A Doua Sansa Primar Limba Engleza Cadru Didactic 4

Uniunea Europeanã • Ministerul Educaþiei ºi Cercetãrii

Proiect Phare „Acces la educaþie pentru grupuri dezavantajate“
Programul „A doua ºansã“
Iudit Sera
Limba englezã
I need to know
Ghidul cadrului didactic

Nivelul IV
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

SERA, IUDIT
Limba englezã : I need to know : ghidul cadrului didactic :
modul 4 / Iudit Sera. - Bucureºti : Step by Step, 2006
Bibliogr.
ISBN (10) 973-1706-28-3; ISBN (13) 978-973-1706-28-3
811.111
Coordonator editorial: Mihaela Marin

Redactor: Alina Negruþiu
Design copertã: Dinu Dumbrãvician
Design ºi dtp: Gabi Iancu
Foto copertã: Dinu Dumbrãvician
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) 973-1706-28-3
ISBN (13) 978-973-1706-28-3
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.

Contents
Cuvânt de bun venit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Unit 1 DAILY PROGRAMME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lesson 1.1 What’s going on? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Lesson 1.2 I never play footbal at the weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Lesson 1.3 If you don’t mind me asking... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Unit 1 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Unit 2 THE WORKPLACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Lesson 2.1 What do you do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Lesson 2.2 Applying for a job – who’s the most suitable candidate . . . . . . . . . . . . . . . .20
Lesson 2.3 Where are they? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Unit 3 TIME AND SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Lesson 3.1 Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Lesson 3.2 Places worth visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Lesson 3.3 Holiday plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Unit 4 LEISURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Lesson 4.1 Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Lesson 4.2 Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Lesson 4.3 Plans for the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
FINAL PROGRESS CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Ghidul cadrului didactic • Limba englezã IV 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
cursanþilor prin conexarea subiectului cu unul de interes vital pentru
2005-2006 va fi aplicat pe
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

Contents
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a / h m o
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r e a o a .
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n e w a b g o r S
/ w
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s / F n o
n / p t e r , a e s
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.
t o
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e o a
t
s n e i k a e
e t d
n a o L
h w e
y
a
f t t
f l m b i
n u w g t / r o
e r /
S k a o k ’ e u n o n
i / ? e r
U a
I h e / a H o h o h
t
C e
/ / o ? t r r J d e t m
r o ?
y l
d g l o o e n s … o n
o
O b
F n n l
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b r m
E g
e i u h l u e – g / d d a t o
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l y e /
n k n o t n l
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G i e r s
e o u s
e y n
t g i t o l t ’
a a t w b t
f
A v
a w m / e
o h o
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b t
a
/ c
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h
c g
n
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U h s
d i d – s e
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s t b y e
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a a a
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s e e v
v i c r n n
m s s i t a o
i
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p s a
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v
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l f f r y
a s p u
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t l s
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a
i o o s e n e
t p s d n d a
o p s o s s l
e h u v
i u
f n b i
i a b
n a
m n y r a e m b n e n o m t o t
a g g b r
o i o c p e v i o o o
o t u f n s t
r e
c s i v i
l i s j v
s i i n o f n n o v
t t t
i n a s t
p t - i
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c
t
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y n
i
s i
s r d
p
n n s e
o u n s
e i
r n s a e
p j
s s
o n a h l n n o s
e
s a
e
e e o e
s n n t a r d
s
e
s p q
e
s s c
r s s u m d p u i
d n r u
r o
t m r
p p n e
r r e
r e
r e o e e
r o o a e
r o u
r o l e n e x x a i
m
P P P F P P D P N C P N O M P G A D E E T
e s s
e
m t i e
s n g
o h
t y o
t
s m e l l n e
e a v a l e g
r
g r
g e o
p n
i n e n
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t e
r i n
o
r
f
o o a o o
s o l s e
c a t
a e s h
g t d
n
r o r d r e p a r k
i g a e
p p y t
e e p o m e l e m
r l n a
n y c e
d t l p e t
i p h o s i
i o m s
t s s
S i l n n t p e d k t f h n n
i
a e e
o l o n p r r a n d t - o n s
s l o
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N s d a o e i d t s a i
e t i
i
O n d u p l e e v a
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i w n u n r
o r q s p s n i w e o p b r e c
d n
I
r a
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T i e v i
C t u f t r g a m e i a b t b
e o
c o r n p
d o a p i h
n s a t e g s a s k r n e
c i
N a e y
U t m t e n s o
e h d h g f h
t e e e g s u h
g n a t
t r
a r
e p w s n t t
n n t i t d s k u t u
s t t
F u i u h
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a u n e l l
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N o a t
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O g a d
p l o n e c r k n s r
o
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e a e u s t y s b e o n h y i b s e
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v b
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h e y e p o i h a a i a o u
a t
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W I f w I m W A w s W S P v S e
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1
. 2
. 3
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. 3
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.
1 1 1 2 2 2 3 3 3 4 4 4
L L L L L L L L L L L L
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Introduction
This Guidebook is for teachers of English working Language content
with students in Second Chance education,
Primary Level 4. This is the last of a set of three Level 4 assumes that students have covered
guidebooks for teaching English to Second Levels 1 to 3 or equivalent; therefore, their
Chance primary students. previous knowledge of English is essential. The
communicative functions covered in this level are
presented at the beginning of every unit. Topics
Overall objectives have been chosen to reflect the interests of
adults returning to school to complete basic
• To develop skills of oral and written reception education (see Contents page).
and production
• To develop a positive attitude to English by
providing a context in which learning is Active and cooperative learning
stimulating and fun
• To encourage students to take active role in You should organise lessons so that students play
their learning and to reflect on their progress as active a role as possible. This will help them
• To establish a basic level of English on which feel important, their motivation and interest will
the students can continue to build increase, and their learning will be more
meaningful and lasting. Developing an active role
in the learning process fosters a sense of
The target group responsibility and cooperation, promotes
confidence in the students’ own capacity to learn
Students who take level 4 of English Second a language and teaches a number of skills and
Chance primary may be 14 and over. They have strategies necessary for a more autonomous type
recently learnt to read and write in Romanian, of learning. By participating in the pair work and
and their first language may be other than Romanian. group activities, students will get to know their
Their motivation for taking this course varies peers and learn to work together, thus developing
widely. Some may be driven back to school by their interpersonal and social skills, too.
the need to obtain a certificate that will enable
them to get a job, others may simply want to
obtain their driving license. When it comes to Use of Romanian in the English
classroom participation, some may be inhibited.
However, it’s important to remember that these
lessons
students may be busy adults, with families and jobs. At the beginning of each unit, you may have to
It is highly important to build their self- use Romanian to make sure that everyone
confidence as learners; show them they can learn understands what you mean. However, avoid
and persuade them that speaking a foreign translating utterances that may be obvious from
language is an asset in today’s world. It is your body language, or from what you model. Simple
job as their teacher to encourage them to reflect instructions or requests and use of vocabulary
on how they learn best and to cater for their acquired in levels 1-3 will help students
preferences. Help them assess their own progress understand you. Even if not all respond to what
and provide them with constructive feedback. you say, they may copy other students who are
Remember: adults may get bored with highly quicker to understand. In such cases, it is a
repetitive, routine activities. It is important to waste of time to translate. If for some reason,
practise structures you plan to teach them in a student wants to know precisely what has been
situations that make sense to them and which said, insist that they ask a colleague or you to
they are likely to encounter in real life. Move translate by saying, “Please, translate. / What
through the basics quickly and return to them does … mean?”
from time to time.

I N T R O D U C T I O N
Evaluation To this end, use an activity record sheet and a

simple system of marking in every session (e.g.
Evaluation can provide important information not N – need more work; OK – good progress;
only on the performance of the students, but also E – excellent).
on teaching methods and materials. For formative For summative evaluation, you can use the
evaluation it is advisable that the classroom progress checks at the end of each unit, and the
activities are monitored on an ongoing basis. final progress check.
Lesson ______________________ Session ______________________ Date ___________________
Learner’s name Activity 1 Activity 2 Activity 3 Activity 4 Activity 5
Proposed session structure

Be imaginative! You may have to adjust the and structures to the learners’ experience. Use
content of the lesson to the specificity of your illustrations, flashcards, etc. to present new content.
group of learners. However, follow the proposed
structure as presented below: This section of the lesson may be repeated.
It should be followed by “Your turn” whenever
WHAT YOU WILL LEARN: you feel a newly acquired structure needs
At the beginning of the session, share the learning practising before you move on to another one.
objectives with the students. You may have to
use some Romanian to do this effectively. YOUR TURN!
Practice the new vocabulary and structures
THINK! inviting students to do a variety of activities (see
This is a key point of the lesson. Your students also suggested learning activities in the syllabus).
will be engaged in learning depending on how This section of the lesson will be recurrent. It
well you manage to active them, and arouse their follows naturally after “Let’s learn!”
curiosity. We recommend that you start each CHECK THIS!
lesson by evoking previous knowledge and personal
connections. Also, encourage your students to At the end of each session, invite students to say
make intelligent guesses. Knowing what the what they can now do, by wording simple “I can”
students already know or think they know is statements. Elicit such statements by asking
“Can you (say your name)/(greet someone in
extremely important. It shows you what you need English)/(ask for directions), (etc.)?”
to avoid spending time on, and where you may
have to allocate more time than you had planned. TRY THIS!
WHAT YOU NEED TO KNOW This section contains extension activities. The
activities suggested here are appropriate for
differentiation. The complexity of the task can be
adjusted to the students’ abilities. Also, if more
LET’S LEARN!
able students can cover the Your turn in a shorter
Build on the evoked knowledge when introducing period of time, the Try this can be done or
the new vocabulary and structures. Make sure started in class. For slower students, Try this can
whenever it is possible you link the new words be assigned as homework.

Unit
1 Daily Programme
Introduce the unit by asking the students to look In Unit 1 you will learn:
at the first page of the unit, and based on the · to talk about actions in progress;
illustrations try to predict what they will be · to talk about your daily programme;
learning. This conversation can take place in both · to apologize and respond to apologies;
Romanian and English. For instance, the
· to tell the time;
illustration may be described partly in English;
however, when you discuss functions (What do you · to describe people.
think you will be able to do when you complete
this unit?), you may switch to Romanian. Check previous knowledge. In levels 1-3 some of
Conclude the discussions by reading this: the topics have already been covered in a simpler
manner.

