Investeşte în oameni ! 
! 
FONDUL SOCIAL EUROPEAN
Programul Operaţional Sectorial Dezvoltarea Resurselor Umane 2007 – 2013
 Axa prioritară 2 “Corelarea învăţării pe tot parcursul vieţii cu piaţa muncii” 
Domeniul major de intervenţie 2.2 ”Prevenirea ş i corectar ea ea părăsirii timpurii a şcolii” 
sa u în  situaţie de
Titlul proiectului: Educaţie, calificare şi facilitarea tranziţiei spre un loc de muncă pentru elevi şi tineri cu risc sau
abandon şcolar  
Numărul de identificare al contractului: POSDRU/8/2.2/S/4/ ID 3024
Beneficiar: Ministerul Educaţiei Cercetării Tineretului şi Sportului

Georgiana Pruteanu

LimbaHello!
engleză  

Ghidul cadrului didactic

Nivelul I
 
 

Viitorul incepe
la scoala!

©2012 Ministerul Educaţiei Cercetării Tineretului şi Sportului  

Toate drepturile sunt rezervate Ministerului Educaţiei Cercetării Tineretului şi Sportului
 Atât publicaţia cât şi fragmente din ea nu pot
pot fi reproduse fără permisiunea Ministerului
Ministerului Educaţiei
Cercetării Tineretului şi Sportului. 
Bucureşti, 2012 

Ministerul Educaţiei Cercetării Tineretului şi Sportului  

Str. Gen. Berthelot 28-30
Sector 1, 010168, Bucureşti 
Tel. Centrală: 4056200;40563
4056200;405630000 
e-mail:  proiect_id3024@yahoo.com 
e-mail: proiect_id3024@yahoo.com 
 

Content
Cuvânt de bun venit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

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

Introduct
Introduction
ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Unit 1 Hello! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Unit 2 Meet my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

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

Unit 3 My world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

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

Unit 4 Breafas
Breafast,
t, lunch an
and
d dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

End of level test

test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

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

Teachers’ Guide • English I 3

 

Cuvânt de bun venit

Stimate cadre didactice,

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

şansã“ - învãţãmânt primar!

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

 în cadrul proiec
proiectului
tului „Educaţ
„Educaţie,
ie, calificare
califi care şi facili
facilitarea
tarea tranzi
tranziţiei
ţiei spre un
loc de muncã pentru elevi şi tineri cu risc sau în situaţie de abandon
şcolar” din cadrul Programul Operaţional Sectorial Dezvoltarea Resurselor
Umane 2007 – 2013, axa prioritarã 2 “Corelarea învãþãrii pe tot parcursul
vieþii cu piaþa muncii”, domeniul major de intervenţie 2.2 ”Prevenirea ºi
corectarea pãrãsirii timpurii a ºcolii”. Materialele vor fi utilizate în cadrul
componentei A doua şansã - învãţãmânt primar  de cadre didactice, directori,
inspectori şcolari care conduc sau coordoneazã clase de tip „a doua
şansã“. În acelaşi timp, ele pot fi folosite şi ca resurse în eforturile de
construire a unei şcoli incluzive.

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

programului A doua şansã - învãţãmânt primar, program definit prin:
• mod
modula
ularit
ritate
ate şi fl
flexi
exibili
bilitat
tatee în orga
organiz
nizare
are;;
• carac
caracter
ter activ, pract
practic
ic aaplicat
plicativ
iv aall curricul
curriculumului;
umului;
• respe
respectare
ctareaa in
individua
dividualitãţ
litãţii
ii în învãţare
învãţare şi eevaluar
valuare.
e.

Ghidurile pentru cadrele didactice şi pentru cursanţi au fost realizate în

conformitate cu programele şcolare aprobate.

