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A Doua Sansa Secundar Engleza Profesor 1

A Doua Sansa Secundar Engleza Profesor 1

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Sections

  • About this course
  • Passport to English
  • Can I call you?
  • Family matters
  • Describing people
  • Welcome to our home
  • This is my room
  • Who does what?
  • What time do you…?
  • Journey planner
  • Means of transport
  • Out and about
  • Shopping
  • Scripts
  • Assessment guidelines
  • Oral assessment grid

MINISTERUL EDUCAŢIEI ȘI CERCETĂRII

Proiect Phare „Acces la educaţie pentru grupuri dezavantajate” Programul „A doua șansă”

CARMEN COSTINA

LIMBA ENGLEZĂ
Modulul 1 Receptarea mesajelor orale și scrise Ghidul profesorului

Această primă ediţie (pilot) este finanţată de Uniunea Europeană.

Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaţie pentru grupuri dezavantajate” 2003 – au fost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării pentru a fi folosite în perioada de aplicare experimentală a programului educaţional revizuit „A doua șansă” – învăţământ secundar inferior. Membrii echipei care a elaborat materialele sunt: Lucia Copoeru, coordonatoarea componentei „A doua șansă” – învăţământ secundar inferior Dorina Kudor, autoare „Limba și literatura română” Gina Anton, autoare „Limba și literatura rromani” Carmen Costina, autoare „Limba engleză” Iudit Sera, autoare „Limba engleză” Nicolae Pellegrini, autor „Matematică” Ariana-Stanca Văcăreţu, autoare „Matematică” Luminiţa Chicinaș, autoare „Știinţe” Ioana Mihacea, autoare „Știinţe” Mihai Stamatescu, autor „Istorie” dr. Horaţiu Popa-Bota, autor „Geografie” Elena Bălan, autoare „Cultură civică” dr. Doina-Olga Ștefănescu, autoare „Cultură civică” Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale” Coordonator editorial: Laura Codreanu Design copertă, layout: Elemér Könczey Design și DTP: András Tánczos Ilustraţii: Levente Szekeres Corectură: Mirabela Mitrică

Secvenţele de conţinut care sunt semnalizate astfel se pot parcurge cu ajutorul CD-ului audio inclus în Ghidul profesorului.

Descrierea CIP a Bibliotecii Naţionale a României COSTINA, CARMEN Limba engleză : ghidul cadrului didactic : modul 1 / Carmen Costina. – București : Step by Step, 2006 ISBN (10) 973-88052-3-6 ; ISBN (13) 978-973-88052-3-1 811.111

Această publicaţie face parte din Programul Phare 2003 „Acces la educaţie pentru grupuri dezavantajate”, componenta „A doua șansă”. Editorul materialului: Ministerul Educaţiei și Cercetării Data publicării: august 2006 Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.

© Ministerul Educaţiei și Cercetării

Contents
About this course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Passport to English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit I. Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1. Hello! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2. Can I call you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 3. Family matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 4. Describing people . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit II. Homes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1. Welcome to our home . . . . . . . . . . . . . . . . . . . . . . . . 18 2. This is my room . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3. Who does what? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4. What time do you…? . . . . . . . . . . . . . . . . . . . . . . . . 24 Unit III. Travelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 1. Journey planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 2. Means of transport . . . . . . . . . . . . . . . . . . . . . . . . . . 30 3. Out and about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 4. Shopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Assessment guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Class performance observation grid . . . . . . . . . . . . . . . . . 41 Oral assessment grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Stimată colegă, Stimate coleg,
Ne bucurãm cã suntem împreunã în marea echipã a programului „A doua ºansã”. Ordinele M.Ed.C. nr. 5333/25.10.2005 ºi nr. 5375/29.12.2005 privind Metodologia aplicãrii programului ºi programele ºcolare pentru educaþia de bazã sunt documentele care stau la baza programului „A doua ºansã” – învãþãmânt secundar inferior. Ghidul de faþã face parte dintr-o serie de materiale educaþionale (ghidurile elevului, ghiduri de evaluare) care vor fi utilizate în cadrul programului „A doua ºansã” – învãþãmânt secundar inferior. Prin realizarea ghidurilor, am dorit sã vã sprijinim ºi sã vã oferim materiale perfectibile, dar utile dumneavoastrã atât în cadrul programului, cât ºi în întreaga activitate didacticã. Sugestiile pe care ni le veþi oferi vor contribui la revizuirea materialelor în anul de pilotare, astfel încât programul sã se poatã extinde la nivel naþional. Datoritã dumneavoastrã, pentru tinerii din program viitorul poate arãta altfel. Vã dorim succes ºi vã mulþumim cã aþi ales sã fiþi alãturi de noi. Lucia Copoeru Coordonator „A doua ºansã” – învãþãmânt secundar inferior

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR

3

About this course
This is a general English course for the adults and young adults included in the “Second Chance” educational programme, lower secondary education, implemented by the Romanian Ministery of Education. The course is based on the Second Chance English Syllabus for lower secondary level, approved by Ministerial Order nr. 5735 of 29.12.2005. It consists of a Student’s Book and a Teacher’s Guide. Approach This course uses the functional communicative approach to teaching English, placing more emphasis on skills development and learning of new language than on grammar. We suggest using the constructivist approach to learning, first allowing students to check what they know, using their previous knowledge or experience as a starting point, then helping them to work out the rules for themselves through analyzing examples of semi-authentic communicative situations, and finally applying what they have learned in various situations. Since the course is aimed at adults and young adults, self-reflection upon the learning process is emphasized throughout the course. Structure of the course The Student’s Book begins with an introductory lesson, “Passport to English.” As well as raising students’ awareness about the importance of studying English, the lesson could also be used to help students reflect about different learning styles and abilities. The main body of the course consists of three thematic units, each containing four two-hour lessons. At the end of each unit there is a “Check Your Progress” page, meant to help students reinforce what they have learned and prepare for final assessment. The course ends with some practical advice on assessment. It would be useful for your students if you could go through it together. Finally, there is a vocabulary section at the end of the Student’s Book, covering most of the words used in the Student’s lessons (about 250). Lesson development Each lesson is introduced by a “Can you…?” section, aimed at identifying students’ needs, bringing out their previous knowledge, if any. This is followed by asking a thinking question – “Think about it!” Students can express their opinions on topics related to the theme of the unit. It is advisable to guide the discussion to various situations in which they might need to use the language in the lesson. The discussion can be conducted in Romanian or the students’ mother tongue, but some of the students might want to try and use English. New language is introduced in the “Useful language” section and the “Remember!” box on the right side. Please note that these are mere suggestions and teachers should adapt the language content to the needs of their students, within the main topic of the unit. The teaching notes for each lesson offer suggestions as to methods of introducing new vocabulary, but the general guideline is to let students discover for themselves as much as they can, using what they already know, the vocabulary at the end of the Student’s Book, dictionaries, or even the texts in the “Let’s learn” section. As they progress through the book, students will probably need less and less support with this. Sometimes, basic grammar rules are outlined in the “Do you know?” box and there are some pronunciation tips in each “Sound wise!” box. In the “Let’s learn” section, the new language is integrated into meaningful contexts. Encourage students to constantly make notes in their Learning Diary about what they have learned, what they would like to learn and also about personal contexts in which they have used or might need to use the new language. “Your turn” provides students with opportunities to use the new language in guided contexts. Some of the activities are based on drilling structures and functions, but most of them will require students to interact with each other using the new language. “Check this!” is a self-assessment section consisting of a few “I can do” statements, based on the guidelines of the Common European

