LIMBA ENGLEZĂ

Transcription

LIMBA ENGLEZĂ

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 elevului
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 primul an 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”
Carmen Costina, autoare „Limba engleză”
Ariana-Stanca Văcăreţu, autoare „Matematică”
Nicolae Pellegrini, autor „Matematică”
Luminiţa Chicinaș, autoare „Știinţe”
Ioana Mihacea, autoare „Știinţe”
Mihai Stamatescu, autor „Istorie”
dr. Horaţiu Popa-Bota, autor „Geografie”
dr. Doina-Olga Ștefănescu, autoare „Cultură civică”
Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale”
Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba engleză
din cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de
Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005 și este distribuit gratuit cursanţilor
înscriși în acest program educaţional.
Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conform
sugestiilor de îmbunătăţire formulate în urma utilizării lor în școală.
În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe adresa
[email protected]
Coordonator editorial: Laura Codreanu
Design copertă, layout: Elemér Könczey
Design și dtp: András Tánczos
Ilustraţii: Levente Szekeres
Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an de
aplicare experimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior.
Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a le
folosi în această ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi la
[email protected].
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: februarie 2006
Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.
© Ministerul Educaţiei și Cercetării
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .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
Check your progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
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
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Get ready! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR INFERIOR
3
ENGLEZĂ
Introduction
Introducere
Dragi tineri,
Felicitãri cã aþi ales sã urmaþi cursurile de limba englezã din
cadrul programului „A doua ºansã” – învãþãmânt secundar
inferior.
Nevoia de a înþelege o limbã strãinã se face simþitã în orice
domeniu am lucra; de asemenea, atunci când cãlãtorim sau
primim oaspeþi dintr-o þarã strãinã, ne descurcãm mult mai uºor
dacã putem comunica într-o limbã de largã rãspândire, cum este
limba englezã. În plus, cunoaºterea unei limbi strãine ne ajutã sã
înþelegem mai bine modul de gândire al persoanelor de altã
naþionalitate ºi chiar sã ne redescoperim pe noi înºine în raport
cu celãlalt. Experienþa învãþãrii unei limbi strãine vã va ajuta sã
învãþaþi mai uºor ºi alte limbi strãine, în funcþie de provocãrile
cãrora va trebui sã le faceþi faþã.
Acest curs vã va sprijini în invãþarea limbii engleze prin exerciþii
ºi activitãþi comunicative care se bazeazã pe cunoºtinþe
anterioare minime. Dacã nu aþi învãþat pânã acum niciodatã
limba englezã, nu trebuie sã vã îngrijoraþi, pentru cã profesorul
vostru va adapta lecþiile în funcþie de cunoºtinþele ºi nevoile
voastre. Dacã, dimpotrivã, aveþi deja cunoºtinþe de bazã, vã va
face plãcere sã exersaþi sã vã sprijiniþi colegii, descoperind
lucruri noi împreunã cu ei.
Fiecare dintre noi avem stiluri de învãþare diferite. Vã sugerãm sã
analizaþi în permanenþã modul în care învãþaþi: observaþi care
sunt activitãþile pe care le consideraþi uºoare ºi care sunt cele
care presupun mai mult efort. Poate cã învãþaþi mai uºor atunci
când cineva vã prezintã ºi explicã clar niºte reguli, sau poate cã
învãþaþi mai uºor imitând un model. Unii vor prefera activitãþile
scrise, alþii pe cele orale, unii activitãþile individuale, alþii pe
cele în pereche sau echipã. Vã recomandãm sã faceþi însemnãri
periodice într-un jurnal de învãþare, în care sã notaþi activitãþile
care v-au plãcut, cele pe care le-aþi considerat uºoare sau grele,
etc. Acest lucru vã va oferi ocazia de vã înregistra succesele, dar
ºi de a trece mai uºor peste ceea ce vi se pare dificil. De
asemenea, puteþi nota în jurnal cuvintele sau expresiile care
credeþi cã vã vor fi utile într-o anumitã situaþie.
Mai presus de toate, nu vã lãsaþi descurajaþi atunci când simþiþi
cã nu vã descurcaþi de la bun început aºa cum v-aþi dori. Pentru
a învãþa o limbã strãinã este nevoie de timp, dar ºi de foarte
multã perseverenþã. Folosiþi orice ocazie aveþi (în clasã sau în
situaþii reale) de a exersa cuvintele sau expresiile învãþate.
Pentru a vã ajuta în acest sens, fiecare lecþie se încheie cu
sugestii de utilizare a celor învãþate. Realizând ideile de la
secþiunea “Use it!” puteþi sã vã îmbogãþiþi portofoliul, care va fi
evaluat la sfârºitul cursului.
4
ENGLEZĂ • GHIDUL ELEVULUI
“English is the language of
the future, the language of
the computer. You have the
right to English. Make it
your right!”
„Engleza este limba
viitorului, limba
calculatorului.
Ai dreptul la limba englezã.
Acceptã-l!”
Benjamin Zephaniah,
(poet, scriitor, actor
britanic)
Fiºele de auto-evaluare de la sfârºitul fiecãrui capitol vã pot
sprijini în obþinerea de rezultate cât mai bune la evaluãri.
Rezolvând aceste fiºe, veþi putea identifica ce aþi reuºit sã
învãþaþi si ce anume trebuie sã mai exersaþi.
La finalul acestui curs, veþi reuºi sã:
– Înþelegeþi un mesaj oral simplu;
– Extrageþi informaþii simple dintr-un text scris;
– Realizaþi o descriere oralã simplã, utilizând o serie de
expresii cunoscute;
– Completaþi diverse formulare cu date personale;
– Participaþi în conversaþii simple, pe teme personale.
Bucuraþi-vã de succes, ºi nu uitaþi: „Aveþi dreptul la limba
englezã.” Prin programul „A doua ºansã” puteþi face ca acest
drept sã devinã cu adevãrat al dumneavoastrã.
5
Passport to English
1. Did you know?
a. English is the official or semi-official language in 60
countries.
b. English has a very large vocabulary – maybe the largest in
the world.
c. 3/4 of the world’s mail is written in English.
d. 80% of computer information is in English.
e. English is the main language used in science and
technology, international sports, pop music, airports and
control towers, etc.
