Comunicare în limba engleză Limba modernă 1 Clasa a II-a

Transcription

Comunicare în limba engleză
Limba modernă 1
Clasa a II-a
Partea I
Acest manual este proprietatea Ministerului Educației Naționale.
Manualul școlar a fost aprobat prin Ordinul ministrului educaţiei naţionale nr. 4783 din 13.10.2014, în urma evaluării, și este
realizat în conformitate cu programa școlară aprobată prin Ordinul ministrului educaţiei naţionale nr. 3418 din 19 martie 2013.
Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și în format digital, și este transmisibil timp de
patru ani școlari, începând cu anul școlar 2014 – 2015.
Inspectoratul școlar ………………………………..………………………………………………………
Școala/Colegiul/Liceul ………………………………………………………………………………….
Acest manual a fost folosit:
Anul
Numele elevului
Clasa
Anul școlar
Aspectul manualului*
format tipărit
format digital
la primire
la predare
la primire
la predare
1
2
3
4
*Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou, bun, îngrijit, neîngrijit, deteriorat.
• Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus sunt corecte.
• Elevii nu vor face niciun fel de însemnări pe manual.
Echipa editorială:
Coordonatorul proiectului: Diana Zografi • Redactor: Alina Ioan • DTP: Vasile Ardeleanu • Ilustraţii: Veronica Neacşu, Sebastian Opriţa, Adriana Opriţa-Gheorghe, Amandine Bănescu • Coperta: Alexandru Daş • Ilustraţia copertei: Veronica Neacşu
Realizarea CD-ului:
Soft şi realizare digitală: SC Infomedia Pro SRL • Lectura textelor: Deborah Stowe, Luke Southan • Solişti: Zoltán András, Deborah Stowe • Orchestraţia: Zoltán András • Prelucrare sunet: Emil Viciu • Animaţii: Alexandru Daş • Studio: SC ML Consulting SRL
Sursele textelor şi ale melodiilor de pe CD:
Hello, Nino!, p. 10, versuri: Marina Frânculescu, muzică: după Frère Jacques – cântec popular francez; A Party at School, p. 12,
versuri: Bianca Popa; There’s a Doggy in the House, p. 17, versuri: autor necunoscut, muzică: după If You’re Happy and You
Know It – cântec popular englez; Old McDonald, p. 21, cântec popular englez; Donkey, Donkey, Old and Grey, p. 25, poezie
populară pentru copii; Oh, Where Has My Little Dog Gone?, p. 29, versuri: Septimus Winner (1827 – 1902), muzica: după In
Lauterbach hab’ ich mein’ Strumpf verlor’n – cântec popular german; Autumn, p. 35, versuri: Bianca Popa; Brown and Purple,
p. 39, versuri: Bianca Popa, muzică: după Head, Shoulders, Arms and Legs – cântec din folclorul american şi englez; The
Seasons, p. 43, poezie populară pentru copii; Winter Is All Around, p. 47, adaptare după Sugar and Spice and All That’s Nice,
poezie populară pentru copii; The Muffin Man, p. 53, cântec popular englez; Pat-a-cake, Pat-a-cake, p. 57, poezie populară
pentru copii; Together, p. 61, cântec popular englez; The Gingerbread Man, p. 65, versuri din basmul popular cu acelaşi
nume; Jingle Bells, p. 72, cântec american de Crăciun, versuri şi muzică: James Lord Pierpont (1822 – 1893)
Ilustraţii:
Veronica Neacşu: pp. 10, 11, 12 sus, 13 – 15, 18 – 20, 22 –24, 25 sus, 26, 27, 28 jos, 30, 32 – 34, 35 sus, 36, 37, 38 jos, 40 – 42,
43 sus, 44 – 46, 48, 50, 51, 54, 55, 56 jos, 57 sus, 58, 59, 62, 63, 64 sus, 65 sus, 66, 67, 69, 75 – 77; Sebastian Opriţa: pp. 16 jos,
21 sus, 24, 28 sus, 29 sus, 30, 38 sus, 47 sus, 52, 53 sus, 56 sus, 60, 61 sus, 68, 74; Amandine Bănescu: 12 jos, 17 jos, 21 jos, 25
jos, 29 jos, 35 jos, 39 jos, 43 jos, 47 jos, 49, 53 jos, 57 jos, 61 jos, 64 jos, 65 jos, 70 – 72; Adriana Opriţa-Gheorghe: 16 sus, 31
ISBN general: 978-606-710-138-6
ISBN volumul I: 978-606-710-136-2
Grup Editorial ART
C.P. 4, O.P. 83, cod 062650, sector 6, Bucureşti
tel.: (021) 224 01 30, 0744 300 870, 0721 213 576; fax: (021) 224 17.65
Comenzi online: www.editura-art.ro
MINISTERUL EDUCAŢIEI NAŢIONALE
Bianca Popa • Marina Frânculescu
Mariana Popa • Diana Zografi
Comunicare în limba engleză
Limba modernă 1
Clasa a II-a
Partea I
Conform programei şcolare pentru disciplina
Comunicare în limba modernă 1,
clasa pregătitoare, clasa I şi clasa a II-a,
aprobată de MEN prin Ordinul nr. 3418 din 19.03.2013
Numărul de telefon european de asistenţă pentru copii: 116 111
TABLE OF CONTENTS
Unit/Lesson
Topic/Language functions/Competencies
Introducere
Hello Again!
Lesson 1. Back Together
• Revision • Greeting people • Identifying things/colours/people
Lesson 2. I Love Parties!
• Revision • Parties • Identifying things • Locating things/characters
Unit 1. Big Friends, Little Friends
Lesson 1. Mrs Smith’s Pet
• Pets • Expressing likes • Identifying colours • Locating things
Lesson 2. On the Farm
• Animals on the farm • Locating things • Identifying animals
Lesson 3. The Donkey
• Animals on the farm • Describing animals
Lesson 4. The Bremen Band
• The story: The Bremen Band • Expressing abilities
I Can Do It! Unit 1
The Bremen Band. Let’s play!
Unit 2. Autumn and Winter
Lesson 1. My ABC Book
Lesson 2. My Favourite Colour
Lesson 3. My Favourite Season
Lesson 4. Snow Queen
• My ABC Book • Expressing abilities
• Colours • Expressing likes
• The Seasons • Expressing likes; expressing abilities
• The story: Snow Queen • Expressing commands
I Can Do It! Unit 2
Colours. Let’s play!
Unit 3. Guests
Lesson 1. Let’s Make a Cake!
Lesson 2. It Smells Good!
Lesson 3. What about the Film?
Lesson 4. The Gingerbread Man
I Can Do It! Unit 3
Revision. U1 – U3
Test
Birthday
Halloween
Christmas
Instrucţiuni pentru jocuri
Jocuri didactice
Desene cu diferenţe
My Picture Dictionary
Tapescripts
• Food • Locating things • Expressing abilities
• Food • Expressing likes
• Free time activities • Asking for information
• The story: The Gingerbread Man • Expressing abilities
• Pets, animals on the farm, colours, food • Describing things, locating things,
expressing abilities
New vocabulary/Structures and phrases
Rhymes/Songs
Pages
6–9
• Hello! How are you? I’m fine, thanks. And you? I’m fine, too, thank you. • Song: Hello, Nino!
10 – 11
• Where’s the cat? There, on the right.
• Rhyme: A Party at School
12 – 13
• dog, spot, black, brown, on • He has/Come along/Goodbye!
• Song: There’s a Doggy in the House
14 – 17
• horse, cock, chicken, farm, behind • a lot of/They have
• Song: Old McDonald
18 – 21
• donkey, head, big, small, long, short • It has/You can ride it.
• Rhyme: Donkey, Donkey, Old and Grey
22 – 25
• musician, band, on, under • Let’s go/We can sing.
• Song: Oh, Where Has My Little Dog Gone?
26 – 29
• Consolidation and assessment
30
• Consolidation
31
• letters, ABC book, autumn • I can read
• Rhyme: Autumn
• orange, white, purple, brush
• I like painting./What’s your favourite colour?