1.1 What’s going on?

Specific Objectives
• to talk about actions in progress
• to tell the time
Language Focus
Present continuous
I am (not)
You / We / They are (not) verb-ing.
He / She is (not)
Am I
Are you /we / they verb-ing?
Is he / she
What time is it? What’s the time?

It’s six o’clock.
It’s half past six.
It’s a quarter to seven.
It’s ten to seven.
It’s late.
Activities · When asking and telling the time the danger is

“word for word translation”. Some students will
THINK! ask “What’s the clock?” or “What o’clock?”
instead of “What’s the time? / What time is
• The questions will draw the students’ attention it?” Many students will tend to use Romanian
to the differences between English and word order and say: “It’s one and a quarter”
Romanian patterns for telling and asking the instead of “It’s a quarter past one”.
time. They are meant to help the students
notice similarities and differences so as to · Ask the students to look at the pictures and
avoid making mistakes. have them name as many objects as they can.
This activity will help them refresh their
LET’S LEARN! vocabulary. They will be able to name objects
such as: chair, table, bed, carpet, sink, plates,
· Explain to your students what “action in glasses, cups, etc. Invite them to make
progress” means: an action that is happening/ guesses about what is going on.
going on at the moment of speaking. The
translation (acþiune în desfãºurare ) may help · Read the text with the students. Write some of
them understand the difference between the the sentences on the blackboard to explain the
simple and the progressive aspects. There is no use of the continuous aspect. You may want to
difference in Romanian between a habitual introduce a few spelling rules:
o have, move, drive + ing : having, moving,
action and an action in progress, so some
students might face difficulties in driving
o sit, get, begin + ing: sitting, getting, beginning
understanding the need to express present
o die, lie + ing: dying, lying
tense in different ways.

D A I L Y P R O G R A M M E U N I T 1
We are organizing a party. Elena and Irina

are decorating the room. The boys are
buying drinks. The girls are making
sandwiches. ...
· Teach telling the time using a large clock
so your students can easily follow your
explanations. Make drawings on the
blackboard next to the sentences.
· Drill the patterns with the class to make
sure everybody remembers the patterns.
Have students alternatively ask and tell the
time.
YOUR TURN!
You may want to let the students work in pairs to
complete the sentences.
Encourage them to write complete sentences in
their notebooks. Check the exercise by having
students write the sentences on the blackboard.
TRY THIS!
1. Encourage the students to use their
imagination to write about what Lisa is doing.
Tell them to think of at least 10 different
activities.
It’s 7.30 a.m. Lisa is getting dressed.
2. Make this an optional task. Do not insist that
Practise writing sentences on the blackboard with the students bring photographs to class if they
the whole class before moving on to YOUR TURN do not feel like talking about their families.
section. Most people like talking about themselves,
Suggested activities: others might feel embarrassed. This activity
• Organize a party. The students get different can be fun if students feel free to choose if
tasks: buy drinks, make sandwiches, bring they want to participate or not.
music, decorate the room etc. “This is my wedding party. I’m dancing with
• Write the plan on the blackboard: my mother-in-law.”

1.2 I never play football at the weekend

Specific Objectives
• to talk about your daily programme
• to express the frequency of events
Language Focus
Prepositions
at (5 o’clock / the weekend, noon, etc.)
on (Sunday, Monday, etc.)
in (the evening, the morning, the afternoon,
winter etc.)
Days of the week: Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday
Frequency adverbs
always usually often
100% 75% 60%
sometimes rarely never
30% 15% 0%
once a week
twice a month
four times a year
Present simple
I / You / We / They play. Do I / you / we / they play?
I / You / We / They don’t play.
· Use negative and interrogative forms in
He / She plays. Does he / she play? some sentences that you choose to write on
He / She doesn’t play.
the blackboard.
· Use various frequency adverbs in your examples.
Activities Cosmin is flying to Britain. He is visiting the
Smiths. He is sitting next to a footballer, Alfred
THINK! Bates. Alfred is not a famous footballer yet.
Cosmis wants to find out about him.
• The questions will introduce the students to
habitual, repeated actions by having them “So what do you usually do in your spare time?”
think about activities they do every day and ”You mean on Saturdays and Sundays? I love those
activities that are repeated with different days. I always spend them with my family: my wife
degrees of frequency. Mary, my son Jerry and my daughter Alicia. We
rarely wake up before 9 on Saturday mornings. We
LET’S LEARN! have breakfast together and make plans for the
day. We sometimes ride our bikes or swim together
1. Read the text with your students and help the or just go for a walk in the park. For lunch, we
students identify verbs in the present simple in usually go to a pizza restaurant. Jerry loves pizza.
the text. Write some examples on the blackboard. We let the children decide how to spend the
You may want to explain some spelling rules/pro- afternoon. In the evening, we often visit friends.”
nunciation rules for the third person singular. “How about Sunday?”
·Practise the verbs be and have because
“On Sunday morning we always go to church.
some students tend to apply the same rule
My wife is very religious.”
with these verbs.

YOUR TURN!
1. Let the students do the exercise individually,
then have them compare their daily programme
with other students’. Tell them to find
similarities and differences and ask them to
report to the class.
e.g. We both get up at 6.30 a.m. I go to bed
at 11 p.m. but Ionicã goes to bed at 9 p.m.
2. The focus of this exercise is on frequency

adverbs. Tell the students to make notes as
they interview their colleagues so as to be able
to report to the class later. It is advisable that
you help them prepare the questions before
they start interviewing their classmates. They
may use the table in the previous exercise and
write a set of questions next to it:
e.g. How often do you dance / go swimming /
play football / watch TV / play cards…
Ask the students to write a name next to each
frequency adverb in the grid.
3. After checking this exercise you might want to

ask the students to work in groups and
prepare a short test for another group. Have
them write five sentences with blanks to be
filled in with prepositions. Check their sen-
“What do you do after church?” tences before giving them to a group to solve.
“We visit our parents. We always have lunch with Complete the sentences with at , in or on.
my parents or with Alicia’s parents.” a. I have lunch at 12 o’clock.
“Do you play football on Sunday afternoon?” b. We always go to church on Sunday.
“Absolutely not. I never play football at the weekend.” c. I like to watch TV in the evening.
d. Where were you at 5.30 on Friday?
Let the students complete the table individually e. I only have coffee in the morning.
or in pairs and then check with the whole class. f. He sometimes drives at night.
Suggested answers g. On Mondays, I am usually late for work.
h. We go swimming a lot in summer.
Frequency What Alfred Bates and his family do
doalways e.g. go to church on Sunday
TRY THIS!
usually go to a pizza restaurant for launch
Tell the students how to make a poster. Give
often visit friends them a reason for making it. Tell them they own
sometimes ride their bikes or go swimming a leisure centre and want to attract people to try
the activities they offer. Tell them to be as
rarely wake up before 9 on Saturdays
convincing as they can because you can only
never play football afford to go to one of them, so only one group
will win. Students will work in groups of four and
2. Make sure the students use the right will either choose the best poster to be presented
prepositions in their sentences: at the to the whole class or make a new poster in the
weekend, on Monday, in the morning. group using what each student has brought.

1.3 If you don’t mind me asking...

Specific Objectives
• apologize and respond to apologies
• write a personal letter
• describe people
Language Focus
What does he look like?
What’s he like?
What does he like?
How is he?
Excuse me.
I’m sorry.
I apologise.
I hope you don’t mind.
That’s all right.
Not at all.
Whose is it? It’s mine / yours / his / hers / ours / theirs.
Personal pronouns Possessive
Subject Object Possessive adjectives
I me mine my
You your yours your
He him his his
She her hers her
It it - its
We us our our is. Have your students think up some situations
You your yours your in which they would need to start a conversation
with a stranger. They could work in pairs and act
They them theirs their out short dialogues for the class.
1. Ask the students to explain their choices. Have
Activities them go back to the text and read out the
sentence(s) in which they found the information.
Answer key
THINK! A. Miss Meddling is the Smiths’
• Ask the students in what situations they next door neighbour. T
usually start a conversation with a stranger. B. Susie invited Cosmin to Liverpool. F
You might want to start a discussion about first C. Tom runs a business in Romania. F
impressions. Why do people try to make good D. The Smiths are taking Cosmin
first impressions? Have they met people who to a restaurant. T
made a very good impression first but then E. Miss Meddling is a nosy person. T
turned out not to be as they seemed? What
2. Before doing this exercise practise descriptive
impression do your students think they make adjectives on some of the illustrations in the
on other people when they first meet? students’ guide. You might want to use other
resources ( flashcards, photographs etc.) Fill
LET’S LEARN! in the blanks in Cosmin’s email to Anna using
Use the text to discuss ways of starting a the words below: interesting, tall, pretty,
conversation. Ask the students what they think green, energetic, long-haired, pointed,
Cosmin’s first impression about Miss Meddling unhappy, embarrassing, confident.

3. Invite the students to act out short dialogues in

pairs. Ask them to imagine some other
situations in which people would apologize and
respond to apologies.
a. You are late for your English class.
b. You have forgotten your pen. You want to
borrow a pen.
c. You interrupt a conversation to say
something important.
d. Someone stepped on your foot by mistake.
They apologize.
e. You dialled the wrong number.
4. Rephrase the following sentences to avoid repe-
tition of the words in bold type. For guidance,
you may refer to the table on the previous page.
e.g.: This is my car . It is mine.
These are his pencils . They are his.
a. Don’t drink from that glass. It is her glass.
It is hers.
b. Stay away from that computer. It is his
computer . It is his.
c Is this your book? Is it yours?
d. “Whose house is this?” “It’s our house. It’s
ours.”
e. This is their project. It’s theirs.
f. Don’t dance with her. She’s my girl. She’s mine!
YOUR TURN! TRY THIS!

1. Explain the four questions to the sudents Make the task easier for the students by
before asking them to do the matching suggesting possible ways of beginning and
exercise. ending the letter. Suggest some useful words and
phrases to be included in the letter. Use
1.What does he a. She’s very friendly
Cosmin’s email as a starting point.
look like? and sociable.
Ways of beginning a letter: Dear Mr/Mrs/Miss/Ms…
2.What’s she like? b. He likes playing
football. Ways of ending a letter: Yours sincerely, /
Regards / Kind regards /All the best / Best wishes
3.What does he like? c. She’s fine.
Useful phrases:
4. How is she? d. He’s a blue-eyed, Thank you for taking the trouble to wait for me at the
handsome young railway station.
man. I am arriving on…(date)…at …(time)
1. – d; 2. – a; 3. – b; 4. – c. I am a short / tall / slightly overweight / black-haired /
brown-eyed / young / middle-aged person.
2. Ask the students to describe someone without I will be wearing blue jeans / a red skirt / a flowery
naming the person. Invite the group to guess dress / a grey jumper / a green cardigan / black
who has been described. trousers / a brown hat / a fur coat / a leather jacket.