(Source: Way Ahead 6, Macmillan Publishing House)
2. English around you:
a. Do you see signs in English?
b. Do you listen to music in Eglish?
c. Do you see/read newspapers written in English?
d. Do you listen to English programmes on TV/radio?
e. Do you meet people who speak English?
3. Many international words come from English:
internet, radio, exit, enter, mouse, computer
Do you know any others?
4. For your learning diary:
Start your learning diary now! Write answers to these questions:
– How many languages can you speak now?
– Why do you study English?
– What helps you when learning a new language?
6
Identities
I
When you finish studying this unit, you will be able to:
• introduce yourself and your friends;
• greet people;
• speak on the telephone;
• describe people’s appearance;
• speak about what you/other people like doing.
7
IDENTITIES
Hello
1
Can you…
• greet people in English?
• introduce yourself?
• spell your name in English?
Think about it!
• When do you need to state your identity?
• What do you normally mention in each situation?
Useful language!
Remember!
family name / surname
first name
greet
Hello!
Good morning!
Good afternoon!
Good evening!
Good night!
Good bye! / Bye!
What’s your name?
Can you spell it, please?
These are the letters of the English alphabet and their
pronunciation. Can you spell your name in English?
A
B
C
D
E
F
G
H
I
J
K
L
M
/eˆ/ /bi:/ /si:/ /di:/ /i:/ /ef/ /dΩi://eˆtâ/ /aˆ/ /dΩeˆ/ /keˆ/ /el/ /em/
N
O
P
Q
R S
T
U
V
W
X
Y
Z
/en/ /|à/ /pi:/ /kju://a://es/ /ti:/ /ju:/ /vi://«dÇblju://eks//waˆ//zed/
Let’s learn!
Where are these people?
“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.”
8
Sound wise!
Try reading these acronyms:
USA, NATO, NYPD, CIA,
WHO, EU, CNN,
UEFA, WTO, HIV
Do you know?
They use:
• Good morning! before 12
o’clock
• Good afternoon! after 12
o’clock
• Good evening! after 6 p.m
• Good night! to say good
bye late in the evening, or
before going to bed
“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.”
Your turn!
1. Practise reading the dialogues with a colleague. Try to get the pronunciation right!
2. Which words from the two dialogues are used for the following functions? (Copy this table in your
copybook and fill it in)
Greeting people
Introducing yourself
Asking somebody to spell their name
3. Do you know other similar expressions? Put them in the table, too.
4. Your teacher will spell some English names for you. Write them in your copybooks, then check
with your colleague. Did you get them right? Which are first names and and which are family
names? (Underline family names.)
5. Walk about in the classroom. Greet your colleagues in English and find your colleague’s first and
family names (including how to spell them). Try to talk to as many people as you can! Write their
answers in your copybook, in a grid like this:
No.
First name
Family name
1.
6. With your colleague, make up short dialogues in which you greet each other, introduce yourselves,
spell your names. Practise reading them in pairs, then acting them. Use your real identity in this
exercise.
Check this!
Use it!
Tick what you can do now:
– I can understand and respond when people greet me;
– I can understand when people say and spell their name;
– I can spell my name.
Don’t worry if you still have some problems with spelling. You
will have more chances to practise this skill in the following
lessons.
Tip! When you walk in the
street, look at the number
plates of cars and try to
spell the letters to yourself
in English!
9
IDENTITIES
2
Can I call you?
Remember!
Can you…
•
•
•
•
count from 1-10 in English?
read/understand telephone numbers? addresses?
say your telephone number/home address in English?
answer the telephone in English?
Think about it!
How often do you use a telephone? Who do you call most often?
What’s good about using telephones? What’s not so good about it?
Hello! This is Sophie!
I’d like to speak to Martin.
Can I speak to Martin,
please?
Is that Martin?
It’s good to hear you!
How are you?
I’m fine, thank you / thanks!
Can you say that again,
please?
Useful language!
These are the numbers from 0-9 in English. They are called digits.
Can you read them?
1
one
/wÇn/
2
two
/tu:/
3
three
/äri:/
4
four
/fÉ:/
5
five
/faˆv/
6
six
/sˆks/
7
seven
/«sev|n/
8
eight
/eˆt/
9
nine
/naˆn/
0
zero
/«zi|r|¨/
Let’s learn!
Listen to this telephone conversation. Who are the two speakers?
What is their relationship?
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.”
10
Do you know?
how to say these in English?
Addresses
Flat 9, 3 Bacovia Street
3400 Cluj-Napoca,
Romania
Phone numbers
say each digit separately;
pause after 3 digits:
for example, 459 608 is:
four-five-nine six-oh-eight
Sound wise!
Your turn!
1. Listen to your teacher read the dialogue again. What is Andra’s
telephone number? And her address? Write them in your
copybook when you hear them.
2. How did Sophie read Andra’s phone number in English? Are
there similar rules for saying telephone numbers in Romanian (or
in your mother tongue)?
3. Read the dialogue again. Are these sentences true
in pairs.)
a. Sophie is in England now.
b. Andra and Sophie last met three years ago.
c. Many things changed in Andra’s life.
d. Andra’s parents don’t know Sophie.
e. Sophie knows where Andra lives now.
f. Sophie says she will visit Andra tonight.
or false? (Work
T
T
T
T
T
T
F
F
F
F
F
F
4. Sophie and Andra have a lot of common friends. But Sophie has
been away for three years and she has lost touch with some of
them. She is going to ask Andra for their telephone numbers. Can
you help Sophie update her address book? (Copy the table in
your copybook and fill it in)
Friend
Phone number
Address
*Email address
Listen to your teacher
pronounce these words:
this, three, that, thanks,
they, third, then, things
Are the letters “th” always
pronounced the same?
Write the words above in
two lists, according to the
different sound made
by the letters th.
Note!
About Robi;
What’s HIS address?
About Nicoleta:
What’s HER address?
When asking somebody:
What’s YOUR address?
Tip! Ask questions similar to these:
“What’s Robi’s phone number? What’s his address? *And his
email address?”
“What’s Nicoleta’s phone number? What’s her address? *And her
email address?”
Check this!
– I can count from 0-9 in English
– I can read telephone numbers
– I can take notes when I hear phone numbers and addresses
in English
– I can say my telephone number / home address in English
– I can answer the telephone in English
Use it!
Create your own phonebook
with your classmates’
telephone numbers. Practise
asking them in English.
11
IDENTITIES
Family matters
3
Remember!
Can you…
• describe your family?
