal pronoun in nominative
If necessary, offer your own example.
and accusative. Use very simple sentences to
· Focus students on “What you will learn.” demonstrate the different uses of the two
words: “I need help. Can you help me? //
You need help. Can I help you? // He needs help.
Can you help him?” and so on. After 2-3
examples let students go on, following the same
pattern.
· Variation: point to students in the class,
eliciting “Can you help him/her/them?”

H A V I N G F U N U N I T 3
2. Tell students they are going to reinforce some

of the expressions in the lesson. Advise them
to read each individual sentence carefully
before filling in the empty spaces.
a. me, b. need, c. Can, d. help,
e. very, f. not, g. welcome, h. Any
3. Invite students to speak about the pictures
before doing the exercise. Elicit some examples,
but point out that there is not only one possible
answer. Accept more versions, and let students
decide on the ones they want to write down.
Let them act out the dialogues they choose, in
pairs first, then in front of the class. Motivate
students to listen actively to the other pairs’
dialogues (set tasks, e.g.: “What words did
she use to refuse helping now?”)
4. Ask individual students to mime doing an
activity in which they need help (e.g. carrying
some heavy bags, doing a math problem,
washing the dishes etc.) students in the class
will offer their help, politely. Then, they take
turns.
CHECK THIS!
can do’ statements individually, based on how
YOUR TURN! they did in the previous activity.
1. Students do the exercise in pairs. It might be
useful to read all the sentences aloud before
they start working on them. Check the TRY THIS!
answers with the class:
These Beatles songs are just a suggestion, students
a. HER, b. ME, c. HIM, might think of other ones that are relevant to the
d. US, e. YOU, f. THEM topic. Allow them to come up with their own
ideas. If anybody brings in the lyrics and the
When the exercise is done, allow some time to
tape/CD, you can learn the song in class together.
practise reading the complete sentences.

10 Sports
Specific Objectives
CONTENTS
Functions
· Speaking / asking about abilities / favourite sports
Language content
· Can – interrogative, short answers (Yes, I can /
No, I can’t)
· Simple Present with frequency adverbs
New vocabulary
· Names of sports:
· Go swimming / running / jogging / skiing /
skating, Play:football / basketball / volleyball /
tennis / hockey
· Do: gymnastics / judo / karate
RESOURCES:
· pictures / magazines cuts illustrating various sports
TIME:
· 2 hours
Activities
Before the class: Prepare four sheets of paper
with lists of sports names for a running dictation LET’S LEARN!
activity. Include all the sports names in the · Play the running dictation game with the list
“What you will learn” section, add any extra of sports names. If they can’t read all the
words if you wish. sports names, ask them to spell the words.
Bring in pictures of famous sportspeople. When all pairs have finished, divide the class
into four groups and let them compare what
THINK! they have to the original lists on the wall.
· Show students the pictures of famous · Ask students to work in pairs and underline all
sportspeople. Ask simple questions, like “Who the words which they do not know, circle the
is this? What sports does he/she do? What words they know, and mark in a different way
sports do you like?” If kept simple enough, any words they understand but can’t pronounce.
the conversation can be done completely in · Then they walk about the classroom, comparing
English. Encourage your students to try. their lists, learning from each other. Before
· Tell students you are going to have some fun that, make sure they can ask questions like
and play a game. “What does … mean?” and “How do you
pronounce this word?”
REVIEW · In the end, check that everybody has got all
Using the vocabulary in the previous lesson, ask the meanings and pronunciation correctly.
students to help you put up the four sheets of · Use the words in the list to teach “I can./I
paper that you prepared for this lesson. Put each can’t.” Give examples about yourself, then go
copy in a different place on the wall for a on in a chainwork: “I can ski, but I can’t
running dictation game. ‘ swim. How about you, Maria?”

· When everybody has had a go, read the text.