4

LIMBA ENGLEZĂ • GHIDUL PROFESORULUI

while others might be complete beginners. for self or peer assessment. Also. – As you get to know your students better. drawing up a conversation guide (English-Romanian or mother tongue) on a certain topic. either individually or in pairs. choosing a piece of music they like and teaching the lyrics to the rest of the class. etc. go to the weaker students first to check if they have understood the instructions and are doing the activity correctly. – Grade the difficulty of questions you aim at students of different level (easier questions for weaker students). Teaching mixed ability classes Some of the students in the programme might already have some abilities in English. “Use it!” invites students to use the new language in a freer and more integrated way. These are good opportunities for group work. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 5 . As students go through these statements. Students should be encouraged to think of other ways they could transfer the language they have learned to relevant contexts for themselves. but pair up similar level students in freer speaking activities. Possible ideas might be writing introductory letters to a similar class in another town or country. mix stronger with weaker students in pair or group work. they reflect on what they have learned and decide which areas they still need to improve. – Always keep some extra activities at hand to give early finishers to do. students might want to devise new exercises themselves. alternatively. The assignments in this section are again to be regarded as mere suggestions. while others will need more time and support to make some progress.Framework for Foreign Languages and the official syllabus for the “Second Chance” programme. Here are a few suggestions for dealing with mixed ability classes: – Set the working pace to that of the average student. some students might make progress at a very fast pace. – When monitoring pair or group work. – Allow time for students to check their answers in pairs or groups before checking with the whole class. The activities in the previous section can serve as a basis for self-assessment.

After you conduct a whole class discussion on this.) Learning Diary Introduce the learning diary to the students. Ask them to give plenty of examples. (Possible answers: English as an international language. English around you Go through the questions with the whole class. having to fill in a form in English. then let students discover some basic facts about it. As students work in pairs. Ask students if they can sense a big difference. about their expectations for this course. working abroad. the English origin of the industrial and technological boom. etc. encourage them to use the pictures and numbers in the text as clues to its meaning and then report their findings to the class. When each person gets the ball. etc. they will introduce themselves and speak about their previous experiences with English (be it attending formal courses. reading instructions about how to use some equipment. Then.Passport to English The aim of the introductory lesson is to raise students’ awareness about the importance of studying English and to develop their motivation to study. Be flexible about students’ answers. encourage students to write down their own feelings about it. Invite them to read the words as they normally would (perhaps with a Romanian pronunciation or accent). Ice-breaking Start the lesson by greeting the students in English and encouraging them to respond in the same way. or a ball of string. you could throw a soft ball from one person to another. The discussion about international words could go on with speaking about the reasons why so many words from English are included in all languages. International words Look at the examples in the list with students. reading the text in the book.) You can vary the activity by asking students to speak about how they felt during the experience. Explain this will be a useful tool for them to organize and keep track of their own learning. etc. 6 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Did you know? Ask some preliminary questions about how widely English is used around the world. For instance. set some questions about the different ways in which different people can learn a foreign language. meeting foreigners. Then. Use an ice-breaking activity in Romanian or mother tongue to build some trust and comfort. model the correct pronunciation in English and ask them to repeat. Invite students to reflect on their needs or reasons for studying English.

greet people.Identities I When the students finish studying this unit. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 7 . speak about what they / other people like doing. speak on the telephone. describe people’s appearance. they will be able to: • • • • • introduce themselves and their friends.

But some of them might want to try English. Useful language! / Remember – Explain students that they need to know the letters of the alphabet and how they sound in order to spell their names. for instance.! Good evening!) Sound wise! Write your first name on the board and spell it to the class. students can use Romanian. – Focus students on the vocabulary in ‘Remember’ and spell a few short words (name / greet). (e. read all the letters again and have students repeat each letter as you go. – Introduce the rest of the vocabulary. begin with the more confident ones). etc. (If necessary. Ask students to answer the questions. different letter types. Preparation For ex. etc. now it’s after 6 p. Invite a couple of students to do the same. when you meet new persons.m. etc. Ask students to walk about in the classroom and greet each other as they pass by. Then give them 8 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Ask them to find those words in the box.) Think about it! To answer these questions. Invite some of the students to copy what you are doing. Point out that some of them can already introduce themselves in English. Use gestures to make sure everybody understands. – Ask students to read a few letters each (individually. Explain ‚spell your name’ and ask students why they think this is necessary (when dictating information to a foreigner.IDENTITITES Hello! 1 Introduction / Review Start by greeting the class and introducing yourself in English. in very simple sentences. 5: small pieces of paper with English names (first and family names) – 1/student. making sure that students can follow). so encourage them to do it. visa. Possible answers: You need to state your identity at an interview (for a job. Can you… Explain that what you have been doing is greeting and introducing yourself. Do you know…? Let students read the information and try to guess what it means by looking at the clues (the hours. when you want to make a reservation/ appointment. on the telephone. use the model of the Romanian alphabet: A is /a/.). Draw their attention to the difference between letters and sounds. but B is /be/.) – Read the whole alphabet (pause after each letter. Clap your hands to change the time of the day. etc.) If necessary.g. help them by showing time on a clock.

Insist that students write down the names they hear and ask their partners to spell them. Explain that you will read two dialogues while they will have to figure out the situation in each of them. to make it purposeful. Let’s learn! Focus students on the pictures. This exercise will help students be aware of why they use certain words or expressions. Tip! Correct their pronunciation only when it hinders understanding. Finally. BROWN. 3. Use it! Ask the students to think about more ideas to help them improve their spelling skill. then discuss the two situations in Romanian (Sophie Bowen. and put them down in the list. Start by discussing the importance of reflecting on what has been learned. Check this! This is the first time students use this kind of self-assessment. PETER. This exercise could be done with the students’ real names if they don’t know each other yet. Suggestions: SMITH. CATHY. Repeat each name twice. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 9 . Read the list of ‘I can do’ statements and ask students to tick them based on how they feel about their ability at this point. When all pairs have finished. Your turn 1. Alin Mocan.some time to work out how to spell the acronyms in pairs. Allow some time for any questions about other vocabulary in the text. or their own. e. Then monitor the pairs as they read together. 5.). WILLIAMS. ask some of them to act out their dialogue. Read the dialogue again. But if they do. introducing and spelling. 2. 4. Students can think of any other English expressions they might know. ask some of the pairs to read the acronyms aloud. Read the dialogue clearly. they can think of how these functions are performed in other languages that they know.g. 6. is making a reservation for a hotel room. Alternatively. Advise your students to use capital letters as they write the names that you spell. JILL. we say Hello! to greet somebody. British. is booking a flight for London. Pair work: Using all the information they know. give them some slips of paper with a new identity. Explain students that when we speak we perform different functions. Romanian. students will make up short/simple dialogues in which they practise greeting. VALERIE. Ask a pair of students to model reading the dialogue for the class. and ask students to identify the words and expressions they already know.

