English Goals TB1

Written with today’s teenagers in mind, English Goals prepares students to use English in the real world, taking them from pre-A1 to B1 Level.

A 4-volume series with 8 units per level, English Goals develops grammar, vocabulary and the four skills in a balanced way so that students can instantly use language in real-life communication. Insights into mediation activities help the class face the many communication challenges of the 21st century.

P. Tite | C. Moore | C. E. Morris

ENGLISH GOALS

Paola Tite Claire Moore Catrin E. Morris

ENGLISH GOALS

• It develops life skills with activities that encourage creativity, collaboration and communication through a range of real-life topics, motivating texts and captivating tasks.

• It meets the needs of every student with highly inclusive material (Simple Goals) ideal for mixed-ability classrooms.

• More than 70 videos present vocabulary and key functional language in a natural context, helping students to improve their communication skills and enhance their fluency.

• It introduces STEM education with engaging and fun activities which develop critical thinking, problem-solving, and analytical skills.

ENGLISH GOALS

• It helps students build their confidence to talk about and work with the 17 Sustainable Development Goals and it gives them the tools to deal with challenges inside and outside of the classroom.

TEACHER’S BOOK

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1 The digital version Speciallyof the book with designed interactive quizzes to boost confidence exercises, videos and audio in the classroom aligned to can be downloaded from your coursebook www.elionline.com/ digitalbooks

Equilibrium Eli Publishing’s equality project which promotes values of social justice and diversity, thus favouring a culture of inclusion

TEACHER’S BOOK

ELI Link, the app which allows you to listen, watch and do practice using your smartphone or tablet

• TESTS & RESOURCES • DIGITAL TEACHER’S BOOK

British English Pre-A1 A1 A2 B1

www.elionline.com 1 S l. .r. AL OK 9 I s GO BO 0EL H ’S 418 IS ER 6GL CH 53 EN EA 88T 897

The pleasure of learning ES1078_09

PUBLISHING

Teacher’s Book

Contents

Student’s Book Contents

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4

Introduction

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8

Components Course characteristics The digital offer Methodology Life Skills

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8 9 28 29 32

Student’s Book: Key, audioscripts and teaching notes

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35

Videoscripts

p. 155

Workbook: Key and audioscripts

p. 159

Tests & Resources

p. 177

Entry Test Unit Tests Skills Tests SEN Tests

p. p. p. p.

Tests Key and Audioscripts

p. 227

180 182 198 210

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Contents Student’s Book

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Introduction

Components

English Goals is an innovative English language course for lower secondary school students. The syllabus aims to develop language skills and knowledge as defined by the Council of Europe in the Common European Framework of Reference for Languages (CEFR), taking students to B1 level of competences over the course of four years.

English Goals differs substantially from other courses on the market because it replaces an often slow-moving, fragmentary grammar-functions syllabus, with a more natural syllabus based on communication and ageappropriate vocabulary.

Components For students • Student’s Book 1 • Workbook 1 • Student’s Book 2 • Workbook 2 • Student’s Book 3 • Workbook 3 • Student’s Book 4 • Workbook 4 • Digital resources: Global Goals in Action; Digital Mini Dictionary; Digital Grammar Bank • Additional material can be downloaded from the website www.elionline.com – Student’s Resources Each Student’s Book contains: • Starter Unit (level 1) or Revision Unit (levels 2, 3 and 4) • Eight units of twelve pages each • Eight units of 4 pages each of inclusive review for all (Simple Goals – Let’s All Revise!)

• 2 pages of Progress Checks every two units (levels 1 and 2) or 1 page of Progress check and 1 page of 2030 Agenda (levels 3 and 4) • Pronunciation Workshop at the end of the volume (levels 1 and 2) • Culture (levels 3 and 4) Each Workbook contains: • Eight units of eight pages each • Grammar Bank (levels 3 and 4) • Verb Tables (levels 3 and 4) For the teacher • A Teacher’s Book + Tests & Resources for each year with notes on methodology, background information, teacher’s notes for each lesson, pathways for inclusion and flipped learning classes • 4 digital posters (Phonetic chart, UK and Ireland map, United States map, English-speaking countries map) • Digital Set of Flashcards • Additional material can be downloaded from the website www.elionline.com – Teacher’s Resources

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Course characteristics

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Introduction

English Goals is structured according to the most recent indications for the development of communication in a foreign language, in particular the indications of document P21 (Partnership for 21st Skills). As such, it has the following characteristics: •

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a logical grammar and lexical path, which covers all the elements required in the lower Secondary School, but sequenced to best reflect the communicative style of the 11-14 year age group (from common and simple structures and vocabulary to more complex ones); a 21st-century Life Skills pathway, highlighting the skills needed to live and work in the 21st century, as established in 1993 by the World Health Organisation, for the purpose of developing socio-emotional skills, personal and relational skills useful to manage relationships between the individual and others in a positive way; the Linguistic Competence pathway, the ability of a student to use language in activities not totally controlled or guided, but with a strong element of personalisation, as in authentic tasks.

An innovative methodology

The methodology of English Goals is highly innovative. It aims to develop language skills and knowledge as defined by the Council of Europe, by covering all the elements required in the lower secondary school, but sequencing the grammatical and lexical pathway differently.

Communication is based on real communicative functions, and it is not simply a vehicle for grammatical structures, as often occurs in lower secondary school English courses. The communicative functions are introduced in photostory dialogues and they reflect real-life communication situations. They are then extrapolated and presented in clear and concise tables, to enable students to prepare for oral production activities.