Unit 1 – Progress Check

Answers
1. The correct form of the verbs are in bold type.
1. At the moment I live / am living in Liverpool.
2. We never drive / are driving to work.
3. I always wear / am wearing a hat in winter.
4. Tom doesn’t wear / isn’t wearing jeans today.
5. My children don’t drink / aren’t drinking
coffee after 6 p.m.
2. The correct words to complete the sentences
are in bold type:
a. This / These book is mine.
b. That’s our / ours address.
c. How’s your / yours sister?
d. Mine / My sister is well.
e. That / Those cars are very expensive.
3. Suggested answers:
7.30 – Susan / have breakfast. It’s half past
seven in the morning. Susan is having
breakfast.
12.00 – Susan / have lunch. It’s twelve
o’clock. Susan is having lunch.
14.00 – She / work / in her office. It’s two in
the afternoon. She is working in her office.
17.00 – He / drive / home. It’s five in the
afternoon. He is driving home.
19.30 – Tom / watch TV. It’s seven thirty in
the evening. Tom is watching TV.
22.00 – They / go to bed. It’s ten in the
evening. They are going to bed.
4. Open task:
You are Georgiana. Write a reply to Nick’s
letter. Describe at least two people you get
along with in your English class.
Dear Georgiana,
My job here is not very easy. I work long hours, but
the pay is good. You remember Paul, the older guy
I came with? He’s the short one with the dark
moustache. He is having a hard time. He
complains all the time. He spends most of the
time on the phone with his wife.
I haven’t heard from you for a long time. The last
thing I know is you went back to school. I’m dying
to hear more about it. How is it going? Do you have
new friends? Do you like the teachers? Write to me
about them.
When we meet again, I want to take you out to a
nice restaurant.
Love,
Nick

Unit
2 The Workplace
at the first page of the unit, and based on the · to describe what people do in various jobs;
illustrations try to predict what they will be · to ask for and provide personal information;
learning. This conversation can take place in · to compare things and people;
both Romanian and English. For instance, the
· to talk about familiar items in the house and
at the workplace.
however, when you discuss functions (What do you
think you will be able to do when you complete
this unit?), you may switch to Romanian. Check previous knowledge. In levels 1-3 some of the
Conclude the discussions by reading this: topics have already been covered in a simpler manner.

2.1 What do you do?

Specific Objectives
• to describe what people do in various jobs
Language Focus
work – worker
drive – driver
dance – dancer
sing – singer
teach – teacher
act – actor / actress
wait (on) – waiter / waitress
plumber secretary
electrician nurse
architect hairdresser
engineer tailor
clerk mechanic
doctor farmer
chemist cook
postman computer operator
Activities 4. He works in an office typing letters and

answering phonecalls. He’s a secretary.
THINK! 5. She repairs motor vehicles and machinery.
She’s a mechanic .
• Introduce the topic with a discussion about 6. He designs or builds roads, bridges or
jobs. Let the students express their opinions machines. He’s an engineer.
about “good” and “bad” jobs. Name some jobs 7. She owns or manages a farm. She’s a farmer.
and ask the students to say what they would 8. He prepares and cooks food. He’s a cook.
like/dislike about each job. 9. She prepares drugs and medicines.
She’s a chemist.
10. He makes men’s clothes. He’s a tailor.
LET’S LEARN!
Draw the students’ attention to the use of the YOUR TURN!
indefinite article with jobs.
Read the following sentences. Underline the Complete the sentences using the following
names of jobs. words to find out what these people do:
1. She repairs water pipes, sinks and baths. serve, design, school, office, perform, arrange,
She is a plumber. computer, drive, waiter, postman, doctor, actor
2. He repairs or connects electrical wires or 1. Her job is to design buildings. She’s an
equipment. He is an electrician. architect.
3. She looks after people who are ill or 2. His job is to collect and deliver letters.
injured. She’s a nurse. He’s a postman.

T H E W O R K P L A C E U N I T 2
6. His job is to operate a computer . He’s a

computer operator.
7. Her job is to perform in a play or film.
She’s an actress.
8. His job is to perform in a play or film.
He’s an actor.
9. Her job is to drive a car, bus etc.
She’s a driver.
10. His job is to teach especially in a school.
He’s a teacher.
11. Her job is to serve food and drinks at the
tables in a restaurant. She’s a waitress.
12. His job is to serve food and drinks at the
tables in a restaurant. He’s a waiter.
TRY THIS!
Be flexible with students’ opinions. Ask them to
explain why they think those qualities are
necessary for the jobs they chose, but do not tell
them they are wrong if you disagree with them.
• a patient person;
• a good listener;
• a person with good manual skills;
• a person who is good at imitating other people;
• a person with a good sense of humour;
• a talkative person;
3. Her job is to keep records or accounts in an • a person who is good with figures;
office . She’s a clerk. • a caring person;
4. His job is to treat people who are ill. He’s a • a person who has a good sense of direction;
doctor . • a person in good physical condition;
5. Her job is to cut, wash and arrange • an imaginative person;
people’s hair. She’s a hairdresser. • a dynamic person.

Applying for a job – who’s the most

2.2 suitable candidate
Specific Objectives
• to ask for and provide personal information
• to compare things and people
Language Focus
prepare a curriculum vitae / CV
qualifications
have an interview
apply for a job
good – better – the best

bad – worse – the worst
funny – funnier – the funniest
energetic – more energetic – the most energetic
Activities Curriculum vitae
THINK! Personal information

Full name: Dan Smith
Encourage those students who have applied for Address: 5 Crescent Rd, Liverpool, Great Britain
jobs to share their experiences. Ask them how Telephone number: 0044 673 476 312
they found out about the job, how they managed E-mail: dsmith@mymail.com
to convince that they were the suitable Nationality: British
candidates for the job, who interviewed them. If Date of birth: 4 July 1986
they failed in getting the job ask them if they Work experience
think they gained experience that will be useful February 2005 to present
to them in the future. part time job as a milkman
June 2004 to September 2004
part time job as a worker on a building site
LET’S LEARN! Education and training
St. Mary’s College, Little Crosby
1. Fill the gaps in Dan Smith’s CV with the
students. Tell them that a curriculum vitae Skills and competences
should contain information that is relevant to excellent organization skills
the position/job the person is applying for. good language skills
Advise them to tailor the CVs they are going to Other relevant information
write to suit the requirements of the job they I am an energetic person in a good physical condition.
are applying for. I am good at singing and I can play the guitar.

friendliest, the funniest and the most energetic

of all. On the other hand, Dan Smith is the
most patient and the best singer by far.
Name Dan Smith Pat Davies Claire Browne

good at xxxxx xx xxx
singing
friendly xxx xxx xxxxx
patient xxx xx xx
funny xx xxx xxxx
energetic x xxx xxxx
good better the best

friendly friendlier the friendliest
patient more patient the most patient
funny funnier the funniest
energetic more energetic the most energetic
2. Discuss with the students what qualities they 2. Use the following prompts to make comparisons.
think are required for the position of support e.g.: car – plane – fast
staff at a children’s summer camp. Does Dan The plane is faster than the car.
seem to have the necessary skills and The car is not as fast as the plane.
competences? Does he have the needed
qualifications? Do they think Dan will do well George – Claudia – tall
in the job if he gets it? Paul – Peter – young
Let the students role-play the interview in Mihai – Petre – ambitious
pairs, then have one pair act out the interview. Maria – Daria – beautiful
Encourage them to take their roles seriously Bob – John – reliable
and think of some other questions that an
ice cream – chocolate - delicious
interviewer might ask. You could make a list
of frequently asked questions and a list of
“difficult” or “embarrassing” questions. TRY THIS!
Ask the students to decide what job they are
YOUR TURN! going to apply for before they start writing the
CV. Tell them to think about their strengths and
1. Do the exercise orally with the students before weaknesses and present themselves in a good
asking them to write sentences. Ask the light without lying about their qualifications or
students who they would give the job to. Pat competences. Tell them to leave out any
Davies doesn’t have a chance but Claire’s the information that is irrelevant to the position.

2.3 Where are they?

Specific Objectives
• to locate things and people
• to talk about familiar items in the house and at
the workplace
Language Focus
in (the house)
on (the table)
at (the desk)
over (the door)
under (the chair)
above (the kitchen)
below (the bedroom)
axe pliers
baking tray rake
broom rolling pin
drill saw
fork scissors
grater screwdriver
hammer sieve
iron spade
needle wheelbarrow
Activities “Where’s Lisa?”

“She’s in the store. She’s at the cash desk.”
THINK!
Use the illustrations in the students’ guide or “Where’s Lisa?”
flashcards to elicit the targeted vocabulary. Ask “She’s in front of the shelves.”
the students to name as many objects as they “Where are the clothes?”
can. You might want to bring some tools to class
“They’re on the shelves.”
(pliers, scissors, screwdriver etc), put them in
different places in the classroom to introduce
prepositions. “Where’s the sign?”
“It’s over the door.”
“Where’s the newspaper?”
LET’S LEARN! ”It’s under the door.”
Tell your students to look at the pictures, read
the sentences, close the books and try to “Where’s the women’s clothes department?”
remember where things / people are. Ask
questions such as: Where are the clothes? “It’s below the men’s clothes.”
Where’s the sign/the newspaper/ Lisa…? “Where’s the men’s clothes department?”
“It’s above the women’s clothes.”