Create opportunities for them to share their previous knowledge. Some of the students could now act simple phone conversations using the new expressions. hear. Check if they understand correctly.) Check the correct answers. if others can count to ten. focus them on the special sound in three. until they get the pronunciation right. speak. 10 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Have them read the address the Romanian style. good. Think about it! Let students express their views on using telephones as they wish. Then compare it to the English way. maybe they’d like to count to ten. Praise them for what they already know. – Ask individual students to write on a piece of paper their address and a phone number (their own or an imaginary one).g.IDENTITITES Can I call you? Review Start the lesson with a brisk revision of what students learned in the previuos lesson. phone. invite them to express wishes about what else they would like to learn. again. so that students can guess what the new words and expressions mean. let them do it rather than doing it yourself. Ask the other students to repeat each number a few times. read the words in the list and ask students to listen for the different th sounds. Do the same with phone numbers. Sound wise! – As students try to read their phone numbers. Can you… Go through the questions with your students. until students can recognize each digit. Focus students on the new language in “Remember!” Use it in your pretend call. even if in Romanian. they might want to learn how to pronounce the numbers correctly. If any of the students can pronounce the numbers. If some can count to three. Useful language! / Remember – Introduce the digits. 2 Do you know…? – Start by analyzing the way people say addresses and phone numbers in Romanian. then the English way. (Suggestion: organize some oral practice before writing the words. e. Students copy them in their copybooks as you read them. – Then focus them on the different sound in this. Model the correct pronunciation and allow students some time to practise in pairs. Ask students to spell each individual word. – Pretend you are dialling a telephone number and introduce yourself on the telephone. – Finally. Keep practising with individual numbers randomly. Suggestion: hold up cards with a selection of words taken from the current lesson’s new vocabulary. Do the same.

Explain students that they are not to show their piece to the group. Students compare their answers in pairs. T. d. with their books closed. phone numbers and addresses. As you read the dialogue again they will have to listen for Andra’s phone number and address and write them down. Check this! Ask students to base their self-assessment on how well they did in exercise 4. Bacãu Street.g. Organize the groups so that each student gets a chance to ask and answer. very happy to see each other after some years. – Let students go through the text again in pairs and try to analyze which words they know. then check them using the books. Explain students that they will practise listening for specific information. 3. T. Hand out pieces of paper with fictitious personal information.) 2.ro Your turn 1.Let’s learn! – Focus students on the pictures. Use it! Collecting real information about colleagues will contribute to the relevance of the acquired competences. so that every student has one piece of paper with a person’s name. F. b. which they may guess from the context and ask questions about those that they don’t understand. but answer the questions when they are asked. as well as to the cohesion of the new group. Answers: a. e. T. c. Make sure all the students understand each sentence before deciding which are true/false. 4: sets of small pieces of paper with fictitious data: names. then focus them on the task: listen to the conversation to find out who the two persons are (two girls. 543 319. F. e.). nico@deltamail. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 11 . Students conduct simple dialogues to find out the names. probably good friends. (They will also practise reading for specific information. Reinforce reading phone numbers in English. ask them to conduct similar short conversations and assess each other. 4. 5. Let students know they don’t have to worry about understanding every little detail at this point. etc. Do this exercise in groups. Nicoleta. Preparation! For ex. Invite them to make predictions about who the persons are. Each group gets one set. Where it’s not relevant enough.

put them in a box and ask a few students to pick one. read it for themselves. ask students to repeat some of the information: Who is this? Your mother. with short breaks. Think about it! If they understand the definition correctly. they will then “dial” the number they drew (by reading the number loudly and clearly) and somebody in the class will “pick up” the phone – if they paid attention! Can you… In each lesson these questions are meant to create an opportunity for identifying students’ needs and praising any knowledge they might already have acquired. Let’s learn! – Introduce and explain the task before reading the dialogue. Introduce the words in the language box as you do this. Model the correct pronunciation and let students practise it.g. or a real story. This is my mother. etc. How old is she? 65. – Introduce numbers. listen to you read it. Do you know…? Stereotype examples: Girls learn faster than boys. Useful language! / Remember – You may start by introducing your real family (bring pictures) or an imaginary one (draw pictures on the board) to your students. then try to look for patterns which might help them remember all the numbers more easily. men don’t cook. father. and write a number for each person’s age next to their picture. Then read the dialogue. You might want to start by telling a joke. – In turns. Invite students to look at the numbers list. E. women are not good managers. 3 – Then. etc. Sound wise! Focus on the th sound in mother. Preparation Photos of your own family could be useful if you’d like to demonstrate how to build a family tree. She’s 65. etc.IDENTITITES Family matters Review Funny activity to revise reading phone numbers and having short phone conversations: use the pieces of paper with names. to make sure 12 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . students will probably have plenty of examples to illustrate what a stereotype is. addresses and phone numbers from the previous lesson: – Each student gets one piece of paper and copies/remembers the information. brother. – Get all the papers back.

wife. c. sister. make sure the students have worked out the family tree structure. b. introduce the question “How old are you?” and teach students how to reply in a complete sentence: “I’m 16. 5. 2. d.everyone follows. which will be assessed at the end of the module. They do the exercise in pairs. Answers: a. Check this! Students tick the statements by themselves. Some more oral practice in asking/answering questions about people’s ages. For even more practice. Encourage students to point to the right picture as you read each description. years old.” 3. fill in the grid. Continue practising until they can get the pronunciation right. niece.” 4. Introduce the new task. then the personal pronoun (he/she). mother.. then ask students to compare them. Use their names in the beginning. Before doing the exercise. Ask students to read the text in pairs. find the necessary information. husband. Use it! Students could make posters of their own family tree. son. e. / He’s … years old. then exchange copybooks with another pair to compare the answers. f. then check all the answers together. grandfather. Emphasize the stress pattern in thirty/thirteen as you read. Motivate the students to do the projects. h. For next lesson Ask students to bring cuts from old newspapers or magazines with famous people. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 13 . You could ask them where they feel the need for more practice and start the next lesson by reviewing that particular area. They will be included in their portfolios. Read the pairs of numbers. g. Model the correct answer “She’s. Start asking questions about Andra’s family members. Your turn 1. father.

If necessary.g. Explain students that an information grid is useful when you want to make a lot of information manageable. thin. maybe she had to do a project for school. I’ve got short hair. Sugestions: 14 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Students work in pairs to design the column headings. etc. write them on the board using a concept map: e. moustache. hair. Think about it! Discuss the importance of the way people look. etc. 4 Let’s learn! – Focus students on the picture. Can they recognize whose family this is? Ask them to figure out in what situation Sophie would make such a presentation about her family. – Focus students on the verb structures and encourage them to make some simple sentences about themselves. Study the examples in the book. age. help them by providing some useful structures: I think that people should/shouldn’t…). then fill in the information in their copybooks. What kind of language would they need to describe a person? Students can draw up lists of words they would like to learn in this lesson. More able students might be able to say a few sentences in English. short. Your turn 1. words to describe size (tall. I’m tall. Model the correct pronunciation of each word. trying to find each person in the picture. plastic surgery. if so. Can you… Ask students if they could describe some of the persons in the presentations. you could use their presentations as an opportunity to revise the previous lesson’s material. Do you know…? Draw students attention on word order when using adjectives. hair dying. repeat each description and encourage students not to give up even if it might feel difficult to them. beard. (Maybe she’s showing a picture of her family to somebody. glasses.IDENTITITES Describing people Review If any students did their family trees.etc). etc) – Read the text. while students follow in their books. – Pair work: students look up the new words from the Remember! box in the vocabulary section at the end of their book. You might want to stop after each character and make sure the students are following. then ask students to create more examples of their own. Useful language! / Remember – Brainstorm words they already know.

