A Doua Sansa Secundar Engleza Profesor 1

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

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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).

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LIMBA ENGLEZĂ • GHIDUL PROFESORULUI

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

Framework for Foreign Languages and the official syllabus for the “Second Chance” programme. As students go through these statements, either individually or in pairs, they reflect on what they have learned and decide which areas they still need to improve. The activities in the previous section can serve as a basis for self-assessment; alternatively, students might want to devise new exercises themselves, for self or peer assessment. “Use it!” invites students to use the new language in a freer and more integrated way. The assignments in this section are again to be regarded as mere suggestions. Students should be encouraged to think of other ways they could transfer the language they have learned to relevant contexts for themselves. Possible ideas might be writing introductory letters to a similar class in another town or country, choosing a piece of music they like and teaching the lyrics to the rest of the class, drawing up a conversation guide (English-Romanian or mother tongue) on a certain topic, etc. These are good opportunities for group work.

Teaching mixed ability classes Some of the students in the programme might already have some abilities in English, while others might be complete beginners. Also, some students might make progress at a very fast pace, while others will need more time and support to make some progress. Here are a few suggestions for dealing with mixed ability classes: – Set the working pace to that of the average student; – Allow time for students to check their answers in pairs or groups before checking with the whole class; – Grade the difficulty of questions you aim at students of different level (easier questions for weaker students); – As you get to know your students better, mix stronger with weaker students in pair or group work, but pair up similar level students in freer speaking activities; – When monitoring pair or group work, go to the weaker students first to check if they have understood the instructions and are doing the activity correctly; – Always keep some extra activities at hand to give early finishers to do.


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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. Ice-breaking Start the lesson by greeting the students in English and encouraging them to respond in the same way. Use an ice-breaking activity in Romanian or mother tongue to build some trust and comfort. For instance, you could throw a soft ball from one person to another, or a ball of string. When each person gets the ball, they will introduce themselves and speak about their previous experiences with English (be it attending formal courses, meeting foreigners, having to fill in a form in English, reading instructions about how to use some equipment, working abroad, etc.) You can vary the activity by asking students to speak about how they felt during the experience, about their expectations for this course, etc. Did you know? Ask some preliminary questions about how widely English is used around the world, then let students discover some basic facts about it, reading the text in the book. As students work in pairs, encourage them to use the pictures and numbers in the text as clues to its meaning and then report their findings to the class. English around you Go through the questions with the whole class. Be flexible about students’ answers. Ask them to give plenty of examples. International words Look at the examples in the list with students. Invite them to read the words as they normally would

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(perhaps with a Romanian pronunciation or accent). Then, model the correct pronunciation in English and ask them to repeat. Ask students if they can sense a big difference. The discussion about international words could go on with speaking about the reasons why so many words from English are included in all languages. (Possible answers: English as an international language, the English origin of the industrial and technological boom, etc.) Learning Diary Introduce the learning diary to the students. Explain this will be a useful tool for them to organize and keep track of their own learning. Invite students to reflect on their needs or reasons for studying English. Then, set some questions about the different ways in which different people can learn a foreign language. After you conduct a whole class discussion on this, encourage students to write down their own feelings about it.


Identities

I

When the students finish studying this unit, they will be able to: •

introduce themselves and their friends;

•

greet people;

•

speak on the telephone;

•

describe people’s appearance;

•

speak about what they / other people like doing.


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IDENTITITES

Hello!

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Introduction / Review Start by greeting the class and introducing yourself in English. Use gestures to make sure everybody understands. Invite some of the students to copy what you are doing. Can you… Explain that what you have been doing is greeting and introducing yourself. Ask students to answer the questions. Point out that some of them can already introduce themselves in English. Explain ‚spell your name’ and ask students why they think this is necessary (when dictating information to a foreigner, for instance.) Think about it! To answer these questions, students can use Romanian. But some of them might want to try English, so encourage them to do it, in very simple sentences. Possible answers: You need to state your identity at an interview (for a job, visa, etc.), when you want to make a reservation/ appointment, on the telephone, when you meet new persons, etc. Preparation For ex. 5: small pieces of paper with English names (first and family names) – 1/student. 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. Draw their attention to the difference between letters and sounds. (If necessary, use the model of the Romanian alphabet: A is /a/, but B is /be/, etc.) – Read the whole alphabet (pause after each letter, making sure that students can follow); read all the letters again and have students repeat each letter as you go;

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– Ask students to read a few letters each (individually, begin with the more confident ones); – Focus students on the vocabulary in ‘Remember’ and spell a few short words (name / greet). Ask them to find those words in the box. – Introduce the rest of the vocabulary. Do you know…? Let students read the information and try to guess what it means by looking at the clues (the hours, different letter types, etc.) If necessary, help them by showing time on a clock. Ask students to walk about in the classroom and greet each other as they pass by. Clap your hands to change the time of the day. (e.g. now it’s after 6 p.m.! Good evening!) Sound wise! Write your first name on the board and spell it to the class. Invite a couple of students to do the same. Then give them


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

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IDENTITITES

Can I call you?