Engaging content for students

Presenting interesting and compelling topics is the most effective way to engage students, keep them motivated and provide a platform for their creativity and communication skills. English Goals offers two types of content for this purpose: • entertaining episodes that follow the narrative thread of a story based on situations relevant to this age group; • real-life interviews and video blogs where British children express their opinions, preferences and ideas, and which stimulate students to carry out their own personal projects.

Particular attention is given to presenting a wide variety of authentic written texts (chats, blogs, websites, twitter feeds, articles, emails, text messages, labels, etc.) and oral material based on types of audio and visual texts (conversations, presentations, telephone messages, instructions, songs, jokes, etc.).

Video and digital components

The course makes full use of audiovisual elements by presenting a video at the beginning of each unit to introduce the new lexical group through images or significant contexts (second page, Focus on video), and in the Video Workshop page a video brings together the unit’s focus in interesting new situations, in order to generate a series of comprehension and production activities.

Inclusiveness

The 21st century skills curriculum is not only the basis for the development of productive Skills but also of the concept of inclusiveness proposed and exemplified in the Teacher’s Book.

In the Student’s Book inclusiveness is implemented in the presentation style of the subject and exercises through diagrams, tables, charts, comics, photos, cartoons, etc., in the different types of exercises and in differentiated learning for certain activities of language production. The Teacher’s Book offers more information on how to adapt various activities to different learning styles, especially for students with SLD (Severe Learning Difficulties or Specific Learning Disabilities).

Development of competences

So far the EFL methodology has been based almost exclusively on teaching language structures with the PPP method (Presentation, Practice, Production) to which is added a rapid foray into the field of communication by developing production skills. More recent educational studies call for the development of 21st century skills, as a means of adapting school curricula to meet the digital reality in which the students move will work in as they become adults.

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Introduction

Course characteristics

English Goals aims to develop 21st century skills, inspired by the document Partnership for 21st-century Skills published in the USA, which describes the skills, knowledge and competences that students require in preparation for work and adult life. Of particular importance for the study of the foreign languages are the Learning Skills and the Life Skills. English Goals introduces a series of productions tasks that promote important Life Skills, such as flexibility, cooperation, decision-making, etc.

Linguistic competences

While in the past different aspects of the language were taught and tested separately, today it is considered vital to link the various areas of learning and manipulate the language in a coherent way to achieve effective communication. This course is based on a curriculum of regular cumulative graduated activities, which bring together the set of grammatical structures, lexical sets and functions.

The Progress Check offers two pages for further review every two units.

In the third and fourth levels the first page of the Progress Check is based on controlled exercises and focuses on the accuracy of forms and the use of language. The second page focuses on an objective of the 2030 Agenda in order to familiarise students with some of the 17 Goals of Sustainable Development.

The exercises directly and indirectly prepare students for external certifications following the same format as those used in the Cambridge English Qualifications: A2 Key for Schools and B1 Preliminary for Schools. These are indicated by the icons K and P .

Additional material can be downloaded for free from the website www.elionline.com.

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Course characteristics

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Introduction

Starter Unit (level 1)

In the first year most classes will consist of students with different levels of competence, since they come from different schools and experiences. That is where the Starter Unit comes in as it serves to homogenise levels at the beginning of the school year, through a series of reinforcement activities for the weakest students and a review for the strongest ones.

Revision Unit (levels 2, 3 and 4)

At the beginning of volume 2, 3 and 4, a Revision Unit, structured in a similar way to the other units of the volume, will allow students to review the main structures and lexical areas learned during the previous year.

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Introduction

Course characteristics

Structure of the unit and methodology Unit Opener with Vocabulary & Video (pages 1-2 of the unit)

The double page opener presents the unit lexis through visually striking images and a video that uses language in context. These are words that students must not only understand, but actively use when they produce sentences in English (active vocabulary).

Picture opener The strong visual impact of the first page of every unit enables students to deduce the meaning of new words from context and to assimilate and remember them, by tapping into the multiple intelligences and multi-sensorial experience. This is particularly effective for students with special educational needs.

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Course characteristics

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Introduction

Focus on words There are exercises which accompany the pictures and focus students’ attention on target vocabulary (Focus on words). These exercises can be matching words and pictures, true/false, or choosing the correct option.

Focus on video After analysing the photos, students turn to the VIDEO which presents new words with pictures and correct pronunciation of the words, or through the context of reallife situations. Students assimilate pronunciation and learn to copy it accurately. Words and sentences are fixed in the students mind thanks to the reinforcement of the visual images.

Talk about it Talk about it exercises are communicative activities, which personalise topics, the kind of task a student would face in the real world.

Simple Goals At the bottom of the page there is a link to the section called Simple Goals – Let’s All Revise!

This is at the back of the book and highlights the key elements of each unit, presented inclusively to ensure that all students can use the same book in class, regardless of their ability.

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Introduction

Course characteristics

Reading (pages 3-4 of each unit)

A double page Reading spread presents an authentic reading text, based on an aspect of particular interest from the unit and this accompanied by a number of different exercises. Comprehension exercises include: choosing the correct option, open questions about the text, true/false questions, matching photos and text, as well as other typologies.

The target grammar is presented in the double page spread Reading and Dialogue Work. Highlighted in neat green boxes, to signal its use, with examples taken from the reading text. These are followed by one or two practical exercises. The lesson is rounded up with personalisation and production exercises.

Focus on texts Various types of texts are presented in each volume (Focus on texts) such as: article extracts, web pages, online, online chat, forums, and so on.