Ask comprehension questions. (e.g. What
sports does Anna do? How often ..? etc.)
· Read small parts of the text again, and ask
students to repeat. Students then practise
reading in pairs.
YOUR TURN!
1. Read the model questions and answers. Ask
students to compare short answers in English
to Yes/No answers in Romanian or their mother
tongue. Point out that in English they say a
little bit more than just yes or no. Allow as
much time as needed for students to practise
in pairs.
2. Divide the class into groups of four. While
students do this activity, the focus is not on
spelling, but on the ability to obtain the
necessary information and to report it. Make
sure everybody takes turns.
3. Students should be able to make simple
sentences in the third person singular now.
According to the class level, you may vary the
difficulty of the task, by asking individual
students to make simple affirmative
sentences about another student from the
same group, or invite students from one group
to ask students from the other group questions
about the sports they do.
4. Students write in their learning diaries the
Running dictation words they want to remember. Tip! You can
This game involves all the four skills: listening, set challenges like: write as many new words
as you can remember from today’s lesson in
speaking, reading and writing. students usually
one minute. Students then compare their
find it challenging and fun, too. learning diaries.
1. Prepare 4 sheets of paper with a short text
or a vocabulary list on each of them. CHECK THIS!
2. Put the 4 copies on the wall at the front of At the end of the class, let students check the ‘I
the class. can do’ statements in pairs. They can practise
3. Divide students into pairs, one secretary and answering “Can you..?” questions in short answers.
one reporter. Secretaries sit at the back of
the class, with pens and paper. TRY THIS!
4. At your signal, reporters go to the front, read Use the posters they make to quickly review
and remember as much as they can of the vocabulary at the beginning of next class.
text, then run back to their partners and
dictate the text to them.
5. Reporters then go back to the front and
repeat the process.
6. The first pair to complete the text wins.
Variation: At certain intervals, when you clap
your hands, secretaries and reporters change
roles.

11 Hobbies
Specific Objectives
CONTENTS
Functions
· Asking people / speaking about hobbies
Language content
· Possessive adjectives
· -ing verbs (e.g. my hobby is reading)
New vocabulary
· Hobbies: reading, travelling, listening to
music, collecting stamps, dancing, taking
pictures, playing an instrument, riding horses
RESOURCES:
· various objects illustrating your own hobbies;
· small pieces of paper with names of people
and their hobbies for activity . 4
TIME:
· 2 hours
Activities THINK!
· Discuss hobbies. Check that students
Before the class: Gather materials you can bring
understand what a hobby is. Point out that
to class and use to tell your students about your
hobby is another international word that
hobbies (e.g. stamps collections, Cds with your
comes from English. Encourage students to
favourite music, photos of places you have
give examples of their own hobbies, or about
travelled to etc.)
people they know. Then, use the materials
you have brought to class to speak about your
hobbies.
REVIEW
Use the posters about sports to review
vocabulary. Adjust the task difficulty to your WHAT YOU NEED TO KNOW
class level (e.g. weaker students could just name
Use the pictures of various recreational activities.
the sports they see on the poster; stronger
Ask students to read aloud the ones that they
students could play a memory game: have them
already know (they should recognize dancing,
look at the posters for one minute, then cover the
reading, travelling etc.). Encourage them to ask
poster and ask students to name as many sports
in English about the words that they don’t know:
as they can remember; stronger students could
“What’s the English for..?”
even make sentences about the sentences in the
poster.)

2. Focus students on the purpose of the task:

they will learn how to contradict and correct
inaccurate information. Also, make sure they
understand the correspondance between
Anna’s and her.
a. No, it’s not, her hobby is singing;
b. No, it’s not, his hobby is collecting stamps;
c. No, it’s not, her hobby is reading.
3. This task is a little bit more difficult, since now
students have to fill in with either personal
pronouns or possessive adjectives. Decide on
the level of support you are going to give them
according to the class average ability.
4. Students walk about the classroom and ask
their colleagues about their hobbies. The
activity may become more interesting if
students are given small pieces of paper with
false identities and hobbies, so they will need
to ask supplementay questions to find out
their colleagues’ new names and hobbies.
They then report their findings to the class.
5. Let students try this as a quiet, individual task.
CHECK THIS!
can do’ statements individually, based on how
they did in the previous activities. Where they
LET’S LEARN!
feel that they can’t tick the statements yet, ask
· Before reading the sentences, ask students to them to think about what type of activities could
name the activities in the pictures. Stronger help them get better and write about it in their
students might be able to make sentences in learning diary.
the Present Continuous. Then read the text.
Use gestures to point out the meaning of the TRY THIS!
possessive adjectives. Ask students about the
words in bold type. Let them discover that If students can find relevant information on the
his/her are used for male/female persons. Internet, ask them to either make a poster about
their findings or give an oral presentation.
· Students read the text in pairs. Then they
practise asking and answering questions about
the pictures: “What’s his hobby? / What’s her
hobby?” etc.
YOUR TURN!
1. Students do the exercise in pairs. Check the
answers with the class:
reading, singing, collecting stamps,
reading.
When the exercise is done, allow some time to
practise reading the complete sentences.