• read numbers from 10-100?
• listen for specific information (people’s names, ages and jobs)?
Think about it!
What is a “stereotype”? Read the definition in the “Do you
know?” box. Can you think of any stereotypes?
Useful language!
mother / father
sister / brother
daughter / son
aunt / uncle
wife / husband
grandmother/grandfather
niece / nephew
cousin
“How old are you?”
“I’m 24 years old.”
“How old is she/he?”
“She’s/He’s 26.”
Reading numbers from 10-100
10
11
12
13
14
15
16
17
18
19
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
20
21
22
23
24
25
26
27
28
29
twenty
twenty-one
twenty-two
twenty-three
twenty-four
twenty-five
twenty-six
twenty-seven
twenty-eight
twenty-nine
30 thirty
40 forty
50 fifty
60 sixty
70 seventy
80 eighty
90 ninety
100 one hundred
32
43
56
66
73
89
97
thirty-two
forty-three
fifty-six
sixty-six
seventy-three
eighty-nine
ninety-seven
Let’s learn!
How many persons are there in Andra’s family?
Do you know?
“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
12
A stereotype is a
generalization about a
person or group of persons,
not always based on reality
(e.g. girls can learn
languages faster than boys)
Stereotypes can sometimes
lead to unfair
discrimination.
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!”
Your turn!
1. Read about Andra’s family and fill in the information grid below.
Name
Family relationship to Andra
Age
2. Can you read these numbers? Practise reading them with your
deskmate.
13 18
15
17
14
16
19
30 80
50
70
40
60
90
What do you notice about their pronunciation? (Tip! Read them
in pairs: 13-10, etc. and note the different stress pattern.)
Sound wise!
Practise pronouncing the
words in the “Useful
language” box that have the
same sound as in the. Tip!
This sound is pronounced
in a similar way to /v/ or
/z/, but the tongue tip is
placed in between the teeth.
3. Ask and answer questions about Andra’s family, like this:
How old is Ioana? She’s … years old. / How old is Mikki? He’s …
years old.
4. This is Sophie’s family tree. Look at it and choose the correct
words from the box below to fill in each sentence.
sister, son, grandfather, mother, wife, father, husband, niece
a.
b.
c.
d.
e.
f.
g.
h.
Anne is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Peter is Anne’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Joe is Terry and Mary’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tom is Ellen’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sue is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mary is Terry’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ellen is Sophie’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Peter is Mark’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. Ask and answer questions about their ages. Tip! Use the model
in exercise 3.
Use it!
Draw your family tree.
Prepare an oral presentation
about your family for next
class.
For next class!
Check this!
– I can describe my family
– I can read numbers from 10-100
– I can say my age in English
– I can ask and answer about somebody’s age
Bring cuts from old
magazines or newspapers
with pictures of film stars,
politicians, famous people.
13
IDENTITIES
Describing people
4
Remember!
Can you…
• describe the way people look?
• say what you / other people like doing?
Think about it!
• How important is the way people look?
• What’s your opinion on hair dying? Plastic surgery?
tall / short,
fat, overweight / slim,
young / old
eyes: blue / green / brown
hair: long / short, straight /
curly, blond / brown / black
/ grey / red
beard / moustache
Useful language!
To describe yourself or another person, you need these verbs:
I am = I’m
She is = She’s
He is = He’s
I have got… = I’ve got …
She has got… = She’s got …
He has got… = He’s got …
Let’s learn!
Look at the picture and listen to Sophie describing her family.
Try to find each person in the picture:
“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.
14
I like reading.
She likes singing.
He likes playing football.
Do you know?
In English, most adjectives
are placed in front of the
word they describe:
short black hair;
big brown eyes;
Find 5 other examples in
the text and write them in
your copybook.
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.”
Your turn!
1. There’s a lot of information in the text above. Organize it in an information grid, to make it easier
to follow. Choose suitable column headings. Ask your teacher for any words you may need.
2. Answer the following questions by looking at the information you collected in your grid.
a. What colour is Sophie’s hair?
b. What does Ann’s hair look like?
c. Who likes skiing in the family?
d. What does Tom like doing?
e. Who likes reading books?
f. Who’s got short black hair?
3. Describe Sophie’s family by looking at the picture.
4. Andra is showing Sophie pictures of her friends. Look at the
pictures and complete the sentences.
These are my friends.
a. Feri is Hungarian. . . . . . . . . . 23 years old. He’s . . . . . . . . .
black hair and black eyes. He . . . . . . . . . . . . . . . . repairing
things.
b. This is Dorina. She’s Romanian. She . . . . . . . . . . . . . . . . . .
cooking. She’s . . . . . . . . . . . . . . long curly hair and . . . . .
. . . . . . . . . . . . 19.
c. Emil is 20 . . . . . . . . . . . . . . . . . . . old. He’s very tall and
he . . . . . . . . . . . playing basketball.
d. This is Eszter, she’s 17. . . . . . . . . . . . . . . . . . . . a very nice
person. She . . . . . . . . . . . . . . . . helping people.
5. Work in groups. Make some “famous people” posters. Gather all
the pictures that your group has brought and paste them on a big
sheet of paper. Put the posters in front of the class, so that
everyone can see them. In turns, come to the front and describe
one person for your colleagues. Can they guess which person you
picked?
6. Describe yourself on a piece of paper (include your favourite
things), sign it with a code name, then put all the descriptions in
a box and mix them together. Draw one piece of paper at a time.
Have fun trying to guess the code names.
Check this!
– I can describe the way people look;
– I can speak about what I / other people like doing.
Use it!
Think about your ideal
husband / wife. Maybe it’s
someone you already know!
Make a description of him /
her and speak about it with
your deskmate.
15
IDENTITIES
Check your progress
I
Before you do these exercises, review what you have learned in Unit I (Identities).
Tip! Go through the “Check this!” section of each lesson.
– I can understand and respond when people greet me;
– I can understand when people say/spell their name/age/address/phone number;
– I can understand when people describe their family or the things they like;
– I can match the description I read/hear with a person’s appearance;
– I can recognize the sounds /ä/, /Ü/, /â/ when I hear them in various words.
1. Your teacher will read information about two people. Listen to
this phone conversation, then fill in the form below.
“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…”
First name
Surname
Address
Phone number
2. Look at the pictures. Fill in these sentences:
“Hello! My name is Elvira. I’m . . . years old. I’ve got a brother.