Ghidurile pentru cursanţi urmãresc aplicarea unui model constructivist,

secvenţial, accesibil şi bine structurat de tip orientare, achiziţie, aplicare şi
transfer. Astfel, modelul didactic ales şi pãstrat ca un laitmotiv se coreleazã
cu etapele pe care le parcurge o unitate de învãţare, fiecare dintre momente
cuprinzând secvenţe precum:

• etapa de orientare
semnificaţiei poate cuprinde
şi contextului prezentarea
din perspectiva scopurilor,activarea şi 
cursantului,
valorizarea cunoştinţelor şi deprinderilor anterioare ale acestuia,
captarea atenţiei cursanţilor prin conexarea subiectului cu unul de 
interes vital pentru ei, introducerea
introducerea unor întrebãri şi situaţii 
provocatoare cadrul didactic;
• etapa de achiziţie cuprinde rezolvarea de sarcini, exerciţii, însuşirea 
noilor cunoiştinţe, având ca rezultat înţelegerea şi operarea de cãtre 
cursant cu conceptele , etapã în care sunt alese cele mai eficiente
metode de predare-învãţare-evaluare adecvate atât grupului ţintã, cât
şi specificului subiectului predat;
• etapa de aplicare şi transfer se concretizeazã prin integrarea 
conceptelor achiziţionate în contexte noi, elaborarea unor produse
ale activitãţii (de tip eseu, poster, tabel, colaj, proiect), evaluarea şi 
autoevaluarea atât a proiectului, cât şi a rezultatelor obţinute.

4 Second Chance • Primary

 

Ghidurile elaborate pentru cursanţi cuprind, pe lângã unitãţile de învãţare

detaliate, activitãţi de reactualizare a conceptelor cheie ale
modulului/nivelului anterior, probe de evaluare şi autoevaluare, dicţionar cu
termeni utilizaţi, pagini pentru aplicaţii şi proiecte sau anexe cu informaţii
esenţializate pentru consolidarea învãţãrii.

Fiecare dintre ghidurile pentru cursanţi 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 şi mai transparentã.

Ghidurile pentru cadrele didactice reprezintã cel ami complex instrument prin
care programele şcolare prind viaţã. Ghidurile cadrelor didactice sunt o
oglindã a fiecãrei unitãţi de învãţare prezentate şi 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 conţinuturilor relevante sugerate, ritmul şi metodologia abordãrii
lor vor fi stabilite de fiecare cadru didactic în funcţie de stilul sãu didactic,
particularitãţile grupului cu care lucreazã, resursele de învãţare disponibile,
contextul local în care se desfãşoarã învãţarea.

Ghidurile cadrelor didactice cuprind într-o manierã flexibilã şi individualã

secţiuni prin care se prezintã programa şcolarã specificã disciplinei
respective, se prezintã sugestii de întocmire a planificãrii, se oferã
conceptele şi achiziţiile cheie ale disciplinei pentru fiecare nivel şi
corespondenţa dintre acestea şi metodologia didacticã cea mai eficientã.

Ghidurile prezintã într-o manierã succintã informaţii atât teoretice, cât şi

practice pentru realizarea evaluãrii formative, dar şi a celei sumative, atât
prin forme clasice, cât şi alternative, cu exemple de probe de evaluare
construite pe baza standardelor de evaluare regãsite în programele şcolare
pentru fiecare disciplinã şi nivel de studiu.

Ghidurile cuprind şi referiri la alte surse bibliografice utile pentru derularea

demersului
referinţã aledidactic specific
pedagogiei fiecãrei discipline.
sau didacticii Acestea
disciplinei, sunt utile
fie adrese fie lucrãri de
cadrelor
didactice care doresc sã se foloseascã de Internet.

Ghidurile pentru cadrele didactice pot fi cu uşurinţã adaptate şi

individualizate, în funcţie de contextul local, de resursele materiale de care
dispune şcoala, de stilul de predare al cadrului didactic şi de particularitãţile
cursanţilor. În multe dintre unitãţile de învãţare propuse la diferite de studiu
pot fi întâlnite sarcini care se rezolvã cu ajutorul computerului, mici proiecte
şi cercetãri care se desfãşoarã în comunitate sau în diferite instituţii ş.a.
Cadrul didactic împreunã cu clasa pot hotãrî în legãturã cu oportunitatea
desfãşurãrii sarcinilor şi aplicaţiilorpropuse astfel încât cursanţii sã trãiascã
experienţe de succes în învãţare.

Vã mulþumim ºi vã dorim succes!