12 Holiday plans
Specific Objectives
CONTENTS
Functions
· Asking people / speaking about holiday plans
· Expressing personal preferences
Language content
· Would like to – affirm. / interrogative
· Prepositions (time) in spring / autumn / July
New vocabulary
· Seasons, months of year
· Holiday, journey, luggage, passport / visa,
train / bus / plane tickets, foreign country,
tourist information, to pack,
· Expressions: to go on holiday, to book tickets,
to apply for a visa, to go to the mountains /
seaside / country / on a camp / abroad
RESOURCES:
· pictures / magazines cuts illustrating different
seasons
· slips of paper for each individual student with
the name of 1-2 activities in the infinitive
(e.g. play football, have a Coke etc.)
TIME:
· 2 hours
WHAT YOU NEED TO KNOW
· Students work in pairs or small groups and go
Activities through the vocabulary and expressions list,
Before the class: Prepare slips of paper with writing them in their copybooks under
names of various activities. (suitable activities to 3 headings:
finish sentences beginning with I’d like to..) - I know these words – they either know
these words or they can discover their
REVIEW meaning by looking at the pictures or
Ask individual students to come to the front and checking the vocabulary list at the end of
mime an activity (hobby). The other students have the book;
to guess. (According to the class level, elicit simple - I think I know these words – they can guess
responses, e.g. collecting postcards, or full sentence the meanings of these words by their
responses, e.g. your hobby is collecting postcards.) similarity to other words they know, or from
the context, but they are not sure;
THINK! - I don’t know these words;
· Focus students on “What you will learn.” · Students work in bigger groups and compare
· Talk about holidays. You might introduce one their work, exchange findings etc. Each group
of your favourite holidays by showing pictures then makes a presentation about the new
and explaining why you enjoyed it. Then ask words they learned and what the source was.
some of the students to speak about their (e.g. journey means calatorie, we found the
holidays. Be aware that some of them may word in the vocabulary section at the end of
have never been on a holiday. the book.)

2. Divide the class into two groups. Students

walk about the classroom, asking as many
students from the other group about their
ideal holiday. Tell them beforehand that they
will have to remember as much information as
they can. Set a time limit. At your signal,
they stop. In turns, each group will have to
answer a question about a student in the other
group. When they know the answer, they
score a point. If they answer in a complete
sentence, they score two points.
3. Quickly check the new vocabulary before doing
this exercise. Students do the exercise in pairs,
then check their answers with another pair.
a. apply for a visa, b. book your tickets,
c. pack your luggage, d. show your passport.
4. Point out that in the previous section,
students read about Cosmin’s family
preferences. This text is about their holiday
plans. Quickly revise simple future, if
necessary. Students read the sentences, then
answer the questions in pairs. The exercise
can be extended to the students’ future
holiday plans: ask them to make sentences
about what they will do next summer/next
holiday/next weekend/etc.
b. Ion and Maria (will). c. Simona (will).
d. Maria (will).
LET’S LEARN!
· Pre-teach “I’d like to...” Point out the CHECK THIS!
difference between I’d like and I like (in At the end of the class, students talk in pairs
pronunciation, meaning and collocation: I’d about their holiday plans, personal preferences.
like to go / I like going.) Then they tick the ‘I can do’ statements
· Hand out the paper slips with names of accordingly.
activities, ask each student to make a
sentence using I’d like to and the activity on TRY THIS!
their piece of paper. E.g. I’d like to visit my When presenting the poster, students should use
friends/buy a computer/drink some water etc. as much of the lesson’s vocabulary.
· Focus ss on the pictures. Ask some questions
about the pictures (Who is this? Where is he/she?)
· Read the text. Ask some comprehension
questions: e.g. who would like to go to the
seaside? where would Ion like to go? etc.
Students read the text in pairs, taking turns.
Monitor and help where needed.
YOUR TURN!
1. Students do the exercise individually. While
they write the answers, go around and check
their phrasing. Help or correct where needed.