Before this exercise. hair. Students can now transfer what they have learned to a different context. she’s. e. got. d. favourite activity. Oral practice: students look at the pictures and describe the people in the family.name. d. 2. c. Long. or more simple: name. years. She’s. He’s. likes. Sophie / Sophie does. c. Terry / Terry’s got short black hair. Answers: a. then each student draws one and tries to guess the code name of that person. Repairing things / Tom likes repairing things. One of the more able students should begin. b. students might need to understand the question words: Who? What? They can answer the questions in pairs. 6. likes. Answers: a. appearance. likes. the others have to guess who it is. 3. / Sophie likes reading books. Each student writes a short introduction of himself/herself. begin next class by asking who would like to read it to the class or show it to you at the end of the class. Decide according to the level of the class whether they should write the answers in complete sentences or give just the basic information. age. likes. while the others have to guess who it is. blond / Ann’s got long blond hair. Brown / Sophie’s got brown hair. Terry / Terry likes skiing. Invite students to look at the pictures and describe the persons without reading Andra’s introductions. Use it! Set this activity as a non-compulsory homework. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 15 . Extension: guessing the character! One student describes one of the persons. 5. 4. favourite activity. using a code name. b. size. Check this! Exercises 5 and 6 can be used by students to self assess their abilities to describe a person’s appearance and speak about their favourite activities. They then work in pairs to fill in the sentences. to set an example for the others. Make a “famous people poster” by pasting all the pictures brought by students on a blank sheet of paper. f. got. for feed-back. Put the poster in front of the class and start a guessing game: One student describes one person. All the pieces of paper are put together and mixed.

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• tell the time in English. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 17 . they will be able to: • describe homes and activities they do at home.Homes II When the students finish studying this unit. • ask and answer about daily programmes. • describe their room.

HOMES Welcome to our home Review Ask students to think about all the competences they have acquired in the previous unit. Is there a kitchen? / Yes. reinforce them by asking questions: Where can you cook? –Ss: In the kitchen. As you introduce each new room. but praise those efforts to bring in some English words. but also demonstrate that what you add to the answer depends on the verb in the question: Are you a student? / Yes. to help reinforce 1 vocabulary: Is there a kitchen? / Is there a bathroom?. – When all the rooms have been introduced. I am. Do you know? Explain that it is usual to say more than just yes /no when answering a simple question in English. / What words do they need to learn in order to be able to do it? (Students write down lists in their copybooks. How many rooms are there? – Tip! Students might guess some of the words by making connections between the pictures in the book and the words in the Remember! box. 18 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . You can sleep in the bedroom. There is a bedroom. Provide some examples of more words with the same sound. Invite students to describe it. Can you… The picture of a house / block of flats could be placed on the board.) Use gestures with the explanations. write the word for it in the plan. Introduce the name of each room. Tip! Ask questions in terms of what they can do now. there is. etc. Useful language! / Remember – To introduce new language. draw a simple plan of a home on the board (similar to the one in the Student’s Book). (This is my home. so that students can guess the meaning of each room’s name. – Introduce the interrogative form in the end. etc.) Think about it! Discuss the difference between living in a house and living in a flat. Sound wise! Focus students on the sound in kitchen. Be aware that some of your students might be sensitive about the topic. Conduct the discussion in Romanian. in turns. You can cook in the kitchen. rather than what they know. There is a kitchen.

B. ask them to change partners and read the text again. Students look at the picture (a plan of Andra’s flat) as they listen to the dialogue and point to each room as it is mentioned. Tip! Remind students to make notes in their learning diary at the end of each lesson. as usual. 2. 5. 3. without reading the text. Picture dictation: this activity could be lots of fun. Students draw the plan of their home (either real or imaginary). Ask them to write a few sentences to describe it. Check this! Students tick the “can do” statements. Tip! Ask students to sit back-to-back as they ‘dictate’ their plan to the other colleague. but also very frustrating if it doesn’t work. if necessary. B.Let’s learn! Explain the context: Sophie is visiting Andra’s family. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 19 . Go round to the weaker students first and check they have got the grips of what they need to do. B. B. Your turn 1. Students work in pairs. kitchen. bathroom. let the students do some pairwork. living room. after you model doing the exercise on the board. After they finish once. A. If necessary. Answers: bedroom. Extension: more able students could then act out the dialogue by looking at the plan of the flat. then check with the whole class. students who did it can pin the plan/picture of their ideal home on the board and let colleagues describe it. Go through the dialogue again several times. Answers: B. Students read the dialogue in pairs. Use it! Set this activity as a non-compulsory homework. 4. dining room. Next class. practising this structure a little more: S1: bedroom / S2: You can sleep in the bedroom. Students do the exercise in pairs and copy the answers in their copybooks. Ask students to check their answers together.

etc. their first listening task is to find out how long Sophie intends to stay in Romania. In my room there are four chairs.) Sound wise! As students use the plural form of various nouns. While students listen to her conversation with the landlady.g. (e. so she needs a place to live. Students can use some strategies for this purpose: e. The winner is the team with the first line of noughts or crosses in any direction (horizontally. 20 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Think about it! Students share information about their home. Let’s learn! – Explain the setting: Sophie is going to stay in Romania for a while. She’d like to rent a room. you mark a nought or a cross in that square. two armchairs. /z/ or /iz/. How would they describe the kind of room they would like? Make a concept map on the board and write in the words or expressions students believe they might need when describing a room. Can you… Ask students to imagine they are looking for a house / room to rent in another town. According to the students’ interests.HOMES This is my room Review 12 76 13 20 30 100 34 59 64 2 Revise reading numbers.g. Whenever they do it correctly. play Noughts and Crosses: Draw a 3x3 grid on the board and fill it in with different numbers. Do you know? Use some of the words in the new language section to practise forming the plural form for regular nouns. as in the model above. Useful language! / Remember – Use the pictures in this section and the words in the Remember box to introduce the new vocabulary. To make the activity more motivating. etc. create a scenario in which they have to use the plural. They might find the concept map on the board useful to speak about the place where they live / would like to live. draw their attention to the pronunciation of the last sound: /s/. (one year. Challenge students to make guesses about what each word means – orally. vertically. maybe sofa. Divide the class into two teams: O and X. they might start with the easiest words: TV. maybe longer). Each team takes it in turns to read the numbers in the grid. or they might make the connection between cooker and She likes cooking. or diagonally).

for that matter) irrelevant (11 tables!?. etc. alter it completely. students could transfer their new skill to locate various objects in their classroom. Your turn 1. Make sure that while reading the text (in pairs. 7 chairs. Students work in pairs to ask and answer about the number of objects. Working with numbers.. etc. Caution! Some students might find this exercise (and the previous one. accordingly. students can either describe their ‘fantastic’ room to their partner or answer their questions about it. to do this exercise. Guide the activity according to the class level and students’ interest: write some basic structures on the board for them to use while describing their ideal room. Alternatively. Use the picture representations of prepositions: in/on/near/between. etc. The aim of the exercise is to reinforce vocabulary and practise asking and answering simple questions. Use it! Students might find it helpful to see some real ads from newspapers. some of the students might want to recreate the conversation. 6. with a different listening task: for instance. 2-3 times). students bear the final task in mind: acting out the dialogue without looking in the book. The exercise is based on the pictures in the Useful Language section (considering the number accompanying each object represents the number of objects: 3 beds. Tip! After doing the exercise about Andra’s room. then – as they listen to the conversation – fill it in with chairs. It also develops observation and good memory.org) PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 21 . or focus them on using numbers and plurals correctly. (www. 12 wardrobes!?) but lay stress on the skills they aim at: asking and answering about numbers. Explain that they don’t have to use the exact words. 2. Check this! Students tick these statements according to how they felt while doing the exercises (especially 5 and 6).) 3. 4. 5.– The text could be read again. etc. but should reproduce the basic course of the conversation. bed. etc.craigslist. if the school has Internet access you can find some examples in English. ask students to draw an empty rectangle to represent the room.