New words New words are indicated in a specific box with a space for translation into the student’s own language.

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Course characteristics After students have developed reading skills and assimilated the vocabulary needed to understand the text, they read the text and do comprehension exercise, often based on the format of Cambridge English Examinations: A2 Key for Schools or B1 Preliminary for Schools (for example true/false, multiple choice, gap fill, etc.).

Some of the exercises are based on diagrams in order to further promote inclusion.

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Introduction

Now the student is ready to face the specific grammar structures present in the text. This is presented in a small, clear and simple box (What’s it for?) and provides examples from the reading (Show me), so already known and easy to understand for the student.

One or two exercises enable students to instantly check they understand the use of the new structure. For further explanations, students can refer to the Digital Grammar Bank in the Digital Book.

Write about it The grammar exercises are rounded up with a guided speaking or writing exercise that enables the student to activate the grammar learned.

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Introduction

Course characteristics

Dialogue Work (pages 5-6 of the unit)

The double page spread Dialogue Work presents a real-life situation through the lives of four students, which enfolds across all three levels. In level 4, this double page spread presents a selection of podcast episodes in which two teens discuss various topics relevant for students of this age.

Focus on words As well as the vocabulary presented in the Reading double spread, more complex expressions are added and tested here in exercises based on passive recognition. An audio model is supplied for students to practise identifying the new words and to help them actively reproduce the words and pronounce them correctly.

Focus on dialogues The dialogues are presented with a preliminary exercise to identify the listening context. The dialogue scripts provide examples of the target language, both in terms of vocabulary and grammar, partially recycling the language of the Reading lesson and anticipating examples of functional languages that will be explored at the end of the lesson.

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Course characteristics

The exercise checks if students have understood the dialogues before moving to the grammar focus. This type of exercises frequently follows Cambridge English: A2 Key for Schools or B1 Preliminary for Schools style questions.

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Introduction

Focus on communication A special box presents functional language and illustrates its use in everyday language with a few examples. A guided exercise follows providing a chance to practise the communicative functions just presented and to prepare students for the spoken interaction in the role play, the overall aim of this lesson.

Talk about it The role play represents an authentic task that is directly linked to students’ lives.

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Introduction

Course characteristics

Grammar Workshop (pages 7-9 of the unit)

The grammar workshop further examines the grammar structures present in the Reading and Dialogue Work sections and graphically illustrates them in order to make them easier to understand (though tables, diagrams etc.). Several examples are provided for each grammar rule as well as peculiarities to the English language.

This section presents the grammar structures through worked examples. Right from the start the student is invited to analyse the sentence, and thus to view the structure not in isolation but in the context of a sentence. In order to achieve this, the elements which make up a structures are visually identifiable in columns of different colours (subject, verb, etc.). Completed tables of grammar structures are in the Workbook and in the Digital Grammar Bank in the Digital Book. In some cases the grammar elements (for example demonstrative adjectives and pronouns) are illustrated with graphics and diagrams, as well as being presented in sentences.

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Course characteristics

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Introduction

Then the students complete a series of graduated grammar exercises. Thus the learning process follows the familiar pathway: • observing the structure; • analysing and understanding the structure; • practising the use of the structure in familiar and controlled contexts.

The final aim is to enable the student to use the structures learned in a creative way, switching focus to non familiar and freer contexts; in other words in spontaneous conversations with English speakers.

Each box is followed by a link to the Digital Grammar Bank in the Digital Book, where students will find the rules explained in their own language with further exercises and analysis.

The grammar exercises follow the explanations and are graduated according to difficulty, as indicated with the highlighted boxes. These go from a basic level (for example choosing between two alternatives, or reading a list of verbs and writing a particular form for each one) to an intermediate level (for example completing sentences, reordering words, matching questions and answers) to an advanced level (for example writing complete sentences, competing a text, answering questions in a personal way, translating sentences or texts).

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Introduction

Course characteristics

Grammar round-up Exercises to consolidate acquisition of the target language structures and chance to compare and contrast them.

Mediation Each grammar workshop section contains a translation exercise which requires a knowledge of the target grammatical structures and language functions.

Pronunciation A section of pronunciation brings English language pronunciation and intonation to the students’ attention, in the form of: word stress in a sentence, intonation, unique English language phonetic sounds, differentiation between similar sounds, or the different spelling of the same sounds.

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Course characteristics

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Introduction

Video Workshop (page 10 of the unit)

This workshops consists in watching a video, doing the accompanying exercises, and developing speaking skills though a collaborative task linked to the video language. The workshop can be undertaken as a traditional class with activities based on the content, or it could be a flipped lesson, that is to say a flipped classroom, with students watching the video and doing the comprehension activities at home, and then the teacher developing the interactive and collaborative tasks in class afterwards.

Speaking In line with the 21st-century Life Skills, speaking activities are presented as authentic tasks (surveys, analysis, problemsolving, decision-making, etc.) to carry out in pairs or in small groups. The results of these can then be used or presented in a class debate or discussion, or as a role play.

Focus on video The VIDEO might be a vox pop with young people interviewed on the street by a ‘reporter‘ asking questions about things they are interested in; or it could be a vlog, a video blog in which young people talk to each other or directly to camera. The aim is to provide students with examples of semi-authentic conversations by their English-speaking peers, talking about their lives, their preferences and their opinions. The overall aim is to stimulate young students of English to do the same.

Sometimes the video will have a beforewatching preparation exercise, some predictions or pre-taught expressions.

There are several comprehension exercises: the first is a gist listening task, followed by comprehension tasks focusing on specific information or specific elements of language.