• Song: Brown and Purple
• november, birthday, ski, go sledging, spring,
summer, autumn, winter • Can you ski? No, I can’t.
• Rhyme: The Seasons
• reindeer, tears • I can’t come./Who are you?/Let’s go home./Go away.
• Rhyme: Winter Is All Around
• Consolidation
36 – 39
40 – 43
44 – 47
48
49
• flour, butter, sugar, eggs, cake, fridge, in
• I can make a cake/I have
• Song: The Muffin Man
• chocolate cake, orange juice, chair
• It smells good./Wait and see.
• Rhyme: Pat-a-cake, Pat-a-cake
• wild horse, computer, film
• watch a film/play a game/What about a film?
• Song: Together
• arms, legs, oven, cow, gingerbread, eat
• I can run/You cannot eat me./I’m hungry.
• Rhyme: The Gingerbread Man
• Consolidation • Vocabulary and structures related to the topics
and functions revised
50 – 53
54 – 57
58 – 61
62 – 65
66
67 – 68
• Assessment
• candle, birthday cake
• How old are you? I’m eight./Happy Birthday!
• skeleton, monster, witch, black cat, spooky things
• Happy Halloween!
• Santa Claus, present, bell • Merry Christmas!
32 – 35
69
70
71
• Song: Jingle Bells
72
73
73
74
75 – 77
78 – 80
Introducere
I. Prezentare generală
Comunicare în limba engleză. Limba modernă 1, clasa a II-a este un manual conceput în conformitate cu sugestiile metodologice
şi de conţinut ale programei școlare pentru disciplina Comunicare în limba modernă 1, clasa pregătitoare, clasa I și clasa a II-a (O.M.
nr. 3418/19.03.2013) privind formarea unor competenţe de comunicare elementare în limba străină studiată.
Manualul oferă suportul necesar pentru formarea achiziţiilor de comunicare elementare (nivel A1 parţial, din Portofoliul
European), a atitudinilor asociate cu deprinderile de comunicare, pentru dezvoltarea de noi aptitudini, în raport cu nevoile şi
ritmul propriu de dezvoltare ale copilului.
Conform noilor cerinţe pentru procesul educaţional, manualul de faţă oferă ca suport de învăţare manualul clasic, în formă
tipărită, însoţit de componenta digitală (CD multimedia).
II. Structura manualului
A. Manualul tipărit
Conţinuturile lexico-tematice şi de comunicare ale manualului sunt repartizate în două volume, corespunzătoare celor două
semestre şcolare.
Fiecare volum are 80 de pagini şi cuprinde:
• trei unităţi tematice;
• fişe-test de autoevaluare (I Can Do It) la sfârșitul fiecărei unități;
• o recapitulare sumativă, semestrială;
• un test de evaluare semestrială;
• jocuri lexicale (Let’s play!) şi proiecte (Project), care reprezintă modalități complementare de fixare și consolidare a
cunoștințelor;
• lecții opţionale, consacrate prezentării şi însuşirii unor elemente culturale reprezentative (Christmas, Halloween);
• vocabularul tematic (My Picture Dictionary), ilustrat şi cu suport audio;
• instrucţiuni pentru jocuri;
• sugestii de jocuri didactice;
• transcrierea conţinuturilor audio.
Al doilea volum (semestrul al II-lea) conţine în plus o recapitulare finală, sub forma unor ateliere (Workshops) la dispoziţia
profesorului.
În tabla de materii a fiecărui volum se regăsesc conţinuturile fiecărei secţiuni (titluri, tematica abordată, competenţele,
vocabularul şi cântecele/poeziile propuse).
B. Manualul digital
CD-ul multimedia include conținuturile din manualul tipărit şi activități multimedia.
III. Structura unei unităţi
Fiecare dintre cele şase unităţi este alcătuită din patru lecţii, organizate pe teme din universul familiar, imediat.
Ultima lecţie din unitate, lecţia a patra, este destinată lumii magice a basmelor şi este întotdeauna o secvenţă conturată în
jurul unui basm/a unei poveşti (Once upon a Time).
IV. Structura unei lecţii
Fiecare lecţie începe cu un desen complex – pe o pagină dublă – cu caracter situaţional, ca element declanşator al învăţării.
Acest desen ilustrează conţinutul dialogului central, regăsibil în format digital audiovizual (animaţie). Pe pagină se află şi un
set de trei-șase mici desene care ilustrează vocabularul activ (lexicul pe care elevii şi-l vor însuşi şi îl vor utiliza independent).
Desenele sunt însoţite de etichete – scrise cu litere de tipar – cu denumirea obiectului sau situaţiei ilustrate. Aceste etichete
nu vor face obiectul unei abordări directe, explicite, de citit-scris. Ele constituie o modalitate de vizualizare globală a formei
scrise a unui cuvânt, asociat cu imaginea, cu scopul de a-i familiariza pe copii cu elemente grafice specifice. Elevii pot recepta
etichetele ca mesaje vizuale, simple, asociate cu imaginile. Pe aceeaşi pagină se află o activitate de exploatare a imaginii.
Următoarele două pagini ale lecţiei cuprind activităţi diverse de exploatare/consolidare a lexicului, activităţi la dispoziţia
profesorului (cântece, poezii).
6
Numărul şi titlul unităţii
Pagini duble deschise din manualul tipărit
Buton care indică
o animaţie
Numărul şi titlul lecţiei
Buton pentru activităţi
de ascultare
– vocabularul lecţiei
Desen complex – element
declanşator al învăţării
Vocabular ilustrat
Buton pentru activităţi
de ascultare
– exploatarea imaginii
Activităţi de învăţare
fără suport digital
cu suport digital
cu suport digital
fără suport digital
Cântece/Poezii
la dispoziţia profesorului
7
V. Ghid de utilizare a resurselor multimedia din manualul digital. Meniul de navigare
Mergi la pagina
următoare.
Mergi la pagina
precedentă.
Ajutor. Ghid de utilizare
a resurselor multimedia
Dă clic, scrie numărul
paginii la care vrei să ajungi,
apoi apasă butonul OK.
Cuprins
Navigare rapidă
Dă clic pe pagina/lecţia
la care vrei să ajungi.
Fereastră deschisă în manualul digital. Exemplu de activitate interactivă – explicarea butoanelor
Închide
fereastra.
Apasă pe
acest buton
pentru a relua
exerciţiul.
Ascultă din nou
cerinţa.
Verifică rezolvarea.
Ajutor contextual –
indicaţii pentru
rezolvarea activităţilor
Butoane pentru activităţile multimedia
Vizionează animaţia.
Ascultă.
Lucrează cu colegii tăi.
Bifează.
Observă.
Lucrează cu un coleg.
Scrie numărul potrivit.
Încercuieşte.
Colorează.
Desenează sau trage linii.
Aşază imaginile la locul potrivit.
Aşază bucăţile de puzzle la locul potrivit.
Scrie, bifează, încercuieşte sau colorează. AMII complex – Autoevaluare
Scrie, bifează, încercuieşte sau colorează! AMII complex – Evaluare
8
re
ia
a.
VI. Concepţia manualului
Demers didactic
În proiectarea manualului, autorii au ţinut seama de sugestiile şi recomandările programei şcolare, favorizând: învăţarea
în context, cu scopul de a evita memorarea şi recitarea de cuvinte/propoziţii simple şi de a facilita transferarea şi reutilizarea
acestora în situaţii noi de comunicare; diversitatea contextelor de învăţare; folosirea nonverbalului pentru intuirea conceptelor,
prin experienţă directă; combinarea verbalului (receptat sau exprimat) cu limbajul corporal, vizual sau muzical; abordarea
ludică, prin activități atrăgătoare.
Exerciţii şi activităţi
Exerciţiile şi activităţile propuse – ca modalităţi de exersare şi antrenament – ilustrează contexte/tematici sugerate de
programă şi acte de vorbire asociate (cuvinte şi structuri prioritare din universul familiar, imediat) şi constituie baza de pornire
pentru acumularea unui lexic minimal, care să permită dezvoltarea de deprinderi şi cunoştinţe elementare în limba străină studiată.
