Activities

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
Aceastã primã ediþie (pilot) este finanþatã de Uniunea Europeanã.
Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaþie pentru
grupuri dezavantajate“ 2003 – au fost realizate de o echipã de experþi ai Ministerului
Educaþiei ºi Cercetãrii, pentru a fi folosite în primul an de aplicare experimentalã
a programului educaþional revizuit „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“
Carmen Costina, autoare „Limba englezã“
Aniþa Dulman, autoare „Matematicã“
Gabriela Dumitru, autoare „Cunoaºterea mediului“
Cristiana Ilie, autoare „Istorie. Geografie“
Iudit Sera, autoare „Limba englezã“
dr. Doina–Olga ªtefãnescu, autoare „Educaþie civicã“
Paul Vermeulen, expert componenta „Elaborare curriculum
ºi materiale educaþionale“
Coordonator editorial: Mihaela Marin
Design copertã: Dinu Dumbrãvician
Design ºi dtp: Gabi Iancu
Foto copertã: Dinu Dumbrãvician
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: martie 2006
Conþinutul acestui material nu reprezintã în mod necesar poziþia oficialã
a Uniunii Europene.
© Ministerul Educaþiei ºi Cercetãrii
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 2 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
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 3 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Unit 4
LEISURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Lesson 4.1
Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Lesson 4.2
Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Lesson 4.3
Plans for the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Unit 4 – Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
FINAL PROGRESS CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
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.
Programul „A doua ºansã
pentru învãþãmântul
primar“ în anul ºcolar
2005-2006 va fi aplicat pe
baza O.M. nr. 5160 din
6.10.2005 în conformitate
cu urmãtoarele documente:
• Metodologia privind
organizarea procesului
de învãþãmânt în cadrul
Programului „A doua
ºansã pentru
învãþãmântul primar“;
• Planul cadru pentru
programul „A doua
ºansã pentru învãþãmântul primar“;
• Programe ºcolare
integrate prin care
se realizeazã educaþia
de bazã.
• Materiale educaþionale
pentru elevi ºi cadre
didactice.
4
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
ºi contextului din perspectiva cursantului, activarea ºi valorizarea
cunoºtinþelor ºi deprinderilor anterioare ale acestuia, captarea atenþiei
cursanþilor prin conexarea subiectului cu unul de interes vital pentru
ei, introducerea unor întrebãri ºi situaþii provocatoare de cãtre cadrul
didactic º.a.,
• etapa de achiziþie cuprinde rezolvarea de sarcini, exerciþii, însuºirea
noilor cunoºtinþe având ca rezultat înþelegerea ºi operarea de cãtre
cursant cu conceptele, etapã în care sunt alese cele mai eficiente
metode de predare-învãþare-evaluare adecvate atât grupului þintã, dar
ºi specificului subiectului predat.
• etapa de aplicare ºi transfer se concretizeazã prin integrarea
conceptelor achiziþionate în contexte noi, elaborarea unor produse ale
activitãþii (de tip eseu, poster, tabel, colaj, model, proiect), evaluarea
ºi auto-evaluarea atât a proiectului cât ºi a rezultatelor obþinute.
Ghidurile elaborate pentru cursanþi cuprind, pe lângã unitãþile de învãþare
detaliate, activitãþi de reactualizare a conceptelor cheie ale modulului/
nivelului anterior, probe de evaluare ºi auto-evaluare, dicþionar cu termeni
utilizaþi, pagini pentru aplicaþii ºi proiecte sau anexe cu informaþii
esenþializate pentru consolidarea învãþãrii.
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
Ghidul cadrului didactic • Limba englezã IV
5
THE WORKPLACE
TIME AND SPACE
Programul „A doua ºansã“ • Nivel primar
LEISURE
6
DAILY PROGRAMME
UNIT
- apologize and respond to apologies Personal pronouns
- write a personal letter
Possessive adjectives
- describe people
Descriptive adjectives
Present simple
Nouns - jobs
Comparison of
adjectives
Prepositions of place
Nouns - tools
- to describe what people do in
various jobs
- to talk about the weather and
seasons
- to ask for and give information
about places
- to express likes and dislikes
- ask people about things they like
doing
- to make suggestions- to agree to
do something
- to offer and ask for something
L 2.1 What do you do?
L 2.2 Applying for a job – - to ask for and provide personal
who’s the most
information
suitable candidate? - to compare things and people
- to locate things and people
- to talk about familiar items in the
house and at the workplace
L 1.3 If you don’t mind
me asking
L 2.3 Where are they?
L 3.1 Seasons
L 3.2 Places worth
visiting
L 3.3 So what do you
really like doing?
L 4.1 Traditions
like doinghate doing
child – children How many ? How much?
first / second …January, February …
in / on / at / over / under / above /below
good – better – the best
interesting – more interesting – the most
interesting
What do you do? I’m a plumber.
What does he look like? How is he?
What is he like?
What does he like?
At the weekend / noon / on (Sunday)
In the morning
always / usually / often / sometimes / never
She’s having breakfast.
LANGUAGE FOCUS
going towill
I’ll probably be there tomorrow.
the day after tomorrow
next week / month / year
Expressing future
Expressing intention
and probability
Time adverbials
- to express future plans
- to talk about hobbies
- to write a postcard
- to talk about intentions and
probable future actions
L 4.2 Hobbies
L 4.3 Plans for the
future
Antonyms
big – small
Demonstrative pronouns this / that / these / those
Why don’t you …? / Let’s …/Shall we…?