Using the video as a model, students can practise similar interviews or discussions.

The work is structured in a preparation phase stimulating interest in the topics, questions and possible answers, and a presentation phase in which the interview or discussion is presented to the class.

Focus on digital Where possible, students should create their own videos of their interviews or discussions and are encouraged to give constructive feedback on the the interviews or the work of their classmates, and if suitable they can vote for the best video. This last activity is important to establish what students can achieve and how.

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Introduction

Course characteristics

Life & Language Skills

The double page spread Life & Language Skills focuses on the development of the receptive skills of reading and listening and the productive skills of writing and speaking, with particular attention given to oral presentation skills required in the school-leaving exam. In these two pages the course provides students with the chance to undertake authentic tasks, like those they will have to carry out in real life when communicating with English speakers.

It is however worth noting that it is not always possible to maintain the traditional division of skills into receptive skills (reading and listening) and productive skills (writing and speaking) in authentic tasks, where skills are often integrated: a dialogue, for examples, consists in alternative listening and speaking; and the productive phase of a summary or translation, requires a receptive phase of comprehension.

All the suggested strategies for developing skills fall under the competences ‘learning to learn’.

Before you read Reading is often preceded by an exercise predicting the content of the text, based on a vocabulary search or on looking at pictures.

The subject of the reading text is of a cultural or general nature, aimed at widening students’ sphere of interest and increase their knowledge of other cultures or lifestyles. The texts are often broken down into short paragraphs and accompanied by pictures, often with captions, to aid comprehension.

There are often two comprehension exercises: one based on the pictures and another which leads students to more in-depth comprehension and helps them develop reading strategies, such as scanning for specific information. These exercises often follow the format of Cambridge English Qualifications: A2 Key for Schools or B1 Preliminary for Schools.

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Course characteristics

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Introduction

Reading Traditional reading strategies are developed throughout the course.

• predicting: prediction of content, through pictures, captions and titles; • skimming: general understanding, that is the ability to understand the gist of a text following a quick look through; • scanning: carefully examining the text for specific information; • reading for detail: full understanding of the facts of a text following attentive reading, and at higher levels, deduction of implicit meaning of a text and writer’s intent.

Listening This topic is linked to the reading text, but viewed from a different point of view or aspect. Recorded texts range from: conversations, brief discussions, phone messages, instructions, songs, jokes, etc.

Writing The writing activity provides a brief writing model or reproduces the models of the Reading or Listening sections.

Oral Presentation The section concludes with a spoken activity which aims to improve and consolidate Presentation Skills needed for the school-leaving exams and in more general terms the Speaking Task (Key and Preliminary) of international certification.

Listening / Writing competences The boxes with the key symbol aim to encourage students to develop specific learning strategies, required to carry out the assigned task. At different times Reading, Listening or Writing strategies are explored.

There are various listening comprehension exercises, one based on gist listening of the general meaning of the text, and others on listening tasks for specific understanding, often in the Cambridge English Qualifications: A2 Key for Schools or B1 Preliminary for Schools.

It reuses the unit content, often in the form of an authentic task. The activity is based on a topic related to the student’s real life. A list of points or questions is always provided to help students organise their ideas for their written composition.

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Introduction

Course characteristics

Simple Goals − Let’s All Revise! (Inclusive unit revision)

Each unit of the Student’s Book is re-presented in four pages of target vocabulary, grammar and communicative strutture revision. This revision is totally inclusive both graphically (using easily legible and large fonts, with bigger interline spacing, pastel shaded background, and frequent use of pictures); and in teaching matter, whilst maintaining the sequence and content of the preceding pages, they are characterised by their high levels of inclusiveness.

The written and oral comprehension activities are always linked to the texts on the preceding pages – to which the student can refer – but they have been calibrated and rebalanced to help students with special educational needs.

The activities are modified in form but not in content, so that the solutions are the same for all students and promote inclusion rather than highlighting differences, which might lead to discrimination.

The section Simple Goals represents a review moment beneficial to all students both with regards to all the work covered in the unit and in preparation for a test.

Links to the Simple Goals section are at the bottom of the pages of the unit.

The same pictures presented in the opening double spread of the unit are presented here, together with supporting activities. The instruction key words are highlighted to make them clearer.

Some activities aims to consolidate the understanding of vocabulary and boost student confidence through first person personalisation.

Each exercise is introduced by a worked example.

Classic grammar exercises are supported by pictures to aid comprehension.

The student reads the same reading text from the unit, but the type of activity is modified to aid understanding. If the student has difficulty in reading the text on paper, a laptop can be used in class to facilitate reading.

Question answers remain the same as those for the reading text, so that class correction does not exclude anybody.

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The unit’s oral activity is more guided here, with the oral text appearing on the page, with gaps for completion.

Course characteristics

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Introduction

Progress Check (two pages for every two units in Levels 1 and 2; one page for every two units in Levels 3 and 4)/2030 Agenda (one page for every two units in levels 3 and 4) In Levels 1 and 2, there is a Progress Check every two units split into two parts. In the first page, students check their acquisition of the grammar, vocabulary and functions of the two units through targeted exercises. The first Grammar exercise is a multiple-choice one, whereas the Vocabulary exercise aims to consolidate and memorise the lexis through classification tasks. In the second page students check their acquisition of unit objective in context, through a first comprehension exercise of the text (for example open questions) and subsequent exercises of oral and written production, based on the content of reading text. In Levels 3 and 4, the Progress Check is condensed onto one page, while the other page is dedicated to the 2030 Agenda, aimed at helping students gain a better understanding of some of the 17 Sustainable Development Goals.