2. The students can work in groups of three or

four. You might want to ask them to add one or
two items to each group.
a. in the kitchen
b. in the garden
c. for housework other than cooking
d. for work outside the house
axe, baking tray, broom, drill, fork, grater,
hammer, iron, needle, pliers, rake, rolling pin,
saw, scissors, screwdriver, sieve, spade,
wheelbarrow
TRY THIS!
When checking this task, have your students
work in pairs. Tell tem to describe the place
without showing the drawing to their desk mates,
who will make a drawing as they listen to the
description. The two drawings will then be
compared.
YOUR TURN!
1. Ask the students to do the exercise individually
and then have them compare their answers to
those of their desk mates.
a. The flower shop is between the chemist’s
and the greengrocer’s.
b. He lives at 5, Eminescu Street.
c. The men’s clothes department is on the
third floor, above the women’s clothes on
the second floor.
d. I work in the restaurant across the street.
e. She is a secretary. She works in a very
modern office.
f. The cat jumped over the fence.
g. He is wearing an orange shirt under his
jacket.
h. Susie is standing in front of her shop.
i. On the second floor there’s the women’s
clothes department, just below the men’s
clothes department on the third floor.


Answers
1. See the letters in bold in the column on the

left.
1.He plays his guitar in a a. teacher
pub every night. c
2.She sells various things b. postman
in a shop. f
3.She manages her own c. musician
business. e
4.He teaches children d. traffic warden
in a school. a
5.He repairs sinks and e. business
bathroom fittings. h woman
6.He delivers the mail. f. shop assistant
7.She directs the traffic. d g. secretary
8.He answers the phone h. plumber
and writes letters. g
2. See the completed table below:

nice nicer the nicest
beautiful more beautiful the most beautiful
happy happier the happiest
interesting more interesting the most interesting
expensiv emore expensive the most expensive
goodb etter the best
bad worse the worst
short shorter the shortest
young younger the youngest
old older the oldest
3. Open task:
Describe the picture using at least the following
prepositions: in, on, under, at, above .
e.g.: There’s a table in the room.
4. Open task:
Write a paragraph (approx. 50 words) answering
the following questions: What kind of a person
are you? What job do you think suits you?

Unit
3 Time and Space
at the first page of the unit, and based on the · to talk about the weather;
illustrations try to predict what they will be · to ask for and give information about places;
learning. This conversation can take place in · to express likes and dislikes.
however, when you discuss functions (What do Check previous knowledge. In levels 1-3 some of
you think you will be able to do when you the topics have already been covered in a simpler
complete this unit?), you may switch to Romanian. manner.
Conclude the discussions by reading this:

3.1 Seasons
Specific Objectives
• to talk about the weather and seasons
Language Focus
Months Ordinal Seasons
of the year numerals Spring
January 1st – first Summer
February 2nd – second Autumn
March 3rd – third Winter
April 4th – fourth Adjectives
May 5th – fifth windy
June 6th – sixth rainy
July 7th – seventh sunny
August 8th – eighth snowy
September 9th – ninth warm
hot
October 10th – tenth cold
November 11th – eleventh cool
December 12th – twelfth chilly
Romania. Ask them to put down any

Activities peculiarities that come to their minds. You
might want to set a time limit or a certain
number of sentences.
THINK!
• The students read the dialogue and compare
· Show the students illustrations of different their opinions to those of the characters in
seasons and tell them to describe the pictures the text. Ask them to tick the sentences in
before asking them what their favourite time of which similar opinions are expressed, and put
the year is. crosses next to disagreeing opinions.
· Start a discussion about people complaining • Let the students decide in groups what time of
about the weather, comparing what seasons the year they recommend to the potential
used to be like and what they have been like visitors and then have one group member
in recent years, with sudden changes from one report to the class.
day to another, extreme temperatures. Do the
students feel affected in any way by these
changes? YOUR TURN!
1. Check the students’ notebooks to make sure
LET’S LEARN! the spelling is correct, remind them about
capital letters in months of the year, days of
• Ask the students to work in groups and write the week (unlike Romanian: i anuarie –
sentences to describe the four seasons in J anuary; l uni - M onday) .

T I M E A N D S P A C E U N I T 3
2. The students do the exercise orally. Every correct

sentence produced by the students should be
written on the blackboard. The students can
afterwards be grouped into four groups and
asked to write a short dialogue between the
characters in each picture. They can take up
roles and act out the dialogues for the class.
3. The purpose of asking such questions is to use
ordinal numerals in meaningful contexts. To
encourage the students’ involvement in the
activity offer a “prize” to the one who produces
the most questions in the shortest time.
e.g. Which is the second day of the week?
Which is the fourth letter of the English alphabet?
Who was the last Romanian king?
What’s your first name?
TRY THIS!
Have your students work in groups. Each group
will own a travel agency trying to attract foreign
tourists to Romania. Tell the students to give
names to their travel agencies and advertise the
interesting itinerary (in a magazine, on the radio
etc.). The trip lasts for at least seven days, so
there should be lots of places to see and many
activities to do in one week.
1st first month January winter

2nd second month February winter
3rd third month March spring
4th fourth month April spring
5th fifth month May spring
6th sixth month June summer
7th seventh month July summer
8th eighth month August summer
9th ninth month September autumn
10th tenth month October autumn

11th eleventh month November autumn
12th twelfth month December autumn

3.2 Places worth visiting

Specific Objectives
• to ask for and give information about places
Language Focus
Uncountable nouns Irregular plural
news foot – feet
information woman – women
luggage man – men
money child – children
advice mouse – mice
tooth – teeth
Activities
THINK!
Share with your students some of your
experiences. Tell them about places you have
visited, countries you have been to. Tell them
where you would like to go and why in order to
stir their interest in the topic. It would be useful
to be prepared with some photographs,
postcards, magazines that they could choose
from in case the students have never thought of
visiting places before.
LET’S LEARN! Some nouns can have both countable and

uncountable meaning (names of animals, food
1. The focus is on nouns (plural forms, irregular drink) e.g. fish. Tell the students that they can look
nouns). Use the text to teach nouns. Write them up in dictionaries if they are not sure about
examples from the text on the blackboard and how to use them. The label [C], [U] or [C/U] next to
give simple explanations. the noun will help them use the noun correctly.
Countable nouns Uncountable nouns
- can be both singular and plural - have only one form
- when the noun is singular, the following verb is also - the verb that follows an uncountable
singular, when the noun is plural, the verb is also plural noun is always singular
singular plural money
Regular a chair six chair s news
plurals an apple ten apples water
happiness
Irregular a child two children
electricity
plurals a man three men

in May or June there’s lovely weather for

holidaymakers who are not interested in skiing.
The place is very well equipped for hiking at over
6,000 feet. Up there you feel on top of the world.
In Sinaia you can visit the royal castles, Peles
and Pelisor. And there are a few excellent hotels
and restaurants that serve delicious local food.
Believe me, there are few places in Romania that
are as well equipped for tourism as Sinaia.”
Susie: “It sounds exciting. I’m interested. How
many days does the trip take? And how much
does it cost?”
Travel Agent: “Well, let me go into the details
and give you some advice ….”
2. You might want to mention some spelling

rules ( day – da
ys, monastery – monaster ies,
tomato – tomato es, radio – radio s, class – class es )
COUNTABLE NOUNS
SINGULAR REGULAR PLURAL
a trip two trips
a holiday two holidays
a monastery two monasteries
a hotel two hotels
a place two places
an apple two apples
an umbrella two umbrellas
Travel Agent: “Fun Holidays. Alicia Gibbon
speaking. How can I help you? COUNTABLE NOUNS
Susie: “Hello, my name is Susie Smith. I would SINGULAR IRREGULAR PLURAL
like some information about package holidays to a foot two feet
Romania in May or June. I am especially a tooth two teeth
interested in the monasteries in Northern a woman two women
Moldavia. Have you got anything to offer?” a man two men
Travel Agent: “Yes, madam. I have good news for a child two children
you. We have quite a few packages in Romania. a mouse two mice
It’s becoming a popular place with our customers.”
Susie: “Really? That’s interesting. I never met Example: I saw a woman standing on the corner. I
anyone who’s been there on holiday.” saw two women standing on the corner.
Travel Agent: “Well, madam, I can offer you an a. The trip lasted for one day. The trip lasted
excellent package that includes trips to the for three days
Northern Moldavian monasteries, and the famous b. The monastery is in Northern Moldavia.
medieval towns, and the Prahova Valley, if you The monasteries are in Northern Moldavia.
know what I mean.” c. They have got one child. They have two children.
Susie: “I don’t know about the Prahova Valley. d. The dentist pulled out one tooth.
What’s there to see?” The dentist pulled out two teeth.
Travel Agent: “The scenery is breathtaking. The e. There’s a hotel on the beach.
Carpathians offer an exquisite view. In addition, There’re several hotels on the beach.

3.2 Places worth visiting

f. The kids caught a mouse. The kids caught
five mice.
g. That woman is very pretty. Those women
are very pretty.
h. My sister is buying an umbrella. My sister
is buying two umbrellas.
i. This apple is fresh. These apples are fresh.
j. My left foot hurts. Both my feet hurt.
3. Draw the students’ UNCOUNTABLE

attention to some common NOUNS
mistakes with uncountable advice
nouns. The nouns in the information
list are countable in money
Romanian. Ask them to try
scenery
to make sentences with
these nouns to make sure luggage
they use them correctly. weather
Example: Good evening. Here is work
the 8 o’clock news. furniture
a. The weather changes equipment
very rapidly in this country. news
There’s sunshine at 9 a.m.
and it rains an hour later.
b. I can’t carry this luggage. It’s way too heavy.
c. This is an excellent piece of work.
Congratulations! You’ve done a great job!
d. Let’s make sure we get some more
information about this issue. We cannot
make a decision yet.
e. My neighbours are putting in new furniture
and they are making a lot of noise.
f. Our office received new computers and
printers. Our bosses make sure we always
have the latest equipment.
g. We stayed in a peaceful Carpathian village
surrounded by magnificent scenery.
h. They gave him very little money for
harvesting the crop.
i. Let me give you a word of advice. You
should get someone to help.
j. Our team has won the game. This is great
news to all of us!

Example:
How many children are there at the party?
There are twelve children at the party.
a. How much milk is there in the fridge?
There is a lot of milk in the fridge.
b. How many apples are there in the basket?
There are three apples in the basket.
c. How much information is there about this topic?
There is a lot of information about this topic.
d. How much coffee is there in the cup?
There isn’t any coffee in the cup.
e. How much luggage has he got?
He hasn’t got any luggage.
f. How much money have you got?
I haven’ got much money.
g. How much equipment is there in the new office
building?
There’s no equipment in the new office
building.
h. How many cigarettes do you smoke a day?
I smoke only three cigarettes a day.
i. How many jobs has she got?
She has got a full time and a part time job.
i. How many monasteries are they visiting this week?
They are visiting four monasteries this week.
YOUR TURN! TRY THIS!