According to the class level.) Encourage students to introduce English words/simple sentences in the conversation whenever possible. She likes reading. use the pictures in the next section for ideas. Either way. b) 3 Andra’s responsibilities. Weaker students might find it easier to look at the sentence first and then try finding the matching picture for each sentence. Lesson 4. etc. Think about it! Moderate a discussion about responsibilities at home. Use the pictures or gestures to introduce the names of activities. the other one points to the correct picture illustrating each activity. More able students could start by looking at each picture in turns. Always make students aware of the purpose of the exercise. naming the activity. Can you… Focus students on the aim of this lesson. and making a correct sentence about it. Only then do they try to find the matching sentence in exercise 2. Let’s learn! – Students listen to the text and focus on the house chores they have just learned. (Learning a foreign language involves a lot of practising). 2. (They have already used this in Unit I. Lesson 4 (favourite activities). encourage students to repeat each name as many times as needed until they get the pronunciation right. then take turns. – Invite students to read the text in pairs: as one student reads. Before students do the pairwork. use this as an opportunity to check what they already know and let students express what they would like to accomplish. students should practise 22 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Monitor students as they work in pairs and help when necessary. (If necessary. Your turn 1.) Sound wise! Students should be aware that the wrong pronunciation of the two sounds can sometimes produce confusion between two words.HOMES Who does what? Review Revise some of the vocabulary in Unit I. he likes watching TV. Do you know? Explain the use of the -s/-es ending for verbs in the third person singular. model asking questions about each of the activities. c) one responsibility of each family member. Useful language! / Remember – Focus students on the new language. you can set different listening tasks: ask students to listen for: a) one thing that Andra does. As usual.

again they should practise reading the sentences aloud. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 23 . his mother does the …) Check this! Students tick these statements according to how they felt while doing the exercises (especially 5 and 6). in English? 6. He does the shopping. 5. i. Doing it in pairs will give everybody more time for practising. encourage them to do it in English e. Answers: c. you could have a few pairs doing a dialogue in front of the class. Students then do the exercise in pairs. at the end of the activity. some of the more able students might want to ask more questions – and probably inquire about more vocabulary. g. individual students could read each sentence aloud for the class. (students should be made aware they are responsible for their own learning). h. f. Focus students on Andra’s family again. (e. After they do the exercise. a. After they do the exercise in pairs. d. Finish the exercise by asking students to look at each picture and say the correct sentences by themselves. e.g. Students can use the pictures in the useful language box in their dialogues. How do you say …. According to the class level. 3.reading the sentences aloud. b.. Free practice: students speak about their families using language they have learned in the previous lessons as well.g. 4. you may want to mention only DOES for this exercise and introduce Do you. Remind students of the information in the Do you know box before starting this activity. 5. alternatively you can ask individual students to report on their partner.. Use it! This activity can be quickly done at the end of the class or set as homework. questions at the beginning of ex. Remind them on the rule for short answers in English and explain how the words do/does are used to ask questions.

e. such as a real large clock. reading the text as many times as needed. ask students whether they have come across them while reading something in English. Later during the lesson you may consider their options when pairing students for pair work. Revise numbers as well. Explain half and quarter first. Useful language! / Remember – Introduce telling the time. she has (!) breakfast.HOMES What time do you…? Review Remind students of the different greetings.m. Students work in pairs to order the pictures. Bear in mind that this is not compulsory vocabulary. – Introduce the names of daily activities in the remember box. they should try to make simple sentences about Andra. Start this as an oral exercise. set a different one.g. Your turn 1. Exemplify with some minimal pairs: man/men. set targets together for what they would really like to learn – maybe they feel like “understanding people when they speak about their daily programme” is more useful than “asking people about their daily programme”. according to the time of the day: in the morning/in the afternoon/etc. 24 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Can you… After students try to answer these questions. Use visual aids. then ask students to write sentences about Andra’s programme in their copybooks. for instance: listen to the text to find something that Andra does in the evening./p. or drawings on the board.m. When they finish. Think about it! Students speak about their daily programmes. She gets up at 6 o’clock. The listening task may be difficult for some of the students. Try to build a supportive atmosphere in the class. then past and to. etc. If you think it’s necessary. read the text with the students and make sure they understand the new words. Before going on to the exercises. so the list can be modified to suit your students’ real lifestyles and interests! Do you know? Before explaining the meaning of a. Sound wise! Make students awareof the /e/ sounds in English. 4 Let’s learn! This is a conversation between Sophie and Andra. etc.

It might be easier for them to find the suitable verbs first. Tip! Check the UNICEF site (www.unicef. and only then put them in the correct form to finish the sentences. Students speak about their partner’s programme in the third person singular. Start the exercise as an oral conversation. Students check their partner’s exercise (3 or 4) for mistakes and give feedback. Students work in pairs to do this exercise. Students read the complete text before starting to fill it in. Monitor the activity as it goes on. Tip! Emphasize that error correction is not meant to criticize but to help everybody improve their skills! 6. 3.2. Finish by allowing students enough time to write the answers. Use it! You may bring to class some pictures of young adults from other parts of the world as a visual starter for the activity (even if it will be done as homework). bearing in mind the aim of the task: they will have to speak about it in the third person singular. otherwise the previous exercise will do. Check this! Ask students which of the exercises they did in class could help them assess each of the abilities in the statements and tick them accordingly. To make it more lively and interesting for the students. encourage students to ask questions when they are not sure about the correct form. 5. Invite students to read the corrected work of their partner again.org) to find some suitable pictures. Answer in simple sentences. Encourage them to ask any questions. 4. you could start by having one of the students ask you the questions. Do this exercise only if the level of your students allows. then invite all the students to do the same. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 25 .

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they will be able to: • • • • read and speak about timetables. describe and compare different means of transport. ask for things in a shop.Travelling III When the students finish studying this unit. ask for directions / follow directions. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 27 .