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Review Start the lesson with a brisk revision of what students learned in the previuos lesson. Suggestion: hold up cards with a selection of words taken from the current lesson’s new vocabulary, e.g. speak, good, hear, phone, again. Ask students to spell each individual word. Can you… Go through the questions with your students. Create opportunities for them to share their previous knowledge. Praise them for what they already know; invite them to express wishes about what else they would like to learn. If some can count to three, maybe they’d like to count to ten, if others can count to ten, they might want to learn how to pronounce the numbers correctly. Think about it! Let students express their views on using telephones as they wish, even if in Romanian. Useful language! / Remember – Introduce the digits. If any of the students can pronounce the numbers, let them do it rather than doing it yourself. Ask the other students to repeat each number a few times, until they get the pronunciation right. Keep practising with individual numbers randomly, until students can recognize each digit. – Pretend you are dialling a telephone number and introduce yourself on the telephone. Focus students on the new language in “Remember!” Use it in your pretend call, so that students can guess what the new words and expressions mean. Check if they understand correctly. Some of the students could now act simple phone conversations using the new expressions.

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Do you know…? – Start by analyzing the way people say addresses and phone numbers in Romanian. Then compare it to the English way. – Ask individual students to write on a piece of paper their address and a phone number (their own or an imaginary one). Have them read the address the Romanian style, then the English way. Do the same with phone numbers. Sound wise! – As students try to read their phone numbers, focus them on the special sound in three. Model the correct pronunciation and allow students some time to practise in pairs. – Then focus them on the different sound in this. Do the same. – Finally, read the words in the list and ask students to listen for the different th sounds. Students copy them in their copybooks as you read them. (Suggestion: organize some oral practice before writing the words.) Check the correct answers.


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


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IDENTITITES

Family matters

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Review Funny activity to revise reading phone numbers and having short phone conversations: use the pieces of paper with names, addresses and phone numbers from the previous lesson: – Each student gets one piece of paper and copies/remembers the information. – Get all the papers back, put them in a box and ask a few students to pick one. – In turns, 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. Think about it! If they understand the definition correctly, students will probably have plenty of examples to illustrate what a stereotype is. You might want to start by telling a joke, or a real story, etc. Preparation Photos of your own family could be useful if you’d like to demonstrate how to build a family tree. 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. Introduce the words in the language box as you do this, and write a number for each person’s age next to their picture. E.g. This is my mother. She’s 65.

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– Then, ask students to repeat some of the information: Who is this? Your mother. How old is she? 65. – Introduce numbers. Invite students to look at the numbers list, listen to you read it, read it for themselves, then try to look for patterns which might help them remember all the numbers more easily. Do you know…? Stereotype examples: Girls learn faster than boys, women are not good managers, men don’t cook, etc, Sound wise! Focus on the th sound in mother, brother, father, etc. Model the correct pronunciation and let students practise it. Let’s learn! – Introduce and explain the task before reading the dialogue. Then read the dialogue, with short breaks, to make sure


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


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IDENTITITES

Describing people

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Review If any students did their family trees, you could use their presentations as an opportunity to revise the previous lesson’s material. Can you… Ask students if they could describe some of the persons in the presentations. 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. Think about it! Discuss the importance of the way people look, hair dying, plastic surgery. More able students might be able to say a few sentences in English, if so, help them by providing some useful structures: I think that people should/shouldn’t…). Useful language! / Remember – Brainstorm words they already know, write them on the board using a concept map: e.g. words to describe size (tall, short, thin.etc), age, hair, beard, moustache, glasses, etc. – Pair work: students look up the new words from the Remember! box in the vocabulary section at the end of their book. Model the correct pronunciation of each word. – Focus students on the verb structures and encourage them to make some simple sentences about themselves. I’m tall. I’ve got short hair. etc. Do you know…? Draw students attention on word order when using adjectives. Study the examples in the book, then ask students to create more examples of their own.

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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. (Maybe she’s showing a picture of her family to somebody, maybe she had to do a project for school, etc) – Read the text, while students follow in their books, trying to find each person in the picture. You might want to stop after each character and make sure the students are following. If necessary, repeat each description and encourage students not to give up even if it might feel difficult to them. Your turn 1. Explain students that an information grid is useful when you want to make a lot of information manageable. Students work in pairs to design the column headings, then fill in the information in their copybooks. Sugestions:


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


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Homes

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When the students finish studying this unit, they will be able to: • describe homes and activities they do at home; • describe their room; • tell the time in English; • ask and answer about daily programmes.