Gerund
Plural of nouns
Ordinal numerals
Months of the year
- to talk about your daily programme Present simple
- to express the frequency of events Prepositions of time
Frequency adverbs
L 1.2 I never play
football at the
weekend
Present continuous
- to talk about actions in progress
- to tell the time
FUNCTIONS
L 1.1 What’s going on?
LESSON
Contents
Introduction
This Guidebook is for teachers of English working
with students in Second Chance education,
Primary Level 4. This is the last of a set of three
guidebooks for teaching English to Second
Chance primary students.
Overall objectives
• To develop skills of oral and written 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 active role in
their learning and to reflect on their progress
• To establish a basic level of English on which
the students can continue to build
The target group
Students who take level 4 of English Second
Chance primary may be 14 and over. They have
recently learnt 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 their selfconfidence 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
practise 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 4 assumes that students have covered
Levels 1 to 3 or equivalent; therefore, their
previous knowledge of English is essential. The
communicative functions covered in this level are
presented at the beginning of every unit. Topics
have been chosen to reflect the interests of
adults returning to school to complete basic
education (see Contents page).
Active and cooperative learning
You should organise lessons so that students play
as active a role as possible. This will help them
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 the pair work and
group activities, students will get to know their
peers and learn to work together, thus developing
their interpersonal and social skills, too.
Use of Romanian in the English
lessons
At the beginning of each unit, you may have 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 and use of vocabulary
acquired in levels 1-3 will help students
understand you. 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, insist that they ask a colleague or you to
translate by saying, “Please, translate. / What
does … mean?”
Ghidul cadrului didactic • Limba englezã IV
7
I
N T R O D U C T I O N
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 going basis.
Lesson ______________________
Learner’s name
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).
For summative evaluation, you can use the
progress checks at the end of each unit, and the
final progress check.
Session ______________________
Activity 1
Activity 2
Activity 3
Date ___________________
Activity 4
Activity 5
Proposed session structure
Be imaginative! You may have to adjust the
content of the lesson to the specificity of your
group of learners. However, follow the proposed
structure as presented below:
YOU WILL LEARN:
WHAT
At the beginning of the session, share the learning
objectives with the students. You may have to
use some Romanian to do this effectively.
THINK!
This is a key point of the lesson. Your students
will be engaged in learning depending on how
well you manage to active them, and arouse their
curiosity. We recommend that you start each
lesson by evoking previous knowledge and personal
connections. Also, encourage your students to
make intelligent guesses. Knowing what the
students already know or think they know is
extremely important. It shows you what you need
to avoid spending time on, and where you may
have to allocate more time than you had planned.
WHAT
LET’S
YOU NEED TO KNOW
LEARN!
Build on the evoked knowledge when introducing
the new vocabulary and structures. Make sure
whenever it is possible you link the new words
8
Programul „A doua ºansã“ • Nivel primar
and structures to the learners’ experience. Use
illustrations, flashcards, etc. to present new content.
This section of the lesson may be repeated.
It should be followed by “Your turn” whenever
you feel a newly acquired structure needs
practising before you move on to another one.
YOUR
TURN!
Practice the new vocabulary and structures
inviting students to do a variety of activities (see
also suggested learning activities in the syllabus).
This section of the lesson will be recurrent. It
follows naturally after “Let’s learn!”
CHECK
THIS!
At the end of each session, invite students to say
what they can now do, by wording simple “I can”
statements. Elicit such statements by asking
“Can you (say your name)/(greet someone in
English)/(ask for directions), (etc.)?”
THIS!
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
able students can cover the Your turn in a shorter
period of time, the Try this can be done or
started in class. For slower students, Try this can
be assigned as homework.
TRY
Unit
1
Daily Programme
Introduce the unit by asking the students to look
at the first page of the unit, and based on the
illustrations try to predict what they will be
learning. This conversation can take place in both
Romanian and English. For instance, the
illustration may be described partly in English;
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.
Conclude the discussions by reading this:
In
·
·
·
·
·
Unit 1 you will learn:
to talk about actions in progress;
to talk about your daily programme;
to apologize and respond to apologies;
to tell the time;
to describe people.
Check previous knowledge. In levels 1-3 some of
the topics have already been covered in a simpler
manner.
Ghidul cadrului didactic • Limba englezã IV
9
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)
He / She
is (not)
Am
I
Are
you /we / they
Is
he / she
verb-ing.
verb-ing?
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
THINK!
• The questions will draw the students’ attention
to the differences between English and
Romanian patterns for telling and asking the
time. They are meant to help the students
notice similarities and differences so as to
avoid making mistakes.
LET’S
LEARN!
· Explain to your students what “action in
progress” means: an action that is happening/
going on at the moment of speaking. The
translation (acþiune în desfaaºurare) may help
them understand the difference between the
simple and the progressive aspects. There is no
difference in Romanian between a habitual
action and an action in progress, so some
students might face difficulties in
understanding the need to express present
tense in different ways.
10
Programul „A doua ºansã“ • Nivel primar
· When asking and telling the time the danger is
“word for word translation”. Some students will
ask “What’s the clock?” or “What o’clock?”
instead of “What’s the time? / What time is
it?” Many students will tend to use Romanian
word order and say: “It’s one and a quarter”
instead of “It’s a quarter past one”.
· Ask the students to look at the pictures and
have them name as many objects as they can.