Cristiana Boca

Teachers’ Guide • English I 5

 

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6 Second Chance • Primary

 

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  u   a   g   r
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   b   b   h
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  c   s   o
   F

Teachers’ Guide • English I 7

 

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

Overall objectives
• To develop skills of oral 
oral reception
reception and production
• To develop a positive attitude to English by providing a context in
which learning is stimulating and fun
• To encourage students to take an active role in their learning and
to reflect on their progress
• To establish a basic level of oral English on which the students can
continue to build

The target group

Students who take level 1 of English Second Chance primary may be
14 or over. They are unable to read and write in Romanian, and their
first language may be other than Romanian. Their motivation for
taking this course varies widely. Some may be driven back to school by
the need to obtain a certificate that will enable them to get a job,
others may simply want to obtain their driving license. When it comes
to classroom participation, some may be inhibited. However, it’s
important to remember that these students may be busy adults, with
families and jobs.
It is highly important to build the students’ self-confidence as
learners; show them they can learn and persuade them that speaking a
foreign language is an asset in today’s world. It is your job as their
teacher to encourage them to reflect on how they learn best and to
cater for their preferences. Help them assess their own progress and
provide them with constructive feedback.
Remember: adults may get bored with highly repetitive, routine
activities. It is important to practice structures you plan to teach them
in situations that make sense to them and which they are likely to
encounter in real life. Move through the basics quickly and return to
them from time to time.

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

chosen to basic
complete reflect the interests of adults returning to school to
education.

8 Second Chance • Primary

 

I NTRODUCTION

Active and cooperative learning

You should organise the lessons so that students play as active a role
as possible. In this way, they will feel important, their motivation and
interest will increase, and their learning will be more meaningful and
lasting. Developing an active role in the learning process fosters a
sense of responsibility and cooperation, promotes confidence in the
students’ own capacity to learn a language and teaches a number of
skills and strategies necessary for a more autonomous type of learning.
By participating in pair work and group activities, students will get to
know their fellows and learn to work together, thus developing their
interpersonal and social skills, too.

Use of Romanian in the English lessons

At the beginning, you will be compelled to use Romanian to make
sure that everyone understands what you mean. However, avoid
translating utterances that may be obvious from body language, or
from what you model. Simple instructions or requests (come
( come in,
in, sit down
down,,
 stand up,
up, change partners etc.) will be gradually understood by the
students. Even if not all respond to what you say, they may copy other
students who are quicker to understand. In such cases, it is a waste of
time to translate. If for some reason, a student wants to know precisely
what has been said, teach them to ask a colleague or you to translate:
“Please, translate. / What does … mean?”

Evaluation
Evaluation can provide important information not only on the
performance of the students, but also on teaching methods and
materials. For formative evaluation it is advisable that the classroom
activities are monitored on an on-going basis. To this end, use an
activity record sheet and a simple system of marking in every session
(e.g. N – need more work; OK – good progress; E – excellent).

Lesson / Session / Date

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

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

Teachers’ Guide • English I 9

 

I NTRODUCTION

Proposed session structure

Be imaginative! You may want to think up a story as the frame for
units 1-6. For instance, you may introduce the story of an English lorry
driver whose lorry broke down in a village in Romania. He meets a
Romanian farmer who puts him up for a few nights, while the lorry is
being fixed. The days he spends with the Romanian family can provide

a meaningful
structures context
to your for introducing
students, new vocabulary
as the Romanian farmer inand
the useful
story may
have the same difficulties communicating in English just like your
students. If you choose to build the lessons on such stories, make sure
you think of the details and - ideally – you have at least some visuals.