Pronunciation Workshop (Levels 1 and 2) Work on pronunciation is continued and further examined in the Pronunciation Workshop at the end of the volume.

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Introduction

Course characteristics

Workbook

The Workbook has the same number of units as the Student’s Book and aims to develop students independent learning.

Each unit has: •

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A Vocabulary & Communication section with vocabulary exercises to consolidate words introduced in the Focus on words part of the unit, and exercises to consolidate communicative functions, with content from the Reading and Dialogue Work pages in the Student’s Book along with similar dialogues to reuse the communicative functions (Dialogue Work and Communication). There is also a dictation activity (Dictation).

Three pages of Grammar Workshop with a wide range of grammar activities (transformation, completion, choosing the correct alternative, matching, etc.) for consolidation.

Grammar rules are actively revised (boxes with rules for completion). There is also a part dedicated to translation and some funny cartoons to close the section (Fun with Grammar) to help students remember the target grammar structures.

A page of Grammar in Context, aimed at using grammar structures in more complex communicative contexts.

Two pages dedicated to language skills (Skills Workshop) with reading texts, listening activities and prompts for written work and to prepare for oral production or interaction in class. These serve to consolidate everything learnt in the Student’s Book and to encourage gradual development of student independence, with a view to prepare for external certification and school-leaving exams.

Students will find all the audio tracks for the Listening activities of the Workbook on the Digital Book, or they can access them directly from the paper textbook via the ELi Link App or download them in MP3 format free of charge from www.elionline.com.

The Flashcards

The Digital Book pack also contains a set of 48 Flashcards split into 25 lexical areas. This is a valuable complementary and support tool for teaching a foreign language. The aims of these flashcards are to: • provide students with the relevant lexical group for each topic presented; • stimulate students to practise structures linked to that lexical group; • encourage students in English through games; • exploit the class’s multiple intelligences; • facilitate the teacher’s role in mixed ability classes; • give students a change to play different language games; • promote inclusion in the class; • motivate students to learn English.

In the Digital Book’s Resources, there is also an instruction booklet for teacher’s flashcards. It can also be downloaded from the website www.elionline.com.

School objects Colours Animals School subjects The family The house Furniture Daily routines Places in town 26

Food and drinks Clothes and accessories Free-time activities The human body Sports Jobs Musical instruments Shops Means of transport

Household chores The weather Feelings and emotions Holidays Natural places Illnesses Money

Course characteristics

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Introduction

Teacher’s Book + Tests & Resources Teacher’s Book

The Teacher’s Book is a vital tool that is easy to use and contains all the solutions to the exercises, and the audio and videoscripts for the Student’s Book and the Workbook, as additional notes on teaching, culture, flipped classroom pathways and inclusivity.

The Teacher’s Book has: • the table of contents; • a comprehensive introduction with a description of the course and the methodology, an explanation of all the digital elements available, information about the Common European Framework of Reference for Languages and external certification (Cambridge English Qualifications), as well as detailed analysis of learning by competences; • the pages from the Student’s Book with solutions, audioscripts, teaching and cultural notes, flipped classroom pathways and links to further study; • keys and audioscripts to the Workbook; • all the videoscripts.

Tests & Resources

The Tests & Resources is entirely photocopiable and contains a wide range of grammar and tests.

The test section of English Goals has two parts: the first part has unit tests and the second part has differentiated tests for students with special educational needs.

The first part is structured as follows: • One Starter Unit Test before the Level 1 tests, to establish students’ competence levels at the beginning of the school year. The entry test should be completed before the Starter Unit of English Goals 1, to determine which of the starter unit activities students need to do in order to address gaps in their knowledge.

• Unit Tests with two versions, one for row A and one for row B. The grammar structures, vocabulary and functions are the same in both versions but the exercises slightly tweaked (in terms of words, individual grammatical items or the information requested). Thus students will be unable to copy solutions from their neighbours, or both tests can be done at different times.

• Skills Tests come every two units, and aim to test the competences and knowledge acquired by students over the course of both units. Each Skills Test has five sections: Reading, Writing, Listening, Speaking and Spoken interaction.

• SEN Tests, a battery of tests aimed at reaching minimum attainment objectives (8 double page tests).

All the keys and audiocripts are available in the Tests & Resources.

The audio for the tests and the whole section in Word format, so that the teacher can change tests and worksheets according to students’ needs, can be found in the Teacher’s version of the Digital Book or downloaded from www.elionline.com.

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Introduction

The digital offer

The use of technology as a tool to expand, search, organise and communicate information is a fundamental skill in the 21st century, essential for teaching students and indispensable for their finding jobs in the future.

It is within this framework that the broad digital offer of English Goals is set: a wide range of tools that can be used both by the teacher, for work in the classroom with the IWB, and by the student, for self-study review, revision and in-depth study at home.

The Digital Book

The Digital Book can be used in class on an IWB or on a projector, or at home for homework and extra practice.

It includes: • all the audio files in the Student’s Book and the Workbook • all the videos in the Student’s Book • all the activities in the Student’s Book and the Workbook which are interactive and self-correcting • the Digital Progress Checks • the Digital Mini Dictionary • the Digital Grammar Bank • the booklet Global Goals in Action with lessons on the 17 Sustainable Development Goals of the 2030 Agenda • browsable Flashcards • the phonetic chart with audio – a word with phonetic and audio transcription is associated with each phonetic symbol, to enable students to listen and practise the pronunciation • geographic maps: UK and Ireland map, The United States map, English-speaking countries map • extra resources In addition, from the toolbar in the platform it is not only possible to access the traditional drawing palette (pencil, highlighter, boxes to insert notes, rubber) but also to make text cuttings, insert exercises, files, notes, videos, hypertext links and audio recordings to practise pronunciation.