Ţinta acestora este de a stimula dezvoltarea cognitivă, dezvoltarea limbajului şi a comunicării, a premiselor de citit – scris,
fără a neglija dezvoltarea socio-emoţională, curiozitatea, iniţiativa şi creativitatea.
Pentru stimularea dezvoltării cognitive şi a limbajului, dar şi pentru formarea şi dezvoltarea unor competenţe şi capacităţi
elementare, recomandate de programă, manualul propune diverse exerciţii şi activităţi, de dificultate progresivă, care urmăresc:
stimularea comunicării receptive: să asculte, să observe, să recunoască şi să înţeleagă sunete, cuvinte uzuale, propoziţii
simple, mesajul global al unor cântece/poezii pentru copii etc.; formarea primelor deprinderi de vorbire în limba studiată: să
pronunţe după model, să recunoască şi să numească obiecte cunoscute/personaje/acţiuni simple, demonstrând înţelegerea
unui desen/unei imagini/unei comenzi, să formuleze mesaje scurte de prezentare personală şi de prezentare a unei
persoane/a unui personaj cunoscut, să recunoască poziţiile de bază ale unor obiecte, să exprime cereri simple, să răspundă
la întrebări simple, să participe la jocuri de comunicare (Talk with your partner) etc.
Pentru a facilita învăţarea şi a consolida achiziţia de comunicare, exerciţiile proiectate sunt realizate în spirit ludic (labirint,
puzzle, sudoku, şiruri logice, jocul intrusului – Odd one out – etc.).
Dezvoltarea premiselor de citit – scris se rezumă la lucrul cu cartea, la recunoaşterea globală a etichetelor cu litere
majuscule, care însoţesc desenele care explicitează lexicul.
Majoritatea exerciţiilor şi activităţilor propuse în manualul tiparit au un corespondent digital, identic sau uşor modificat.
Acestea sunt însoţite de butoane – asociate cerinţei – care indică activitatea principală de efectuat (Listen, Tick etc.). Exerciţiile
care nu au corespondent digital nu sunt însoțite de butoane.
Manualul are un caracter interdisciplinar: conţinutul îmbină cunoştinţe primare din diferite domenii ale cunoaşterii şi
favorizează intersectarea mai multor discipline: discipline artistice (trasare, colorare, desen), matematică (cifre), cunoaşterea
mediului (plante, animale), geografie minimală, literatură pentru copii, muzică.
Evaluare, autoevaluare, consolidare
În manualul tipărit şi în cel digital sunt prevăzute mai multe secvenţe de evaluare: autoevaluare (I Can Do It !) la sfârşitul
fiecărei unităţi • activități de consolidare prin jocuri lingvistice (Let’s play) sau proiecte de grup la finalul fiecărei unități;
• evaluări sumative parţiale (Test semestrial) • activități de consolidare și evaluare sumativă parțială (Revision U1–U3 şi
Revision U4–U6) • evaluare sumativă finală (Final Revision: Workshops).
VII. Surse bibliografice
* * *, Ghid de evaluare. Discipline – limbi moderne, coord. Dan Potolea, Ioan Neacșu, Marin Manolescu, Ministerul Educației,
Tineretului și Sportului, https://insam.softwin.ro
Harmer, J., The Practice of English Language Teaching, Londra, Longman, 2004.
Larsen-Freeman, D., Techniques and Principles in Language Teaching, Oxford, Oxford University Press, 1986.
Nunan, D., Designing Tasks for the Communicative Classroom, Cambridge University Press, 1989.
Soars, L., J., New Headway. Elementary. English Course, Oxford, Oxford University Press, 2007.
Stern, H.H., Fundamental Concepts of Language Teaching, Oxford, Oxford University Press, 1996.
Vizental, A., Metodica predării limbii engleze. Strategies of Teaching and Testing English as a Foreign Language, Polirom, Iași, 2008.
Wright, A., Art and Crafts with Children, Oxford, Oxford University Press, 2007.
VIII. Concluzii
Prin ilustraţiile de calitate, diversitatea tematică, varietatea şi caracterul ludic al tehnicilor de exersare-învăţare şi prin
numeroasele activităţi suplimentare la alegere, manualul oferă o abordare atrăgătoare şi eficientă, o modalitate creativă de
învăţare în context a unei limbi străine – ceea ce corespunde întru totul recomandărilor Programei şcolare pentru disciplina
opţională Comunicare în limba modernă 1, 2013 – care permite o abordare didactică flexibilă, personalizată, adaptată
grupului de copii şi opţiunilor metodologice ale profesorului.
9
HELLO AGAIN!
2. Back
2.
1.
My N
My
Name’s
Together
ame’’s R
Robinson
ob
binson
1
2
4
Look and listen!
Listen and sing along.
Hello, N o!
in
Example:
Hello, Nino.
‘How are you?’
‘Fine, thanks. And you?’
‘I’m fine, too. Thank you.’
Hello, Nino.
3
10
Listen and repeat!
Song
Look and say!
What are they? A frog, a cat or a hedgehog?
Listen to the example and say.
How are you?
How are you?
Hello, dear Mira.
Hello, dear Mira,
Example:
I’m fine, thank you.
‘Nino is a frog.’
I’m fine, thank you.
5
Tick!
6
Pairwork
Listen and tick.
Listen to the examplee and talk to your partner
partner. Use other school objects.
Example:
‘Can I have a pencil, please?’
‘Here you are.’
‘Thank you.’
7
Who is it?
8
Groupwork
Nino’s family. Listen and point.
Listen to the example and talk to your partners.
Example:
‘Mum, this is my friend, John.’
‘Hello, John. Pleased to meet you.’
‘Pleased to meet you.’
11
HELLO AGAIN!
2. IMy
2.
MLove
yN
Name’s
ame’
Parties!
’s R
Robinson
ob
binson
1
2
Look and listen!
Look and say!
Where are they? Look at the picture
ure and say.
Example:
‘Where’s Mira the cat?’
3
‘There, on
n the right.’
Rhyme
Listen and repeat.
oo l
A Part
y at Sch
12
We’re having a party at school.
Lots of music and joy in the hall,
Hat and jeans and new shoes. I look cool!
It’s fun and a good time for all.
4
5
6
Match!
These postcards are invitations to the party. Put the stamps on the right invitations.
What story is it?
Draw lines!
Make a fruit salad for the party. Listen and put the fruit in the basket.
Look and say!
Describe the dolls’ clothes.
Example:
1. The hat is green
and the dress is yellow.
4
1
2
3
13
BIG FRIENDS, LITTLE FRIENDS
B
2. Mrs
11.
My Name’s
Smith’sRobinson
Pet
14
1
2
Look and listen!
Listen and repeat!
DOG
BLACK
SPOT
BROWN
ON
3
Look at the picture.
Listen and say
YES or NO.
15
4
Match!
5
Look and say!
Listen and put spots on the dogs.
Which dog do you like? Describe it.
Example:
I like the brown dog. It has two black spots.
6
16
16
Game
Simon says! (See page 73.)
7
Count!
Count the spots. What colour are they?
5
8
Song
y i n t h e House
There’
s a Dog g
There’s a doggy in the house, in the house.
Are you sure it’s not a mouse?
No, a doggy in the house.
17
B
2. On
2
My the
Name’s
FarmRobinson
18
1
2
Look and listen!
Listen and repeat!
HORSE
COCK
CHICKEN
FARM
BEHIND
3
Listen and say
YES or NO.
19
4
Point!
A. What is it? Listen, point and say.
Example:
‘Meow!’ – It’s a cat.
B. Listen and check.
5
Sudoku
A. What is missing: a horse, a cock, a chicken or a dog?
20
6
Look and say!
A. Where are they?
Example:
The hat is on the table.
The mouse is behind the hat.
7
Song
g.
Old M
cDonald
Old McDonald had a farm,
m, E, I, E, I, O.
And on his farm he had some chickens, E, I, E, I, O.
With a cluck, cluck here and a cluck, cluck there.
Here a cluck, there a cluck, everywhere a cluck, cluck.
21
BIG FRIENDS,, LITTLE FRIENDS
B
2. The
3.