Unit 4 Breakfast, lunch, and dinner L EVEL 1

YOU
OUR
R RN!
TURN
TU
Specific objectives ²   Vocabulary
• Naming the
the main food
food items and
and drinks Restaurant milk potatoes 1 Play food bingo. Make sure you have enough food flashcard copies for all your students. There
Water tea tomatoes are 20 flashcards. Give each student 5 random cards, making sure that they have no doubles.
• Orde
Ordering
ring iin
n a restauran
restaurantt
salad wine napkin Then tell them you are going to call out an item, let’s say spoon. Who has the spoon should
waiter sandwich cup cross it out with a pencil. You continue naming the flashcards until someone calls Bingo. The
menu cake glass winner is the one who crosses out all the 5 cards, but s/he should also be able to name them.
Grammar/structures starters rice spoon
2 Pair up the students and have them interview one another.
main course fish fork
Would you like something to eat/drink? dessert chicken plate A asks B: What do you have for breakfast/ lunch/ dinner? B replies and asks A the same questions.
I’d like... br ea
ea kf
kfa st
st spa gh
ghe tt
tt i Then they should share their findings with the class.
Here you are, Sir/Madam. lunch soup E.g. Ioana may say about Dan: Dan has coffee for breakfast, pizza for lunch and steak
Thank you! dinner pizza for dinner.
eat chips
You’re welcome!
drink steak ²3 Listen to the dialogue and ask the students where it takes place. Introduce the menu to the
students and elicit the items from them. Clarify the meaning of starters, main course and
water ham
oran
orangege jui
juice
ce eggs
eg gs dessert, and elicit examples from the students for each category.
cheese butter Play the recording again and ask them what the man ordered.
At the restaurant
Good evening, Sir!
Good evening!
Recommended
Recommended resources May I help you? 
Yes, bring me the menu, please.
• Picture showing a table with various food items on it to create the conversational context
Here you are, Sir.
• Flashcards of different food items and drinks I would like a glass of wine and a soup.
• Picture of people eating in a restaurant.  And for the main
main course? 
Fish and chips, please. And for dessert an ice cream.
Immediately!
WHAT YOU WILL LEARN 4 If possible, arrange the tables/ desks like in a restaurant and divide students in groups of
three: two of them would be the guests and the latter would be the waiter.
Tell the students they are going to talk about eating and drinking and that they will also Give them speech prompts and encourage them to improvise in case they forget something.
simulate a dialogue taking place in a restaurant. They should not forget to greet one another. It’s advisable to act the scene out with another
student, to set an example.
Speech prompts:
THINK! Waiter: Guest:
May I help you? I would like a soup, please.
Show the students the picture of the table with food on. Ask them to think about what they Would
Wou ld you like some
somethin
thingg to
to drink
drink// eat?
eat? Yes, a tea,
tea, pleas
please.
e.
eat in the morning, at noon and in the evening. Here you are, Sir/Madam. Thank you!
You’re welcome!
 And for dessert?
dessert? Nothing, thank
thank you.
LET’S LEARN! Of course, the students will feel the need to say more than this, so you may want to assist
them in case they need help in translating new words and structures.
Tell them the names of the three meals: breakfast, lunch and dinner. Tell them it’s all right that
they can’t name the food items. Instead they should simply point at them and you will help
them with the translation.
CHEC
HECK
K S!
THIS
THI TRY THIS!
THIS

E.g. I have bread and jam for breakfast.

Can you name food items and drinks? Ask the students to think about their favourite dish
I eat soup for lunch.
Can you order something to eat? and tell the recipe to the class. If it’s the case, group
Continue describing the picture together using There is…/ There are, making sure that you the students with the same dish together. They may
mentioned all the items in it. bring photos or draw the dish they like.

28   Second Chance • Primary Teachers’ Guide • English I 29

10 Second Chance • Primary

 

Unit 1 Hello!
Specific objectives
• To greet and respond to greeting
• To introduce oneself

² Listen and repeat Vocabulary

Hello! Mr
Hi! Mrs
Nice to meet you. Ms
Good morning! Miss
Good afternoon! teacher
Good evening! student
Good night! school
Goodbye! classroom
Where are you from? surname/ family name
Where is s/he from? first name
I am/ I'm from...
He is/ He's from...
She is/ She's from...
My name is …
What’s your name?

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

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

Teachers’ Guide • English I 11

 

Unit 1 Hello
² WHAT YOU WILL LEARN

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

THINk!

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

² LET’S LEARN!

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

YOUR TURN!

1 This is the first time you meet your students, but take into account that this is the first time
they meet each other, too. They don’t know each other and it may be hard for some of them
to open up and speak, so you need to break the ice and make them talk. You can achieve
this by means of an ice breaer game.
game.
Bring a small ball (table tennis ball) to class and throw it at one of your students (who seems
more talkative) and as you throw it, ask: What’s your name? After
name? After s/he answers, s/he should

throw
continuethe ballallatthe
until another classmate
students of names.
state their his/her choice and ask the same question. You
Variation: students may alternate the questions and ask: What’s your surname? What’s your 
first name? Where are you from? 