His name is . . . . . . . . . and he is married to Flora. They’ve got
. . . . . . . children: Eliza, Mara and Ionut. My . . . . . . . . . . . . . is
68 years old. Her . . . . . . . is Elena. My father is . . . . . . . years
old. His name is . . . . . . . . . . . .”
3. Speak about these persons. Speak about these persons. What do
they like doing?
16
Homes
II
• describe homes and activities you do at home;
• describe your room;
• tell the time in English;
• ask and answer about daily programmes.
17
HOMES
Welcome to our home
Can you…
• name the different rooms in a house?
• describe your house?
• speak about activities you do in different rooms of the house?
Think about it!
Which is better? Living in a house or in a flat?
Useful language!
1
Remember!
house / flat;
big / small;
room, bathroom, bedroom,
kitchen, dining room, living
room, balcony;
sleep, cook, wash hands,
have dinner, watch TV,
relax;
There is a ….
There are two ….
Is there a…?
How many… are there?
Do you know?
When answering simple
Yes/No questions, the
English usually say more
than just Yes or No:
Is there a kitchen?
Yes, there is. / No, there
isn’t.
Let’s learn!
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.”
18
Sound wise!
Your turn!
1. Read the text about Andra’s house again. Circle the right answer:
– How many rooms are there?
a. There are four rooms and a balcony.
b. There are three rooms and a balcony.
– Is there a bathroom?
a. Yes, there is.
b. No, there isn’t.
– Is there a dining room?
a. Yes, there is.
– How many bedrooms are there?
a. There are three bedrooms.
b. There are two bedrooms.
– Is there a big kitchen?
a. Yes, there is.
– Where is Andra’s bedroom?
a. It’s near the kitchen.
b. It’s near the bathroom.
The sound in kitchen is
similar to the Romanian
sound in cineva, ceva, etc.
In which of the following
words can you hear the
same sound?
teacher, shower, check,
wash, question, watch,
attention
2. Practise reading the text with your deskmate. Try to get the intonation right.
3. Choose the right word to finish each sentence:
a. You can sleep in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | bathroom
b. You can cook in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | living room
c. You wash your hands in the . . . . . . . . . . . . . . . . . . . . . . . . . | kitchen
d. You can watch TV in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . | dining room
e. People have big family dinners in the . . . . . . . . . . . . . . . . . | bedroom
4. Draw a plan of your home. Write a short description of it. How big is it? How many rooms are there?
Hint! Use There is… / There are….
5. Work in pairs! Read the description of your house to your partner. He/she tries to draw the plan of
your house without looking at your drawing. Compare it to your original plan. Do they match?
Use it!
• Draw and discuss your
Check this!
– I can name the different rooms in a house.
– I can describe my home.
– I can speak about activities you do in different rooms of
the house.
dreamhouse! Use
www.google.com for ideas.
Write down questions you
could ask others about
their dream house.
• Can you find out how
many houses there are in
your town/village?
19
HOMES
This is my room
2
Can you…
• describe and locate objects in a room?
• describe your room?
• use the plural of regular nouns?
Think about it!
How many rooms are there in your home? Which is the room
where you spend most of your time?
Remember!
table, chair, armchair, sofa,
TV, bookcase, wardrobe,
bed, cooker, cupboard, sink,
bath, window
the same / different
in / on / near / between
on the left / on the right
Useful language!
Do you know?
Normally, nouns get the
ending -s or -es to form the
plural!
Here are some examples:
a chair – two chairs
a TV set – two TV sets
a bookcase – two bookcases
Sound wise!
Listen to the following
plurals:
chairs, beds, books, cookers,
sinks, bookcases, TV-sets;
Does the ending always
sound the same?
Let’s learn!
Sophie is looking for a room to rent. How long is she staying in
Romania? Read to find out:
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?”
Landlady: “Yes, there is. It’s over there, near the window.”
20
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.”
Your turn!
1. Work in pairs. Look at the pictures in the “Useful language” section. Ask and asnswer questions
with your partner, like this:
“What’s number 9?” “It’s a cooker.”
If your partner is right, say: “Yes, it is.”; If not, say: “No, it’s not. It’s a …. ”
2. How many? Work in pairs. Use the same pictures to ask questions about numbers, like this:
“How many armchairs are there?”/ “There’s one armchair.”
”How many sinks are there?”/ “There are two sinks.” And so on.
3. Memory game. Have a good look at the pictures in the “Useful language” section. Then, close the
book and try to name as many things as you can remember.
eg.: “There’s one armchair, there are two sinks, there are three… etc.”
4. Read the dialogue between Sophie and the landlady with your partner. Then close your book and
try to act the dialogue out.
5. Look at the picture of Andra’s room:
Use these words to fill in the following sentences:
between, in, near, on, left
This is Andra’s room. The TV is . . . . . . . . . . . . the small table. . . . . . . . . . . . . the TV is a
bookcase. There are some books . . . . . . . . . . . . the bookcase. In the corner there is a small table
. . . . . . . . . . . . two armchairs. The sofa is on the . . . . . . . . . . . .
6. Think about your ideal room. Describe it to your partner. Do you like the same things?
Check this!
Use it!
– I can describe and locate objects in a room.
– I can describe my room.
– I can use the plural of regular nouns correctly.
Imagine you decide to let
your room. Write an
advertisement in a
newspaper, describing your
room.
21
HOMES
Who does what?
3
Can you…
• name usual house chores?
• describe usual activities that different people do at home?
• speak about your responsibilities at home?
Think about it!
Do you have special responsibilities at home? What are they?
Remember!
Housechores
Cook, set the table, wash the
dishes, sweep the floor,
wash the clothes, iron the
clothes, dust the furniture,
clean the windows, take the
rubbish out, do the
shopping
Useful language!
Let’s learn!
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.
22
Do you know?
When you speak about
another person in the
present, the verb takes
-s or -es:
He cleans.
She cooks.
She goes home.
He does the shopping.
Sound wise!
Your turn!
1. Work in pairs. Practise asking and answering questions about
responsibilities in Andra’s family.
eg. “Who does the shopping?”/“Nic does the shopping.”
2. Match each picture from the “Useful language” with the correct
sentence:
a. He washes the dishes.
b. He takes the rubbish out.
c. She cooks.
d. He sets the table.
e. She sweeps the floor.
f. He does the shopping.
g. She irons the clothes.
h. He cleans the window.
i. She washes the clothes.