3
My Name’s
DonkeyRobinson
22
1
2
Look and listen!
Listen and repeat!
DONKEY
HEAD
BIG
SMALL
LONG
3
SHORT
Listen and say
YES or NO.
23
4
5
Point!
Find the animals on the farm. Name them.
Order!
What is it? Listen and put the right number.
Example:
1. It’s big and brown. It has small ears and a short tail.
A bear.
1
24
6
Order!
What can they do? Listen and put the right number.
Example:
1. Nino can draw.
1
7
Rhyme
Listen and repeat.
Donkey onkey, O ld a nd Grey
,D
Donkey, Donkey,
Donkey, Donkey,
Old and grey,
Old and grey,
rey,
Open your mouth
Lift your ears,
ars,
And gently bray.
Have somee hay.
25
B
4. The Bremen Band
4
26
1
2
Look and listen!
Listen and repeat!
MUSICIAN
BAND
ON
3
UNDER
Listen and say
YES or NO.
27
4
On or under?
A. Where are they? Point and say.
Example:
The mouse is under the bed.
5
Match!
A. Which words start with the same sound?
28
6
On, under or behind?
Look, listen and putt the right number.
1
7
Song
Oh, W
og Gone?
here H as My Little D
Oh, where, oh, where has my little dog gone?
Oh, where, oh, where can he be?
With his ears kept short and his tail kept long,
Oh, where, oh, where can he be?
29
an
C
I
Do I t
!
Unit
1
1
Listen and circle YES or NO.
YES NO
2
3
Total: 10
F.B. : 8–10
B.: 6–7
S.: 4–5
30
Listen and circle the right pictures.
Listen and put the right number.
YES NO
Let’s play!
What’s this?
The Bremen Band
31
AUTUMN AND WINTER
A
11. My ABC Book
32
1
2
Look and listen!
Listen and repeat!
LETTERS
ABC BOOK
AUTUMN
3
Listen and say
YES or NO.
33
4
Look and say!
What can they do?
Example:
The Bremen musicians can sing.
5
Complete!
What do they like? Complete with the missing letter and say.
Example:
Nino likes D O G S.
The boy likes
The girl likes
34
E T S.
O O K S.
The bear likes
O N E Y.
6
7
Circle!
Find the words that begin with an A, B or C. Circle with the right colour.
A
B C
Rhyme
e
Listen and
d repeat.
Autumn
I like autumn when I go to school,
I like autumn when the days are cool,
I like autumn when apples are sweet,
ow, brown and other colours meet.
When red, yellow,
I like autumn: it’s a real treat.
35
AUTUMN AND WINTER
A
2. My Favourite Colour
2
36
1
2
Look and listen!
ORANGE
PURPLE
3
Listen and repeat!
WHITE
BRUSH
Listen and say
YES or NO.
37
4
Pairwork
What is your favourite colour? Talk with your partner. Listen to the example.
what’s your favourite colour?
lour?
5
Look and say!
A. What colour is it?
B. Listen and colour.
38
orange.
6
Sudoku
A. What is missing: purple, black, orange or white?
7
Song
B row
n and Purple
Brown and purple,
Green and blue,
Green and blue.
And white and yellow
And orange and black.
Brown and purple,
Green and blue,
Green and blue.
Brown and purple,
Green and blue.
39
AUTUMN AND WINTER
A
3. My Favourite Season
3
40
1
2
Look and listen!
NOVEMBER
SKI
Listen and repeat!
BIRTHDAY
GO SLEDGING
THE SEASONS
SPRING
SUMMER
AUTUMN
WINTER
3
Listen and say
YES or NO.
41
4
Listen and answer!
Listen and answer: ‘YES, it is’, or ‘NO, it isn’t’.
Example:
‘Is it cold in summer?’
‘No, it isn’t.’
5
Pairwork
What is your favourite season? Listen to the example. Then talk with your partner.
Example:
‘What’s your favourite season?’
‘My favourite season is spring.’
6
Tick or cross!
What can you do?
A. Tick or cross.
B. Listen to the example. Then talk with your partner. Ask and answer.
Example:
‘Can you swim?’
‘Yes, I can.’
42
‘Can you ride a horse?’
‘No, I can’t.’
7
8
Hobbies
What is your hobby? Listen, point and say.
Pairwork
How old are you? Listen to the example. Then talk with your partner.
Example:
‘How old are you?’
‘I’m eight.’
9
Rhyme
Listen and repeat.
s
The Season
Spring is green,
Summer is bright,
Autumn is yellow,
Winter is white.
43
AUTUMN AND WINTER
A
4. Snow Queen
4
44
1
2
Look and listen!
Listen and repeat!
REINDEER
TEARS
3
Listen and say
YES or NO.
45
4
Match!
Find their friends.
5
Pairwork
Who are you? Listen to the example. Then talk with your partner.
Example:
‘Who are you?’
‘I’m Mary.’
46
‘How old are you?’
‘I’m eight.’
6
Pairwork
What is different?
Talk with your partner about the picture below and the picture on page 74.
Example:
A: In my picture it’s autumn.
A: In my picture the house is …
B: In my picture it’s...
B: In my picture the house is white and brown.
Picture A
7
Rhyme
Listen and repeat.
Winter Is All Aro un d
Winter is all around.
The trees have no leaves.
Chirp, chirp, a birdie grieves
For no berries can be found.
47
an
C
I
Do I t
!
Unit
1
2
2
Look, listen and tick YES or NO.
YES
3
4
F.B.: 8–10
B.: 6–7
48
S.: 4–5
YES
NO
NO
Listen and colour.
A
Total: 10
How old are you? Write the number.
B
Listen and put the right number.
C
49
Colours
Let’s play!
What’s this? What colour is it?
GUESTS
G
11. Let’s Make a Cake!
50
1
2
Look and listen!
Listen and repeat!
FLOUR
BUTTER
SUGAR
EGGS
CAKE
FRIDGE
IN
3
Listen and say
YES or NO.
51
4
Point
5
Pairwork
The mouse wants to make a cake, too. Help the mouse do the shopping.
Listen to the shopping list and point.
Help Mira with the cake. Where is/Where are…?
Listen to the example. Then talk to your partner.
Example:
‘Where are the eggs?’
‘In the fridge.’
52
6
Pairwork
Listen to the example. Then talk to your partner. Also use: make a cake,
ride a bike, read, draw a house, ski.
can you make a cake?
can you make a cake?
yes, i can.
7
8
no, i can’t.
Odd one out
Which is different? Look, say and circle.
Song
The Muffin Man
Do you know the muffin man,
Oh, yes, we know the muffin man,
The muffin man, the muffin man?
The muffin man, the muffin man.
Oh, do you know the muffin man
Oh, yes, we know the muffin man
Who lives on Drury Lane?
Who lives on Drury Lane.
53
GUESTS
G
2. It Smells Good!
2
54
1
2
Look and listen!
Listen and repeat!
CHOCOLATE CAKE
ORANGE JUICE
CHAIR
3
Listen and say
YES or NO.
55
4
Pairwork
Listen to the example and talk to your partner. Also use: fruit salad, apple cake,
chocolate, honey and orange juice.
i have something nice for you.
chocolate cake.
what is it?
i love it!
5
Point and say!
A. Find the words beginning with B.
56
6
Draw!
A. Find the opposites and draw lines.
B. Listen and do!
7
Rhyme
Listen and repeat.
P ata-cake, Pat-a- ca ke
Pat-a-cake, pat-a-cake,
Prick it and pat it,
Baker’s man,
And mark it with B,
Bake me a cake
And put it in the oven
As fast as you can.
For Baby and me.
57
GUESTS
G
3. What about the Film?
3
58
1
2
Look and listen!
Listen and repeat!
WILD HORSE
COMPUTER
FILM
3
Listen and say
YES or NO.
59
4
Match!
Listen and put the pictures in the right place.
WRITE
READ
WATCH
MAKE
60
5
Order!
Listen, look and write the number.
1
6
Song
Together
The more we get together,
her, together, together,
her,
For your friends are my friends
The happier we’ll be.
And my friends are your friends.