Assessment guidelines
FORMATIVE ASSESSMENT
• Self-assessment
The Guide for Users of the Common European Framework for Foreign
Languages suggests that „for learning purposes, the best assessment is
always self-assessment.” The student’s book is consistent with this
recommendation, as students have to tick self-assessment checklists
(„I can do” statements) at the end of each lesson. Discuss the checklists
with your students. Ask them where the difficulty lies, what they think
they should do in order to improve their result etc. As they become more
familiar with this type of self-assessment, students could also think of
ways to demonstrate their own abilities (or their partner’s) and express
their abilities not only in terms of what they can do but also in terms of
how well they can do it.
• The learning diary could be used regularly, after each lesson, unit or
week. It will help students reflect on their own learning and progress.
• The „Check your progress” worksheets at the end of each unit are more
similar to the final assessment tests and they can be used as such, or
can be adapted to suit your learner’s needs. Always allow some time for
test correction together with the students and invite them to reflect on
their achievements as well as on the difficulties they had.
• The student’s portfolio may contain the presentations they have made
(possibly using the suggestions in the „Use it” section), worksheets etc.
• Regular teacher observations. It is very useful to keep regular
observations on each individual student’s skills. Such observations will
help you keep track of the areas where your students have improved and
where they still need help. Also, by looking at the observations you have
made, you will be able to prevent quieter students from being overlooked
and more able students from taking over too much of the lesson’s time.
Appendix A contains a suggestion for an observation grid that I have
found very useful for my classes. You might want to use a different page
for each unit.
SUMMATIVE ASSESSMENT
At the end of each level, students in the „Second Chance” programme will
be assessed based on the evaluation standards in the English Syllabus for
Second Chance.
The final tests will be devised by teachers, possibly using the model set in
the student’s book („Check your progress” worksheets). However, written
tests will have to be accompanied by oral examinations in which students
can demonstrate their listening and speaking skills. These can be five-
minute interviews with each individual student, on familiar topics, mainly
covering the vocabulary studied in class (which may slightly differ from that
in the student’s guide). Students should be able to identify themselves in
English and answer a few simple questions about their families, free time
activities, shops and buildings, means of transport (visual support
recommended). While assessing each student, you might want to use an
assessment grid to record their performance, with descriptors for each
grade (calificativ), such as the one in Appendix B.

Students in the „Second Chance” programme might be quite apprehensive
about assessment, but we believe that a friendly environment and
transparent assessment priciples will help them cope with it efficiently.
USEFUL BIBLIOGRAPHY
1. “The Common European Framework of Reference for Foreign Languages:
learning, teaching, assessment:
2. English Language Portfolio,
3. “Good assessment practice in modern foreign languages,” Ofsted, HMI
1478, © Crown copyright 2003

Appendix
A Class performance observation grid
Student's name Listening Speaking Reading Writing Observations

Appendix
B Oral assessment grid
Student's name Assessment descriptors
FB
FB
FB
FB
FB

A UDIO S CRIPT
PASSPORT TO ENGLISH Exercise 2. Listen and repeat.
Did you know? UK, USA, GB, EU, NATO, HIV, NYPD, JFK
a. English is the semi-official language in 60 countries.
b.English has a very large vocabulary – maybe the Now listen and point:
largest in the world. EU, JFK, USA, GB, NYPD, NATO, UK, HIV.
c. Three quarters of the world’s mail is written in English.
d.80% of computer information is in English.
e. English is the main language used in Science and Unit 1. Lesson 2. MEET MY FAMILY
Technology, international sports, pop music, airports
and control towers etc.
In this lesson you will learn:
• How to read numbers
• How to describe people
UNIT One FAMILIES • How to introduce your family
In this unit, you will learn how to:
• Greet people Useful language/ Listen and repeat
• Give personal information (name, age, address, Family relationships
phone number) Grandmother / grandfather
• Introduce people Mother / father
• Describe people Wife / husband
• Speak about your favourite activities Daughter / son
Sister / brother
Unit 1. Lesson 1. NICE TO MEET YOU Describing people
He/she has got..
In this lesson you will learn: black/brown/blue/green eyes
• How to greet people in English black/brown/red/grey hair
• How to introduce yourself Expressions
• How to spell your name in English
This is my ...
Useful words His name is ...
first name to greet He is .. years old.
family name to shake hands Her name is ...
to spell She is ... years old.
Reading numbers
Expressions saying Hello
1 2 3 4 5 6 7 8 9 10
Hello! / Hi!
Good morning! one two three four five six seven eight nine ten
Good afternoon! 11 eleven 21 twenty-one
Good evening! 12 twelve 22 twenty-two
13 thirteen 23 twenty-three
Saying Goodbye 14 fourteen 24 twenty-four
Good bye. 15 fifteen 25 twenty-five
Bye. / See you. 16 sixteen 26 twenty-six
See you later. 17 seventeen 27 twenty-seven
Good night. 18 eighteen 28 twenty-eight
19 nineteen 29 twenty-nine
Introductions
20 twenty 30 thirty
What’s your name?
My name is Cosmin. 40 forty 32 thirty-two
I am Anna. 50 fifty 43 forty-three
Where are you from? 60 sixty 56 fifty-six
Nice to meet you! 70 seventy 68 sixty-eight
80 eighty 73 seventy-three
Listen and learn: 90 ninety 89 eighty-nine
”Hello, my name is Cosmin. What’s your name?” ………….. 97 ninety-seven
“Oh, hello. My name is Anna. Nice to meet you!” 100 one hundred
“Nice to meet you, too. Where are you from?”
“I’m from Great Britain. And you?”
“I’m Romanian.”
Listen and learn
“Look, I think it’s your turn.” This is my father. His name is Ion. He is 46 years old.
“That’s right. OK, see you later!” He’s got grey hair and black eyes.
“See you!”