3. Choose the correct word to complete these sentences:
a. They . . . . . . . . . . . . . . . (do/does) the shopping.
b. She . . . . . . . . . . . . . . . . (cook/cooks) in the kitchen.
c. I . . . . . . . . . . . . . . . . . . (dust/dusts) the furniture.
d. He . . . . . . . . . . . . . . . . . (set/sets) the table.
e. She . . . . . . . . . . . . . . . . (clean/cleans) the window.
f. We . . . . . . . . . . . . . . . . (wash/washes) the dishes.
4. Choose the right answer:
a. Does Andra take the rubbish out?
Yes, she does. / No she doesn’t.
b. Does mother wash the clothes?
Yes, she does. / No, she doesn’t.
c. Does Mikki do the shopping?
Yes, he does. / No, he doesn’t.
d. Does father wash the dishes?
Yes, he does. / No, he doesn’t.
5. Now ask your partner, like this:
“Do you wash the dishes?” “Yes, I do. / No, I don’t.”
Take turns asking and answering.
6. Speak about your family. Who does what? What do you do?
Check this!
– I can name usual house chores.
– I can describe activities that people usually do at home.
– I can speak about my responsibilities at home.
In English there are two /i/
sounds: a long one and a
short one. They sound quite
similarly, but sometimes
they make the difference
between two words:
Sit/seat; It/eat; Hit/heat
Note!
• To ask questions in the
present, use do or does in
front of the subject:
Do you cook?
Does he clean the house?
• To make negative
sentences in the present,
use don’t or doesn’t
(for he/she):
I don’t iron the clothes.
She doesn’t cook.
Use it!
Write a list of things you
have to do tomorrow / this
week. E.g. dust the furniture,
wash the dishes, etc.
23
HOMES
What time do you…?
Can you…
•
•
•
•
ask and answer about the time?
describe your daily activities?
ask people about their daily programme?
understand when people speak about their daily programme?
Think about it!
What is your usual daily routine? Is it a busy programme?
4
Remember!
Get up
Dress
Have a shower/bath
Eat breakfast/lunch/dinner
Go to school/work
Study
Listen to music
Go out
Go to bed
Useful language
Telling the time
What time is it? What time is it? What time is it? What time is it? What time is it?
What time is it?
It’s ten past
It’s quarter
It’s half past
It’s twenty to
It’s quarter to
It’s 3 o’clock.
three.
past three.
three.
four.
four.
Let’s learn!
Why does Andra work in the afternoon?
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.
24
Do you know?
a.m. stands for ante-meridian, meaning before noon.
p.m. stands for post meridian,
and it means after noon.
What time is 1 a.m.?
And 2 p.m.?
Sound wise!
The sound /e/ in the English
words then, tell, dress is
similar to the one in Romanian (mers, tren, chem).
But the /e/ sound in the
words day, have, and, at is
pronounced with your mouth
more widely open than for
the Romanian sound.
Your turn!
1. Look at these pictures. Arrange them in the correct order and then speak about Andra’s
programme:
2. Work in pairs. Write about Andra’s programme.
Tip! Use these verbs, with the correct ending: go, finish, work, get, eat, go, start, need.
Andra . . . . . . . . . . . . up at 6 o’clock. She . . . . . . . . . . . . a small breakfast, then she . . . . . . . . . . . .
to school. School . . . . . . . . . . . . . . . . . at 8 a.m. and . . . . . . . . . . . . . . . . . . . . . . . . . .at 1 or 2 p.m.
In the afternoon she . . . . . . . . . . . . . . . . . . home to study, then she . . . . . . . . . . . . . . . . . in a small
shop near her house. She . . . . . . . . . . . . . . . . . . . . .to earn some money for a trip to Great Britain.
3. Write
–
–
–
–
–
–
–
about your daily programme. These questions will guide you.
What time do you get up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What time do you have breakfast? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Do you go to school or work in the morning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What time do you have lunch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What time do you get back home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What do you do in the evening to relax? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What time do you go to bed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Use the answers to the questions above to write a paragraph about your daily programme. Tip! Use
Andra’s description of her daily programme as a model.
5. Exchange copybooks with your partner. Check each other’s work for mistakes.
6. Remember as much as you can about your partner’s daily programme. Then change partners. Ask
your new partner questions about his/her deskmate’s daily programmes. Answer their questions
about your deskmate. Did you remember everything?
Check this!
– I can ask and answer about the time.
– I can describe my daily activities.
– I can ask people about their daily programme.
– I can understand when people speak about their daily
programme.
Use it!
Imagine you are somebody
else: e.g. a young man in
Indonesia, a famous actress,
etc. What is your daily
programme? Write about it.
25
HOMES
II
Check your progress
Before you do these exercises, review what you have learned in Unit II (Homes)
1. Choose the correct picture:
a. In my house there’s a kitchen,
a bathroom, a balcony and two
bedrooms.
b. In my room there’s a bed, a
small table, a TV set and two
chairs.
c. The table is between the
chairs.
d. The TV set is on the small
table.
2. This is Ana’s to-do list. Can you number the pictures in the same order?
a.
b.
c.
e.
do the shopping
cook lunch
set the table
wash the dishes
e. sweep the floor
f. take the rubbish out
g. iron the clothes
3. Speak about Ana’s daily programme. What does she do every day?
26
Travelling
III
•
Read and speak about timetables;
•
Describe and compare different means of transport;
•
Ask for directions / follow directions;
•
Ask for things in a shop.
27
TRAVELLING
1
Journey planner
Remember!
Can you…
• find and compare information about travel times and fares?
• plan a journey?
Think about it!
Have you ever travelled abroad? Which is the best way to travel
long distances? Why?
Useful language!
Journey, Round trip, Fare
By train / plane / coach
Fast (-er)
Cheap (-er)
Long (-er)
Departure
Arrival
Road/railway/airway
How much is it?
How long does it take?
What time is the departure?
Do you know?
To speak about future
activities use WILL.
E.g. I will fly to London. He
will go with me.
The short form of will is ’ll:
I’ll fly to London. He’ll
come with me.
Sound wise!
Let’s learn!
Andra’s school is involved in a Leonardo project. As part of the
project, some students are going to visit a school in Liverpool.