The Teacher’s version of the Digital Book also contains a ‘key’ button with the key of all the interactive exercises.

Online resources

Further flexibility is given to English Goals thanks to an area dedicated to online resources on the site www.elionline. com. This will allow the materials to be continuously updated and enriched and downloaded free of charge, in line with the constant development and teaching aims of lower secondary school education.

ELi Link

ELi Link is an application that can be downloaded for free from the AppStore (for iOS) or GooglePlay (for Android) on a smartphone or tablet. Thanks to ELi Link, the material you see is enriched with multimedia elements that can be activated directly from a smartphone or a tablet.

After downloading and launching the app, you can frame the page of your book and immediately access the connected video and audio content.

Thanks to its technology, the ELi Link tool is designed to increase productivity in class or at home, while saving time, as well as keeping students’ attention and involvement high. All the multimedia content of the course is in fact available at all times with one simple click from your mobile device.

Download the free Eli Link App on a smartphone or tablet.

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Launch the app and frame the paper page of your book.

Instant access to audios, videos and interactive activities

Methodology

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Introduction

The vocabulary

The Focus on words section, present in every unit, contains the words that students must not only understand, but actively use when they produce sentences in English (active vocabulary). The section is introduced by photographs that stimulate the use of visual memory and set the scene for the introduction of new lexical group. It is always followed by a Focus on video section to activate the words in context.

The following strategies are suggested to teach vocabulary: • To review words that the students already know, or even to elicit vocabulary from students who know a greater number of English words than the rest of the class, games can be used (such as ‘the hangman’, to revise the parts of the body), which actively involve the students in a fun learning process.

• To teach the meaning of words you can various methods, depending on the lexical area covered: – for material objects – such as clothes, school objects, foods – point to the objects themselves or materials brought to class by the students, or even objects found in newspapers and magazines specially selected before the lesson; – for physical actions, you can mimic gestures, give commands, show illustrations. The mime, in particular, can be presented in the form of a game and thus become a moment of fun, in which students will activate those processes of unconscious learning that are such important and precious allies for teachers; – for abstract language (adjectives to express sensations, verbs of emotions or thoughts) provide a definition or paraphrase, an example in context.

• To help students remember new words, they should organise vocabulary in their notebooks by lexical areas. But each student should be free to experiment with their own memorisation method. Students can: – draw next to the word if they have a ‘visual’ memory; – write the translation or search for the origin of the word, its similarity or difference with their own language if they have a ‘linguistic’ memory; – combine a word with an action in the case of a ‘kinaesthetic’ memory; – invent a rhyme or a little song with that word, if they have a ‘musical’ memory.

• For new words in a reading text, especially one assigned as homework, students should be encouraged to understand the meaning from the context, but it can also be useful to teach them how to use the bilingual dictionary correctly.

29

Introduction

Methodology

Dialogues and functions

To present the dialogues in the section called Dialogue Work it is a good idea to allow students to listen first, then check their understanding and finally have them read it in pairs or groups. Later, students are guided in reproducing a similar dialogue, recreating a similar context in the activities of role play proposals in the section Talk about it.

Although not simple and therefore more suitable for advanced classes, especially in the second and third years, the role play is a fundamental activity for freer re-use of language, not simply a repetition of memorised structures. It might therefore be useful to present this activity, where possible, with the active participation of the teacher.

If you opt for teaching with the IWB, the function of karaoke present in the Digital Book is a very valid and motivating tool for the involvement of the whole class in the recitation of the dialogue (all the dialogues and videos are in fact equipped with this function).

To act out the dialogues in the Dialogue Work section, you can teach some simple techniques to help students: • in pairs, the students read their line in silence, then look up from the book and say it to their partner. In this way, students gradually break away from the written word and get used to ‘talking’ ; • they work in groups of three: one student has the role of the prompter and keeps the book open, the other two are the interlocutors A and B and keep the book closed. The prompter must follow the thread of the conversation, explaining or telling A his/her line or content in the native language (e.g. ‘Say your name is Jack’).

A says the sentence correctly in English, and they continue alternating between A and B. When students feel confident enough, pairs can ‘act out’ the dialogue in front of the class, dramatising it with slightly exaggerated gestures and intonation to enhance the communicative side.

In the Talk about it oral production exercises, students practise some of the communicative functions presented in the dialogue. To make maximum use of the material students can follow these steps: • carry out the exercise individually, with the teacher passing between the desks to check that the students do it correctly; • repeat the lines by giving the model out loud, or, if present, listening to the recording.

Functional grammar

Functional grammar emphasises the communicative value and the social context of the language. Language is seen as a structure that relates people to each other, that is, as a tool for social interaction and as a means to develop communicative competence. So it is not a purely formal or structural approach, but rather an essential part of the use and purpose of a language to analyse the form with which it is expressed.

This approach is evident in the grammar pages of the Student’s Book of English Goals following this pathway: • observation of examples in the form of communication, often in a table, illustrating the characteristics of the form; • explanation of the use through rules and further examples (When can I use it?); • application of the rules in grammatical exercises, most of which use similar vocabulary and context to those of the Reading and Dialogue Work lessons. The exercises are graduated as indicated from an easy level, sometimes purely mechanical ❚❚❚, to an intermediate level that requires some elaboration ❚❚❚, to the most complex level that implies a more productive activity ❚❚❚. Among the latter, are the translation exercises from English to L1.