12 Second Chance • Primary

 

L EVEL 1

²2 Play the Nice to meet you exercise from the CD. And elicit information about the people
mentioned.
Nice to meet you!
My name is Ioana Marinescu. This is Mr Stancu and this is Mrs Popescu.
My first name is Ioana. This is Ms Lavinia. She’s my teacher.
My surname is Marinescu. Nice to meet you, Lavinia.

Where are you from?

I’m from Romania.

3 Walk about the classroom and elicit students’ surname.

Introduce each student by their surname using the pattern This is Mr / Mrs / Ms / Miss…
Draw on the board a sketch of a man and two women.
Ask the students to label each person as Mr, Ms and Miss. Whereas Mr may be clear for
most of them, you may need to elicit the difference between Ms and Mrs. Give them a hint
by saying Mrs and pointing at your ring finger. They may guess that Mrs is a married
woman, whereas Ms is not.

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

Teacher: This is Mrs Angela Pop. And this is Mr Tudor Voicu.
Angela: Nice to meet you, Mr. Voicu.
Tudor: Nice to meet you, Mrs Pop.
Now divide the students in groups of three and tell them that student A introduces student
B to student C. Encourage them to shake hands while repeating the pattern above.

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

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

CHEC
ECk
k THIS!
THIS TRY THIS!

Ask students: Tell the students to greet their family in

Can you greet someone in English?  English when they go home. They should do
the same with you and their classmates and
Can you introduce yourself?  from now on!
Can you introduce two people to each other? 
Can you say where you come from? 

Teachers’ Guide • English I 13

 

Unit 1 Resources

Paris
FRANCE

Political map of the world

14 Second Chance • Primary

 

CHINA

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

Unit 1 Resources
Resources

16 Second Chance • Primary

 

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

Unit 2 Meet my family

Specific objectives
• Intr
Introd
oduc
ucin
ing
g your
your fam
famil
ily
y
• To desc
descri
ribe
be peop
people
le

² Listen and repeat ² Vocabulary

She is / She’s … mother hair blue
He is / He’s… father eyes brown
She/He has got … sister nose green
brotherwife beard tall
Has she/he got…?
husband moustache short
She/he hasn’t got… child glasses big
This is my wife/husband children small
son young
daughter old

Recommended
• Famil
amily
y phot
photo
os
resources
• A pack
pack of car
cards
• Flashcard
Flashcardss – people
people (in
(in full
full view),
view), faces
faces (with
(with detai
details)
ls)

WHAT YOU WILL LEARN THINk!

Tell the students that they are going to learn Tell the students to think about the members
the English words for family members and of their families and help them translate the
some words they can use to describe people. words they need.

² LET’S LEARN!

Show the students the second picture from the Resources section. You may want to use the story
of the lorry driver who asks the Romanian farmer, Petre to help him. He can’t fix the lorry (for
this word you may want to bring a photo to clarify its meaning), but he will take Tom to his home
and introduce him to his family. Have students make guesses about the people in the pictures,
translate the words for them and have them repeat the English words as you pronounce them.
Petre will learn English from Tom in the same way: by repeating Tom’s words.
Petre - husband/ father
Anica - wife/ mother
Ionut – son (5 years old)
Florina – daughter (9 years old)
Tom, the lorry driver shows Petre photographs of his family explaining who is who:
This is my wife, Lisa. This is my son,… This is my daughter, …. This is
i s me. We live in Liverpool.
Liverpool.
We come from large families: I have 2 brothers and 3 sisters, and my wife has 4 sisters.

18 Second Chance • Primary

 

L EVEL 1

YOUR TURN!

1 Use the numbers flashcards to teach students to count. Students count the number of people
in each picture. The flashcards are very useful because the students can visualise the numbers,
but also express quantity by means of counting the existing dots on each card.