This activity will help them refresh their
vocabulary. They will be able to name objects
such as: chair, table, bed, carpet, sink, plates,
glasses, cups, etc. Invite them to make
guesses about what is going on.
· Read the text with the students. Write some of
the sentences on the blackboard to explain the
use of the continuous aspect. You may want to
introduce a few spelling rules:
o have, move, drive + ing : having, moving,
driving
o sit, get, begin + ing: sitting, getting, beginning
o die, lie + ing: dying, lying
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.
Practise writing sentences on the blackboard with
the whole class before moving on to YOUR TURN
section.
Suggested activities:
• Organize a party. The students get different
tasks: buy drinks, make sandwiches, bring
music, decorate the room etc.
• Write the plan on the blackboard:
2. Make this an optional task. Do not insist that
the students bring photographs to class if they
do not feel like talking about their families.
Most people like talking about themselves,
others might feel embarrassed. This activity
can be fun if students feel free to choose if
they want to participate or not.
“This is my wedding party. I’m dancing with
my mother-in-law.”
Ghidul cadrului didactic • Limba englezã IV
11
1.2 I never play footbal 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
100%
75%
sometimes
rarely
30%
15%
once a week
twice a month
four times a year
often
60%
never
0%
Present simple
I / You / We / They play. Do I / you / we / they play?
I / You / We / They don’t play.
He / She plays. Does he / she play?
He / She doesn’t play.
Activities
THINK!
• The questions will introduce the students to
habitual, repeated actions by having them
think about activities they do every day and
activities that are repeated with different
degrees of frequency.
LET’S
LEARN!
1. Read the text with your students and help the
students identify verbs in the present simple in
the text. Write some examples on the blackboard.
You may want to explain some spelling rules/pronunciation rules for the third person singular.
· Practise the verbs be and have because
some students tend to apply the same rule
with these verbs.
12
Programul „A doua ºansã“ • Nivel primar
· Use negative and interrogative forms in
some sentences that you choose to write on
the blackboard.
· Use various frequency adverbs in your examples.
Cosmin is flying to Britain. He is visiting the
Smiths. He is sitting next to a footballer, Alfred
Bates. Alfred is not a famous footballer yet.
Cosmis wants to find out about him.
“So what do you usually do in your spare time?”
”You mean on Saturdays and Sundays? I love those
days. I always spend them with my family: my wife
Mary, my son Jerry and my daughter Alicia. We
rarely wake up before 9 on Saturday mornings. We
have breakfast together and make plans for the
day. We sometimes ride our bikes or swim together
or just go for a walk in the park. For lunch, we
usually go to a pizza restaurant. Jerry loves pizza.
We let the children decide how to spend the
afternoon. In the evening, we often visit friends.”
“How about Sunday?”
“On Sunday morning we always go to church.
My wife is very religious.”
D
A I L Y
YOUR
P
R O G R A M M E
U
N I T
1
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 Ionicaa 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.
“What do you do after church?”
“We visit our parents. We always have lunch with
my parents or with Alicia’s parents.”
“Do you play football on Sunday afternoon?”
“Absolutely not. I never play football at the weekend.”
Let the students complete the table individually
or in pairs and then check with the whole class.
Frequency
What Alfred Bates and his family
doalways
e.g. go to church on Sunday
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 sentences before giving them to a group to solve.
Complete the sentences with at, in or on.
a. I have lunch at 12 o’clock.
b. We always go to church on Sunday.
c. I like to watch TV in the evening.
d. Where were you at 5.30 on Friday?
e. I only have coffee in the morning.
f. He sometimes drives at night.
g. On Mondays, I am usually late for work.
h. We go swimming a lot in summer.
usually
TRY
often
Tell the students how to make a poster. Give
them a reason for making it. Tell them they own
a leisure centre and want to attract people to try
the activities they offer. Tell them to be as
convincing as they can because you can only
afford to go to one of them, so only one group
will win. Students will work in groups of four and
will either choose the best poster to be presented
to the whole class or make a new poster in the
group using what each student has brought.
sometimes
rarely
never
2. Make sure the students use the right
prepositions in their sentences: at the
weekend, on Monday, in the morning.
THIS!
Ghidul cadrului didactic • Limba englezã IV
13
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
Subject Object
I
me
your
You
He
him
her
She
It
it
We
us
You
your
them
They
Possessive
mine
yours
his
hers
our
yours
theirs
Possessive
adjectives
my
your
his
her
its
our
your
their
Activities
THINK!
• Ask the students in what situations they
usually start a conversation with a stranger.
You might want to start a discussion about first
impressions. Why do people try to make good
first impressions? Have they met people who
made a very good impression first but then
turned out not to be as they seemed? What
impression do your students think they make
on other people when they first meet?
LET’S
LEARN!
Use the text to discuss ways of starting a
conversation. Ask the students what they think
Cosmin’s first impression about Miss Meddling
14
Programul „A doua ºansã“ • Nivel primar
is. Have your students think up some situations
in which they would need to start a conversation
with a stranger. They cuold work in pairs and act
out short dialogues for the class.
1. Ask the students to explain their choices. Have
them go back to the text and read out the
sentence(s) in which they found the information.
A. Miss Meddling is the Smiths’ next
door neighbour.
T
F
B. Susie invited Cosmin to Liverpool. T
F
C. Tom runs a business in Romania. T
F
D. The Smiths are taking Cosmin
F
T
to a restaurant.