1. The exercise offers further practice on The students can stay in the same groups or
countable and uncountable nouns. Ask the change groups if they like. This task requires at
students to work individually and refer to the least one group member with artistic skills. Tell
lists of nouns in this lesson before they write the students that the posters will be evaluated by
the questions. an impartial judge, other than you.
COUNTABLE NOUNS UNCOUNTABLE NOUNS

How many children? How much information?
a child a piece of information
some / several / some / a little / not much
a few / not many / / a lot of information
a lot of children
fewer children less information
not …any / not …any /
no children no information
none none

3.3 Holiday plans

Specific Objectives
• to express likes and dislikes
• ask people about things they like doing
Language Focus
I like (doing) something
I don’t mind (doing) something
I prefer (doing) something … to (doing)
something else.
I don’t like / dislike (doing) something.
I can’t stand (doing) something
I hate (doing) something.
Activities
THINK! Susie, Dan and Cosmin are in the garden, and
People like fantasizing, so questions like: “What chatting about likes and dislikes.
does a really good day look like to you?” should Susie: “So what do you really like doing , Cosmin?”
have most of the students sharing their imaginary
experiences. You might want to tell them yourself Cosmin: “Travelling. I love travelling . And
what you like/dislike doing, thus offering them meeting people. All sorts of people. I prefer
the language pattern on which they can build trains to airplanes. Trains are quite cheap, and
their sentences. you get to see a lot. Flying is expensive. I don’t
mind flying , though. It saves you time. But I hate
missing connections.”
LET’S LEARN! Dan: “I also like travelling , but I hate flying . And I
dislike trains. I really like driving . I like listening
1. Let the students work out the pattern to loud music while I’m driving. But I can’t stand
(like/love/dislike/hate… + V+ing) after reading getting stuck in traffic jams. And I like cycling .”
the text. Some students might notice that Susie: “Do you know what I really like doing ? I
these verbs can be followed by verbs or nouns. like sitting here, in the garden, listening to you.
Praise their sense of observation if they do. And I like running my business, but I can’t stand
getting into arguments with customers.”
Cosmin: “I also enjoy sitting here, talking to you.”
Dan: “Me, too.”

YOUR TURN!
1. Ask the students to pair up and ask and
answer questions alternatively about Cosmin,
Dan and Susie before they write the sentences.
Examples:
Susie likes running her business.
They all like sitting in the garden.
2. In pairs, students can make assumptions about
what the others have written. If you choose to
do the activity in pairs, have the students put
two columns in their notebooks:
I love dancing. I don’t mind …
I think Petricã loves I don’t like …
drinking beer. I dislike …
I really like … I hate …
I like … I can’t stand …
I quite like …
Have the students check each other’s

notebooks and tick or cross the assumptions
of their partners.
TRY THIS!
Ask individual students questions like: How do
you feel about cooking? Do you like dancing? Do
you prefer watching the news to reading
newspapers? These model questions will help
2. This activity will make students distinguish them conduct the survey. Tell the students to
varying degrees of intensity. You might like to walk about the classroom and interview as many
ask for the Romanian translation of these phrases. students as they can (if time allows they should
ask everybody in the class) and put crosses in
the boxes. The results will be reported to the
++ Tom loves watching TV. class in sentences like the ones in the examples.
Lisa really likes cooking. + + + = - --
+ Petre likes riding horses. Watching the news
= Tom doesn’t mind sleeping in hotels. Reading newspapers
Dancing
- Anica dislikes trains.
Singing
-- Petre hates queuing.
Studying English
Lisa can’t stand ironing.
Cooking
Writing letters
Example:
Three people love dancing.
Everyone hates writing letters.


Answers
1. The correct words to complete the sentences
are in bold type.
a. How much / many people are coming to the
party?
b. Women / Woman like romance.
c. Let me give you some / an advice.
d. How much / many information do you need?
e. Is / Are your work more difficult than mine?
2. See answers in bold type:

1st – first 7th – seventh
2nd – second 8th – eighth
3rd – third 9th – ninth
4th – fourth 10th – tenth
5th – fifth 11th – eleventh
6th – sixth 12th – twelfth
3. See answers in bold type.
Singular Plural
party parties
child children
cat cats 5. Open task
monastery monasteries Write sentences about yourself and your
friend, using the following prompts: love /
horse horses really like / like / quite like / don’t mind /
book books don’t like / dislike / hate / can’t stand.
Example:
village villages We both love chocolate.
mouse mice I like cooking, but she hates it.
trip trips
tooth teeth
teacher teachers
4. See the complete list of the days of the week

below:
Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday

Unit
4 Leisure
at the first page of the unit, and based on the · to make suggestions;
illustrations try to predict what they will be · to ask someone to do something;
learning. This conversation can take place in · to express future plans;
· to talk about hobbies;
however, when you discuss functions (What do · to write a postcard;
you think you will be able to do when you · to talk about intentions and probable future actions.
complete this unit?), you may switch to Romanian.
Conclude the discussions by reading this: Check previous knowledge. In levels 1-3 some of the
topics have already been covered in a simpler manner.

4.1 Traditions
Specific Objectives
• to make suggestions
• to agree to do something
• to offer and ask for something
Language Focus
Why don’t you open it?
You should open it.
Let’s open them.
Shall we open them?
Could / Can / Would / Will you open it for me?
Please, help me open it.
cheap expensive
old young
old new
early late
many few
weak strong
tall short
large small
dark light
This/that/these/those (gifts)
Activities carefully to decide which statements are

true and which are false.
THINK! A. There were few gifts under Answers key
the Christmas tree. T F
Start a discussion about traditional celebrations. B. Lisa’s hat looks expensive. T
Ask the students what makes Christmas the most C. Cosmin’s present is in a big box. F
popular celebration in the world (the carols, the D. Angie’s hands are weak. T
presents, the Christmas tree, the special meal?). E. Dan has got a new pair of slippers. F
Ask them if they know how Christmas is celebrated F. Susie’s got a traditional Romanian
in other countries. Ask them if they used to believe tablecloth. F
in Santa Claus (Father Christmas) coming on a
sledge pulled by reindeer to bring them presents. 2. You might want to start a chain game.
Suggestion: leave your pen on a desk and take
LET’S LEARN! somebody else’s pen as if by mistake, then
1. · Knowing that people all around the world ask holding up one pen and pointing to the
get presents at Christmas, ask the students other: My pen is there. Whose pen is this?
to predict what gifts Cosmin and the The “owner” will reply That’s my pen. It is
Smiths are going to get. Ask them to write now his/her turn to ask a question (Whose
books are those?).
the words in their notebooks, and then
quickly go through the text to see if “their here there
presents” are mentioned. singular THIS THAT
· Tell the students to read the six statements
below and then read the text again plural THESE THOSE

L E I S U R E U N I T 4
2. Ask the students to read the list of adjectives

and then cover it while they replace the
underlined words with their antonyms.
Ambitious students might want to cover the
list without reading it. When they have
finished they can check the list.
a. My cousin is tall. short
b. Miss Meddling is beautiful. ugly
c. Her favourite colour is light blue. dark
d. My aunt is young. old
e. There’s a lot of milk in the bottle. little
f. There are a lot of apples in the basket. few
g. Cosmin likes to get up early. late
h. She’s got small hands. big
i. These boys are weak. strong
j. These are old slippers. new
TRY THIS!
Suggest a sum of money that each student has
saved for presents. Tell them to make a list of
names and presents they can afford within budget.
YOUR TURN!
1. Ask the students to do the matching exercise
individually and then pair them up for the
following task:
student A – make a suggestion
student B – disagree and suggest something else instead
student A – agree and then ask for something
student B – offer to do it
Example: B-5
A. Shall we go to the cinema? – 3 1. We’ll help her.

B. I cannot open this box. 2. Yes, but make sure you return it by 10.
C. That box looks heavy. She can’t lift it. - 1 3. That’s a good idea.
D. Why don’t you see a dentist? – 6 4. I don’t think he’ll like that.
E. This film is boring. Let’s go home. – 9 5. Why don’t you use a pair of scissors?
F. Can I borrow your car for tonight? – 2 6. OK, I’ll go tomorrow.
G. Why don’t we watch TV instead? – 10 7. Why don’t you help them?
H. Let’s surprise him, shall we? - 4 8. Yes, it’s bothering my eyes.
I. They can’t work out the final result. – 7 9. Let’s.
J. Shall I turn off the light? – 8 10. I don’t fancy watching TV tonight.

4.2 Hobbies
Specific Objectives
• to express future plans
• to talk about hobbies
Language Focus
Going to - future
I am (not) going to
You / We / They are (not) going to verb.
He / She is (not) going to
Am I
Are you /we / they going to
+ verb?
Is he / she
Will - future
I shall / will (not)
You/He/She/They will (not) verb.
We shall / will (not)
Shall I / we
Will I /you / he /she / verb?
we / they
will not = won’t
I hope (not) to be / become / get…
as a listening comprehension one. They will be
able to mark the boxes at one listening, so ask
Activities them to put crosses in the right boxes while
you’re reading out the text.
THINK! When the students read the text, they should
Use the first two questions to introduce going to and focus on ways of expressing future.
will expressing intention and prediction. Start by
answering the questions yourself in sentences in which YOUR TURN!
the distinction between will and going to is clear.
Use the last question to introduce the topic of 1. Refer to the text in Let’s Learn and analyse with
the lesson. You may want to link it to the language your students the different uses of going to:
focus of the lesson (expressing future) by asking - Ask the students to underline the sentences
the students to make predictions or express in the text where going to is used.
future intentions in connection with their hobbies. - Write some examples on the blackboard
- What are you going to do in the next 24 hours? and ask the students to decide which of
- What will you do when you finish this course? the two uses of going to is to be found in
- Do you have a hobby? the underlined sentences.
a. Intention
I’m going to tell him the truth. (= I intend to…)
LET’S LEARN! Are you going to stop talking?
Tell the students to listen to you reading out the He’s not going to give them back the money.
text and do the reading comprehension exercise