The coordinating teacher has asked Andra and her classmate,
Mihai, to find information about travelling times and fares from
Bucharest to London and back. This is what they found:
By plane: Tarom Airlines
Round trip
Date
Departing Time Arriving
Otopeni,
Heathrow,
September 20 Bucharest, 10:00 London,
Romania
UK
Heathrow,
Otopeni,
September 30 London,
12:30 Bucharest,
UK
Romania
28
fare: 1,257 RON
Time Duration
11:30
03:30
17:45
03:15
The sound in journey is
similar to the sound in
gimnastica, genetica,
mergem.
Which of the following
words contain the same
sound?
Project, much, coach,
departure, gym, cheaper,
John, magic
By coach: Eurolines
Date
Departing
Round trip fare: 930 RON
Time Arriving
Time Duration
London,
September
Bucharest,
05:30 United
12:40
33:10
20-21
Romania
Kingdom
London,
September 30Bucharest,
United
14:30
22:30
30:00
October 1
Romania
Kingdom
Your turn!
1. Work in pairs. Fill in the empty spaces:
If we fly, we’ll leave Bucharest at . . . . . and arrive in London at . . . . . . The journey takes . . . . . .
hours and it costs . . . . . . RON.
The coach departs from Bucharest at . . . . . . . and it arrives in London the next day at . . . . . . . . . .
The complete journey takes . . . . . hours, but it costs only . . . . . RON.
So, it is faster to travel by . . . . . . . , but cheaper to travel by . . . . . . . . It also takes longer to travel
by . . . . . . . .
2. The teacher is asking Andra and Mihai about their findings:
How much is it to fly from Bucharest to London and back? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
And how much is it to go by coach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How long does it take to fly from Bucharest to London? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How long does it take to travel by coach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What time is the departure from London by plane? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What time is the departure from London by coach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. The project meeting is actually in Liverpool. Andra and Mihai are looking for information about
the trip from London to Liverpool by coach:
National Express
Departing times: (London)
Arriving times: (Liverpool)
Duration
LL 01
13:58
16:48
02:50
LL 02
14:25
17:28
03:03
LL 03
14:58
17:48
02:50
LL 04
15:58
18:48
02:50
LL 05
16:25
19:23
02:58
In pairs, practise asking and answering questions about the information in the timetable.
Tip! Use the questions in ex. 3 as a model.
4. Write a few sentences about the team’s trip from London to Liverpool. Use WILL for the future.
e.g. They will take the coach. They will leave at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Check this!
Use it!
– I can find and compare information about travel times and
fares.
– I can plan a journey.
What are the best ways to
travel from the closest city
to your town/village? Why?
What would you improve if
you were a mayor? Draw a
map and put your ideas on
it. Speak about it in front of
your class. (Tip! Use WILL!)
Do they agree with your
plans?
29
TRAVELLING
Means of transport
2
Can you?
• speak about the means of transport you can use in a city?
• compare different means of transport?
Think about it!
How can you travel from one place to another in your
hometown?
Useful language!
Remember!
Means of transport: bus,
tram, tube / underground,
trolleybus, bicycle,
motorbike, taxi, car;
rush hour,
bus stop,
underground station,
faster / slower,
cheaper / more expensive,
longer / shorter than
Do you know…?
Let’s learn!
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.”
30
LIMBA ENGLEZĂ • GHIDUL CURSANTULUI
London has the oldest
underground in the world.
It started to operate in 1863.
How old is it?
Sound wise!
The sound in transport is
similar to the sound ‘e’ in
the Romanian word tren,
but the mouth opens wider.
Which of these words have
the same sound as in
transport?
travel, special, than, smell,
understand, best, can, have,
then, project
Your turn!
1 Work in pairs. Read the text again, then fill in the information grid below. What suggestions did
each of the students make? For what reasons?
Tip! Fit this text in the appropriate cell:
Suggestions:
Reasons:
–To find a tourist information centre;
–To get advice on the best way to travel
–To travel by bus;
around London;
–To go on foot;
–To see the oldest underground;
–To travel by tube;
–To see more things;
–To enjoy sounds and smells;
Adriana
Sergiu
Andra
Mihai
Suggestion
Reason
2 Work in pairs. Use the information in the table above to make sentences about each of the
students. Example: Adriana would like to find a tourist information centre.
3 Work in pairs, then check your answers with those of another pair.
Read these leaflets from the tourist information centre, then answer the following questions:
a. How many means of transport are recommended by the info centre?
.............................................................................
b. Which is the most expensive means of transport?
.............................................................................
c. Where can you use a Travelcard?
.............................................................................
d. Why is the taxi cab a good way to travel in London?
.............................................................................
e. What are the advantages of using a Travelcard?
.............................................................................
Underground. The Underground is very
easy to use and its map is simple to
understand. You can easily find
Underground stations in the centre of
London. There are frequent trains, just
minutes apart, but they can be crowded at
rush hours. You can buy a saver Travelcard,
valid for one day or longer periods.
Buses. The famous double decker
buses are a good way to see the
capital. A Travelcard means you
can jump on and off them (at bus
stops) as you please. They cover all
of Central London and you can take
buses to the edge of the city too.
Taxi Cabs. The black cab
is another of London's
world famous features.
The advantage of the taxi
is that you arrive at your
destination usually on
time, but they can be
very expensive.
Use it!
Check this!
– I can identify and compare means of transport in a city;
Make a poster illustrating
the different means of
transport available in your
home place.
31
TRAVELLING
Out and about
3
Can you…
• ask for directions when trying to find your way in a city?
• follow directions?
• give directions?
Think about it!
Have you ever been asked to give directions to a foreigner in
your hometown or village? How did you feel? What language did
you use?
Useful language!
Remember!
• Asking for directions:
Excuse me?
How do I get to...?
Can you tell me the way
to…?
Where is…?
• Giving directions:
Go straight on…
Turn back. / Go back.
Turn left / right
Go along… street
Take the first/second road
on the left/right
It’s on the left/right.
(just) around the corner
at the crossroads;
go past the…
… until you get to..
Let’s learn!
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.”
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.”
32
Do you know?
In English they use “Excuse
me!” to get somebody’s
attention.
To apologize, you say “I’m
sorry!”
Your turn!