²2 You may want to introduce the question: What does s/he look like?
The people in the pictures/photographs will be described in brief sentences using the
pattern He/she’s got [adj.] eyes/hair/nose/beard/moustache
eyes/hair/nose/beard/moustache
E.g. He’s got blue eyes. He’s got a long beard.
She’s got brown hair. He’s got a big moustache.
He’s got a big nose.
This is the moment in which you can introduce the colours: red, yellow, green, orange,
blue, pink, purple, brown, black, white, grey.
You can reinforce learning colours by means of this song, I can sing a rainbow, played by
The Dells:
You can also point to various objects or clothing items from the classroom and ask:
What colour is this? 
Explain words like tall and
and short
 short by having two students stand up.
Use visuals for old, young, big, small.

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

CHEC
ECk
k THIS!
THIS TRY THIS!

Ask students: Ask students to bring to class pictures of people

people
Can you name family members?  they can describe (taken from magazines, fashion
catalogues, supermarket brochures, etc.) using
Can you describe a person? 
the acquired vocabulary,
vocabulary, family
family photogra
photographs
phs to
ta
talk
lk abou
aboutt their families
families etc. Have
Have students
students
describe the people in their photographs by
asking them: What does s/he look like? 

Teachers’ Guide • English I 19

 

Unit 2 Resources
Tom's family

Lisa
Tom

Susie
Dan

20 Second Chance • Primary

 

Petre's family

Petre Anica

Florina Ionuþ

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

Unit 2 Resources
Numbers flashcards

  2 3
4 5 6
7 8 9
22 Second Chance • Primary
 
 
Describing people

eye

nose

mouth

moustache

ear

beard hair

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

Unit 3 My world
Specific objectives
• To describe
describe concrete
concrete immediate
immediate surroundin
surroundings
gs
• To desc
descri
ribe
be loca
locati
tion
on

Listen and repeat ² Vocabulary

a/an, the dining room shelf/shelves
singular/plural nouns table carpet
chairs bathroom
There is....
kitchen toilet
There are... sink tub
Present continuous cooker shower
Place prepositions: in, on, under, next to fridge bedroom
cupboard bed
living room lamp
sofa curtain
TV set wardrobe

Recommended resources
• Flashcards to illustrate the target vocabulary
• Picture showing the inside of a house (rooms)
• Pictures of a woman cooking in the kitchen; people eating; a man watching TV in a living
room; a little boy sleeping in a bedroom; a man washing in the bathroom.

WHAT YOU WILL LEARN

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

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

24 Second Chance • Primary

 

L EVEL 1

LET’S LEARN!

1 Show the pictures and name the rooms in the house using sentences like:  Anica is in the
kitchen. Petre is in the living room…

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

3 Introduce prepositions by showing students an object, say a pen, that you can put on a
² desk/chair, in a drawer/bag, under a table/ chair, near the door/ a book. Use pictures to
practice sentences like:
There’s a carpet on the floor. There’s a wardrobe in the room.
There’s a lamp next to the bed. There’s a shelf under the window.

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

YOUR TURN! CHEC

ECk
k THIS!
THIS

Ask students:
1 Have the students practise the names of the rooms. Ask
them what rooms the characters are in. This activity can be Can you name the rooms in a
done as a memory game if you do not show them the house? 
pictures when you ask: Where is Petre?  Can you say what people are
doing in each room? 
2 Have students practise present continuous by grouping Can you name the objects in
them into small groups of 4. Give each group a set of  each room? 
visuals (people doing various activities), help them by telling
them three of the verbs (use short infinitive: e.g. go, play,
 sit…).
 sit…). They have
have to come
come up with as many
many sentence
sentencess as they 
can using the pattern: Somebody is doing something.
TRY THIS!

E.g. Ionut is playing. Tell the students to describe

They will score double if they can also say where. their favourite room in the
E.g. Ionut is playing in the living room / on the sofa. house.

Teachers’ Guide • English I 25

 

Unit 3 Resources

26 Second Chance • Primary

 

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

Unit 4 Breakfast, lunch, and dinner

Specific objectives ² Vocabulary
• Naming
Naming the
the main
main food
food item
itemss and
and drinks
drinks Restaurant milk potatoes
• Orde
Orderi
ring
ng in
in a rest
restau
aura
rant
nt Water tea tomatoes
salad wine napkin
waiter sandwich cup
menu cake glass
Grammar/structures starters rice spoon
main course fish fork
Would you like something to eat/drink? dessert chicken plate
I’d like... breakfast spaghetti
Here you are, Sir/Madam. lunch soup
Thank you! dinner pizza
eat chips
You’re welcome!
drink steak
water ham
orange juice eggs
cheese butter

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

WHAT YOU WILL LEARN

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

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

LET’S LEARN!