If your students are progressing well, you might

want to challenge them with one or two tricky
questions. (e.g. “ Am I wrong if I say Will you
come to my party? in sentence f?”). Will can be
used in any of the sentences in exercise 1.
You might want to explain to your students that
in this case the meaning will be different
e.g. Are you going to come…? (= do you intend
to…?)
Will you come…? (= I’d like you to come;
I’m inviting you)
Tudor is not going to sell his horse.(= doesn’t
intend to…) [=nu are de gând]
Tudor won’t sell his horse. (= is not willing
to…) [=nu vrea]
2. This exercise will help the students

understand some of the various meanings/uses
of will . After matching the sentences to the
five different uses, ask your students to come
up with their own examples. Let them work in
groups and offer assistance.
Draw a table on the blackboard with the
following headings: request, spontaneous
decision, refusal, promise, offering to do
something and then have each group write an
b. Prediction based on deduction
example under each heading.
This vase is very heavy. I’m afraid I’m going to
a. I don’t know what Christmas present to buy
drop it.
for my Grandma. I think I’ll buy her a pair
The sky is cloudy. It’s going to rain.
of slippers. – 2. spontaneous decision
Don’t watch that horror movie. You’re going to
b. “Will you help me carry this box?” – 1.
have a nightmare.
request
a. I / call you later. I’m going to call you later. c. “I’ll get you a glass of water.” – 5. offering
b. She / visit her parents tomorrow. She’s going to to do something
visit her parents tomorrow. d. “Don’t worry. I promise I’ ll return it before
c. George / not give up. George is not going to give up. 11 o’clock.” – 4. promise
d. Who / tell him the news? Who’s going to tell e. “I won’t lend you my car.” – 3. refusal
him the news?
e. Andrea and Marin / make the plan for the
weekend. Andrea and Marin are going to make TRY THIS!
the plan for the weekend. Tell the students that you are going to organize a
f. You / come to my party? Are you going to come contest and give a prize to the best “reporter” =
to my party? the one who comes up with the most unusual/in-
g. What you /do this weekend? What are you teresting/funniest hobby story. Encourage them to
going to do this weekend? feel free to use their imagination and invent a
h. Tudor / not sell his horse. Tudor is not going to character with a hobby if there is nobody in the
sell his horse. neighbourhood to write about.

4.3 Plans for the future

Specific Objectives
• to write a postcard
• to talk about intentions and probable future
actions
Language Focus
Dear …
Write to me soon!
Love,
Best wishes,
I / You / He / She / We / They will probably be
there
tomorrow
the day after tomorrow
next week / month / year
Activities
THINK!
The question might embarrass some students if A. When did Anna and Lorraine move to Little
they have never written a postcard. Tell them it’s Crosby?
better late than never and announce them that it a. yesterday
is time for them to write one as you have some b. today
blank postcards in your bag. Tell them you’ll c. last week
keep their postcards as souvenirs. B. When is Anna starting work in the library?
a. today
b. tomorrow
LET’S LEARN!
c. the day after tomorrow
The students can do the multiple choice exercise
C. When is Lorraine going to nursery school?
as a listening exercise. Books closed, tell you
a. last week
students to listen to you reading out the postcard
b. this week
Anna wrote to Cosmin. Tell them to open the
c. next week
books, cover the postcard and choose the right
answer for questions A – D. Read the text again D. When will Anna write again to Cosmin?
so the students can check their answers. Discuss a. first they settle in, and then she’ll write again
the details (layout, paragraphing, date, beginning, b. tomorrow
ending, address, signature…) with the students. c. next year

2. If possible, give some real postcards to your

students. Let them choose the postcards they
like. Tell them to imagine that they are
actually there and have them write to one of
their classmates, if possible. Deliver the mail
yourself and then ask the students who
received postcards to read them out loud.
Dear …,
Here I am in …. The weather is ….
Tomorrow I’ll probably go to …. I hope to ….
I’ll probably not … next week.
I’ll write to you again ….
Love,
TRY THIS!
Make this a serious project work and suggest
they hand it in to you. Promise to keep their
plans and suggest a date when you should all
meet in ten years’ time to check on how they
managed to fulfil their intentions.
Share your intention I’m going to learn
Spanish …
I’m going to finish
building my house …
Say when … next week /
month / year …
… tomorrow …
YOUR TURN! … 10 years from now …
1. The students practise the use of will … then …
expressing probability. Do the exercise orally … one day …
offering them an example. Ask a student: Explain why … because I plan to
Mihãiþã, when will you get married? Mihãiþã work in Spain.
answers your question and then he asks … to move in with
another student a new question. my family.
Tell the class to listen carefully and write
sentences about their classmates in their
notebooks. Check their sentences.
e.g.: We’ll probably have a party next weekend.
a. complete my studies
b. go to the pub
c. get married
d. start a family
e. take an exam
f. start a business
g. buy a car
h. go on holiday
i. buy new furniture
j. be famous


Answers
1. Suggested answers:
a. you / make sandwiches tonight?
no /I make a pizza.
Are you going to make sandwiches tonight?
No, I’m going to make a pizza.
b. she / wear her new dress / on Saturday?
no / wear jeans.
Is she going to wear her new dress on Saturday?
No, she’s going to wear jeans.
c. they / sleep now?
no / do their homework
Are they sleeping now?
No, they are doing their homework.
d. we / have a holiday / next summer?
no / stay at home
Are you going to have a holiday next summer?
No, we’re going to stay at home.
e. he / write a letter now?
no / write an essay.
Is he writing a letter now?
No, he’s writing an essay.
2. See the rewritten text below:

My sister is a beautiful young woman. She is
tall and slim. She’s got long hair. She wears
the most expensive clothes. Her favourite 4. Open task:
colour is light blue. She lives in a big house in What are your plans for the future? What are
the middle of Liverpool. Her husband is a you going to do when you finish Level 4? Write
strong man. He’s also very rich. a paragraph sharing your intentions.
3. What do you say in the following situations?

Suggested answers:
a. Your luggage is too heavy for you to carry.
Ask your friend to help you carry it.
Can you help me carry this luggage? It’s too
heavy for me (to carry).
b. You don’t know which shoes to buy.
Suddenly, you decide to buy both pairs.
(I think) I’ll buy both pairs.
c. Your friend wants to use your computer.
You don’t want to let him use it.
I won’t let you use my computer.
d. Promise your friend you’ll write to him.
(I promise) I’ll write to you.
e. Offer to buy someone a drink.
I’ll buy you a drink.

Final Progress Check

Answers
1. The correct words to complete the sentences 2. Open task:
are in bold type: You are shopping for Christmas presents.
1. I … early in the 6. … she like Write a 10-12-line dialogue between you and
morning. bananas? a shop assistant. You can use some of these
a. usually get up a. Does ideas:
b. get up usually b. Do · I’d like to buy …
· Interesting / boring
2. I like … coffee in 7. I really like … in · Cheap / expensive
the morning. the countryside. · My friend has got one like this. / My friends
a. to have a. drive say it’s / they’re good / useful.
b. have b. driving
· What’s the price?
3. Shopping is … 8. What time … they · Merry Christmas!
a. bored arriving?
b. boring. a. will 3. Open task:
b. are
4. There’ s … milk in You are on holiday. Write a postcard to a
the fridge. 9. Her brother is … friend. Tell him / her about where you are
a. many architect. staying, what the weather is like, and when
b. a lot of a. an you are returning home.
5. Mary … for her b. a
daughter. 10. These trousers are
a. waiting too large. Get me a
b. is waiting … size.
a. larger
b. smaller
4. How do you rate your progress? Tick the box that best describes how well you can do the following:
RATE YOUR PROGRESS! Very well Well Can do better
I can tell the time.
I can talk about actions in progress.
I can talk about my daily programme.
I can apologize and respond to apologies.
I can describe people.
I can describe what people do in various jobs.
I can ask for and provide personal information.
I can compare things and people.
I can talk about familiar items in the house and
at the workplace.
I can talk about the weather.
I can ask and give information about places.
I can express likes and dislikes.
I can make suggestions.
I can ask someone to do something.
I can express future plans.
I can talk about hobbies.
I can write a postcard.
I can talk about intentions and probable future actions.

A UDIO S CRIPT
UNIT One DAILY PROGRAMME Cosmin: “How about Sunday?”
Englezul: “On Sunday morning we always go to church.
In Unit 1 you will learn My wife is very religious.”
• to talk about actions in progress Cosmin: “What do you do after church?”
• to talk about your daily programme Englezul: “We visit our parents. We always have lunch
• to apologize and respond to apologies with my parents or with Alicia’s parents.”
• to tell the time Cosmin: “Do you play football on Sunday afternoon?”
• to describe people Englezul: “Absolutely not. I never play football at the
weekend.”
Unit 1. Lesson 1.1. WHAT’S GOING ON? Your turn.
In this lesson you will learn: Exercise tree. Check your answers:
a. I have lunch at 12 o’clock.
• to talk about actions in progress
b. We always go to church on Sunday.
• to tell the time
c. I like to watch TV in the evening.
Listen and learn! d. Where were you at 5.30 on Friday?
e. I only have coffee in the morning.
Miss Meddling is watching Lisa.
f. He sometimes drives at night.
It’s half past seven in the morning. Lisa is getting dressed.
g. On Mondays, I am usually late for work.
It’s quarter to eight. Susie is having breakfast in the kitchen.
h. We go swimming a lot in summer.
It’s ten to eight. Dan is still in bed. He is sleeping.
It’s eight o’clock. Lisa is drinking her coffee. She is
talking on the phone. Who is she talking to? Unit 1. Lesson 13. IF YOU DON’T MIND ME
It’s quarter past eight. It’s late! Lisa is late for work. And ASKING…
why isn’t she waking Dan?
It’s 8.30 a.m. Lisa’s leaving the house. Why is she taking In this lesson you will learn:
the car? She usually takes the bus. Where is she going? • to apologize and respond to apologies
It’s 5.30 p.m. Why is Lisa not at home yet? Where are • to write a personal letter
Dan and Susie? Why are they not at home? • to describe people
It’s 8 p.m.Where is everybody? How boring!
It’s 10 p.m. “I must tell Tom”, Miss Meddling says to herself. Listen and repeat:
Exercise one. Check your answers. What does he look like? I apologise.
What’s he like? I hope you don’t mind.
a.Miss Meddling is watching Lisa. What does he like? That’s all right.
b.Dan is watching TV. How is he? Not at all.
c. Lisa and Susie are cooking. They are not wasting time. Excuse me. Whose is it?
d.Is Tom driving today? No, he is helping Petre on the farm. I’m sorry.
e.What are you doing? That’s my lorry!
Listen and learn
Unit 1. Lesson 1.2. I NEVER PLAY FOOTBALL Miss Meddling “Good morning, young man. I’m Miss
AT THE WEEKEND Meddling. I live next door.”
Cosmin: “Good morning, Miss Meedling. My name is
In this lesson you will learn: Cosmin. Cosmin Stoica.”
• to talk about your daily programme Miss Meddling “Nice to meet you, Cosmin. Cosmin…
• to express the frequency of events That’s not an English name, is it?”
Cosmin: “No, it’s not. It’s a Romanian name.”
Listen and repeat: Miss Meddling “Oh, I see. So you’re from Romania? And
Days of the week: Sunday, Monday, Tuesday, what are you doing in Liverpool? If you don’t mind me
Wednesday, Thursday, Friday, Saturday asking…”
Cosmin: “Not at all. The Smiths invited me for the week.”
Listen and learn: Miss Meddling “You mean Susie?”
Cosmin is flying to Britain. He is visiting the Smiths. He is Cosmin: “Oh, no, not her.”
sitting next to a footballer, Alfred Bates. Alfred is not a Miss Meddling “Oh, I’m sorry. I thought …”
famous footballer yet. Cosmis wants to find out about him. Cosmin: “That’s all right. In fact, Tom invited me. I met
Cosmin: “So what do you usually do in your spare time?” him in Romania.”
Englezul: l ”You mean on Saturdays and Sundays? I love Miss Meddling “And what business did he have in
those days. I always spend them with my family: my wife Romania? That is, if you don’t mind me asking…”
Mary, my son Jerry and my daughter Alicia. We rarely Cosmin: “Oh, I’m sorry, I’m not sure. In fact, I don’t
wake up before 9 on Saturday mornings. We have know. I apologize, Miss Meddling. I need to go now. We
breakfast together and make plans for the day. We are all going out.”
sometimes ride our bikes or swim together or just go for Miss Meddling “Of course. I hope to see you again. It
a walk in the park. For lunch, we usually go to a pizza was nice talking to you.”
restaurant. Jerry loves pizza. We let the children decide Cosmin: “It was nice meeting, you Miss Meddling.”
how to spend the afternoon. In the evening, we often Miss Meddling “Good bye, Cosmin.”
visit friends.” “Good bye, Miss Meddling.”