E. Miss Meddling is a nosy person.
T
F
2. Before doing this exercise practise descriptive
adjectives on some of the illustrations in the
students’ guide. You might want to use other
resources ( flashcards, photographs etc.) Fill
in the blanks in Cosmin’s email to Anna using
the words below: interesting, tall, pretty,
green, energetic, long-haired, pointed,
unhappy, embarrassing, confident.
D
A I L Y
P
R O G R A M M E
U
N I T
1
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 repetition 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
1. Explain the four questions to the sudents
before asking them to do the matching
exercise.
1. What does he
look like?
2. What’s she like?
football.
3. What does he like?
4. How is she?
a. She’s very friendly
and sociable.
b. He likes playing
c. She’s fine.
d. He’s a blue-eyed,
handsome young
man.
1. – d; 2. – a; 3. – b; 4. – c.
2. Ask the students to describe someone without
naming the person. Invite the group to guess
who has been described.
THIS!
Make the task easier for the students by
suggesting possible ways of beginning and
ending the letter. Suggest some useful words and
phrases to be included in the letter. Use
Cosmin’s email as a starting point.
Ways of beginning a letter: Dear Mr/Mrs/Miss/Ms…
Ways of ending a letter: Yours sincerely, /
Regards / Kind regards /All the best / Best wishes
Useful phrases:
Thank you for taking the trouble to wait for me at the
railway station.
I am arriving on…(date)…at …(time)
I am a short / tall / slightly overweight / black-haired /
brown-eyed / young / middle-aged person.
I will be wearing blue jeans / a red skirt / a flowery
dress / a grey jumper / a green cardigan / black
trousers / a brown hat / a fur coat / a leather jacket.
Ghidul cadrului didactic • Limba englezã IV
15
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
16
Programul „A doua ºansã“ • Nivel primar
Unit
2
The Workplace
Introduce the unit by asking the students to look
at the first page of the unit, and based on the
illustrations try to predict what they will be
learning. This conversation can take place in
both Romanian and English. For instance, the
illustration may be described partly in English;
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.
Conclude the discussions by reading this:
In
·
·
·
·
Unit 2 you will learn:
to describe what people do in various jobs;
to ask for and provide personal information;
to compare things and people;
to talk about familiar items in the house and
at the workplace.
Check previous knowledge. In levels 1-3 some of the
topics have already been covered in a simpler manner.
Ghidul cadrului didactic • Limba englezã IV
17
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
electrician
architect
engineer
clerk
doctor
chemist
postman
secretary
nurse
hairdresser
tailor
mechanic
farmer
cook
computer operator
Activities
THINK!
• Introduce the topic with a discussion about
jobs. Let the students express their opinions
about “good” and “bad” jobs. Name some jobs
and ask the students to say what they would
like/dislike about each job.
LET’S
LEARN!
Draw the students’ attention to the use of the
indefinite article with jobs.
Read the following sentences. Underline the
names of jobs.
1. She repairs water pipes, sinks and baths.
She is a plumber.
2. He repairs or connects electrical wires or
equipment. He is an electrician.
3. She looks after people who are ill or
injured. She’s a nurse.
18
4. He works in an office typing letters and
answering phonecalls. He’s a secretary.
5. She repairs motor vehicles and machinery.
She’s a mechanic.
6. He designs or builds roads, bridges or
machines. He’s an engineer.
7. She owns or manages a farm. She’s a farmer.
8. He prepares and cooks food. He’s a cook.
9. She prepares drugs and medicines.
She’s a chemist.
10. He makes men’s clothes. He’s a tailor.
Programul „A doua ºansã“ • Nivel primar
YOUR
TURN!
Complete the sentences using the following
words to find out what these people do:
serve, design, school, office, perform, arrange,
computer, drive, waiter, postman, doctor, actor
1. Her job is to design buildings. She’s an
architect.
2. His job is to collect and deliver letters.
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
3. Her job is to keep records or accounts in an
office. She’s a clerk.
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 a hairdresser.
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;
• a person who is good with figures;
• a caring person;
• a person who has a good sense of direction;
• a person in good physical condition;
• an imaginative person;
• a dynamic person.
Ghidul cadrului didactic • Limba englezã IV
19
2.2
Applying for a job – who’s the most
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
THINK!
Encourage those students who have applied for
jobs to share their experiences. Ask them how
they found out about the job, how they managed
to convince that they were the suitable
candidates for the job, who interviewed them. If
they failed in getting the job ask them if they
think they gained experience that will be useful
to them in the future.
LET’S
LEARN!
1. Fill the gaps in Dan Smith’s CV with the
students. Tell them that a curriculum vitae
should contain information that is relevant to
the position/job the person is applying for.
Advise them to tailor the CVs they are going to
write to suit the requirements of the job they
are applying for.
20
Programul „A doua ºansã“ • Nivel primar
Curriculum vitae
Personal information
Full name: Dan Smith
Address: 5 Crescent Rd, Liverpool, Great Britain
Telephone number: 0044 673 476 312
E-mail: dsmith@mymail.com
Nationality: British
Date of birth: 4 July 1986
Work experience
February 2005 to present
part time job as a milkman
June 2004 to September 2004
part time job as a worker on a building site
Education and training
St. Mary’s College, Little Crosby
Skills and competences
excellent organization skills
good language skills
Other relevant information
I am an energetic person in a good physical condition.
I am good at singing and I can play the guitar.