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HOMES

Welcome to our home

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Review Ask students to think about all the competences they have acquired in the previous unit. Tip! Ask questions in terms of what they can do now, rather than what they know. Can you… The picture of a house / block of flats could be placed on the board. Invite students to describe it. / What words do they need to learn in order to be able to do it? (Students write down lists in their copybooks.) Think about it! Discuss the difference between living in a house and living in a flat. Be aware that some of your students might be sensitive about the topic. Conduct the discussion in Romanian, but praise those efforts to bring in some English words. 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). Introduce the name of each room, in turns. (This is my home. There is a kitchen. You can cook in the kitchen. There is a bedroom. You can sleep in the bedroom, etc.) Use gestures with the explanations, so that students can guess the meaning of each room’s name. As you introduce each new room, write the word for it in the plan. – When all the rooms have been introduced, reinforce them by asking questions: Where can you cook? –Ss: In the kitchen, etc. – Introduce the interrogative form in the end, to help reinforce

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vocabulary: Is there a kitchen? / Is there a bathroom?; 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. Do you know? Explain that it is usual to say more than just yes /no when answering a simple question in English; but also demonstrate that what you add to the answer depends on the verb in the question: Are you a student? / Yes, I am; Is there a kitchen? / Yes, there is. Sound wise! Focus students on the sound in kitchen. Provide some examples of more words with the same sound.


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


19

HOMES

This is my room Review 12 76 13

20 30 100

2

34 59 64

Revise reading numbers. To make the activity more motivating, play Noughts and Crosses: Draw a 3x3 grid on the board and fill it in with different numbers, as in the model above. Divide the class into two teams: O and X. Each team takes it in turns to read the numbers in the grid. Whenever they do it correctly, you mark a nought or a cross in that square. The winner is the team with the first line of noughts or crosses in any direction (horizontally, vertically, or diagonally). Can you… Ask students to imagine they are looking for a house / room to rent in another town. 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. Think about it! Students share information about their home. They might find the concept map on the board useful to speak about the place where they live / would like to live. Useful language! / Remember – Use the pictures in this section and the words in the Remember box to introduce the new vocabulary. Challenge students to make guesses about what each word means – orally. Students can use some strategies for this purpose: e.g. they might start with the easiest words: TV, maybe sofa; or they might make the connection between cooker and She likes cooking, etc.

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Do you know? Use some of the words in the new language section to practise forming the plural form for regular nouns. According to the students’ interests, create a scenario in which they have to use the plural. (e.g. In my room there are four chairs, two armchairs, etc.) Sound wise! As students use the plural form of various nouns, draw their attention to the pronunciation of the last sound: /s/, /z/ or /iz/. Let’s learn! – Explain the setting: Sophie is going to stay in Romania for a while, so she needs a place to live. She’d like to rent a room. While students listen to her conversation with the landlady, their first listening task is to find out how long Sophie intends to stay in Romania. (one year, maybe longer).


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

21

HOMES

Who does what?

3

Review Revise some of the vocabulary in Unit I, Lesson 4 (favourite activities). She likes reading, he likes watching TV. Can you… Focus students on the aim of this lesson. As usual, use this as an opportunity to check what they already know and let students express what they would like to accomplish. Think about it! Moderate a discussion about responsibilities at home. (If necessary, use the pictures in the next section for ideas.) Encourage students to introduce English words/simple sentences in the conversation whenever possible. Useful language! / Remember – Focus students on the new language. Use the pictures or gestures to introduce the names of activities, encourage students to repeat each name as many times as needed until they get the pronunciation right. Do you know? Explain the use of the -s/-es ending for verbs in the third person singular. (They have already used this in Unit I, Lesson 4.) Sound wise! Students should be aware that the wrong pronunciation of the two sounds can sometimes produce confusion between two words. Let’s learn! – Students listen to the text and focus on the house chores they have just learned. According to the class level, you can set different listening tasks: ask students to listen for: a) one thing that Andra does; b)

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Andra’s responsibilities; c) one responsibility of each family member, etc. – Invite students to read the text in pairs: as one student reads, the other one points to the correct picture illustrating each activity, then take turns. Your turn 1. Before students do the pairwork, model asking questions about each of the activities. Monitor students as they work in pairs and help when necessary. Always make students aware of the purpose of the exercise. (Learning a foreign language involves a lot of practising). 2. More able students could start by looking at each picture in turns, naming the activity, and making a correct sentence about it. Only then do they try to find the matching sentence in exercise 2. Weaker students might find it easier to look at the sentence first and then try finding the matching picture for each sentence. Either way, students should practise


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


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HOMES

What time do you…?