Your turn 8.He prepares and cooks food. He’s a cook.

Exercise one. Check your answers 9. She prepares drugs and medicines. She’s a chemist.
What does he look like? 10. He makes men’s clothes. He’s a tailor.
He’s a blue-eyed, handsome young man. Your turn
What’s she like?
Listen and check your answers:
She’s very friendly and sociable.
1.Her job is to design buildings. She’s an architect.
What does he like?
2.His job is to collect and deliver letters. He’s a postman.
He likes playing football.
3.Her job is to keep records or accounts in an office.
How is she?
She’s a clerk.
She’s fine.
4.His job is to treat people who are ill. He’s a doctor.
5.Her job is to cut, wash and arrange people’s hair. She’s
Unit 1. PROGRESS CHECK a hairdresser.
6.His job is to operate a computer. He’s a computer
Listen and check your answers. operator.
Exercise one. 7.Her job is to perform in a play or film. She’s an actress.
1.At the moment I am living in Liverpool. 8.His job is to perform in a play or film. He’s an actor.
2.We never drive to work. 9.Her job is to drive a car, bus, etc. She’s a driver.
3.I always wear a hat in winter. 10. His job is to teach especially in a school. He’s a teacher.
4.Tom isn’t wearing jeans today. 11. Her job is to serve food and drinks at the tables in a
5.My children don’t drink coffee after 6 p.m. restaurant. She’s a waitress.
Exercise two 12. His job is to serve food and drinks at the tables in a
a.This book is mine. restaurant. He’s a waiter.
b.That’s our address.
c. How’s your sister?
d.My sister is well.
Unit 2. Leson 2.2. APPLYING FOR A JOB –
e.Those cars are very expensive. WHO’S THE MOST SUITABLE
CANDIDATE?
In this lesson you will learn:
UNIT Two UNIT 2. THE WORKPLACE
In Unit two you will learn: • to compare things and people
• to describe what people do in various jobs Listen and repeat:
• to compare things and people prepare a curriculum vitae / CV
• to talk about familiar items in the house and at the qualifications
workplace have an interview
apply for a job
good – better – the best
Unit 2. Leson 2.1. WHAT DO YOU DO? bad – worse – the worst
funny – funnier – the funniest
energetic – more energetic – the most energetic
• to describe what people do in various jobs
Listen and learn!
Listen and repeat:
Activity two.
work – worker teach – teacher “What’s your full name, sir?”
drive – driver act – actor / actress It’s Dan Smith.
dance – dancer wait (on) – waiter / waitress “And where do you live?”
sing – singer I live in Liverpool, five Crescent Road.
plumber secretary “What’s your phone number?”
electrician nurse My phone number is 0044 673 476 312.
architect hairdresser “Do you have an e-mail address?”
engineer tailor Yes, I do, it’s
clerk mechanic “And when were you born, Mr Smith?”
doctor farmer I was born in Little Crosby.
chemist cook “What do you do? What’s your current job?”
postman computer operator I have a part time job, as a milkman.
“Did you have any other jobs?”
Listen and learn Yes, I did. I was worker on a building site.
1. She repairs water pipes, sinks and baths. She is a plumber. “Where did you go to school?”
2.He repairs or connects electrical wires or equipment. I went to St. Mary’s College in Little Crosby.
He is an electrician. “What are you good at, Mr Smith? What qualifies you
3.She looks after people who are ill or injured. She’s a nurse. for the job?”
4.He works in an office typing letters and answering I am an energetic person in a good physical condition.
phonecalls. He’s a secretary. “Is there anything else you would like to tell me about
5. She repairs motor vehicles and machinery. She’s a mechanic. yourself?”
6.He designs or builds roads, bridges or machines. He’s I am good at singing and I can play the guitar.
an engineer. “Thank you very much.”
7.She owns or manages a farm. She’s a farmer. “Thank you, Mr. Benson.”

Unit 2. LESSON 2.3. WHERE ARE THEY? UNIT Three TIME AND SPACE
In this lesson you will learn: In Unit 3 you will learn
• to locate things and people • to talk about the weather
• to talk about familiar items in the house and at the • to ask for and give information about places
workplace • to express likes and dislikes
Listen and repeat:
axe rake Unit 3. Lesson 3.1. SEASONS
baking tray rolling pin
broom saw
drill scissors • to talk about the weather and seasons
grater screwdriver Listen and repeat
hammer sieve
iron spade January first Spring
pliers wheelbarrow February second Summer
March third Autumn
Listen and learn April fourth Winter
“Where’s Lisa?” May fifth Windy
“She’s in the store. She’s at the cash desk.” June sixth Rainy
“Where’s Lisa?” July seventh Sunny
“She’s in front of the shelves.” August eighth Snowy
“Where are the clothes?” September ninth Warm
“They’re on the shelves.” October tenth Hot
“Where’s the sign?” November eleventh Cold
“It’s over the door.” December twelfth Cool
“Where’s the newspaper?” last Chilly
”It’s under the door.” Flood
“Where’s the women’s clothes department?”
“It’s below the men’s clothes.” Listen and learn
“Where’s the men’s clothes department?” Susie, Dan and Cosmin are chatting in a pub.
“It’s above the women’s clothes.” Susie: “So what sort of weather do you have in
Romania, Cosmin?”
Your turn
Cosmin: “Well, let’s see. The books say we have four
Exercise one. Listen and check your answers seasons: spring, summer, autumn, and winter. In fact,
a. The flower shop is between the chemist’s and the people say they can hardly distinguish spring and autumn.”
greengrocer’s. Dan: “What do you mean?”
b. He lives at 5, Eminescu Street. Cosmin: “In April, it can be as warm as in June, or as
c. The men’s clothes department is on the third floor, cold as in January.You see, in the past we had snow
above the women’s clothes on the second floor. from December through February. March, April and May
d. I work in the restaurant across the street. were generally warm and windy. June, July and August
e. She is a secretary. She works in a very modern office. were hot. September and October were still warm, often
f. The cat jumped over the fence. sunny, and occasionally rainy. November was quite cold
g. He is wearing an orange shirt under his jacket. and rainy. People knew how to plan their holidays.
h. Susie is standing in front of her shop. These days, it’s a matter of luck.
i. On the second floor there’s the women’s clothes Susie: “I remember hearing about the floods on the
department, just below the men’s clothes department news. Last summer, right? Poor people! They were left
on the third floor. with nothing.”
Dan: “So if I go to Romania, when should I go? I prefer
Unit 2. PROGRESS CHECK the mountains to the plains.”
Cosmin: “Do you mean you like hiking?”
Listen and check your answers. Dan: “That, too. But I’d love to learn to ski.”
Execise one. Susie: “And if want to see the monasteries in Northern
1.He plays his guitar in a pub every night. He is a musician. Moldavia, what’s the right month for me?”
2. She sells various things in a shop. She is a shop assistant Seasons
3. She manages her own business. She is a business woman Summer.
4.He teaches children in a school. He is a teacher Autumn.
5. He repairs sinks and bathroom fittings. He is a plumber Winter.
6.He delivers the mail. He is a postman Spring..
7.She directs the traffic. She is a traffic warden
8. He answers the phone and writes letters. He is a secretary. Unit 3. Lesson 3.2. PLACES WORTH VISITING
• to ask for and give information about places
Listen and repeat.
a trip two trips
a holiday two holidays