1. Look at the map. Try to find all the places that Andra and her friends would like to see.
2. Listen to their dialogue again. Can you follow their route on the map?
3. Practise reading the text. It’s important to get the intonation right!
4. Match these directions to the “Useful language” pictures.
turn left, stop at the crossroads, take the first road on the right, go straight on, turn right, go past the
crossroads, go back, take the second road on the left
5. This is a similar dialogue between Adriana, Mihai and another Londoner. Can you fill in the
missing bits? Choose from these: left; Excuse; straight on; second; can we get; can you tell us.
Tip! Use the map to do this exercise. Andra and Sergiu are still in front of Buckingham Palace.
Mihai: “. . . . . . . . . . . . . . me! . . . . . . . . . . . . . . . . . the way to Regent’s Street from here, please?”
L2: “Sure. Turn . . . . . . . . . . and follow the footpath in The Green Park until you get to Green Park
Station. Then, turn right into Picadilly Street. The . . . . . . . . . . . . . road on the right is Regent’s
Street.”
Adriana: “And how . . . . . . . . . . . . . . to the National Art Gallery from there?”
L2: “Turn left at the end of Regent’s street and go . . . . . . . . . . . . until you see the National Art
Gallery on your left.
Adriana: “Thank you very much, sir!”
L2: “OK. Enjoy your walk!”
Check this!
Use it!
– I can ask for directions when I’m in a new place.
– I can undersatnd and follow directions.
– I can give directions.
Draw a plan of your own
home place. Choose a spot
in the centre, then write
directions from there to the
most important places in
your town/village.
33
TRAVELLING
Shopping
4
Can you…
Remember!
• ask for things in a shop?
• read price tags?
Shop, money, change, buy,
pay, price, ask for, cash
desk, to stand in a queue
Think about it!
What do tourists usually buy when they visit Romania? Did you
notice?
Useful language!
Customer
Can I see that..? / Can you show me that …?
I’d like to buy … for my …
I need …
How much is it?
That's all.
Where is the cash desk?
Could I get a (plastic) bag, please?
Shop assistant
Can I help you?
What can I do for you?
Anything else?
Here you are. / Here you go.
You're welcome.
Pay at the cash desk, please.
That's 20 euros/euro altogether
Here's your change.
Let’s learn!
Andra is in a souvenir shop. She would like to buy gifts for her
family and friends.
T-Shirt
Men’s
Price:
£5.99
England
Baseball
Cap
Price: £6.00
Policeman
Price:
£6.00
Union Jack Folding
Umbrella
Price: £3.99
34
Do you know?
Many items have been used
as money, from shells and
scarce precious metals to
artificial money such as
banknotes.
Sound wise!
When somebody offers you
something, say “Yes,
please!” to accept or “No,
thanks!” to refuse politely.
“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...”
Your turn!
1. Work in pairs. Continue the conversation between Andra and the shop assistant. What do you
think she would like to buy for the rest of her family?
2. Practise these conversations with your partner. Change roles. Act one of them in front of the class.
3. Match the questions with the suitable replies:
Can I help you?
It’s £ 3.50.
How much is it?
That’s all, thank you.
Yes, please. I’d like a T-shirt.
Could I get a plastic bag?
It’s over there.
Anything else?
Certainly, here you are.
4. Circle the price you hear:
a. seven euros
b. thirty lei
c. two euros fifty
d. eight lei fifty
e. three dollars seventy-five
f. six pounds ten
g. ten dollars twenty-five
h. four pounds fifty
£ 4.50
$ 3.75
8.50 Lei
$ 10.25
2.50 Euros
£6.10
7 Euros
30 Lei
5. Write a suitable reply for these questions:
Can I help you?
..................................................................................
How much is that policeman bear?
..................................................................................
..................................................................................
Anything else?
..................................................................................
Check this!
Use it!
– I can ask for things in a shop.
– I can read and understand price tags.
What are things that tourists
in your area are usually
buy? What things in your
area are you especially
proud of? Make a poster
with these things. Use price
tags for the things people
would like to buy.
35
TRAVELLING
III
Check your progress
Before you do this, review what you have learned in Unit III (Travelling):
1. Look at this timetable:
By plane: Tarom Airlines
Round trip fare: 1,257 RON
Date
Departing
Time
Arriving
Time
Duration
October 20
Otopeni,
Bucharest,
Romania
13:00
Heathrow,
London,
UK
14:30
03:30
October 30
Heathrow,
London,
UK
10:30
Otopeni,
Bucharest,
Romania
15:45
03:15
Answer these questions:
a. How much is a plane ticket from Bucharest to London and back?
.............................................................................
b. What time does the plane leave from Bucharest?
.............................................................................
c. What time does it arrive at Heathrow airport?
.............................................................................
d. What time does the plane arrive in Bucharest on October 30th?
.............................................................................
e. How long is the journey from Bucharest to London by plane?
.............................................................................
2. Match each instruction with the correct picture:
a.
b.
c.
d.