3 and a half. Can you… Students answer the questions. travel fares. they could use the dialogue for oral practice. 5:30. 1. Discuss travelling by plane as oppposed to travelling by car/train/coach. 930. Useful language! / Remember – Introduce new vocabulary. 22:30. etc. 11:30. Your turn 1.g. ask guiding questions if necessary (Where can you find the times? departure place? dates? 1 etc. so introduce it now. They then look at the different spellings for the same sound. Note! The timetable is authentic material. at requires a time. Students will need to use thousands in this lesson. maybe after discussing the topic in Think about it! Think about it! Conduct a free discussion about travelling long distances (not necessarily abroad). 2. RON – an amount of money. Ask students some questions about their plans for the future.257. Speak about yours to demonstrate the use of future tense. Let’s learn! Read the introduction about the school trip to England.).TRAVELLING Journey planner Review Revise numbers and telling the time. Encourage students to pay attention to various cues in the text as to what kind of information they need to fill in: e. Encourage students to appreciate every point of view. Students can fill in the basic information in the Student’s Book. Do you know? Future tense will be needed in this lesson. – Stress the correct way of asking questions beginning with HOW MUCH (price) / HOW LONG (time or distance). Use the completed text for more practice (reading comprehension) Answers: 10 (a. Sound wise! Students listen to the list of words and circle the ones with the /dj/ sound. there are no right or wrong answers. 28 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . 30.) Use the table to ask simple questions about departing and arriving times/places. Allow students some time to figure out how to look for information in the table. then write the answers in complete sentences in their copybooks. Students read the complete text before starting filling in the correct words. Next.m.

hospitals. then they wite sentences working in pairs. c. 1. Each group is responsible for one particular issue: roads. Possible idea Groups of students make plans for the future of their town/village. schools. homes. They will leave at 14. b. Students discuss in class what kind of information they could write. The journey will take about 3 hours. 3. d. Discuss a plan for the project with your students. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 29 .” 4. etc.Answers: a.257 RON / It costs 1. give some oral examples. They will arrive in Liverpool at 17:28 (half past five in the afternoon). 930 RON / It costs 930 RON (to go by coach). Tip! Information leaflets from tourist travel agencies could also be useful. shops. Use this exercise for oral practice. Tip! You could introduce ordinal numbers if you think your students need them: “What time is the first coach? The first coach leaves at ….25 from London. e. 3 hours and a half / It takes three hours and a half (to fly from B to L). They will make a poster and give an oral presentation to explain their plans to the community. 12:30 / The plane leaves London at 12:30 f. Use it! Community opportunity! This activity could turn into a good group project to last several lessons. 30 hours / It takes thirty hours to travel by coach. Possible answers: They will take the (second) coach. Check this! You could bring a train/coach timetable to class and have students practise working out times and durations using it. 14:30 / The coach leaves London at 14:30.257 RON.

. or look them up in the vocabulary section at the end of the book. when people go to work. Some of the students might be able to use English words to name the means of transport in their home place. Example: In the morning. there are very many cars and buses in the street. Ask students to follow the text in their books and underline the words they do not understand. Can you. and in the afternoon. 2 Do you know…? Let students read the information in the box and find the answer to the question by themselves. like this: Departure: 12. Then use simple sentences in order to teach the rest of the vocabulary. In the end. Students could write down basic details of an imaginary trip. Let’s learn! – Read the text. It’s rush hour. Then. Sound wise! Help students differentiate between the sounds in transport and men. Useful language Use the pictures to introduce the names of transport means.. 30 LIMBA ENGLEZĂ • GHIDUL CADRULUI DIDACTIC .30 Arrival: 15. Students could either raise their hands when they hear the same sound as in transport. Ask whether they use different means of transport in order to get to different places and why (faster/cheaper/more convenient. etc). then use the list of words to help them practise. allow some time for them to discuss the possible meanings of the new words.25 Round trip fare: 30 RON Then they will ask and answer questions about each other’s trip: What time is the departure? How much is the ticket/fare? Optional: stronger students could then compare their journeys: My journey is longer/cheaper than yours. when they come from work. Think about it! Allow students to use Romanian as they speak about the means of transport they use in their home place. Focus students on the aim of this lesson: they are going to learn how to describe and compare different means of transport in a city. Demonstrate how to pronounce both sounds correctly.TRAVELLING Means of transport Review Start the lesson with a quick review of the language taught in the previous lesson. or underline those words in the book. ask quick questions to check they have got the right meanings.

’ 2. Taxis are the most expensive. Make sure they understand what kind of information they need to look for. tubes. answers Adriana Sergiu Andra Mihai Check this! Students tick the “can do” statements. More able students should be encouraged to connect the sentences about each person. Use it! Set this activity as a noncompulsory homework. To get advice on the best way to travel around London To go on To travel by foot. 1. tube. They could work in pairs to assess one another’s ability. following the model. Explain that they do not need to carefully read the whole text. Travel cards can be used on tubes and buses.– Ask individual students to read the text aloud. you can jump on and off buses and tubes. things. but skim it (read quickly in order to find a particular point). If you use a travelcard you save money. Ex. e. Students work in pairs to make sentences about each person. Before they start working. smells. Reason: To enjoy To see To see the sounds more oldest and underground.’ ‘Why?’ „To get advice on the best way to travel around London. Focus students on the questions first. like this: Adriana would like to find a tourist information centre in order to get advice on the best … 3. To find a tourist Suggestion: information centre. Next class you can ask some of the students to make an oral presentation of their poster. taxis b. c. Answers: a. You get at your destination on time. Students work in pairs. d. Your turn! 1. To travel by bus. Three means of transport: buses. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 31 . model how the exercise should be done: ‘Who would like to find a tourist information centre?’ ‘Adriana.

students will find out the meaning of the directions turn left / turn right.TRAVELLING Out and about Review Revise means of transport.. then pronounce it themselves. motivate them to discover as much as they can for themselves: e. Using the pictures and the vocabulary box. Engage them in a conversation about what are interesting places to see when in a big city. students should try to figure out for themselves what each of the indications means. Students recall any situations in which they had to give directions to someone not from their area / they had to ask for directions when visiting a new place. Focus students on the map of London. Do the same with the names of the streets connecting those places. if teacher explains (gestures) left/right. Think about it! Discuss what the possible options are for finding your way when you’re in an unfamiliar place. Read the name of one place and ask students to find it on the map. you bumped into somebody by mistake. Useful language! / Remember Introduce the new language. they could write words or expressions they would like to learn in order to be able to perform these language functions. Ask students if there are any famous places around the world that they would like to visit. Even if they do need some input from the teacher. how can I get to the. – Before reading the text.” Can you… As students go through the questions. Let’s learn! – Introduce the setting: ask students to remember why Andra and her friends are in London. but they would like to visit the city. 32 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI .g. from here? / You can go there by bus. focus students on the sights of London that are mentioned in the text. so they can recognize them when they listen to the text. Students could present their posters about the means of transport available in their local area.. if teacher explains crossroads. on foot. etc. then students could figure out the meaning of “go past the crossroads” Do you know? Act out some situations in which one of the two expressions can be 3 used: you want to ask the time in the street. etc. Alternatively. they can practise asking /answering questions about available means of transport: “Excuse me. Remind them that London is not their final destination.

stronger students could work on their own and check the answers with you. 5. Students practise reading the text in pairs. pretending they are in a new place. Students work in groups to make a plan of their town/village centre. d.Your turn 1. PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 33 . They have to decide together on the important places to visit and place them on the map. 3.” Monitor the activity. f. one of them being a local person. Thank you. Students do the exercise in pairs. c. students try to follow the route on the map. 2. Model the correct intonation for the useful expressions that they will need to remember: “Excuse me. h. Adjust the level of support you need to give them to the level of the group. Students do the exercise in pairs and write the directions in the book: Answers: g. They then change roles and tick the ‘I can do’ statements accordingly. e. the other a visitor. b. They can work in pairs. Use it! Group work. Weaker students may need you to read the whole conversation before doing the exercise and work out the answers with your support. 4. Check this! Ask students to act out some situations. etc. While listening to the text again. Students find the places on the map and name them. a. Can you tell me the way.