T
H E
W
U
O R K P L A C E
N I T
2
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
2. Discuss with the students what qualities they
think are required for the position of support
staff at a children’s summer camp. Does Dan
seem to have the necessary skills and
competences? Does he have the needed
qualifications? Do they think Dan will do well
in the job if he gets it?
Let the students role-play the interview in
pairs, then have one pair act out the interview.
Encourage them to take their roles seriously
and think of some other questions that an
interviewer might ask. You could make a list
of frequently asked questions and a list of
“difficult” or “embarrassing” questions.
YOUR
TURN!
1. Do the exercise orally with the students before
asking them to write sentences. Ask the
students who they would give the job to. Pat
Davies doesn’t have a chance but Claire’s the
Dan Smith Pat Davies Claire Browne
good at
singing
xxxxx
xx
xxx
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. Use the following prompts to make comparisons.
e.g.: car – plane – fast
The plane is faster than the car.
The car is not as fast as the plane.
George – Claudia – tall
Paul – Peter – young
Mihai – Petre – ambitious
Maria – Daria – beautiful
Bob – John – reliable
ice cream – chocolate - delicious
TRY
THIS!
Ask the students to decide what job they are
going to apply for before they start writing the
CV. Tell them to think about their strengths and
weaknesses and present themselves in a good
light without lying about their qualifications or
competences. Tell them to leave out any
information that is irrelevant to the position.
Ghidul cadrului didactic • Limba englezã IV
21
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
baking tray
broom
drill
fork
grater
hammer
iron
needle
pliers
rake
rolling pin
saw
scissors
screwdriver
sieve
spade
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
flashcards to elicit the targeted vocabulary. Ask
the students to name as many objects as they
can. You might want to bring some tools to class
(pliers, scissors, screwdriver etc), put them in
different places in the classroom to introduce
prepositions.
LET’S
LEARN!
Tell your students to look at the pictures, read
the sentences, close the books and try to
remember where things / people are. Ask
questions such as: Where are the clothes?
Where’s the sign/the newspaper/ Lisa…?
22
Programul „A doua ºansã“ • Nivel primar
“Where’s Lisa?”
“She’s in front of the shelves.”
“Where are the clothes?”
“They’re on the shelves.”
“Where’s the sign?”
“It’s over the door.”
“Where’s the newspaper?”
”It’s under the door.”
“Where’s the women’s clothes department?”
“It’s below the men’s clothes.”
“Where’s the men’s clothes department?”
“It’s above the women’s clothes.”
T
H E
W
O R K P L A C E
U
N I T
2
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.
Ghidul cadrului didactic • Limba englezã IV
23
Unit 2 – Progress Check
Answers
1. See the letters in bold in the column on the
left.
1. He plays his guitar in a
pub every night. c
a. teacher
2. She sells various things
in a shop. f
b. postman
3. She manages her own
business. e
c. musician
4. He teaches children
in a school. a
d. traffic warden
5. He repairs sinks and
bathroom fittings. h
e. business
woman
6. He delivers the mail.
f. shop assistant
7. She directs the traffic. d
g. secretary
8. He answers the phone
and writes letters. g
h. plumber
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?
24
Programul „A doua ºansã“ • Nivel primar
Unit
3
Time and Space
Introduce the unit by asking the students to look
at the first page of the unit, and based on the
illustrations try to predict what they will be
learning. This conversation can take place in
both Romanian and English. For instance, the
illustration may be described partly in English;
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.
Conclude the discussions by reading this:
In
·
·
·
Unit 3 you will learn:
to talk about the weather;
to ask for and give information about places;
to express likes and dislikes.
Check previous knowledge. In levels 1-3 some of
the topics have already been covered in a simpler
manner.
Ghidul cadrului didactic • Limba englezã IV
25
3.1 Shops
Specific Objectives
• to talk about the weather and seasons
Language Focus
Months
of the year
January
February
March
April
May
June
July
August
September
October
November
December
Ordinal
numerals
1st – first
2nd – second
3rd – third
4th – fourth
5th – fifth
6th – sixth
7th – seventh
8th – eighth
9th – ninth
10th – tenth
11th – eleventh
12th – twelfth
Seasons
Spring
Summer
Autumn
Winter
Adjectives
windy
rainy
sunny
snowy
warm
hot
cold
cool
chilly
Activities
THINK!
· Show the students illustrations of different
seasons and tell them to describe the pictures
before asking them what their favourite time of
the year is.
· Start a discussion about people complaining
about the weather, comparing what seasons
used to be like and what they have been like
in recent years, with sudden changes from one
day to another, extreme temperatures. Do the
students feel affected in any way by these
changes?
LET’S
LEARN!
• Ask the students to work in groups and write
sentences to describe the four seasons in
26
Programul „A doua ºansã“ • Nivel primar
Romania. Ask them to put down any
peculiarities that come to their minds. You
might want to set a time limit or a certain
number of sentences. The students read the
dialogue and compare their opinions to those
of the characters in the text. Ask them to tick
the sentences in which similar opinions are
expressed, and put crosses next to
disagreeing opinions.
• Let the students decide in groups what time of
the year they recommend to the potential
visitors and then have one group member
report to the class.
YOUR
TURN!
1. Check the students’ notebooks to make sure
the spelling is correct, remind them about
capital letters in months of the year, days of
the week (unlike Romanian: ianuarie –
January; luni - Monday).