In the Workbook students are required to decide and formulate the rules and uses of the grammar topics. The exercises are graduated here too, often contextualised in a dialogue or a passage, and end with a translation exercise.

At the end of the section a joke or cartoon is provided, which makes use of the target structure in a humorous way, highlighting it and fixing it in the memory.

30

Methodology

1

Introduction

The Skills

To develop the receptive skills, in particular the ability to interpret language through the listening, English Goals provides specific activities both in the Student’s Book and in the Workbook. To carry out this type of activity, we recommend: • using the illustrations, the title, any questions, tables or word lists to help students predict the content of the recording; • asking students if they can provide information on this topic and what English words they associate with it, then writing them on the board; • making them listen more than once, if necessary, and asking for feedback in L1 on the meaning of what they have heard; • if the listening text is too difficult, go back and present one that the students have found easier, to gradually build confidence in their comprehension skills; • if the whole class is having difficult, make sure that the structures and vocabulary used in the activity have been exercised before and revise them, if necessary. Also check if the classroom conditions are ideal for listening (exclusion of external noise, position of the player, attention and concentration of the students). Repeating the same listening after a few weeks, to give students proof of their increased understanding and thus increase their confidence in their abilities.

To develop reading skills, English Goals provides specific activities both in the Student’s Book and in the Workbook. To carry out these activities, techniques similar to those indicated for listening are recommended: teach the students to identify the subdivision into paragraphs and to assign a brief summary title to each paragraph, a technique that will help them focus on the main points.

To stimulate oral production in which a student addresses the whole class or teacher, we recommend: • explaining the required task well, providing the necessary words and giving an example; • getting the students to practise in pairs first, so that everyone, even the most self-conscious, has the opportunity to speak without feeling the eyes of the class upon them; • call on some volunteers to give their brief presentations in front of the class; • do not interrupt the presentation in the case of errors, because in this phase the attention must be placed more on fluency and on communication than on grammatical accuracy.

For the activities of spoken interaction, the same techniques recommended for oral presentation apply; we also recommend a good organisation of work in pairs, following these techniques: • divide the class into pairs, clearly indicating who is student A and who is student B; • carefully explain the task, explaining the situation and the roles in L1 if necessary; • ask two of the best students to give an example in front of the class and encourage them to play their parts by dramatising them; • carry out the activity in pairs and go around the class, checking that everyone is speaking in English, helping those who have difficulty and noting errors, without interrupting the conversations; • finally, ask one or two pairs to act out their dialogue or guide the advanced classes to the representation of brief role plays.

To develop writing skills, English Goals suggests written compositions based on the reading or listening just performed. In this way the student can recycle the language learned and reformulate it in a more personal way. To help the student in this activity, it is advisable to explain that the task has various phases and to give an example on the board: • outline a model of what is required with the following steps: opening, saying what the topic is, development of the topic in two or three points with examples; a conclusion to which a new idea might be added; • do a first draft, to be re-read and corrected individually or with a partner; • re-write the corrected version. It is always useful to encourage students to check and help correct each other’s work. This motivates them, fosters cooperation, helps them understand and invites them to share their knowledge and skills.

31

Introduction

Life Skills

21st-century Life Skills

The term Life Skills is generally used to describe the core competencies needed to face the challenges of everyday life in a positive way.

In 1993 The Department of Mental Health of The World Health Organisation (WHO) confirmed that psychosocial skills in the personal, social, interpersonal cognitive and emotional life of an individual essential for promoting good mental health young people. These include: Decision-making A competency that enables you to make constructive decisions in different situation and contexts in life. The ability to actively elaborate the decision-making process can have a positive implication for mental health by evaluating the different options and consequences that might be implied.

Problem-solving A competency that enables you to constructively face different problems, which, if left unresolved, can lead to mental stress and physical tension.

Creativity: finding original solutions and ideas.

A competency that helps you deal flexibly with all the situation that daily life can present you with; and contributes both to decisionmaking and problem-solving, making it possible to explore possible alternatives and consequences of different options.

Critical thinking: analysing and evaluating situations The ability fo analyse information and experiences in a objective way, evaluating the advantages and disadvantages, in order to reach a more informed decision. Critical thinking can promote good mental health by enable us to recognise and evaluate different factors that influence behaviour and attitude, for example peer pressure or the influence of mass and social media.

Effective communication: expressing yourself effectively on a verbal o and non-verbal level The ability to express yourself effectively at a verbal and non-verbal level, inline with cultural and situational expectations. This includes expressing opinions and desires, but also needs and emotions,; the ability to listen carefully and understand others. It also means being able to ask for help where necessary.

Ability to relate to others: relating to others in a positive way The ability to interact and related to others in a positive way, creating and maintaining important and fundamental relations to promote psychosocial wellbeing within family and friend circle. Such competency enables you to interrupt a relationship, where necessary, in a constructive manner.

Self-awareness: knowledge of yourself Self-awareness, or self-knowledge, of one’s character, of one’s strengths and weaknesses, of one’s desires and needs. The ability to understand stress. This is an indispensable prerequisite for effective communication, for positive interpersonal relationships and for the empathic understanding of others.

Empathy: understanding and listening to others The ability to understand others, to ‘put oneself in their shoes’, even in unfamiliar situations. The ability to improve social relations, acceptance and understanding of others.