The more we get together, together, together,
61
GUESTS
G
4. The Gingerbread Man
4
a head, two arms and
two legs: a gingerbread man.
Now, in the oven and wait.
let me out!
let me out!
open the door
and let me out!
1
2
stop. i’m hungry.
friends?
eat you?
no, i don’t like
gingerbread.
friends.
you can’t eat me,
fox. I can run fast.
1
2
5
6
Look and listen!
62
Listen and repeat!
ARMS
LEGS
OVEN
you can’t eat
me, horse. i can
run fast.
you can’t eat
me, cow. i can
run fast.
stop. i’m hungry.
stop. i’m hungry.
4
3
mmm, delicious!
now, sit on my nose.
8
7
3
COW
GINGERBREAD
EAT
Listen and say
YES or NO.
63
4
5
Look and say!
What is missing?
Sudoku
A. What is missing: a cow, a horse, a fox or a donkey?
64
6
Match!
A. Find and say the rhymes.
NOW
MAKE
FOX
LIKE
RED
DOG
7
Rhyme
Listen and repeat.
The
Gingerbread M a n
Run, run, run,
As fast as you can.
You can’t catch me,
I’m the Gingerbread Man.
8
Groupwork. Project: My Animal Farm
Make a poster. Draw or glue pictures of animals you want on your farm.
Talk about your farm.
Example: We have four horses and two cows on the farm.
65
an
C
I
Do I t
!
Unit
3
F.B.: 8–10
B.: 6–7
S.: 4–5
Listen and circle.
3
2
Total: 10
1
Listen and tick the right picture.
Listen and put the pictures in the right place. Draw lines.
REVISION U1 – U3
1
Write the number!
How many?
y Look,, count and p
put the right
g number.
3
3
?
2
?
?
?
?
?
?
Draw!
Listen and draw a monster.
Look and say!
A. Where is the ball?
Example:
The red ball is in the box.
4
Match!
Match, draw lines and say.
th fridge.
Example: The butter is in the
IN
ON
UNDER
67
5
Complete!
Continue the series. Say what is missing.
?
? ?
6
Pairwork
What is different? Talk with your partner about the picture A below and
the picture B on page 74.
Picture A
7
Groupwork. Project
1. My favourite colours 2. Pets
A. Choose a project and make a poster. You can draw, paint and colour, cut and
glue pictures on it. Add the appropriate labels.
B. Talk about your project.
68
1
Test
Listen
isten and tick the right picture.
2
3
What can they do? Put the right number.
Listen and circle the right pictures.
Total: 10
F.B. : 8–10
B.: 6–7
69
S.: 4–5
Birthday
Happy Birthday!
how old are you?
i’m eight.
BIRTHDAY CAKE
CANDLE
1
2
Listen and repeat.
70
Wish your friend a „Happy Birthday!“.
Cut out and draw a birthday card.
Halloween
Happy Halloween!
SPOO
KY THINGS
WITCH
MONSTER
SKELETON
1
2
BLACK CAT
Listen and repeat.
Read and fill in.
My
Halloween House
My
is very funny
With strange things everywhere:
Skeletons in the cupboards,
.
on the
on the stairs,
And
And black
My
!
in my
everywhere.
is very funny
On the night of Halloween.
71
Christmas
1
Listen and repeat.
SANTA CLAUS
2
72
PRESENT
Jingle Bells
Oh, jingle bells, jingle bells,
Jingle all the way.
Oh, what fun it is to ride
In a one horse open sleigh.
BELL
MERRY CHRISTMAS!
i
Merry Christmas
Instrucţiuni pentru jocuri
The Bremen Band. Unit 1, pagina 31
Colours. Unit 2, pagina 49
Joc cu obstacole, pe grupe
Materiale necesare: un zar, pioni
Joc cu obstacole, pe grupe
Materiale necesare: un zar, pioni
Reguli de joc
 Fiecare jucător aruncă pe rând zarul o singură dată. Începe
jocul cel care a dat cel mai mare număr. Acesta înaintează cu
pionul tot atâtea căsuţe cât arată numărul ieşit la zar.
 După ce aşază pionul pe căsuţa respectivă, jucătorul trebuie
să răspundă la întrebarea What’s this? numind obiectul/
personajul din desen. Pentru un răspuns corect, jucătorul
avansează o căsuţă; în caz contrar, merge înapoi o căsuţă.
 Dacă pionul este așezat pe o căsuţă pe care se află o vulpe,
se întoarce la Start.
 Dacă pionul este aşezat pe o căsuţă în care se află un muzician, înaintează o căsuţă.
 Apoi, pe rând, şi ceilalţi jucători aruncă zarul şi îşi mută la fel
pionii, avansând către ţinta finală.
Reguli de joc
 Fiecare jucător aruncă pe rând zarul o singură dată. Începe
jocul cel care a dat cel mai mare număr. Acesta înaintează cu
pionul tot atâtea căsuţe cât arată numărul ieşit la zar.
 După ce aşază pionul pe căsuţa respectivă, jucătorul trebuie
să răspundă la întrebările What’s this? What colour is it? Pentru
un răspuns corect, jucătorul avansează o căsuţă; în caz contrar, merge înapoi o căsuţă.
 Dacă pionul este așezat pe o căsuţă în care apare Mousy, se
întoarce la Start.
 Dacă pionul este aşezat pe o căsuţă în care se află paleta de
culori, înaintează o căsuţă.
 Apoi, pe rând, şi ceilalţi jucători aruncă zarul şi îşi mută la fel
pionii, avansând către ţinta finală.
Scopul jocului este de a parcurge cu pionii planşa de joc, pentru
a-l ajuta pe măgăruş să-şi întâlnească prietenii.
Scopul jocului este de a o ajuta pe Nina să picteze un peisaj de
toamnă.
Jocuri didactice
1. Ascultă şi arată
A. Cartonaşele sunt aşezate/fixate pe pereţi, în diferite locuri din
clasă. Profesorul pronunţă un cuvânt/o structură şi le cere copiilor să indice cartonaşul corespunzător.
B. Cartonaşele sunt aşezate la tablă. Copiii sunt împărţiţi
în două grupe. Profesorul pronunţă un cuvânt/o structură.
Primul elev, din fiecare grupă, atinge cartonaşul respectiv.
Cel care atinge primul cartonaşul primeşte un punct.
C. Copiii privesc un minut 3-6 cartonaşe, alese de profesor. Apoi
închid ochii. Profesorul ascunde un cartonaş. Copiii trebuie
să spună ce cartonaş lipseşte.
D. Se arată, pe rând, 3-6 cartonaşe, care apoi se pun cu faţa
în jos. Copiii trebuie să le numească, din memorie (de preferat, în ordine).
2. Adevărat/Fals
Joc pe grupe (eventual, prin rotaţie). Fiecare copil alege/primeşte trei-patru cartonaşe. Profesorul rosteşte un cuvânt. Copilul care are cartonaşul respectiv îl scoate din joc. Primul care
reuşeşte să depună toate cele 3-4 cartonaşe câştigă.
Se pronunţă un cuvânt şi se arată un cartonaş. Copiii ridică un
deget, pentru Adevărat sau arată cu degetul în jos, pentru Fals.
3. Turul imaginilor
A. Copiii sunt împărţiţi în două grupe. Se aşază pe tablă două
seturi diferite de câte 4-5 cartonaşe. Profesorul numeşte un
obiect, din unul dintre cele două seturi. Copiii din echipa care are
cartonaşul ridică mâna şi câştigă un punct. Cei care au ridicat greşit mâna pierd un punct.
B. Echipe, pe două şiruri, dar acelaşi set de cartonaşe. Primul
care arată/atinge cartonaşul corespunzător cuvântului auzit/
rostit de profesor marchează un punct şi trece la coada echipei
sale. Câştigă echipa care a făcut, prima, un tur complet.
4. Jocuri de memorare
A. Se arată, pe rând, cartonaşele (numindu-le), apoi se întorc
cu faţa în jos. Profesorul întreabă: Where is...? Copiii trebuie
să indice unde este cartonaşul. Se verifică prin întoarcerea
cartonaşului cu faţa în sus.