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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
Ghidul cadrului didactic • Limba englezã IV
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3.2 Places worth visiting
Specific Objectives
• to ask for and give information about places
Language Focus
Uncountable nouns
news
information
luggage
money
advice
Irregular plural
foot – feet
woman – women
man – men
child – children
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!
1. The focus is on nouns (plural forms, irregular
nouns). Use the text to teach nouns. Write
examples from the text on the blackboard and
give simple explanations.
Some nouns can have both countable and
uncountable meaning (names of animals, food
drink) e.g. fish. Tell the students that they can look
them up in dictionaries if they are not sure about
how to use them. The label [C], [U] or [C/U] next to
the noun will help them use the noun correctly.
Countable nouns
- can be both singular and plural
- when the noun is singular, the following verb is also
singular, when the noun is plural, the verb is also plural
28
singular
plural
Regular
plurals
a chair
an apple
six chairs
ten apples
Irregular
plurals
a child
a man
two children
three men
Programul „A doua ºansã“ • Nivel primar
Uncountable nouns
- have only one form
- the verb that follows an uncountable
noun is always singular
money
news
water
happiness
electricity
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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 – days, monastery – monasteries,
tomato – tomatoes, radio – radios, class – classes)
Travel Agent: “Fun Holidays. Alicia Gibbon
speaking. How can I help you?
Susie: “Hello, my name is Susie Smith. I would
like some information about package holidays to
Romania in May or June. I am especially
interested in the monasteries in Northern
Moldavia. Have you got anything to offer?”
Travel Agent: “Yes, madam. I have good news for
you. We have quite a few packages in Romania.
It’s becoming a popular place with our customers.”
Susie: “Really? That’s interesting. I never met
anyone who’s been there on holiday.”
Travel Agent: “Well, madam, I can offer you an
excellent package that includes trips to the
Northern Moldavian monasteries, and the famous
medieval towns, and the Prahova Valley, if you
know what I mean.”
Susie: “I don’t know about the Prahova Valley.
What’s there to see?”
Travel Agent: “The scenery is breathtaking. The
Carpathians offer an exquisite view. In addition,
COUNTABLE NOUNS
SINGULAR
a trip
a holiday
a monastery
a hotel
a place
an apple
an umbrella
REGULAR PLURAL
two trips
two holidays
two monasteries
two hotels
two places
two apples
two umbrellas
COUNTABLE NOUNS
SINGULAR
a foot
a tooth
a woman
a man
a child
a mouse
IRREGULAR PLURAL
two feet
two teeth
two women
two men
two children
two mice
Example: I saw a woman standing on the corner. I
saw two women standing on the corner.
a. The trip lasted for one day. The trip lasted
for three days
b. The monastery is in Northern Moldavia.
The monasteries are in Northern Moldavia.
c. They have got one child. They have two children.
d. The dentist pulled out one tooth.
The dentist pulled out two teeth.
e. There’s a hotel on the beach.
There’re several hotels on the beach.
Ghidul cadrului didactic • Limba englezã IV
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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
luggage
these nouns to make sure
weather
they use them correctly.
work
Example: Good evening. Here is
furniture
the 8 o’clock news.
equipment
a. The weather changes
news
very rapidly in this country.
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!
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Programul „A doua ºansã“ • Nivel primar
T
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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
1. The exercise offers further practice on
countable and uncountable nouns. Ask the
students to work individually and refer to the
lists of nouns in this lesson before they write
the questions.
COUNTABLE NOUNS
How many children?
a child
some / several /
a few / not many /
a lot of children
fewer children
not …any /
no children
none
THIS!
The students can stay in the same groups or
change groups if they like. This task requires at
least one group member with artistic skills. Tell
the students that the posters will be evaluated by
an impartial judge, other than you.
UNCOUNTABLE NOUNS
How much information?
a piece of information
some / a little / not much
/ a lot of information
less information
not …any /
no information
none
Ghidul cadrului didactic • Limba englezã IV
31
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!
People like fantasizing, so questions like: “What
does a really good day look like to you?” should
have most of the students sharing their imaginary
experiences. You might want to tell them yourself
what you like/dislike doing, thus offering them
the language pattern on which they can build
their sentences.
LET’S
LEARN!
1. Let the students work out the pattern
(like/love/dislike/hate… + V+ing) after reading
the text. Some students might notice that
these verbs can be followed by verbs or nouns.
Praise their sense of observation if they do.
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Programul „A doua ºansã“ • Nivel primar
Susie, Dan and Cosmin are in the garden, and
chatting about likes and dislikes.
Susie: “So what do you really like doing, Cosmin?”
Cosmin: “Travelling. I love travelling. And
meeting people. All sorts of people. I prefer
trains to airplanes. Trains are quite cheap, and
you get to see a lot. Flying is expensive. I don’t
mind flying, though. It saves you time. But I hate
missing connections.”
Dan: “I also like travelling, but I hate flying. And I
dislike trains. I really like driving. I like listening
to loud music while I’m driving. But I can’t stand
getting stuck in traffic jams. And I like cycling.”
Susie: “Do you know what I really like doing? I
like sitting here, in the garden, listening to you.
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.”
T
I M E
YOUR
A N D
S
P A C E
U
3
N I T
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 think Petricaa loves
drinking beer.
I really like …
I like …
I quite like …
I
I
I
I
I
don’t mind …
don’t like …
dislike …
hate …
can’t stand …
Have the students check each other’s
notebooks and tick or cross the assumptions
of their partners.
TRY
2. This activity will make students distinguish
varying degrees of intensity. You might like to
ask for the Romanian translation of these phrases.