Tell them the names of the three meals: breakfast, lunch and dinner. Tell them it’s all right that
they can’t name the food items. Instead they should simply point at them and you will help
them with the translation.
E.g. I have bread and jam for breakfast.
I eat soup for lunch.
Continue describing the picture together using There is…/ There are, making sure that you
mentioned all the items in it.

28 Second Chance • Primary

 

L EVEL 1

YOUR TURN!

1 Play food bingo. Make sure you have enough food

foo d flashcard copies for all your studen
students.
ts. There
are 20 flashcards. Give each student 5 random cards, making sure that they have no doubles.
Then tell them you are going to call out an item, let’s say spoon. Who has the spoon should
cross it out with a pencil. You continue naming the flashcards until someone calls Bingo. The
winner is the one who crosses out all the 5 cards, but s/he should also be able to name them.
2 Pair up the students and have them interview one another.
A asks B: What do you have for breakfast/ lunch/
l unch/ dinner? B rep
replies
lies and asks A the same questions.
Then they should share their findings with the class.
E.g. Ioana may say about Dan: Dan has coffee for breakfast, pizza for lunch and steak
for dinner.

²3 Listen to the dialogue and ask the students where it takes place. Introduce the menu to the
students and elicit the items from them. Clarify the meaning of starters, main course and
dessert, and elicit examples from the students for each category.
Play the recording again and ask them what the man ordered.
At the restaurant

Good evening, Sir!

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

4 If possible, arrange the tables/ desks like in a restaurant and divide students in groups of
three: two of them would be the guests and the latter would be the waiter.
Give them speech prompts and encourage them to improvise in case they forget something.
They should not forget to greet one another. It’s advisable to act the scene out with another
student, to set an example.
Speech prompts:
Waiter: Guest:
May I help you? I would like a soup, please.
Woul
Wo uld
d yo
you lik
like
e som
some
eth
thin
ing
g to
to dr
drin
ink
k/ eat
eat?
? Yes
es,, a te
tea,
a, plea
pleasse.
Here you are, Sir/Madam. Thank you!
You’re welcome!
 And for dessert? Nothing, thank you.
Of course, the students will feel the need to say more than this, so you may want to assist
them in case they need help in translating new words and structures.

CHE
HEC
Ck THIS!
HIS TRY THIS!

Can you name food items and drinks? Ask

and the
tell students
the recipetotothink aboutIftheir
the class. favourite
it’s the dish
case, group
Can you order something to eat?
the students with the same dish together. They may
bring photos or draw the dish they like.

Teachers’ Guide • English I 29

 

Unit 4 Resources

Menu 
Starters 

Main Course 

Dessert 

Drinks 

30 Second Chance • Primary

 

butter egs

bread cheese

soup rice

milk   steak & fries

fish   pizza

ham spaghetti

tea glass

cake  juice

fork plates

knife spoon

Teachers’ Guide • English I–II 31

 

End of level TEST

Resources
• A map
map ofof tthe
he worl
world d
• Newspaper
Newspaperss cutscuts or photograph
photographss of famous
famous people
people
• Illustrations
Illustrations represent
representinging people greeting each other
other in the morning
morning / in the
the afternoon
afternoon / 
in the evening
• Photog
Photograpraphs/
hs/illu
illustr
strati
ations
ons of familie
familiess
• A pack
pack of car
cards
• Flashcard
Flashcards:s: people in full view,
view, standing;
standing; faces;
faces; various
various rooms;
rooms; furniture;
furniture; items
items in the
house (see vocabulary especially in Unit 3)
• Food
Food and
and dri
drink
nkss flas
flashc
hcar
ards
ds

² Recommended procedure
A combination of the following types of assessment activities is recommended:

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

The purpose here is to check whether the student understands what the teacher asks him/her

(to do). Oral response is not compulsory.