a monastery two monasteries Unit 3. Lesson 3.3. HOLIDAY PLANS

a hotel two hotels
a place two places In this lesson you will learn:
an apple two apples • To express likes and dislikes
an umbrella two umbrellas • To ask people about things they like doing
a foot two feet
a tooth two teeth Listen and repeat.
a woman two women I like going to parties.
a man two men I don’t mind traveling by train.
a child two children I prefer playing footbal to watching it.
a mouse two mice I don’t like wacking up early in the morning.
news money I can’t stand airplanes.
information advice I hate flying.
luggage package holiday
Listen and learn!
Listen and learn Susie, Dan and Cosmin are in the garden, and chatting
Travel Agent: “Fun Holidays. Alicia Gibbson speaking. about likes and dislikes.
How can I help you? Susie: “So what do you really like doing, Cosmin?”
Susie: “Hello, my name is Susie Smith. I would like some Cosmin: “Travelling. I love travelling. And meeting
information about package holidays to Romania in May people. All sorts of people. I prefer trains to airplanes.
or June. I am especially interested in the monasteries in Trains are quite cheap, and you get to see a lot. Flying is
Northern Moldavia. Have you got anything to offer?” expensive. I don’t mind flying, though. It saves you time.
Travel Agent: “Yes, madam. I have good news for you. But I hate missing connections.”
We have quite a few packages in Romania. It’s Dan: “I also like travelling, but I hate flying. And I dislike
becoming a popular place with our customers.” trains. I really like driving. I like listening to loud music
Susie: “Really? That’s interesting. I never met anyone while I’m driving. But I can’t stand getting stuck in
who’s been there on holiday.” traffic jams. And I like cycling.”
Travel Agent: “Well, madam, I can offer you an excellent Susie: “Do you know what I really like doing? I like
package that includes trips to the Northern Moldavian sitting here, in the garden, listening to you. And I like
monasteries, and the famous medieval towns, and the running my business, but I can’t stand getting into
Prahova Valley, if you know what I mean.” arguments with customers.”
Susie: “I don’t know about the Prahova Valley. What’s Cosmin: “I also enjoy sitting here, talking to you.”
there to see?” Dan: “Me, too.”
Travel Agent: “The scenery is breathtaking. The
Carpathians offer an exquisite view. In addition, in May
or June there’s lovely weather for holidaymakers who Unit 3. PROGRESS CHECK
are not interested in skiing. The place is very well Exercise one. Check your answers.
equipped for hiking at over 6,000 feet. Up there you a. How many people are coming to the party?
feel on top of the world. In Sinaia you can visit the royal b. Women like romance.
castles, Peles and Pelisor. And there are a few excellent c. Let me give you some advice.
hotels and restaurants that serve delicious local food. d. How much information do you need?
Believe me, there are few places in Romania that are as e. Is your work more difficult than mine?
well equipped for tourism as Sinaia.”
Susie: “It sounds exciting. I’m interested. How many days
does the trip take? And how much does it cost?” UNIT Four LEISURE
Travel Agent: “Well, let me go into the details and give
you some advice ….” In Unit 4 you will learn
Your turn - to make suggestions
Listen and check your answers: - to ask someone to do something
a.How much milk is there in the fridge? - to express future plans
There is a lot of milk in the fridge. - to talk about hobbies
b.How many apples are there in the basket? - to write a postcard
There are three apples in the basket. - to talk about intentions and probable future actions
c. How much information is there about this topic?
There is a lot of information about this topic.
d.How much coffee is there in the cup? Unit 4. Lesson 4.1. TRADITIONS
There isn’t any coffee in the cup.
e.How much luggage has he got?
He hasn’t got any luggage. • to make suggestions
f. How much money have you got? • to agree to do something
I haven’ got much money. • to offer and ask for something
g.How much equipment is there in the new office building?
Listen and repeat.
There’s no equipment in the new office building.
h.How many cigarettes do you smoke a day? cheap – expensive weak – strong
I smoke only three cigarettes a day. old – young tall – short
i. How many jobs has she got? old – new large – small
She has got a full time and a part time job. early – late dark – light
j. How many monasteries are they visiting this week? many – few
They are visiting four monasteries this week.

Listen and learn Tuesday, Thursday and Saturday. We are going to sign a
It’s Christmas Day. The Smiths are all standing around contract to play in a local pub one night a week. We
the Christmas tree. Cosmin is there and Lisa’s parents, hope to be famous one day.”
Angie and Sam, are there, too.They are getting ready to Maria: “My hobby is collecting matchboxes. I have 175
open their presents. matchboxes from various places. The most interesting
Cosmin: “What a beautiful tall Christmas tree!” one is a triangular matchbox. Tomorrow I’m going to
Angie: “And so many presents!” phone another collector to do a swap. One day I’m sure
Lisa: “Look at this big box! Whose is it?” they’ll enter my name in the Guiness Book of Records.”
Susie: “I think it’s yours, mum. Why don’t you open it?” Tudor : “My hobby is horse riding. I’ve got two horses,
Lisa: “Oh, this hat is probably very expensive!” but I only use one for riding. I ride out in the fields
Tom: “And those little boxes over there? Whose are they?” every day. I feel free when I’m riding. One day I’m going
Sam: “One of them is yours, Tom. I hope you like it.” to teach my boy to ride, but he’s only three now.”
Dan: “Cosmin, why don’t you open this green box here?” Nelu: “My hobby is fishing. When the fishing season
Cosmin: “The ribbon’s stuck. Susie, could you help me opens, I’m the first to pedal to the lake. I take a tent,
undo it?” and spend weeks there. Sometimes my family join me
Susie: “Certainly. I’ll open it for you.” for the weekend. One day I’ll write a book about fishing.”
Cosmin: “Thanks, Susie. Oh, this is very useful. I’ve Andrea, Ileana and Marin: “Our hobby is hiking. Every
always wanted a good dictionary.” Saturday morning we go out somewhere. We discuss it
Angie: “I can’t open my present. Will someone help me?” during the week, and make alternative plans depending
Dan: “Let me give you a hand, Grandma. I’ll tear it open on the weather. We are going to start a club next year.”
for you.” Your turn
Angie: “Thank you, Dan. Your hands are strong. Mine
are weak. Oh, what lovely slippers!” Exercise one. Check your answers.
Tom: “What do you have, Susie?” a.I’m going to call you later.
Susie: “This looks exotic.” b.She’s going to visit her parents tomorrow.
Cosmin: “Yes, it’s a traditional hand-woven Romanian shawl.” c. George is not going to give up.
Lisa: “Thank you, everyone. It’s good to know everyone d.Who’s going to tell him the news?
likes their presents. Merry Christmas, everyone!” e.Andrea and Marin are going to make the plan for
the weekend.
Your turn! f. Are you going to come to my party?
Exercise one Check your answers. g.What are you going to do this weekend?
- Shall we go to the cinema? h.Tudor is not going to sell his horse.
– That’s a good idea.
– I cannot open this box. Unit 4. PROGRESS CHECK
– Why don’t you use a pair of scissors? Exercise one. Check your answers.
– That box looks heavy. She can’t lift it. Are you going to make sandwiches tonight?
– We’ll help her. No, I’m going to make a pizza.
– Why don’t you see a dentist? Is she going to wear her new dress on Saturday?
– OK, I’ll go tomorrow. No, she’s going to wear jeans.
– This film is boring. Let’s go home. Are they sleeping now?
– Let’s. No, they are doing their homework.
– Can I borrow your car for tonight? Are you going to have a holiday next summer?
– Yes, but make sure you return it by 10. No, we’re going to stay at home.
– Why don’t we watch TV instead? Is he writing a letter now?
– I don’t fancy watching TV tonight. No, he’s writing an essay.
– Let’s surprise him, shall we? Exercise two.
– I don’t think he’ll like that. My sister is a beautiful young woman. She is tall
– They can’t work out the final result and slim. She’s got long hair. She wears the most
– Why don’t you help them? expensive clothes. Her favourite colour is light blue.
– Shall I turn off the light? She lives in a big house in the middle of Liverpool.
–Yes, it’s bothering my eyes. Her husband is a strong man. He’s also very rich.
Exercise two Check your answers. RATE YOUR PROGRESS!

a.My cousin is short I can tell the time
b.Miss Meddling is ugly I can talk about actions in progress
c. Her favourite colour is dark blue. I can talk about my daily programme
d.My aunt is old I can apologize and respond to apologies
e.There’s little milk in the bottle. I can describe people
f. There are few apples in the basket. I can describe what people do in various jobs
g.Cosmin likes to get up late I can ask for and provide personal information
h.She’s got big hands. I can compare things and people
I can talk about familiar items in the house and at the workplace
Unit 4. Lesson 4.2. HOBBIES I can talk about the weather
I can ask and give information about places
In this lesson you will learn: I can express likes and dislikes
• To express future plans I can make suggestions
• To talk about hobbies I can ask someone to do something
I can express future plans
Listen and repeat I can talk about hobbies
George: “I play the accordion in a band. We are quite I can write a postcard
good, I think. We practise three times a week, on I can talk about intentions and probable future actions

A Doua Sansa Primar Limba Engleza Cadru Didactic 4

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Uniunea Europeanã • Ministerul Educaþiei ºi Cercetãrii

Ghidul cadrului didactic

Centrul Step by Step, Bucureºti, 2006

Aceste materiale, publicate în cadrul Proiectului Phare „Acces la educaþie pentru

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 1 DAILY PROGRAMME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Unit 1 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Unit 2 THE WORKPLACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Unit 2 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Unit 3 TIME AND SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Lesson 3.1 Shops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Unit 3 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Unit 4 LEISURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Lesson 4.1 Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lesson 4.2 Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Unit 4 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

FINAL PROGRESS CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Audio Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Ghidul cadrului didactic • Limba englezã IV 3

Cuvânt de bun venit

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 IV 5

6 Programul „A doua ºansã“ • Nivel primar

Ghidul cadrului didactic • Limba englezã IV 7

Evaluation To this end, use an activity record sheet and a

Learner’s name Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

Proposed session structure

8 Programul „A doua ºansã“ • Nivel primar

Ghidul cadrului didactic • Limba englezã IV 9

1.1 What’s going on?

What time is it? What’s the time?

Activities · When asking and telling the time the danger is

10 Programul „A doua ºansã“ • Nivel primar

We are organizing a party. Elena and Irina

Ghidul cadrului didactic • Limba englezã IV 11

1.2 I never play football at the weekend

12 Programul „A doua ºansã“ • Nivel primar

2. The focus of this exercise is on frequency

3. After checking this exercise you might want to

Ghidul cadrului didactic • Limba englezã IV 13

1.3 If you don’t mind me asking...

14 Programul „A doua ºansã“ • Nivel primar

3. Invite the students to act out short dialogues in

YOUR TURN! TRY THIS!

Ghidul cadrului didactic • Limba englezã IV 15

Unit 1 – Progress Check

16 Programul „A doua ºansã“ • Nivel primar

Ghidul cadrului didactic • Limba englezã IV 17

2.1 What do you do?

Activities 4. He works in an office typing letters and

18 Programul „A doua ºansã“ • Nivel primar

6. His job is to operate a computer . He’s a

Ghidul cadrului didactic • Limba englezã IV 19