++
Tom loves watching TV.
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
them conduct the survey. Tell the students to
walk about the classroom and interview as many
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
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
-
Anica dislikes trains.
--
Petre hates queuing.
Lisa can’t stand ironing.
=
-
--
Dancing
Singing
Studying English
Cooking
Writing letters
Example:
Three people love dancing.
Everyone hates writing letters.
Ghidul cadrului didactic • Limba englezã IV
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Unit 3 – Progress Check
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:
7th – seventh
1st – first
8th – eighth
2nd – second
9th – ninth
3rd – third
4th – fourth
5th – fifth
6th – sixth
10th – tenth
11th – eleventh
12th – twelfth
3. See answers in bold type.
Singular
Plural
party
parties
child
children
cat
cats
monastery
monasteries
horse
horses
book
books
village
villages
mouse
mice
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
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Programul „A doua ºansã“ • Nivel primar
5. Open task
Write sentences about yourself and your
friend, using the following prompts: love /
really like / like / quite like / don’t mind /
don’t like / dislike / hate / can’t stand.
Example:
We both love chocolate.
I like cooking, but she hates it.
Unit
4
Leisure
Introduce the unit by asking the students to look
at the first page of the unit, and based on the
illustrations try to predict what they will be
learning. This conversation can take place in
both Romanian and English. For instance, the
illustration may be described partly in English;
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.
Conclude the discussions by reading this:
In
·
·
·
·
·
·
Unit 4 you will learn:
to make suggestions;
to ask someone to do something;
to express future plans;
to talk about hobbies;
to write a postcard;
to talk about intentions and probable future actions.
Check previous knowledge. In levels 1-3 some of the
topics have already been covered in a simpler manner.
Ghidul cadrului didactic • Limba englezã IV
35
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
old
old
early
many
weak
tall
large
dark
expensive
young
new
late
few
strong
short
small
light
This/that/these/those (gifts)
Activities
THINK!
A.
Start a discussion about traditional celebrations.
Ask the students what makes Christmas the most
popular celebration in the world (the carols, the
presents, the Christmas tree, the special meal?).
Ask them if they know how Christmas is celebrated
in other countries. Ask them if they used to believe
in Santa Claus (Father Christmas) coming on a
sledge pulled by reindeer to bring them presents.
B.
C.
D.
E.
F.
LET’S
LEARN!
1. · Knowing that people all around the world
get presents at Christmas, ask the students
to predict what gifts Cosmin and the
Smiths are going to get. Ask them to write
the words in their notebooks, and then
quickly go through the text to see if “their
presents” are mentioned.
· Tell the students to read the six statements
below and then read the text again
36
Programul „A doua ºansã“ • Nivel primar
carefully to decide which statements are
true and which are false.
There were few gifts under
T
the Christmas tree.
F
Lisa’s hat looks expensive.
T
F
Cosmin’s present is in a big box.
T
F
Angie’s hands are weak.
T
F
Dan has got a new pair of slippers. T
F
Susie’s got a traditional Romanian
tablecloth.
T
F
2. You might want to start a chain game.
Suggestion: leave your pen on a desk and take
somebody else’s pen as if by mistake, then
ask holding up one pen and pointing to the
other: My pen is there. Whose pen is this?
The “owner” will reply That’s my pen. It is
now his/her turn to ask a question (Whose
books are those?).
here
there
singular
THIS
THAT
plural
THESE
THOSE
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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
B. I cannot open this box.
C. That box looks heavy. She can’t lift it. - 1
D. Why don’t you see a dentist? – 6
E. This film is boring. Let’s go home. – 9
F. Can I borrow your car for tonight? – 2
G. Why don’t we watch TV instead? – 10
H. Let’s surprise him, shall we? - 4
I. They can’t work out the final result. – 7
J. Shall I turn off the light? – 8
1. We’ll help her.
2. Yes, but make sure you return it by 10.
3. That’s a good idea.
4. I don’t think he’ll like that.
5. Why don’t you use a pair of scissors?
6. OK, I’ll go tomorrow.
7. Why don’t you help them?
8. Yes, it’s bothering my eyes.
9. Let’s.
10. I don’t fancy watching TV tonight.
Ghidul cadrului didactic • Limba englezã IV
37
4.2 Hobbies
Specific Objectives
• to express future plans
• to talk about hobbies
Language Focus
Going to - future
I
You / We / They
He / She
Am
Are
Is
am (not) going to
are (not) going to
is (not) going to
I
you /we / they
he / she
verb.
going to
+ verb?
Will - future
I
You/He/She/They
We
Shall
Will
shall / will (not)
will (not)
shall / will (not)
I / we
I /you / he /she /
we / they
verb.
verb?
will not = won’t
I hope (not) to be / become / get…
Activities
THINK!
Use the first two questions to introduce going to and
will expressing intention and prediction. Start by
answering the questions yourself in sentences in which
the distinction between will and going to is clear.
Use the last question to introduce the topic of
the lesson. You may want to link it to the language
focus of the lesson (expressing future) by asking
the students to make predictions or express
future intentions in connection with their hobbies.
- What are you going to do in the next 24 hours?
- What will you do when you finish this course?
- Do you have a hobby?
LET’S
LEARN!
Tell the students to listen to you reading out the
text and do the reading comprehension exercise
38
Programul „A doua ºansã“ • Nivel primar
as a listening comprehension one. They will be
able to mark the boxes at one listening, so ask
them to put crosses in the right boxes while
you’re reading out the text.