B. Se arată 4-6 cartonaşe. Se pun cu faţa în jos. Copilul care numeşte, în ordine, toate obiectele reprezentate pe cartonaşe
câştigă.
5. Bingo
6. Simon Says!
Profesorul dă instrucţiuni de felul: Put the book on the table!
Open the book! Copiii trebuie să execute instrucţiunea numai
dacă este precedată de sintagma Simon says, iar cei care o
execută şi când nu aud Simon says sau care nu execută corect
instrucţiunea sunt eliminaţi.
7. Jocul cuvintelor (Word Game)
Profesorul începe jocul cu un cuvânt, de exemplu horse. Copiii
trebuie să vină, după cum le e rândul, cu un cuvânt asociat logic
cu cel propus anterior – de exemplu, horse poate fi asociat cu
farm. În funcţie de noul cuvânt rostit, poate urma cock/chicken.
Profesorul şi copiii vor fi atenţi să nu se repete cuvintele şi
să existe o legătură logică între ele. Dacă un copil nu găseşte
niciun cuvânt, el iese din joc. Profesorul poate accelera ritmul,
impunând o limită de timp (de exemplu, până numără până la
10 sau până la 5).
73
Desene cu diferenţe
Activity 6, Pairwork, page 47
Picture B
Activity 6, Pairwork, page 68
Picture B
74
LETTERS
ABC BOOK
ON
UNDER
IN
BEHIND
BIG
SMALL
LONG
SHORT
FARM
DOG
HORSE
DONKEY
COW
COCK
CHICKEN
WILD HORSE
REINDEER
ORANGE
75
WHITE
PURPLE
BLACK
BROWN
BRUSH
SPOT
HEAD
ARMS
LEGS
SPRING
SUMMER
AUTUMN
WINTER
NOVEMBER
BIRTHDAY
SKI
GO SLEDGING
FLOUR
BUTTER
SUGAR
76
My P
My
Picture
icture Dictionary
Diictiionary
EGGS
CAKE
CHOCOLATE CAKE
ORANGE JUICE
GINGERBREAD
EAT
FRIDGE
OVEN
CHAIR
COMPUTER
FILM
TEARS
SANTA CLAUS
PRESENT
BELL
THE BREMEN BAND
SNOW QUEEN
THE GINGERBREAD
MAN
77
Tapescripts
HELLO AGAIN!
L.1. Back Together
1. MIRA& ROBINSON: Hello, Nino. Back to school?/
NINO: Hello, my friends. Good to see you. How
are you, Mira? How are you, Robinson?/M: Fine,
thanks, and you?/N: I’m fine too, thank you./R: It’s
good to be together again.
2. Listen and repeat.
’How are you?’ ’Fine, thanks. And you?’ ‚ I’m
fine, too. Thank you.’
3. What are they? A frog, a cat or a hedgehog?
Listen to the example and say.
Example: Nino is a frog.
4. Listen and sing along: Hello, Nino!
Hello, Nino. Hello, Nino. / How are you? How
are you? / Hello, dear Mira. Hello, dear Mira, /
I’m fine, thank you. I’m fine, thank you.
5. Listen and tick.
schoolbag/pencil/exercise book/pen/book
6. Listen to the example and talk to your
partner. Use other school objects.
Example: ’Can I have a pencil, please?’ ‚Here
you are’ ‚Thank you.’
7. Who is it? Nino’s family. Listen and point.
NINO: My mother, my father, my sister Nina, my
brother Nono. And this is my grandma.
8. Listen to the example and talk to your partner.
Example: ’Mum, this is my friend, John.’ ‚Hello,
John. Pleased to meet you.’ ‚Pleased to meet you.’
L.2. I Love Parties!
1. N : Look ! All our friends are here: Snow White
and the Prince and Little Red Riding Hood./M:
The Bear is here and the fox. And over there, it’s
the wolf and Puss in Boots./R: Puss in Boots?
Where’s the cat?/N: There, on the right./M: Very
well, then. Let’s have a party./R: Oh, I love parties.
2. Where are they? Look at the picture and say.
Example: ‚Where’s Mira the cat?’ ‚There, on
the right.’
3. Listen and repeat: A Party at School
We’re having a party at school. / Hat and jeans
and new shoes. I look cool! / Lots of music and
joy in the hall, / It’s fun and a good time for all.
4. These postcards are invitations to the party.
Put the stamps on the right invitations. What
story is it?
Snow White/Puss-in-Boots/The Frog Prince/The
Bear Tricked by the Fox/Little Red Riding Hood/
The Ugly Duckling
5. Make a fruit salad for the party. Listen and
put the fruit in the basket.
three bananas/two apples/one orange
6. Describe the doll’s clothes.
Example: 1. The hat is green and the dress is yellow.
U.1. Big Friends, Little Friends
L.1. Mrs Smith’s Pet
1. Mrs. Smith: Do you like my pet, Nino?/Nino:
Oh, yes. I like dogs very much. What’s his
name?/Mrs. S: Spot. He has a spot on his right
ear./N: Yes. The dog is brown and the spot is
black. Beautiful./Mrs. S: Come along, Spot!
Goodbye, Nino./N: Goodbye, Mrs Smith.
dog/spot/black/brown/on
78
3. Look at the picture. Listen and say YES or NO.
Example: Mrs. Smith has a cat. – NO.
The dog has a brown spot./Nino has a hat./The
school has a green door./Mrs Smith has a blue
dress./Mrs Smith has red shoes./The school is
on the right.
4. Listen and put spots on the dogs.
The black dog has two brown spots./The brown
dog has four black spots.
5. Which dog do you like? Describe it.
Example: I like the brown dog. It has two black
spots.
6. Simon says!
Simon says: Put the book on the table./Open
the book./Put the pencil on the exercise
book./Simon says: Open the exercise book./
Simon says: Put the pen on the book./Close
the exercise book./Put the schoolbag on the
table./Simon says: Close your eyes.
8. Listen and sing along: There’s a Doggy in
the House.
There’s a doggy in the house, in the house. /
There’s a doggy in the house, in the house. /
Are you sure it’s not a mouse? / No, a doggy in
the house. / There’s a doggy in the house, in
the house. // There’s a doggy in my room, in
my room. / There’s a doggy in my room, in my
room. / Now he’s playing with my doll. / Doggie
dear, it’s not a ball. / There’s a doggy in my
room, in my room.
L.2. On the Farm
1. NINO: Where is the farm?/MIRA: Over there,
behind the house./NINO: Let’s go.
I want to see the horses./NINA: Can we see the
chickens, too?/MIRA: Of course. They have a lot
of chickens and five or six cocks./NINA: Great!
Cock-a doodle-doo! Cock-a doodle-doo!
horse/cock/chicken/farm/behind
They have a lot of chickens on the farm./The
house is on the left./Nina, Nino, Robinson and
Mira are together./They can see a horse./Nino
has a green T-shirt./Mira is behind Nino.
4. A. What is it? Listen, point and say.
Example: Meow!! – It’s a cat.
Cock-a doodle-doo! – It’s a cock. // Ribbit! – It’s
a frog. // Neigh! – It’s a horse. // Woof, woof! –
It’s a dog. // Cluck, cluck! – It’s a chicken.
5. Sudoku. A. What is missing: a horse, a cock,
a chicken or a dog? Say, drag and drop.
horse/cock/chicken/dog//cock/horse/dog/
chicken//chicken/dog/horse/cock//dog/
chicken/cock/ horse
6. A. Where are they? Example: The hat is on
the table./The mouse is behind the hat.
B. Listen and check. The hat is on the table./
The mouse is behind the hat./The cock is on
the house./The horse is behind the house./The
chicken is on the car./The dog is behind the car.
7. Listen and sing along: Old McDonald.
Old McDonald had a farm, E, I, E, I, O. / And on
his farm he had some chickens, E, I, E, I, O. /
With a cluck, cluck here and a cluck, cluck there/
Here a cluck, there a cluck, everywhere a cluck,
cluck. // horses/ a neigh, neigh / donkeys/ a
hee-haw / cats. / a meow / dogs/ a bow-wow.