Students act out the dialogue in the book and the one they have created. they could make up new conversations. Think about it! Students talk about the kinds of souvenirs people buy when they visit their local area / Romania. etc. possibly followed by a discussion about the idea of exchange. If they need more practice. How much is the T-shirt? e. 2. Useful language! / Remember – Introduce the new vocabulary. thank you. E. Monitor the activity. Where is Andra? b. Use the phrases in the boxes. the value of souvenirs. or 34 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . Do you know? Read the piece of information about the history of money. Let’s learn! Introduce the context and setting: Andra is buying things in a souvenir shop. Students can do some short dialogues in which they ask for/give directions. please / No. What would she like to buy? c. but also the phrases that students wrote down in their learning diaries as learning targets for themselves. Would you like a glass of water? / Yes. Who are the gifts for? d. then read the dialogue. ask them to speak about what kind of things they had bought. If any of the students have visited other countries. the whole class work in pairs to write down one more conversation. Ask comprehension questions. Then. They set their own targets for learning.TRAVELLING Shopping Review Start the lesson by revising the poster of interesting places in the local area. They should use the same structure as in the lesson. Maybe have a short discussion about why people buy souvenirs from the places they visit. imagining other souvenirs to buy. Who will she buy it for? Your turn 1. Sound wise! Act out very short conversations offering things and accepting/refusing them using correct intonation. 4 Focus students on the pictures. a. Ask a pair of students (volunteers) to continue the conversation in front of the class.g. Can you… Go through the questions with the students. or souvenirs that most people wanted to buy there.

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 35 . Possible answers: Yes. Before they start. Check this! Students read the ‘I can do statements’ and tick them according to how they felt while doing the exercises. make sure they understand all the words. please. here you are. Explain students that this exercise is meant to develop their listening skill.50. It’s over there. – How much is it? It’s £ 3.imagining the situation of a foreign tourist buying things in a Romanian souvenir shop. Ask them to concentrate on the numbers while listening to the prices rather than reading the words.00. I’d like a Tshirt. – Could I get a plastic bag? Certainly. 3. attach price tags to them and act out shopping dialogues (tourists/local people) using those pictures. thank you. 5. They could circle the price tag as you read the prices aloud. please. After writing the dialogues in their copybooks. – Anything else? That’s all. Answers: – Can I help you? Yes. That’s £6. then check their answers in pairs. Students do the exercise in pairs. students practise them orally. 4. Student could work individually to work out the replies. Use it! Students could make drawings of things people would normally buy as souvenirs in their local area. thank you. – Where is the cash desk? It’s over there. No.

” “Right. Good bye. why don’t you pay us a visit sometime? My parents would love to see you again!” S: “Thank you.” S: “Excellent! See you tonight then.” “What is your first name?” “Oh. You’ve got your reservation for November 23rd. third floor. hello! I’d like a room for Friday night. I found it: 428 039. let me write it down. please. Here. too. I’m back in Romania. Andra?” A: “I’m fine. Can I help you?” “Yes. please. Bye. Can I help you?” “Oh. a long time.” “Can you spell that for me?” “Sure. Can I speak to Andra. I’m from Great Britain.” “Good morning. isn’t it? And how are you.” “Thank you. A lot of things changed… But it’s a long story. Ms Bowen?” “Oh. Lesson 2 Can I call you? Sophie: “Let me see. that’s all for now. Sophie. What’s your family name. That’s S-O-P-H-I-E.” “Good bye.Scripts Unit I Identities. Sophie: “Hello. thanks.” S: “Great.” Phone rings. please?” Andra: “Hello. my first name is Alin and my family name is Mocan. It’s B-O-W-E-N. I’d love that. Andra! So good to hear you! How are you?” Sophie: “I’m very well. Mr Mocan.” Andra: “How wonderful! It’s been three years since we last met! Sophie: “I know. Bowen. How do you spell your family name?” “It’s M-O-C-A-N. Lesson 1 Hello “Hello! Star Hotel. Ms Bowen.” S: “Really? That’s wonderful! What’s your address now?” A: “It’s flat 43. Sophie! It’s me. this is Sophie Bowen.” “Certainly.” “Thank you.” 36 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI .” S: “Bye.” A: “I can’t wait. please?” “My family name is Bowen. thank you. I’d like to book a flight to London on November 23rd. good bye. Do you live in the same place?” A: “No. 5 Saturn street..” “Where are you from. Mocan.” Unit I Identities.” Unit I Identities. See you on Friday.” “For how many persons?” “Just me.” “And your first name?” “My first name is Sophie. we moved last year. Lesson 1 Hello “Good morning.” “OK.” “What’s your name?” “My name is Alin Mocan.” “I see. 5 Saturn street. It’s flat 43. Listen. Andra Mocan’s telephone number. It’s on the third floor. Can you say it again please?” A: “Sure.

” Landlady: “Hello. well. a bed. and your first name?” “My first name is Emil. My sister is thin and very pretty.Unit I Identities. My mother has got short grey hair. Alin. She’s quite tall and a bit overweight. a living room.” “What’s your phone number?” “It’s 453 427. My father’s name is Nic.” “Right. Lesson 3 Family matters “Hello! My name is Andra Mocan. He’s 12 and goes to school in the 6th grade. She likes reading magazines and watching TV. She also likes playing with her two children. please?” “My family name is Barna. a bathroom. They also have a little daughter. This is my mother. I like reading books and travelling. near the bathroom. She’s 42 and she works as a waitress in a small restaurant. Andra shows her around: “Hello. It’s a small room but it’s got everything you need: there’s a TV-set. His wife is 23 and they both work as social workers. Check your progress “Hello! Tourist Insurance Services. He likes repairing all sorts of things. Alina. Sophie is visiting them. there are two bedrooms. I am 16 years old. I’m thin and not very tall. He’s my younger brother. Mr Barna?” “I’m 34. a small table and a wardrobe.” Sophie: “Which is your bedroom?” Andra: “It’s over here. He likes computers most of all and he likes going skiing. How long is she staying in Romania? Sophie: “Hello! My name’s Sophie Bowen. Lesson 1 Welcome to our home Andra and her family live in a new house.” Unit II Homes. This is Mikki. and a balcony. There is a small kitchen . She is 1 year old and my favourite niece!” Unit I Identities. Ioana.” “Where do you live?” “I live at 5. sir. He doesn’t live with us. I need a travel insurance for two weeks. And could you tell me where…” Unit II Homes.” “Thank you. Miss Bowen. He was 21 then. I need some information. There are three chairs and an armchair. Please come in. Cluj-Napoca. He’s got short curly grey hair and a short beard. with long blond hair and blue eyes. She likes listening to music and dancing. My father is tall and slim. She’s got brown eyes and she wears glasses. This is the room I told you about. He married Maria three years ago.” Unit I Identities. Lesson 2 This is my room Sophie is looking for a room to rent. My brother is very tall.” “How old are you. Lesson 4 Describing people “I’ve got long brown hair. What’s your family name.” Sophie: “It looks very cosy!” Mother: “Coffee’s ready!” Andra: “Would you like to have some coffee?” Sophie: “Yes. He’s 44 years old and he works as a builder. I’m here to see the room. please. please. He’s got really short black hair. Anina street. I’ve also got an older brother. Sophie! Welcome to our home! It’s not a very big house. Can I help you?” “Yes.” Sophie: “Is there a bookcase?” PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 37 .” “Right.