Turn left at the end of the street
Keep along the same street
Take the first road on the right
Take the second road on the right
3. Can you read these prices?
$ 3.50
450 Lei
£ 5.99
$ 236
1,000 Lei
£ 27
4. Speak about the means of transport people use in your town.
36
$ 15
38 Lei
£ 49
Vocabulary
D
A
about = despre
abroad = în strãinãtate
add v. = a adãuga
address = adresã
after = dupã
afternoon = dupã-masã
again = din nou
age = vârstã
answer (v.) = a rãspunde, rãspuns
appearance = înfãþiºare
armchair = fotoliu
ask v. = a întreba
aunt = mãtuºã
back = înapoi
balcony = balcon
bath = vanã, baie
bathroom = baie
bed = pat
bedroom = dormitor
before = înainte (de)
behind = în spatele
between = între
big = mare
black = negru, brunet
blond = blond
blue = albastru
book (v.) = a rezerva; carte
bookcase = bibliotecã
bread = pâine
breakfast = mic dejun
brother = frate
brown = maro, ºaten, cãprui
buy v. = a cumpãra
cash desk = casierie
certainly = desigur
chair = scaun
change (v.) = a schimba; rest
chat v. = a povesti
check v. = a verifica
child = copil
children = copii
choose = a alege
city = oraº mare
classmate = coleg de clasã
clothes = haine
cook v. = a gãti
cooker = aragaz
copybook = caiet
corner = colþ
cosy = confortabil
count v. = a numãra
country = þarã
cousin = vãr
crossroads = intersecþie
cupboard = dulap de bucãtãrie
curly = creþ
customer = client
daily = zilnic
daughter = fiicã
describe v. = a descrie
deskmate = coleg de bancã
diary = jurnal
digit = cifrã
dining room = sufragerie, salã de mese
dinner = cinã
direction = direcþie, indicaþie
dish = farfurie
do v. = a face
draw v. = a desena
dress v. = a (se) îmbrãca
drive v. = a conduce maºina
dust (v.) = praf; a ºterge de praf
B
C
D
37
E
earn v. = a cîºtiga
evening = searã
everybody = toatã lumea
expression = expresie
false = fals
famous = celebru
far = departe
fat = gras
father = tatã
favourite = preferat
fill (in) v. = a umple, a completa
find v. = a gãsi
first name = prenume
flat = apartament
flight = zbor
floor = podea
footpath = alee, cãrare
foreign = strãin
friend = prieten
from = din, de la
front (in * of) = în faþa
furniture = mobilã
gift = cadou, dar
glasses = ochelari
go v. = a merge
grandfather = bunic
grandmother = bunicã
green = verde
greet v. = a saluta
grey = gri
guess v. = a ghici
help (v.) = a ajuta; ajutor
here = aici
house = casã
house chores = activitãþi casnice
how = cum
how many = câþi, câte
how much = cât, câtã
husband = soþ
F
G
H
I
introduce v. = a (se) prezenta
J
junction = intersecþie
just = doar
kitchen = bucãtãrie
know v. = a ºti
K
38
DENUMIREA MATERIEI • GHIDUL CURSANTULUI
L
label = etichetã
last = trecut, ultimul
late = târziu
later = mai târziu
left = stânga
letter = literã; scrisoare
like v. = a plãcea
listen v. = a asculta
little = mic
live v. = a locui, a trãi
living room = camera de zi
locate v. = a localiza
long = lung
lunch = prânz
magazine = revistã
map = hartã
match v. = a potrivi
maybe = poate, posibil
means = mijloc
meet v. = a întâlni, a face cunoºtinþã
money = bani
morning = dimineaþã
mother = mamã
move v. = a (se) muta
name = nume
nationality = naþionalitate
near = aproape
need v. = a avea nevoie
nephew = nepot
new = nou
next (the) = urmãtorul
nice = drãguþ
niece = nepoatã
night = noapte
notice v. = a observa
now = acum
often = des
old = în vârstã; vechi
passport = paºaport
pay a visit v. = a vizita
pay v. = a plãti
people = oameni
photo = fotografie
picture = imagine
pocket = buzunar
practise v. = a exersa
prepare v. = a pregãti
pretty = drãguþ
price = preþ
M
N
O
P
Q
queue = coadã (la magazin)
39
R
read v. = a citi
recognize v. = a recunoaºte
red = roºu, roºcat
relationship = relaþie
relax v. = a se odihni, relaxa
remember v. = a þine minte
rent (v.) = chirie, a închiria
repair v. = a repara
reply v. = a replica, a rãspunde
right = corect, drept
room = camerã
rubbish = gunoi
run v. = a alerga
same (the) = la fel, acelaºi
say v. = a spune
see v. = a vedea
sentence = propoziþie
set the table v. = a pune masa
shop = magazin
shop assisstant = vânzãtor
shopping = cumpãrãturi
short = scurt, scund
show v. = a arãta
shower = duº
similar = similar, asemãnãtor
sink = chuivetã
sister = sorã
sleep v. = a dormi
small = mic
sofa = canapea
sometimes = uneori
son = fiu
speak v. = a vorbi
spell v. = a spune pe litere
state v. = a afirma, exprima
straight = drept
street = stradã
suitable = potrivit
sure = sigur
surname = nume de familie
table = masã
take out v. = a scoate, a duce afarã
take v. = a lua
tall = înalt
telephone = telefon
than = decât
thank v. = a mulþumi
then = apoi, atunci
there = acolo
thin = slab
thing = lucru
tick v. = a bifa
timetable = orar
tip = sfat practic
tonight = desearã
town = oraº
travel v. = a cãlãtori
true = adevãrat
try v. = a încerca
turn = rând
turn left = ia-o la stânga
turn right = ia-o la dreapta
twice = de douã ori
uncle = unchi
understand v. = a înþelege
until = pînã (când)
update v. = a aduce la zi
useful = util, folositor
usually = de obicei
S
T
U
40
DENUMIREA MATERIEI • GHIDUL CURSANTULUI
V
village = sat
W
wait v. = a aºtepta
walk v. = a merge pe jos
want v. = a vrea, a dori
wardrobe = ºifonier, dulap
wash v. = a spãla
watch v. = a privi
way = cale, direcþie; mod
week = sãptãmânã
what = ce
when = unde
where = unde
which = care
why = de ce
wife = soþie
window = fereastrã
with = cu
wonderful = minunat
word = cuvânt
work v. = a munci,a lucra
write v. = a scrie
year = an
young = tânãr
Y
41
Get ready!
Well done! You managed to finish the first module of the English
course in the “Second Chance” Programme.
Now it’s time to use your learning diary again. In order to be able
to communicate well in a foreign language, you need four basic
skills: listening, reading, speaking and writing. During this
module you have made a lot of progress in listening and reading
and some progress in speaking and writing. Which of the two
main skills in this module did you find easier? Which of the four
skills do you think will be the most useful to you in your real life
(for your job, travelling, etc.)? What kind of exercises could help
you improve those skills that you need the most?
Before final assessment, go over each lesson again and review
especially the introductory sections: “Can you,” “Remember!,”
“Useful language” and the final one (“Check this!”). This will
help you identify the areas where you still need some practice,
so that you will know what to work on. Then, go through the
self-assessment exercises at the end of each unit in the Student’s
Guide. You probably have already taken some oral and written
tests: go over them again and note especially your teacher’s
corrections. Make sure you understood what you did wrong and
know what the right answers are. Ask your teacher about
anything which is not quite clear yet.
Next, look at the words and expressions used in each lesson. You
might want to use your class notes or the Vocabulary section at
the end of the Student’s Guide.
Finally, try to design similar exercises to those in the selfassessment worksheets. Work with a classmate and exchange
your exercises. Discuss the correct answers together. Whenever
you are not sure about the right answer, check it in the book or
ask your teacher.
Now you are ready for final assessment. More than anything, be
positive about it: it is not meant to sanction insuccess, but to
support your learning. Good luck!
42

LIMBA ENGLEZĂ

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