4

Review Remind students of the different greetings, according to the time of the day: in the morning/in the afternoon/etc. Revise numbers as well. Can you… After students try to answer these questions, 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”. Later during the lesson you may consider their options when pairing students for pair work. Think about it! Students speak about their daily programmes. Try to build a supportive atmosphere in the class. Useful language! / Remember – Introduce telling the time. Explain half and quarter first, then past and to. Use visual aids, such as a real large clock, or drawings on the board. – Introduce the names of daily activities in the remember box. Bear in mind that this is not compulsory vocabulary, so the list can be modified to suit your students’ real lifestyles and interests! Do you know? Before explaining the meaning of a.m./p.m. ask students whether they have come across them while reading something in English. Sound wise! Make students awareof the /e/ sounds in English. Exemplify with some minimal pairs: man/men, etc.

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Let’s learn! This is a conversation between Sophie and Andra. The listening task may be difficult for some of the students. If you think it’s necessary, set a different one, for instance: listen to the text to find something that Andra does in the evening. Before going on to the exercises, read the text with the students and make sure they understand the new words. Your turn 1. Students work in pairs to order the pictures, reading the text as many times as needed. When they finish, they should try to make simple sentences about Andra, e.g. She gets up at 6 o’clock, she has (!) breakfast, etc. Start this as an oral exercise, then ask students to write sentences about Andra’s programme in their copybooks.


2. Students read the complete text before starting to fill it in. Encourage them to ask any questions. Students work in pairs to do this exercise. It might be easier for them to find the suitable verbs first, and only then put them in the correct form to finish the sentences. 3. Start the exercise as an oral conversation. To make it more lively and interesting for the students, you could start by having one of the students ask you the questions. Answer in simple sentences, then invite all the students to do the same. Finish by allowing students enough time to write the answers. 4. Do this exercise only if the level of your students allows, otherwise the previous exercise will do. 5. Students check their partner’s exercise (3 or 4) for mistakes and give feedback. Monitor the activity as it goes on, encourage students to ask questions when they are not sure about the correct form. Tip! Emphasize that error correction is not meant to criticize but to help everybody improve their skills! 6. Students speak about their partner’s programme in the third person singular. Invite students to read the corrected work of their partner again, bearing in mind the aim of the task: they will have to speak about it in the third person singular. 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. 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). Tip! Check the UNICEF site (www.unicef.org) to find some suitable pictures.


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Travelling

III

When the students finish studying this unit, they will be able to: •

read and speak about timetables;

•

describe and compare different means of transport;

•

ask for directions / follow directions;

•

ask for things in a shop.


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TRAVELLING

Journey planner

1

Review Revise numbers and telling the time. Students will need to use thousands in this lesson, so introduce it now. Can you… Students answer the questions, maybe after discussing the topic in Think about it! Think about it! Conduct a free discussion about travelling long distances (not necessarily abroad). Encourage students to appreciate every point of view, there are no right or wrong answers. Discuss travelling by plane as oppposed to travelling by car/train/coach. Useful language! / Remember – Introduce new vocabulary. – Stress the correct way of asking questions beginning with HOW MUCH (price) / HOW LONG (time or distance). Do you know? Future tense will be needed in this lesson. Ask students some questions about their plans for the future. Speak about yours to demonstrate the use of future tense. Sound wise! Students listen to the list of words and circle the ones with the /dj/ sound. They then look at the different spellings for the same sound. Let’s learn! Read the introduction about the school trip to England. Note! The timetable is authentic material. Allow students some time to figure out how to look for information in the table, ask guiding questions if necessary (Where can you find the times? departure place? dates?

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etc.) Use the table to ask simple questions about departing and arriving times/places, travel fares. Your turn 1. Students read the complete text before starting filling in the correct words. Encourage students to pay attention to various cues in the text as to what kind of information they need to fill in: e.g. at requires a time, RON – an amount of money, etc. Use the completed text for more practice (reading comprehension) Answers: 10 (a.m.); 11:30; 3 and a half; 1,257; 5:30, 22:30, 30, 930. 2. Students can fill in the basic information in the Student’s Book, then write the answers in complete sentences in their copybooks. Next, they could use the dialogue for oral practice.


Answers: a. 1,257 RON / It costs 1,257 RON. b. 930 RON / It costs 930 RON (to go by coach). c. 3 hours and a half / It takes three hours and a half (to fly from B to L). d. 30 hours / It takes thirty hours to travel by coach. e. 12:30 / The plane leaves London at 12:30 f. 14:30 / The coach leaves London at 14:30. 3. 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 ….” 4. Students discuss in class what kind of information they could write, give some oral examples, then they wite sentences working in pairs. Possible answers: They will take the (second) coach. They will leave at 14.25 from London. The journey will take about 3 hours. They will arrive in Liverpool at 17:28 (half past five in the afternoon). Check this! You could bring a train/coach timetable to class and have students practise working out times and durations using it. Tip! Information leaflets from tourist travel agencies could also be useful. Use it! Community opportunity! This activity could turn into a good group project to last several lessons. Discuss a plan for the project with your students. Possible idea Groups of students make plans for the future of their town/village. Each group is responsible for one particular issue: roads, homes, schools, hospitals, shops, etc. They will make a poster and give an oral presentation to explain their plans to the community.