Examples
1 2 3
Teacher : Sit down, George. Teacher : Are you tired? / Teacher: How is your family?
Student : (sits down); Are you OK? / Are you ready? Students: (gestures “so and so”)
Student : (nods or shakes
his/her head)

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

Teacher : What is this? / What Teacher : What room is this? Teacher : Where’s the (book)?
is that? / Who is this? What’s in it? Student : It’s on / under the
Student : This is a Student : This is a/the living table.
man/woman. S/he is old /  room. This is a red curtain.
young / tall / short etc. It’s This is a table. It’s large etc.
(name of the famous person).

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

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

32 Second Chance • Primary

 

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

A UDIO S CRIPT ²
Hello and welcome to your first module of English!
UNIT One HELLO! This is my wife, Lisa. This is my son,… This is my 
daughter, …. This is me. We live in Liverpool.
In Unit 1 you will learn about: We come from large families: I have 2 brothers
·
To greet and respond to greeting and 3 sisters, and my wife has 4 sisters.
· To introduce oneself

Useful language: Exerciţiul 2

Greetings He’s got blue eyes. He’s got a long beard.

Hello! Sh
She’
e’ss got
got brow
brown
nhhai
air.
r. He’s
He’s got
got a bi
big
g mou
moust
stac
ache
he..
Hi! He’s got a big nose.
Nice to meet you.
Good morning!
Good afternoon!
Good evening! UNIT Three MY WORLD
Good night!
Goodbye! In Unit Three you will learn about:
· Describing concrete immediate surroundin
surroundings
gs
Nice to meet you! · Describing location
My
My name is Ioana
first name Marinescu.
is Ioana. Useful language:
My surname is Marinescu.
Where are you from? dining room shelf/shelves
I’m from Romania. table carpet
This is Mr Stancu and this is Mrs Popescu. chairs bathroom
This is Ms Lavinia. She’s my teacher. kitchen toilet
Nice to meet you, Lavinia. sink tub
cooker shower
fridge bedroom
cupboard bed
UNIT Two MEET MY FAMILY living room lamp
sofa curtain
In Unit Two you will learn about: TV set wardrobe

· Introducing your family

·

Describing people Exercise 2

Useful language: In the dining room there is a table and chairs.
In the kitchen there is a sink, a cooker, a fridge,
Family members Describing people and a cupboard.
wife hair In the living room there is a sofa, a TV set, a carpet
husband eyes and shelves.
child nose In the bathroom there is a toilet, a bath and a
children beard shower.
son moustache In the bedroom there is a bed, a lamp, a wardrobe
daughter glasses and curtains.
mother blue
father brown
sister green Exercise 3
brother tall
There’s a carpet on the floor
short
There’s a lamp next to the bed.
big
small There’s a wardrobe in the room.
There’s a shelf under the window.
young
old

34 Second Chance • Primary

 

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

UNIT Four BREAkFAST, LUNCH,

AND DINNER
In Unit Three you will learn about:
· Naming the main food items and drinks
· Ordering in a restaurant

Useful language:
restaurant milk potatoes
water tea tomatoes
salad wine napkin
waiter sandwich cup
menu cake glass
starters rice spoon
main course fish fork
dessert chicken plate
breakfast spaghetti
lunch soup
dinner pizza
eat chips
drink steak
water ham
orange juice eggs
cheese butter

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

Congratulations!
This is the end of Level 1!

Teachers’ Guide • English I–II 35

 
 

Investeşte în oameni ! 
Proiect cofinanţat din FONDUL SOCIAL EUROPEAN 

Programul Operaţional Sectorial Dezvoltarea Resurselor Umane 2007 –  2013

 Axa prioritară 2 “Corelarea

“Corelarea învăţării
învăţării pe tot parcursul piaţa muncii” 
parcursul vieţii cu piaţa
Domeniul major de intervenţie 2.2 ”Prevenirea şi corectarea părăsirii timpurii a şcolii”  

Titlul proiectului: Educaţie, calificare şi facilitarea tranziţiei spre un loc de muncă pentru elevi şi
tineri cu risc sau în situaţie de abandon şcolar  

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

Beneficiar: Ministerul Educaţiei Cercetării Tineretului şi Sportului 

2012  

Conţinutul acestui material nu reprezintă în mod obligatoriu poziţia oficială a Uniunii Europene sau
a Guvernului României 

Viitorul incepe
la scoala!