This is my mother. Her name is Maria. She is 44 years Useful language/ Listen and repeat
old. She’s got brown hair and blue eyes.
Rooms in the house
This is my sister. Her name is Simona. She is 14 years Living room
old. She’s got brown hair and green eyes. Dining room
This is me. My name is Cosmin. I am 19 years old. Bedroom
I’ve got short black hair and brown eyes. Bathroom
This is my aunt, Emilia, my mother’s sister. She is Kitchen
38 years old. She’s got blond hair and blue eyes. Activities
This is my uncle, Paul. He’s aunt Emilia’s husband. Cooking
He is 40. He’s got brown hair and brown eyes. Washing the dishes
Exercise one Watching TV
1. Who is it? Repairing
a. She’s got blond hair and blue eyes. Doing homework
b.He’s got grey hair and black eyes. Expressions
c. She’ got brown hair and green eyes. Where is he?
d.He’s got short black hair and brown eyes. What is he/she doing?
e. She’s got brown hair and blue eyes. She/He is in the kitchen .
f. He’s got brown hair and brown eyes.
Listen and learn
Mother is in the kitchen. She is cooking. Hmm, it smells
Unit 1. Lesson 3. WHAT DO YOU LIKE DOING delicious!
IN YOUR FREE TIME? Father is in the bathroom. He is repairing the tap.
In this lesson you will learn: My sister is in her bedroom. She is doing her
§ How to speak about things you like doing homework. She is in the 8th grade at school.
§ How to ask people about things they like doing I am in the living room. I am reading a PC magazine.
Useful language/ Listen and repeat Exercise three. Look at the pictures. Answer the questions.
Where is he?
Names of activities He’s in the living room.
Reading Listening to music What’s he doing?
Dancing Chatting with friends He’s watching TV.
Swimming Surfing the Internet Where is she?
Jogging Going out with friends She’s in the living room .
Travelling What’s she doing?
Expressions She’s reading a book .
I like ........... . Where is she?
He likes ........ . She’s in the bedroom.
She likes ....... . What’s she doing?
What do you like doing in your free time? She’s dancing.
Where is he?
Listen and learn He’s in the kitchen.
I like reading. My favourite books are detective stories. What’s he doing?
I like playing football. I play football every week. He’s washing the dishes.
I like going out with my friends. I have very many friends.
We like listening to music and dancing. Unit 1. CHECK YOUR PROGRESS
I also like computers. I like surfing the Internet and
Exercise one/ check your answer:
chatting with my friends.
My sister likes jogging. She goes jogging three times Match the following questions with the suitable replies:
a week. Hello!
Hello!
This is my new friend, Anna. She likes travelling.
What’s your name?
Exercise one
My name is Valentin Pop.
What do you like doing in your free time?
§ Do you like reading books? What nationality are you?
§ Do you like doing sports? I’m Romanian.
§ Do you like cooking? Where do you live?
§ Do you like visiting friends? I live at 6, Primaverii Street.
§ Do you like listening to music? What do you llike doing in your free time?
§ Do you like dancing? I like listening to music.
Exercise two. Tick the correct picture:
Unit 1. Lesson 4. A WEEKEND IN MY FAMILY
1. He’s got black short hair.
In this lesson you will learn: 2. She’s got two daughters.
§ How to describe ongoing activities. 3. He’s got a brother and a sister.
§ The names of different rooms in the house. 4. She’s got blond hair.