L.3. The Donkey
1. NINA: Is this a horse?/NINO: No, it’s a
donkey. It’s small. It’s not big like a horse./
NINA: Yes, but it has a big head and a long
tail./NINO: Yes, it has and it’s friendly. You can
ride it./NINA: Oh, I like that.
donkey/head/big/small/long/short
The donkey has two long ears./The donkey has
a short tail./The donkey is friendly./Nina has a
long dress./The donkey has a big head./Nino
has a small mouth./Nino is on the donkey./
Mira is behind the donkey.
4. Find the animals on the farm. Name them.
5. What is it? Listen and put the right number.
Example: 1. It’s big and brown. It has small
ears and a short tail. – a bear /2. It’s big. It
has a big head, long ears and a long tail./3. It’s
small. It has a small head, green eyes and a
long tail. /4. It has a small head, short ears and
black spots./5. It has a small head, short ears
and a long tail.
6. What can they do? Listen and put the right
number.
Example: 1. Nino can draw./2. Robinson can ride
a bike./3. Nina can play Hide and Seek./4. Mira
can ride a horse./5. The duckling can swim.
7. Listen and repeat: Donkey, Donkey, Old and
Grey.
Donkey, Donkey, / Old and grey, / Open your
mouth / And gently bray; /Donkey, Donkey, /
Old and grey, / Lift your ears, / Have some hay.
L.4. The Bremen Band
1. COCK: Cock-a doodle-doo! Cock-a doodledoo!/DONKEY: Hey, Cock, come along!/CAT:
Let’s go to Bremen./DOG: Bow–wow. We can
sing. We are the Bremen musicians./NINO:
What’s that? What’s that noise?/NINA: Look,
Nino. They are the Bremen Band. The cock is on
the cat, the cat is on the dog and the dog is on
the donkey./NINA: They are so funny.
musician/band/on/under
The cat is on the cock./The donkey is under
the dog./The dog is under the cat./The cat is
black./The donkey, the dog, the cat and the
cock can sing./They are funny./Nina and Nino
are behind the musicians.
4. A. Where are they? Point and say.
Example: The mouse is under the bed.
The mouse is under the bed./The cat is on the
bed./The cock is on the house./The chicken is
under the donkey.
5. A. Which words start with the same sound?
Example: dog – donkey
Tapescripts
dog – donkey/fox – frog/horse – hedgehog/
cat – cock
6. On, under or behind? Look, listen and put
the right number.
1. A donkey behind the house./2. A cock on
the table./3. A duckling on the box./4. A cat
under the bed./5. A dog behind the car./6. A
mouse under the table
7. Listen and sing along: Oh, Where Has My
Little Dog Gone?
Oh, where, oh, where has my little dog gone?
/ Oh, where, oh, where can he be? / With his
ears kept short and his tail kept long, / Oh,
where, oh, where can he be?
I Can Do It! U.1
1. Listen and circle YES or NO.
The dog has two black spots./Mrs. Smith has
a pet.
2. Listen and circle the right pictures.
A cock on the table/A cat under the bed/A
mouse on the table/A donkey behind the house
3. Listen and put the right number.
1. A big head, brown eyes and a long nose/2.
A small head, blue eyes and a big mouth/3. A
big head, green eyes and a small mouth/4. A
small head, black eyes and a long nose
U.2. Autumn and Winter
L.1. My ABC Book
1. NINO: What’s that?/JOHN: It’s my ABC
Book./N: Wow! I like it./J: I can read the letters
A, B and C./N: A from ‘apple’ and ‘autumn’;
B from ‘book’./J: Yes. Or B from ‘big’ or from
‘blue’. And C…/N: C from cat and car./J: Or from
‘catch’. Let’s play now! Catch the ball, Nino!
letters/A, B, C/ABC Book/autumn
The book is on the table./It’s a story book./The
letters are under the table./Letter A is blue./
Letter C is green./John has a red ball.
4. What can they do? Look and say.
Example: The Bremen musicians can sing.
5. What do they like? Complete with the
missing letter and say.
Example: Nino likes dogs.
6. Find the words that begin with an A or B or
C. Circle with the right colour.
7. Listen and repeat: Autumn.
I like autumn when I go to school, / I like
autumn when the days are cool, / I like
autumn when apples are sweet, / When red,
yellow, brown and other colours meet. /I like
autumn: it’s a real treat.
L.2. My Favourite Colour
1. MIRA: Good morning, Nino!/NINO: Good
morning, Mira. What’s that? Oh, a brush and
some colours. I like painting./M: What’s your
favourite colour?/N: Orange. What’s your
favourite colour?/M: I like red and white and
purple. I like all the colours.
orange/white/purple/brush
Mira has a hobby: painting./Mira has six
brushes./The brushes are on the table./Nino
has a brush, too./Mira has three colours.
4. What’s your favourite colour? Talk with your
partner. Listen to the example.
Example: ‚What’s your favourite colour?’ ‚Orange.’
5. Listen and colour.
Colour the hat purple./Colour the T-shirt red
and white./Colour the dress purple and yellow./
Colour the ball green and blue./Colour the car
black./Colour the house brown and orange.
6. Sudoku. A. What is missing: purple, black,
orange or white? Say, drag and drop.
purple/black/orange/white//black/purple/
white/orange//orange/white/purple/black//
white/orange/ black/purple
7. Listen and sing along: Brown and Purple.
Brown and purple / Green and blue, / Green
and blue. // Brown and purple / Green and
blue,/ Green and blue // And white and yellow
/ And orange and black / Brown and purple /
Green and blue.
L.3. My Favourite Season
1. NINA: I like autumn. My birthday is in
November. What’s your favourite season?/GIRL:
I like winter./N: It’s cold in winter./G: Yes, but
we can ski and go sledging./N: Can you ski?/G:
Yes, I can. Can you?/N: No, I can’t.
november/birthday/ski/go sledging/the
seasons/spring/summer/autumn/winter
It’s November./It’s winter./The pictures are
on the table./The mouse has blue jeans./The
mouse is on the right./The girl is on the left.
4. Listen and answer: YES, it is, or NO, it isn’t.
Example: ‚Is it cold in summer?’ ‚No, it
isn’t.’//Is it cold in winter?/Is your birthday in
autumn?/Is your birthday in winter?
5. What is your favourite season? Listen to the
example, then talk with your partner.
’What’s yor favourite season?’ ’My favourite
season is spring.’
6. B. Listen to the example. Then talk with
your partner. Ask and answer.
Example: ‚Can you swim?’ ‚Yes, I can.’ ‚Can
you ride a horse?’ ‚No, I can’t.’
7. What’s your hobby? Listen, point and say.
I like skiing./I like riding a horse./I like
singing./I like painting.
8. How old are you? Listen to the example.
Then talk with your partner.
‚How old are you?’ ‚I’m 8.’
9. Listen and repeat: The Seasons.
Spring is green, / Summer is bright, / Autumn
is yellow, / Winter is white.
L.4. Snow Queen
1. GERDA: Oh, Reindeer, it’s so cold. Is the castle
far?/REINDEER: No, there it is. Now you go.
I can’t come with you./G: Kay, my dear Kay. Let’s
go home./KAY: Who are you?/G: I’m your friend,
Gerda. Let’s go home./K: No. Go away. Snow
Queen, Snow Queen!/G: Oh, Kay. I’m Gerda.
I’m here for you. I love you./K: What? What are
these? Tears… Gerda, Gerda. My dear friend.
reindeer/tears
The castle is not far./Gerda is happy./Kay is
her friend./The reindeer is behind Gerda./It is
cold./Gerda and Kay can go home.
5. Who are you? Listen to the example. Then
talk with your partner.
Example: ‚Who are you?’ ‚I’m Mary.’ ‚How old
are you?’ ‚I’m 8.’
6. What is different? Talk with your partner
about the picture below and the picture on
page 74.
Example: A: In my picture it’s autumn./B: In my
picture it’s.../B: In my picture the house is white
and brown./A: In my picture the house is …
7. Listen and repeat: Winter Is All Around.
Winter is all around. / The trees have no
leaves. / Chirp, chirp, a birdie grieves / For no
berries can be found.