29

TRAVELLING

Means of transport

2

Review Start the lesson with a quick review of the language taught in the previous lesson. Students could write down basic details of an imaginary trip, like this: Departure: 12.30 Arrival: 15.25 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. Can you... 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. Think about it! Allow students to use Romanian as they speak about the means of transport they use in their home place. Ask whether they use different means of transport in order to get to different places and why (faster/cheaper/more convenient, etc). Some of the students might be able to use English words to name the means of transport in their home place. Useful language Use the pictures to introduce the names of transport means. Then use simple sentences in order to teach the rest of the vocabulary. Example: In the morning, when people go to work, and in the afternoon, when they come from work, there are very many cars and buses in the street. It’s rush hour.

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Do you know…? Let students read the information in the box and find the answer to the question by themselves. Sound wise! Help students differentiate between the sounds in transport and men. Demonstrate how to pronounce both sounds correctly, then use the list of words to help them practise. Students could either raise their hands when they hear the same sound as in transport, or underline those words in the book. Let’s learn! – Read the text. Ask students to follow the text in their books and underline the words they do not understand. Then, allow some time for them to discuss the possible meanings of the new words, or look them up in the vocabulary section at the end of the book. In the end, ask quick questions to check they have got the right meanings.

LIMBA ENGLEZĂ • GHIDUL CADRULUI DIDACTIC

– Ask individual students to read the text aloud. Your turn! 1. Students work in pairs. Before they start working, model how the exercise should be done: ‘Who would like to find a tourist information centre?’ ‘Adriana.’ ‘Why?’ „To get advice on the best way to travel around London.’ 2. Students work in pairs to make sentences about each person, following the model. More able students should be encouraged to connect the sentences about each person, like this: Adriana would like to find a tourist information centre in order to get advice on the best … 3. Focus students on the questions first. Make sure they understand what kind of information they need to look for. Explain that they do not need to carefully read the whole text, but skim it (read quickly in order to find a particular point). Answers: a. Three means of transport: buses, tubes, taxis b. Taxis are the most expensive. c. Travel cards can be used on tubes and buses. d. You get at your destination on time. e. If you use a travelcard you save money; you can jump on and off buses and tubes. Ex. 1. answers

Adriana

To find a tourist Suggestion: information centre;

Reason:

To get advice on the best way to travel around London

Sergiu

Andra

To go on To travel by foot; tube;

Mihai

To travel by bus;

To enjoy To see To see the sounds more oldest and underground; things; smells;

Check this! Students tick the “can do” statements. They could work in pairs to assess one another’s ability. Use it! Set this activity as a noncompulsory homework. Next class you can ask some of the students to make an oral presentation of their poster.


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TRAVELLING

Out and about

3

Review Revise means of transport. Students could present their posters about the means of transport available in their local area. Alternatively, they can practise asking /answering questions about available means of transport: “Excuse me, how can I get to the.. from here? / You can go there by bus, on foot, etc.,” Can you… As students go through the questions, they could write words or expressions they would like to learn in order to be able to perform these language functions. Think about it! Discuss what the possible options are for finding your way when you’re in an unfamiliar place. 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. Useful language! / Remember Introduce the new language. Using the pictures and the vocabulary box, students should try to figure out for themselves what each of the indications means. Even if they do need some input from the teacher, motivate them to discover as much as they can for themselves: e.g. if teacher explains (gestures) left/right, students will find out the meaning of the directions turn left / turn right; if teacher explains crossroads, 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

32

used: you want to ask the time in the street, you bumped into somebody by mistake, etc. Let’s learn! – Introduce the setting: ask students to remember why Andra and her friends are in London. Remind them that London is not their final destination, but they would like to visit the city. Focus students on the map of London. Engage them in a conversation about what are interesting places to see when in a big city. Ask students if there are any famous places around the world that they would like to visit. – Before reading the text, focus students on the sights of London that are mentioned in the text. Read the name of one place and ask students to find it on the map, then pronounce it themselves. Do the same with the names of the streets connecting those places, so they can recognize them when they listen to the text.