UNIT Two TOWNS Listen and learn
In this unit, you will learn about: I travel to work by bus.
• Buildings in a town; I travel to work by car.
• Means of transport; I ride my bike to school.
• Shops and goods. I go to school by bus.
I go to work on foot.
I go to work by trolleybus.
Unit 2. Lesson five. AROUND THE TOWN Exercise three. True or false? Circle the correct letter:
In this lesson you will learn: a. Cosmin’s mother travels to work by taxi.
b. Cosmin rides his bike to school by bus.
• To recognize and use names of different buildings in a
c. Simona goes to school by bus.
town;
d. Uncle Paul travels to work by car.
• To describe and locate a building.
e. Cosmin’s father goes to work on foot.
Useful language/ Listen and repeat
post office, police station, bank, school, hospital, restaurant, Unit 2. Lesson 7. SHOPS
hotel, church, houses, blocks of flats, parking space
Adjectives
old/new/modern • To identify various shops and goods;
small/big/tall • To ask and answer about where you can buy different
Prepositions things.
Near/far Useful language/ Listen and repeat/ Names of shops
In front of/behind/next to
baker’s greengrocer’s
Round the corner
butcher’s newsagent’s
On the left/on the right
dairy chemist’s
Expressions grocer’s supermarket
There is … / There are…
Is there a church near here? Goods
Where’s the post office? bread, rolls
It’s over there. meat, ham
It’s near the … milk, cheese, yoghurt
It’s next to the …. flour, sugar, coffee
Listen and learn fruits and vegetables
newspapers, magazines
Cosmin is showing Anna around the town. They are in medicines, cosmetics
the main street.
Expressions
Anna: “How many people are there in your town?”
Where can I buy dairy?
Cosmin: “There are about 50,000 people, it’s not a very
You can buy bread at the baker’s .
big town.”
What can you buy at the grocer’s ?
Anna: “What is that tall modern building over there?”
Cosmin: ”It’s a bank. And next to it there’s a restaurant.” Listen and learn
Anna: “Is there a post office near here?”
Cosmin: “Yes, there is. It’s over there, near the police Anna needs to do some shopping. She’s got a long
station.” shopping list.
Anna: “How far is it from my hotel?” Cosmin offered to help:
Cosmin: “Oh, it’s not very far. Maybe ten minutes away.” Anna: “Where can I buy some milk?”
Anna: “That’s good. I would like to buy some Cosmin: “You can buy milk at the dairy.”
postcards for my family.” Anna: “OK, I need some sugar and coffee. Where
can I buy them?”
Exercise three/ check your answers
Cosmin: “You can buy sugar and coffee at the
The police station is on the left. Next to it, there is a grocer’s.”
small modern school. Behind the school there is a Anna: “Right. What else do I need? Let me see,
church. On the right there is a bank. It’s a very tall some shampoo and a hairbrush. Where can I
building. In front of the bank there is a parking space. buy them?”
Cosmin: “Let’s go to the chemist’s.”
Anna: “Oh, good, I also need some medicines.”
Unit 2. Lesson 6. MEANS OF TRANSPORT
• To recognize different means of transport; Exercise two. True or false? Circle the correct letter.
• To speak about the means of transport you normally use; Anna needs sone coffee, but she doesn’t need any milk.
• To inquire about means of transport other people use. Anna needs some medicines and a hairbrush.
Useful language/ Listen and repeat She doesn’t need any sugar.
Means of transport Anna needs some apples, but she doesn’t need any
Bicycle/ bike Taxi bananas.
Car Trolleybus She doesn’t need any fresh meat.
Bus On foot
Tram(way)