I Can Do It! U.2
1. How old are you? Write the number.
2. Look, listen and click on YES or NO.
It’s a reindeer./It’s autumn.
3. Listen and colour.
A is purple./B is orange./C is brown.
4. Listen and put the right number.
1. I can ski./2. I can ride a bike./3. I can ride
a horse./4. I can write the letter B.
U.3. Guests
L.1. Let’s Make a Cake!
1. MIRA: Let me see: flour, butter, sugar. Where
are the eggs? In the fridge. I have… two, four,
six, eight, ten eggs. Excellent! I can make
a cake for my friends.
flour/butter/sugar/eggs/cake/fridge/in
Mira is at school./Mira can make a cake./
The eggs are in the fridge./The butter is in the
fridge, too./The sugar is on the fridge./The
fridge is white./The mouse is on the table.
4. The mouse wants to make a cake, too. Help
the mouse do the shopping. Listen to the
shopping list and point.
flour/butter/six eggs/sugar/milk
5. Help Mira with the cake. Where is/Where
are…? Listen to the example. Then talk to your
partners.
Example: ‘Where are the eggs?’ ‘In the fridge.’
6. Listen to the example. Then talk to your
partner. Also use: make a cake, ride a bike,
read, draw a house, ski.
Example: ‚Can you make a cake?’ ‚Yes,
I can.’/’Can you make a cake?’ ‚No, I can’t.’
7. Which is different? Look, say and circle.
8. Listen and sing along: The Muffin Man.
Do you know the muffin man, / The muffin
man, the muffin man? / Oh, do you know the
muffin man / Who lives on Drury Lane? // Oh,
79
Tapescripts
yes, we know the muffin man, / The muffin
man, the muffin man. / Oh, yes, we know the
muffin man / Who lives on Drury Lane.
L.2. It Smells Good!
1. MIRA: Come in, please. Sit down./NINA:
Can I sit on this chair?/M: Yes, of course./N: It
smells good here./M: I have something nice for
you./N: What is it?/M: Just wait and see./
N: Oh! Chocolate cake. I love it./M: You can have
some orange juice, too./N: Thank you, Mira.
chocolate cake/orange juice/chair
The cake is on the table./Nina is on the chair./
The chair is behind the table./Nina likes
chocolate cake./The orange juice is on the
table./Nina is happy.
4. Listen to the example and talk to your
partner. Also use: fruit salad, apple cake,
chocolate, honey and orange juice.
‘I have something nice for you.’ ‘ What is it?’
‘Chocolate cake.’ ‘ I love it.’
5. B. Listen and check.
bike/brown/ball/black/book/blue/bear
6. B. Listen and do!
Stand up!/Sit down!/Open the book!/Close the
book!/Open the door!/Close the door!
7. Listen and repeat: Pat-a-cake.
Pat-a-cake, pat-a-cake, / Baker’s man, / Bake
me a cake / As fast as you can. / Prick it and
pat it, /And mark it with B, / And put in the
oven / For Baby and me.
L.3. What about the Film?
1. MIRA: Now, a film or a game?/NINA: What
game?/ROBINSON: What film?/M: We can play a
game on the computer or…/NINA: The game!!
I want the game!/NINO: What about the film?/M:
It’s a film about wild horses./NINO: I want the
horses./ROBINSON: The film is fine. Let’s watch
the film.
wild horse/computer/film
Mira has a film./Nino has a book./Nina is
behind Robinson./The friends can watch a film./
The friends are in Mira’s room./It s a big room.
4. Listen and put the pictures in the right place.
Example: Write a postcard.
5. Listen, look and write the number.
1. smell good/2. sing a song/3. go sledging/4.
have breakfast/5. paint a house/6. go home
6. Listen and sing along: Together.
The more we get together, together, together,/
The more we get together, / The happier we’ll
be. / The more we get together, together,
together / The more we get together, / The
happier we’ll be / / For your friends are my
friends / And my friends are your friends / The
more we get together, / The happier we’ll be.
L.4. The Gingerbread Man
1. WOMAN: A head, two arms and two legs:
a Gingerbread Man. Now, in the oven and
80
wait./ THE GINGERBREAD MAN: Let me out!
Let me out! Open the door and let me out!/
COW: Stop. I’m hungry./GM: You can’t eat me,
cow. I can run fast./HORSE: Stop. I’m hungry./
GM: You can’t eat me, horse. I can run fast./
FOX: Stop. I’m hungry./GM: You can’t eat me,
fox. I can run fast./FOX: Eat you? No, I don’t like
gingerbread./GM: Friends?/FOX: Friends./FOX:
Now sit on my nose./FOX: Mmm, delicious!
arms/legs/oven/cow/gingerbread/eat
The Gingerbread Man can run fast./The cow
is hungry./The cow can catch the Gingerbread
Man./The horse can’t catch the Gingerbread
Man./The fox can catch the Gingerbread Man./
The fox likes gingerbread.
4. Look and say. What is missing?
5. A. Sudoku. What is missing: a cow, a horse,
a fox or a donkey? Say, drag and drop.
cow/horse/fox/donkey//horse/cow/donkey/
fox//fox/donkey/cow/horse//donkey/fox/
horse/cow
6. A. Find and say the rhymes. Match.
now – cow/make – cake/fox – box/like – bike/
red – head/dog – frog
7. Listen and repeat: The Gingerbread Man.
Run, run, run, / As fast as you can. / You can’t
catch me. / I’m the Gingerbread Man. // Run,
woman, run , / As fast as you can. / You can’t
catch me, / I’m the Gingerbread Man. // cow //
horse// fox// Run, run, run, / As fast as you
can. / The fox is sly, / Foolish Ginger Man.
I Can Do It! U.3
1. Listen and circle.
a chair/a computer
2. Listen and click on the right picture.
The Gingerbread Man has two legs and one
arm./The Gingerbread Man has one leg and
two arms.
3. Listen and drag the pictures to the right place.
An egg – in the basket/The butter – in the
fridge/The cake – in the basket/The sugar – on
the table/The orange juice – in the fridge/The
flour – on the table
Revision
2. Listen and draw a monster.
a big head/three small eyes/a long nose/a big
mouth/four long ears/five long arms/six short
legs
3. A. Where is the ball?
Example: The red ball is in the box.
The red ball is in the box./The green ball is
under the table./The blue ball is on the table./
The orange ball is behind the box./The purple
ball is in the basket.
4. Match, draw lines and say.
Example: The butter is in the fridge.
5. Continue the series. What is missing? Drag
and drop.
6. What is different? Talk with your partner
about the picture below and the picture on
page 74.
Pupil 1: Look at the picture A on this page./
Pupil 2: Look at the picture B on page 74. Your
pictures are different. What can you see? What
is different?
Example: P1: In my picture it’s cold. It’s
winter./P2: In my picture it’s not cold. It’s hot.
It’s.../P2:In my picture I can see...
Test
1. Listen and tick the right picture.
The Gingerbread Man has: a big head, a small
nose, two short arms, two long legs, a big
mouth.
2. What they can do? Put the right number.
1. Tom can ski./2. John can sing./3. Mary can
draw a house./4. Alice can read.
3. Listen and circle the right pictures.
The orange ball is on the chair./The purple
ball is in the box./The brown ball is under the
table./The black ball is behind the chair.
Birthday
candle/birthday cake/How old are you?/I’m
eight./Happy birthday!
Halloween
skeleton/monster/witch/black cat/spooky
things/Happy Halloween!
Christmas
Santa Claus/present/bell/Marry Christmas!
2. Listen and sing along: Jingle Bells.
Dashing through the snow, / In a one horse open
sleigh, / O’er the fields we go / Laughing all the
way. / Bells on bob tails ring,/ Making spirits
bright. / What fun it is to laugh and sing / A
sleighing song tonight. // Oh, jingle bells, jingle
bells, / Jingle all the way. / Oh, what fun it is to
ride / In a one horse open sleigh. / Jingle bells,
jingle bells / Jingle all the way / Oh, what fun it is
to ride / In a one horse open sleigh.

Comunicare în limba engleză Limba modernă 1 Clasa a II-a

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