Your turn 1. Students find the places on the map and name them. 2. While listening to the text again, students try to follow the route on the map. 3. Students practise reading the text in pairs. Model the correct intonation for the useful expressions that they will need to remember: “Excuse me, Can you tell me the way, Thank you, etc,” Monitor the activity. 4. Students do the exercise in pairs and write the directions in the book: Answers: g. d. e. a. f. c. h. b. 5. Students do the exercise in pairs. Adjust the level of support you need to give them to the level of the group. Weaker students may need you to read the whole conversation before doing the exercise and work out the answers with your support, stronger students could work on their own and check the answers with you.

Check this! Ask students to act out some situations, pretending they are in a new place. They can work in pairs, one of them being a local person, the other a visitor. They then change roles and tick the ‘I can do’ statements accordingly. Use it! Group work. Students work in groups to make a plan of their town/village centre. They have to decide together on the important places to visit and place them on the map.


33

TRAVELLING

Shopping

4

Review Start the lesson by revising the poster of interesting places in the local area. Students can do some short dialogues in which they ask for/give directions. Can you… Go through the questions with the students. They set their own targets for learning. Think about it! Students talk about the kinds of souvenirs people buy when they visit their local area / Romania. If any of the students have visited other countries, ask them to speak about what kind of things they had bought, or souvenirs that most people wanted to buy there. Useful language! / Remember – Introduce the new vocabulary. Use the phrases in the boxes, but also the phrases that students wrote down in their learning diaries as learning targets for themselves. Do you know? Read the piece of information about the history of money, possibly followed by a discussion about the idea of exchange. Sound wise! Act out very short conversations offering things and accepting/refusing them using correct intonation. E.g. Would you like a glass of water? / Yes, please / No, thank you. Let’s learn! Introduce the context and setting: Andra is buying things in a souvenir shop. Maybe have a short discussion about why people buy souvenirs from the places they visit, the value of souvenirs, etc.

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Focus students on the pictures, then read the dialogue. Ask comprehension questions. a. Where is Andra? b. What would she like to buy? c. Who are the gifts for? d. How much is the T-shirt? e. Who will she buy it for? Your turn 1. Ask a pair of students (volunteers) to continue the conversation in front of the class. They should use the same structure as in the lesson. Then, the whole class work in pairs to write down one more conversation. Monitor the activity. 2. Students act out the dialogue in the book and the one they have created. If they need more practice, they could make up new conversations, imagining other souvenirs to buy, or


imagining the situation of a foreign tourist buying things in a Romanian souvenir shop. 3. Students do the exercise in pairs. Before they start, make sure they understand all the words. After writing the dialogues in their copybooks, students practise them orally. Answers: – Can I help you? Yes, please. I’d like a Tshirt. – How much is it? It’s £ 3.50. – Where is the cash desk? It’s over there. – Could I get a plastic bag? Certainly, here you are. – Anything else? That’s all, thank you. 4. Explain students that this exercise is meant to develop their listening skill. They could circle the price tag as you read the prices aloud. Ask them to concentrate on the numbers while listening to the prices rather than reading the words. 5. Student could work individually to work out the replies, then check their answers in pairs. Possible answers: Yes, please. That’s £6.00. It’s over there. No, thank you. Check this! Students read the ‘I can do statements’ and tick them according to how they felt while doing the exercises. Use it! Students could make drawings of things people would normally buy as souvenirs in their local area, attach price tags to them and act out shopping dialogues (tourists/local people) using those pictures.


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Scripts Unit I Identities, Lesson 1 Hello “Hello! Star Hotel. Can I help you?” “Oh, hello! I’d like a room for Friday night, please.” “Certainly. What’s your family name, please?” “My family name is Bowen.” “Can you spell that for me?” “Sure. It’s B-O-W-E-N. Bowen.” “And your first name?” “My first name is Sophie. That’s S-O-P-H-I-E.” “Where are you from, Ms Bowen?” “Oh, I’m from Great Britain.” “OK, that’s all for now, Ms Bowen. See you on Friday.” “Thank you, good bye.”

Unit I Identities, Lesson 1 Hello “Good morning.” “Good morning. Can I help you?” “Yes, please. I’d like to book a flight to London on November 23rd.” “For how many persons?” “Just me.” “What’s your name?” “My name is Alin Mocan.” “What is your first name?” “Oh, my first name is Alin and my family name is Mocan.” “I see. How do you spell your family name?” “It’s M-O-C-A-N. Mocan.” “Right. You’ve got your reservation for November 23rd.” “Thank you. Good bye.” “Good bye, Mr Mocan.”