When the students read the text, they should
focus on ways of expressing future.
YOUR
TURN!
1. Refer to the text in Let’s Learn and analyse with
your students the different uses of going to:
- Ask the students to underline the sentences
in the text where going to is used.
- Write some examples on the blackboard
and ask the students to decide which of
the two uses of going to is to be found in
the underlined sentences.
a. Intention
I’m going to tell him the truth. (= I intend to…)
Are you going to stop talking?
He’s not going to give them back the money.
L
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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]
b. Prediction based on deduction
This vase is very heavy. I’m afraid I’m going to
drop it.
The sky is cloudy. It’s going to rain.
Don’t watch that horror movie. You’re going to
have a nightmare.
a. I / call you later. I’m going to call you later.
b. She / visit her parents tomorrow. She’s going to
visit her parents tomorrow.
c. George / not give up. George is not going to give up.
d. Who / tell him the news? Who’s going to tell
him the news?
e. Andrea and Marin / make the plan for the
weekend. Andrea and Marin are going to make
the plan for the weekend.
f. You / come to my party? Are you going to come
to my party?
g. What you /do this weekend? What are you
going to do this weekend?
h. Tudor / not sell his horse. Tudor is not going to
sell his horse.
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
example under each heading.
a. I don’t know what Christmas present to buy
for my Grandma. I think I’ll buy her a pair
of slippers. – 2. spontaneous decision
b. “Will you help me carry this box?” – 1.
request
c. “I’ll get you a glass of water.” – 5. offering
to do something
d. “Don’t worry. I promise I’ll return it before
11 o’clock.” – 4. promise
e. “I won’t lend you my car.” – 3. refusal
TRY
THIS!
Tell the students that you are going to organize a
contest and give a prize to the best “reporter” =
the one who comes up with the most unusual/interesting/funniest hobby story. Encourage them to
feel free to use their imagination and invent a
character with a hobby if there is nobody in the
neighbourhood to write about.
Ghidul cadrului didactic • Limba englezã IV
39
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
they have never written a postcard. Tell them it’s
better late than never and announce them that it
is time for them to write one as you have some
blank postcards in your bag. Tell them you’ll
keep their postcards as souvenirs.
LET’S
LEARN!
The students can do the multiple choice exercise
as a listening exercise. Books closed, tell you
students to listen to you reading out the postcard
Anna wrote to Cosmin. Tell them to open the
books, cover the postcard and choose the right
answer for questions A – D. Read the text again
so the students can check their answers. Discuss
the details (layout, paragraphing, date, beginning,
ending, address, signature…) with the students.
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Programul „A doua ºansã“ • Nivel primar
A. When did Anna and Lorraine move to Little
Crosby?
a. yesterday
b. today
c. last week
B. When is Anna starting work in the library?
a. today
b. tomorrow
c. the day after tomorrow
C. When is Lorraine going to nursery school?
a. last week
b. this week
c. next week
D. When will Anna write again to Cosmin?
a. first they settle in, and then she’ll write again
b. tomorrow
c. next year
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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.
YOUR
Share your intention
I’m going to learn
Spanish …
I’m going to finish
building my house …
Say when
… next week /
month / year …
… tomorrow …
… 10 years from now …
… then …
… one day …
Explain why
… because I plan to
work in Spain.
… to move in with
my family.
TURN!
1. The students practise the use of will
expressing probability. Do the exercise orally
offering them an example. Ask a student:
Mihaaiþaa, when will you get married?
Mihaaiþaa answers your question and then he
asks another student a new question.
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
Ghidul cadrului didactic • Limba englezã IV
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Unit 4 – Progress Check
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
colour is light blue. She lives in a big house in
the middle of Liverpool. Her husband is a
strong man. He’s also very rich.
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.
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Programul „A doua ºansã“ • Nivel primar
4. Open task:
What are your plans for the future? What are
you going to do when you finish Level 4? Write
a paragraph sharing your intentions.
Final Progress Check
Answers
1. The correct words to complete the sentences
are in bold type:
6. … she like
1. I … early in the
bananas?
morning.
a. Does
a. usually get up
b. Do
b. get up usually
2. I like … coffee in
the morning.
a. to have
b. have
7. I really like … in
the countryside.
a. drive
b. driving
3. Shopping is …
a. bored
b. boring.
8. What time … they
arriving?
a. will
b. are
4. There’ s … milk in
the fridge.
a. many
b. a lot of
5. Mary … for her
daughter.
a. waiting
b. is waiting
9. Her brother is …
architect.
a. an
b. a
10. These trousers are
too large. Get me a
… size.
a. larger
b. smaller
2. Open task:
You are shopping for Christmas presents.
Write a 10-12-line dialogue between you and
a shop assistant. You can use some of these
ideas:
· I’d like to buy …
· Interesting / boring
· Cheap / expensive
· My friend has got one like this. / My friends
say it’s / they’re good / useful.
· What’s the price?
· Merry Christmas!
3. Open task:
You are on holiday. Write a postcard to a
friend. Tell him / her about where you are
staying, what the weather is like, and when
you are returning home.
Ghidul cadrului didactic • Limba englezã IV
43
Final Progress Check
4. How do you rate your progress? Tick the box
that best describes how well you can do the
following:
RATE YOUR PROGRESS!
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.
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Programul „A doua ºansã“ • Nivel primar
Very well
Well
Can do better