In the afternoon. Sophie: And what do you do in the evenings? Andra: Oh. Miss Bowen?” Sophie: “I’m here for a year. how should they travel around the city? Andra: „I would like to travel by tube. I catch a bus to school at 7:30. at about 12. Can I see the view from the window?” Landlady: “Certainly. she washes and irons the clothes. Father does the shopping. I need to earn some pocket money for a trip to England: we’re doing a Leonardo project at school and we’ll visit Liverpool next month.” 38 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . London is a huge city. Go straight on until you see Westminster Abbey on your right. Unit II Homes. Andra: “Excuse me! Can you tell us the way to the Houses of Parliament from here?” Londoner: “Certainly! Turn right into Buckingham Gate.m.” Unit II Homes. my programme is busy. It must be interesting to see. he washes the dishes and cleans the windows. The London Underground is the oldest in the world. There’s a lot of light in here. so they would like to see the sights before moving on to Liverpool. Let’s find a tourist information centre and ask about the best way to travel in London. in front of the National Art Gallery. So.” Sophie: “Hmm. Andra. But. especially on top of a double-decker. They are in front of Buckingham Palace.” Adriana: „I’m afraid we don’t have so much time. there are lots of interesting things to see and do. I sweep the floor. It’s over there. then left again into Victoria Street. they are going to split now and meet later on.” Unit III Traveling. It’s their first time in London. What do you do every day? Andra: Well. near the window. there is. I get dressed and then I eat a small breakfast. I get up at 6 o’clock. Sophie: Wow! That’s great! Andra: Yes. I dust the furniture and I sometimes wash the dishes. I rarely go out with my friends. I usually have lunch at school. Lesson 2 Means of transport The students in the project group have arrived in London.” Andra: “Thank you. It’s out in the open and you can see more things. After school. What are Andra’s responsibilities? Mother does the cooking. But I might stay longer. the Houses of Parliament and Trafalgar Square. Lesson 3 Who does what? There’s a lot to do at home. Adriana and Mihai are interested in Picadilly Circus and the shops in Regent’s Street. I sometimes read a book or listen to music. Miki sets the table and he takes the rubbish out. sir. I can’t wait. Lesson 4 What time do you…? Sophie: So. How long will you stay in Romania. The Houses of Parliament are right behind it. I have a quick shower. I work in a small shop near my house. Unit III Traveling. In Andra’s family they all do their share. tell me about your life. Can you find it on the map? Andra and Sergiu would like to see Westminster Abbey.” Mihai: „I would like to travel by bus.Landlady: “Yes. It will be my first time abroad. Classes start at 8 in the morning and finish at 1 or 2 p. I like this room. Lesson 3 Out and about Andra and her friends are visiting the centre of London on foot. I go home and study for a few hours.” Sergiu: „Why not go on foot? We can enjoy the sounds and smells of the city and take our time. but I often have dinner and go straight to bed.

99. mugs. Lesson 4 Shopping Andra is in a souvenir shop. She would like to buy gifts for her family and friends. keyrings.” Sergiu: “Thank you very much.” “Anything else?” “Yes. I’ll buy that for my brother.” Londoner: “Don’t mention it.” Unit III Traveling. Just keep along Whitehall Avenue and you’ll see Trafalgar Square pretty soon..” “OK.Londoner: “Not at all..” PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 39 . I’d like to buy some gifts for my family. please. how much is it?” “That’s £5. for my mother I’d like. all sorts of things.” Sergiu: “How can we get to Trafalgar Square from there?” Londoner: “That’s very easy. “Can I help you?” “Yes. we’ve got T-shirts.” “I like that football T-shirt.” “Certainly.

etc. You might want to ask them where the difficulty lies. to use words and expressions in simple communicative situations. as students have to tick self-assessment checklists (“I can do” statements) at the end of each lesson. English Language Portfolio.coe. to exchange personal information in simple conversations with an interlocutor. http://culture2. The Guide for Users of the Common European Framework for Foreign Languages suggests that “for learning purposes. – The “Check your progress” worksheets at the end of each unit are more similar to the final assessment tests and they can be used as such.” Ofsted.coe. Useful Bibliography 1. The tests should assess the degree to which the competences in the syllabus for the first module are met. interests.” It will therefore consist of: – A written test. As they become more familiar with this type of selfassessment. – Regular teacher observations. HMI 1478. but we believe that a friendly environment and transparent assessment priciples will help them cope with it efficiently. Also.int/T/E/Cultural_Cooperation/education/Languages/Language_P olicy/Common_Framework_of_Reference/def ault. – The learning diary should be used regularly. professional qualification. the best assessment is always selfassessment. It is very useful to keep regular observations on each individual student’s skills. in which the student will demonstrate the ability to understand written messages. worksheets. – The student’s portfolio may contain the presentations they have made during the course (possibly using the suggestions in the “Use it” section). As they become more aware of their own learning. assessment: http://www.” The student’s book is consistent with this recommendation. to produce short verbal messages. “Teaching English” http://www. possibly using the model set in the student’s book (“Check your progress” worksheets). teaching. unit or week. or can be adapted to suit your learner’s needs. to extract essential information. Such observations will help you keep track of the areas where your students have improved and where they still need help.). etc.teachingenglish. what they think they should do in order to improve their result. Bear in mind that the students in the “Second Chance” programme might be quite apprehensive about assessment. It will help students reflect on their own learning and keep track of their progress. Always allow some time for test correction together with the students and invite them to reflect on their achievements as well as on the difficulties they had.uk/think/met hodology. Discuss the checklists with your students. by looking at the observations you have made.int/portfolio 3. according to students’ need. The final tests will be devised by teachers. in which the student will demonstrate the ability to react adequately to oral messages. they might start to set their own realistic targets. “Good assessment practice in modern foreign languages.asp 2. you will be able to prevent quieter students from being overlooked and more able students from taking over too much of the lesson’s time. students could also think of ways to demonstrate their own abilities (or their partner’s) and express their abilities not only in terms of what they can do but also in terms of how well they can do it. G Summative assessment The final evaluation at the end of each module will have to be compliant with the evaluation guidelines set in the professional standards for Key Competency “Communication in Modern Language Level 1. “The Common European Framework of Reference for Foreign Languages: learning. etc.Assessment guidelines Formative assessment – Self-assessment. after each lesson. based on the language content that has been studied in class (Please note that it may slightly differ from those in the Student’s Book. © Crown copyright 2003 4.shtml 40 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI . etc.org. – An oral test.

APPENDIX Class performance observation grid Student’s name Reception Listening Reading A Production Speaking Writing Interaction Observations PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR 41 .

APPENDIX Oral assessment grid Student’s name Competence 1a 1b 1c 1d 2a 2b 3a 1a 1b 1c 1d 2a 2b 3a 1a 1b 1c 1d 2a 2b 3a * insert a comment on the degree of competence attainment B Observation* 42 LIMBA ENGLEZĂ • GHIDUL PROFESORULUI .

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