Unit I Identities, Lesson 2 Can I call you? Sophie: “Let me see, Andra Mocan’s telephone number.. Here, I found it: 428 039.” Phone rings. Sophie: “Hello, this is Sophie Bowen. Can I speak to Andra, please?” Andra: “Hello, Sophie! It’s me, Andra! So good to hear you! How are you?” Sophie: “I’m very well, thank you. I’m back in Romania.” Andra: “How wonderful! It’s been three years since we last met! Sophie: “I know, a long time, isn’t it? And how are you, Andra?” A: “I’m fine, too, thanks. A lot of things changed… But it’s a long story. Listen, why don’t you pay us a visit sometime? My parents would love to see you again!” S: “Thank you. I’d love that. Do you live in the same place?” A: “No, we moved last year.” S: “Really? That’s wonderful! What’s your address now?” A: “It’s flat 43, 5 Saturn street. It’s on the third floor.” S: “Great, let me write it down. Can you say it again please?” A: “Sure. It’s flat 43, 5 Saturn street, third floor.” S: “Excellent! See you tonight then.” A: “I can’t wait. Bye, Sophie.” S: “Bye.”

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Unit I Identities, Lesson 3 Family matters “Hello! My name is Andra Mocan. I am 16 years old. This is my mother, Ioana. She’s 42 and she works as a waitress in a small restaurant. My father’s name is Nic. He’s 44 years old and he works as a builder. This is Mikki. He’s my younger brother. He’s 12 and goes to school in the 6th grade. I’ve also got an older brother, Alin. He doesn’t live with us. He married Maria three years ago. He was 21 then. His wife is 23 and they both work as social workers. They also have a little daughter, Alina. She is 1 year old and my favourite niece!”

Unit I Identities, Lesson 4 Describing people “I’ve got long brown hair. I’m thin and not very tall. I like reading books and travelling. My mother has got short grey hair. She’s got brown eyes and she wears glasses. She’s quite tall and a bit overweight. She likes reading magazines and watching TV. My father is tall and slim. He’s got short curly grey hair and a short beard. He likes repairing all sorts of things. My sister is thin and very pretty, with long blond hair and blue eyes. She likes listening to music and dancing. She also likes playing with her two children. My brother is very tall. He’s got really short black hair. He likes computers most of all and he likes going skiing.”

Unit I Identities, Check your progress “Hello! Tourist Insurance Services. Can I help you?” “Yes, please. I need a travel insurance for two weeks.” “Right, well, I need some information. What’s your family name, please?” “My family name is Barna.” “Right, and your first name?” “My first name is Emil.” “How old are you, Mr Barna?” “I’m 34.” “Where do you live?” “I live at 5, Anina street, Cluj-Napoca.” “What’s your phone number?” “It’s 453 427.” “Thank you, sir. And could you tell me where…”

Unit II Homes, Lesson 1 Welcome to our home Andra and her family live in a new house. Sophie is visiting them. Andra shows her around: “Hello, Sophie! Welcome to our home! It’s not a very big house. There is a small kitchen , a bathroom, a living room, there are two bedrooms, and a balcony.” Sophie: “Which is your bedroom?” Andra: “It’s over here, near the bathroom.” Sophie: “It looks very cosy!” Mother: “Coffee’s ready!” Andra: “Would you like to have some coffee?” Sophie: “Yes, please.”

Unit II Homes, Lesson 2 This is my room Sophie is looking for a room to rent. How long is she staying in Romania? Sophie: “Hello! My name’s Sophie Bowen. I’m here to see the room.” Landlady: “Hello, Miss Bowen. Please come in. This is the room I told you about. It’s a small room but it’s got everything you need: there’s a TV-set, a bed, a small table and a wardrobe. There are three chairs and an armchair.” Sophie: “Is there a bookcase?” PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR

37

Landlady: “Yes, there is. It’s over there, near the window.” Sophie: “Hmm, I like this room. There’s a lot of light in here. Can I see the view from the window?” Landlady: “Certainly. How long will you stay in Romania, Miss Bowen?” Sophie: “I’m here for a year. But I might stay longer.”

Unit II Homes, Lesson 3 Who does what? There’s a lot to do at home. In Andra’s family they all do their share. What are Andra’s responsibilities? Mother does the cooking, she washes and irons the clothes. Father does the shopping, he washes the dishes and cleans the windows. Miki sets the table and he takes the rubbish out. I sweep the floor, I dust the furniture and I sometimes wash the dishes.

Unit II Homes, Lesson 4 What time do you…? Sophie: So, Andra, tell me about your life. What do you do every day? Andra: Well, my programme is busy. I get up at 6 o’clock. I have a quick shower, I get dressed and then I eat a small breakfast. I catch a bus to school at 7:30. Classes start at 8 in the morning and finish at 1 or 2 p.m. I usually have lunch at school, at about 12. After school, I go home and study for a few hours. In the afternoon, I work in a small shop near my house. 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. Sophie: Wow! That’s great! Andra: Yes, I can’t wait. It will be my first time abroad. Sophie: And what do you do in the evenings? Andra: Oh, I sometimes read a book or listen to music; I rarely go out with my friends, but I often have dinner and go straight to bed.