Unit 2. Lesson 8. HOW MUCH IS IT? Useful language/ Listen and repeat
In this lesson you will learn: Useful expressions:
Can you help me, please?
• To ask for things in a shop;
Certainly/Sure; - Sorry, but I can’t.
• To ask and answer about prices.
Let me help you! / Do you need any help?
Useful language/ Listen and repeat/ Customer Thank you (very much). / Thanks!
You’re welcome! / That’s OK. / Not at all. / Any time.
Can I see that blouse? / Can you show me that pot?
I’d like to buy a gift for my friend. Personal pronouns:
I need an umbrella. I me
How much is it? you you
That’s all. he him
Where is the cash desk? she her
Could I get a (plastic) bag, please? it it
we us
Shop assistant
they them
Can I help you?
What can I do for you? Listen and learn
Anything else?
Here you are. / Here you go. Do you need any help?
You’re welcome. “Here, Anna, let me help you!”
Pay at the cash desk, please. “Oh, thank you, that’s very nice.”
That’s 20 euros/euro altogether
Here’s your change. “Do you need any help?”
“Yes, can you set the table, please?”
Listen and learn “Certainly.”
Anna is in a souvenir shop. She would like to buy gifts “Cosmin, can you help me with my homework, please?”
for her family and friends back home. “Sorry, but I can’t help you now. I’m busy.”
“Can I help you?”
Cosmin: “Here we are!”
“Yes, please. I’d like to buy some gifts for my family.”
Anna: “Thank you very much, Cosmin.”
“Certainly, we’ve got pots, towels, folk blouses,
“You’re welcome.”
necklaces, all sorts of things.”
“I like that folk blouse, how much is it?” Mother: “Thank you for your help, dear.”
“That’s 200 Lei.” Father: “Not at all.”
”OK, I’ll buy that for my mother.”
Simona: “I did it. Thanks a lot, brother!”
”Anything else?”
Cosmin; “Yeah, sure! Any time!”
”Yes, for my brother I’d like one of those necklaces.”
Exercise three. Listen and point.
a. seven euros Exercise two. Check your answers:
b. thirty lei a. Here, let me help you.
c. two euros fifty b. I need some help with this.
d. eight lei fifty c. Can uou help me , please>?
e. three dollars seventy-five d. Sorry, but I can’t help you now.
f. six pounds ten e. Thank you very much.
g. ten dollars twenty-five f. Oh, not at all.
h. four pounds fifty g. ”Thanks!” / ”You’re welcome.”
h. Any time!
Unit 2. Check your progress.

Unit 3. Lesson 10. SPORTS
Look at the picture. Raise your hand when you hear a
true sentence. In this lesson you will learn:
There is a parking place in front of the police station. • To speak about your favourite sports;
The restaurant is on the left. • To speak about your abilities;
There isn’t any hospital behind the school. • To ask people about their abilities.
My house is near the church.
There are some block of flats on the right. Useful language/ Listen and repeat?
Names of sports
UNIT Three HAVING FUN swim/run/jog/ski/skate
play:
In this unit, you will learn about: football/basketball/volleyball/tennis/hockey
• Helping people; do: gymnastics/judo/karate
• Doing sports;
• Hobbies; Expressions
• Holiday plans. I can .... .
Can you ...?
Yes, I can. / No, I can’t
Unit 3. Lesson 9. HELP He /she can ...
How often?
In this lesson you will learn: Every day/week/month
• To offer your help Once/twice a week
• To thank and reply to thanks Three times a week
• To accept and refuse politely Sometimes/rarely

Listen and learn Unit 3. Lesson 12. HOLIDAY PLANS
Anna and Cosmin are talking about sports: In this lesson you will learn:
Cosmin: “Do you like sports, Anna?”
• To speak about your holiday plans;
Anna: “Yes, I love sports. It’s very healthy to do some
• To express preferences;
kind of sports. How about you?”
• To ask people about their preferences.
Cosmin. “Me too. What sports do you do?”
Anna: “I go jogging three times a week, and I play Useful language/ Listen and repeat/ Useful words
tennis at weekends. How about you?” holiday train/bus/plane tickets
Cosmin: “I play football with my friends every week. journey foreign country
And I sometimes go swimming. Can you swim?’ luggage tourist information
Anna: “Yes, I can. I like swimming, too.” passport / visa to pack
Cosmin: “Great, how about a swim on Saturday?”
Anna: “Sure!” Expressions:
to go on holiday
Exercise two. Model conversation. to book tickets
What’s your name? to apply for a visa
My name’s Cosmin to go to the mountains / seaside / country /
What sports do you do? on a camp / abroad
I play football and I go swimming. in spring / summer /autumn / winter
How often do you play football? in July / August etc.
I play football every wek. Expressing preferences:
And how often do you go swimming? I’d like to go abroad.
Oh, I sometimes go swimming. Where would you like to go?
Thank you. What would you like to do?
Not at all. Would you like to go with us?
Listen and learn
Unit 3. Lesson 11. HOBBIES Cosmin and his family are making holiday plans.
In this lesson you will learn: I’d like to go to the country in autumn. I can relax there.
I’d like to go to the mountains in summer. I like climbing
• How to speak about your hobbies
mountains.
• How to ask people about things they like doing
I’d like to go to the seaside in August. I like swimming
Useful language/ Listen and repeat/ Names of in the sea.
activities: I’d like to visit Paris. I like visiting cities. There are so
many interesting things you can see.
Reading Dancing
Travelling Taking pictures Exercise three. Check your answers.
Listening to music Playing an instrument a. If you want to go to a foreign country, you need to
Collecting stamps Riding horses apply for a visa.
b.If you want to go by plane, you need to book your
Possessive adjectives:
tickets in advance.
my its
c. If you want to go on a camp, you need to pack your
your our
luggage.
his their
d.When you cross the border, you need to show your
her
passport.
Listen and learn
What are their hobbies? Unit 3. Check your progress
My hobby is reading.
Your hobby is playing the piano. Exercise 2: Choose the correct reply:
Her hobby is taking pictures. 1. Can you help me, please?
His hobby is working on the computer. 2. What’s your hobby?
Our hobby is collecting stamps. 3. Where would you like to go on holiday?
Your hobby is dancing. 4. Can you swim?
Their hobby is riding horses. 5. How often do you play football?
6. These bags are very heavy.
Exercise two. Check your answers:
Cosmin hobby is dancing.
No, it’s not, his hobby is reading.
Anna’s hobby is taking photos.
No, it’s not, her hobby is collecting stamps.
Ion’s hobby is cooking.
No, it’s not, his hobby singing.
Maria’s hobby is driving.
No, it’s not, her hobby is reading books.