Unit III Traveling, Lesson 2 Means of transport The students in the project group have arrived in London. It’s their first time in London, so they would like to see the sights before moving on to Liverpool. London is a huge city; there are lots of interesting things to see and do. But, how should they travel around the city? Andra: „I would like to travel by tube. The London Underground is the oldest in the world. It must be interesting to see.” Mihai: „I would like to travel by bus. It’s out in the open and you can see more things, especially on top of a double-decker.” Sergiu: „Why not go on foot? We can enjoy the sounds and smells of the city and take our time.” Adriana: „I’m afraid we don’t have so much time. Let’s find a tourist information centre and ask about the best way to travel in London.”

Unit III Traveling, Lesson 3 Out and about Andra and her friends are visiting the centre of London on foot. They are in front of Buckingham Palace. Can you find it on the map? Andra and Sergiu would like to see Westminster Abbey, the Houses of Parliament and Trafalgar Square. Adriana and Mihai are interested in Picadilly Circus and the shops in Regent’s Street. So, they are going to split now and meet later on, in front of the National Art Gallery. Andra: “Excuse me! Can you tell us the way to the Houses of Parliament from here?” Londoner: “Certainly! Turn right into Buckingham Gate, then left again into Victoria Street. Go straight on until you see Westminster Abbey on your right. The Houses of Parliament are right behind it.” Andra: “Thank you, sir.”

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Londoner: “Not at all.” Sergiu: “How can we get to Trafalgar Square from there?” Londoner: “That’s very easy. Just keep along Whitehall Avenue and you’ll see Trafalgar Square pretty soon.” Sergiu: “Thank you very much.” Londoner: “Don’t mention it.”

Unit III Traveling, Lesson 4 Shopping Andra is in a souvenir shop. She would like to buy gifts for her family and friends. “Can I help you?” “Yes, please. I’d like to buy some gifts for my family.” “Certainly, we’ve got T-shirts, mugs, keyrings, all sorts of things.” “I like that football T-shirt, how much is it?” “That’s £5.99.” “OK, I’ll buy that for my brother.” “Anything else?” “Yes, for my mother I’d like...”


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Assessment guidelines Formative assessment – Self-assessment. The Guide for Users of the Common European Framework for Foreign Languages suggests that “for learning purposes, the best assessment is always selfassessment.” The student’s book is consistent with this recommendation, as students have to tick self-assessment checklists (“I can do” statements) at the end of each lesson. Discuss the checklists with your students. You might want to ask them where the difficulty lies, what they think they should do in order to improve their result, etc. As they become more familiar with this type of selfassessment, 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. – The learning diary should be used regularly, after each lesson, unit or week. It will help students reflect on their own learning and keep track of their progress. As they become more aware of their own learning, they might start to set their own realistic targets. – 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, or can be adapted to suit your learner’s needs. 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. – The student’s portfolio may contain the presentations they have made during the course (possibly using the suggestions in the “Use it” section), worksheets, etc. – Regular teacher observations. It is very useful to keep regular observations on each individual student’s skills. Such observations will help you keep track of the areas where your students have improved and where they still need help. Also, by looking at the observations you have made, 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.

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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.” It will therefore consist of: – A written test, in which the student will demonstrate the ability to understand written messages, to extract essential information, to use words and expressions in simple communicative situations, etc. – An oral test, in which the student will demonstrate the ability to react adequately to oral messages, to produce short verbal messages, to exchange personal information in simple conversations with an interlocutor. The final tests will be devised by teachers, possibly using the model set in the student’s book (“Check your progress” worksheets). The tests should assess the degree to which the competences in the syllabus for the first module are met, 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, according to students’ need, interests, professional qualification, etc.). Bear in mind that the students in the “Second Chance” programme might be quite apprehensive about assessment, but we believe that a friendly environment and transparent assessment priciples will help them cope with it efficiently. Useful Bibliography 1. “The Common European Framework of Reference for Foreign Languages: learning, teaching, assessment: http://www.coe.int/T/E/Cultural_Cooperation/education/Languages/Language_P olicy/Common_Framework_of_Reference/def ault.asp 2. English Language Portfolio, http://culture2.coe.int/portfolio 3. “Good assessment practice in modern foreign languages,” Ofsted, HMI 1478, © Crown copyright 2003 4. “Teaching English” http://www.teachingenglish.org.uk/think/met hodology.shtml

APPENDIX

Class performance observation grid Student’s name

Reception Listening Reading

A Production Speaking Writing

Interaction

Observations


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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

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B Observation*

A Doua Sansa Secundar Engleza Profesor 1

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