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Uniunea Europeanã • Ministerul Educaþiei ºi Cercetãrii

Proiect Phare „Acces la educaþie pentru grupuri dezavantajate“

Ghidul cadrului didactic

Centrul Step by Step, Bucureºti, 2006

Membrii echipei care a elaborat materialele sunt:

Descrierea CIP a Bibliotecii Naþionale a României

Coordonator editorial: Mihaela Marin

Cartea conþine un audio CD.

© Ministerul Educaþiei ºi Cercetãrii, 2006

Unit 3 HAVING FUN

Assessment guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Ghidul cadrului didactic • Limba englezã III 3

Felicitãri pentru cã faceþi parte din marea echipã a proiectului „A doua

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

Forma pe care au dobândit-o aceste ghiduri se înscrie în concepþia unitarã

Ghidurile pentru cadrele didactice ºi pentru cursanþi au fost realizate în

4 Programul „A doua ºansã“ • Nivel primar

Dat fiind caracterul experimental al programului „A doua ºansã pentru

Vã mulþumim ºi vã dorim succes!

Ghidul cadrului didactic • Limba englezã III 5

Ghidul cadrului didactic • Limba englezã III 7

Activities · Read the dialogue. Ask students to identify

8 Programul „A doua ºansã“ • Nivel primar

partners questions in order to fill in the

Ghidul cadrului didactic • Limba englezã III 9

10 Programul „A doua ºansã“ • Nivel primar

Read the text, then ask comprehension

Ghidul cadrului didactic • Limba englezã III 11

12 Programul „A doua ºansã“ • Nivel primar

Each student picks one activity and asks all

Ghidul cadrului didactic • Limba englezã III 13

Activities LET'S LEARN!

14 Programul „A doua ºansã“ • Nivel primar

Ghidul cadrului didactic • Limba englezã III 15

Activities WHAT YOU NEED TO KNOW

16 Programul „A doua ºansã“ • Nivel primar

Let students do the exercise in pairs, then

Ghidul cadrului didactic • Limba englezã III 17

Activities WHAT YOU NEED TO KNOW

18 Programul „A doua ºansã“ • Nivel primar

3. Use this exercise to check students’

Decide together whether the answer should

Ghidul cadrului didactic • Limba englezã III 19

WHAT YOU NEED TO KNOW

20 Programul „A doua ºansã“ • Nivel primar

3. Before students do the exercise in their book,

Ghidul cadrului didactic • Limba englezã III 21

22 Programul „A doua ºansã“ • Nivel primar

2. Before doing the exercise, ask individual students

visiting a souvenir shop to buy gifts for her CHECK THIS!

Ghidul cadrului didactic • Limba englezã III 23

Activities LET’S LEARN!

24 Programul „A doua ºansã“ • Nivel primar

2. Tell students they are going to reinforce some

Ghidul cadrului didactic • Limba englezã III 25

26 Programul „A doua ºansã“ • Nivel primar

· When everybody has had a go, read the text.

Ghidul cadrului didactic • Limba englezã III 27

28 Programul „A doua ºansã“ • Nivel primar

2. Focus students on the purpose of the task:

Ghidul cadrului didactic • Limba englezã III 29

30 Programul „A doua ºansã“ • Nivel primar

2. Divide the class into two groups. Students

Ghidul cadrului didactic • Limba englezã III 31