Emotional intelligence: recognising and regulating emotions The ability to recognise emotions in oneself and in others. The ability to experience intense emotions, such as anger and pain. Awareness of how emotions influence behaviour and being able to manage this.

Stress management: knowing and controlling the triggers A competence in recognising the causes of tension and stress in everyday life and in controlling them, through changes in environment or lifestyle. The ability to relax and manage tensions.

Application of Life Skills

The application of Life Skills to Health Education interventions must consider the following: • the physical characteristics of the subjects (age, sex, etc.); • social characteristics (cultural heritage, social environment, etc.); • the level of self-efficacy of the individual and of the group; • the place where the intervention takes place; • the type of risk area involved in the intervention.

The most important factor that determines the choice of one technique rather than another depends on the risk area that is the subject of the intervention.

As regards, for example, addiction or sexually transmitted diseases, it is necessary to favour techniques which have as their primary purpose that of improving personal and relational abilities, like Peer Education / DisPeer Education.

For the risk areas most susceptible to learnt behavioural patterns, in the family or between peers (such as nutrition and road accidents), techniques applicable at an early age and capable of producing behavioural change are more effective, such as the Information Giving Model, and the techniques of Empowerment and Self -Empowerment.

The theoretical assumption underlying the teaching of life skills is the ‘social learning theory’ developed by Bandura, 32

Life Skills

1

Introduction

according to which learning is an active acquisition that takes place through the transformation and structuring of an experience.

According to this theory, individuals do not passively endure the influences of their environment, but maintain a relationship of mutual interaction with it and can improve their level of self-efficacy by acquiring new knowledge and skills to deal with and manage diverse and problem situations. Learning can occur either through direct experience or indirectly, by observing and modelling one’s own actions on those of others with whom we identify; or through the formation of skills relating to the specific situation, such as self-assessment, which strengthens trust in our capacity to adopt a certain behaviour.

Learning life skills can be grouped into three main areas: • learning to know: cognitive skills relating to decision-making, problem-solving and critical thinking; • learning to be: personal skills that allow an increase in the internal locus of control, managing emotions and stress; • learning to live together: social skills inherent to interpersonal communication, the ability to negotiate and/or oppose rejection, empathy, cooperation and teamwork, giving support.

Life Skills in school

The school represents the most appropriate context for the teaching of LSE, for the following reasons: – the important role played in the socialisation processes; – the reach of almost all the child and youth population; – the possibility of using existing infrastructures, without needing new and expensive services; – the experience and training of teachers; – the level of trust in the school by parents and the community; – the possibility of checking the effectiveness of LSE through learning assessments.

The school represents, therefore, the ideal place where individuals can learn to develop skills towards an adaptive and positive behaviour. Making them capable of effectively dealing with the demands and challenges of daily life and providing them with good training tools to orient themselves competently and effectively. They do this in order to protect themselves and promote their skills at an individual and social level, strengthening their ability to take responsibility.

Life Skills are not proposed as an additional ‘package’ for teachers, but as a tool for enhancing the teaching process, because they promote the psychosocial skills of the students.

The following benefits of LSE are reported in health education projects: – active promotion of students’ self-esteem; – improvement of daily relationships between school staff and students and between students themselves; – reduction of behavioural problems in classes; – improvement of academic performance; – increase in school attendance; – reduction of violent behaviour; – fewer requests for specialist advice; – improvement of relations between parents and children; – improvement of relations between school, family and the wider community; – promotion of the health and well-being of school staff; – greater collaboration with local experts; – development within the school of services that promote health and wellbeing.

The WHO considers that the optimal age range for learning these skills is between 6 and 16 years, in which any health risk behaviours are not yet consolidated.

Life Skills in English Goals

Over the volumes of the course the teacher can work on all the Life Skills, with particular attention to the following: Critical thinking – Critical thinking or critical sense The capacity to analyse information and experiences in an objective way. This can contribute to wellbeing by helping us to recognise the factors that influence our behaviour, such as values, peer pressure and the media.

(Albert Bandura, Theory of social learning, 1977) 33

Introduction

Life Skills

Creative thinking – Creative thinking Contributes to both the capacity of decision-making and the capacity of problem-solving, enabling students to analyse the alternatives available and the consequences of action or non-action. This helps them look beyond direct experiences and respond with flexibility to the various situations that arise in everyday life. (Albert Bandura, Theory of social learning, 1977) Communicating – Effective communication The capacity to express oneself, verbally or non-verbally, in a culturally and situationally appropriate way. This means being able to express desires, needs and fears. It can also mean being able to ask for advice or help in times of need. (Albert Bandura, Theory of social learning, 1977) Collaborating – Ability to relate to others This helps us to relate positively to others. Being able to establish and maintain friendly relationships can be of great importance to our mental and social wellbeing. Maintaining good relationships with people allows us to have help in case of need. Even being able to constructively end a relationship is part of our interpersonal skills. (Albert Bandura, Theory of social learning, 1977)

34

Teacher’s Book Student’s Book – Units 1-8 Key, audioscripts and teaching notes ............................. 36 Student’s Book – Simple Goals – Let’s All Revise!

Key ....................................................................................................... 150 Student’s Book – Pronunciation Workshop Key and audioscripts ................................................................ 154 Videoscripts ................................................................................ 155 Workbook Key and audioscripts ................................................................ 159

Student’s Book Pages 8-9 Objectives To check the students’ knowledge of English-speaking countries with a general culture quiz

Warm Up

The initial quiz checks the students’ English language knowledge and also motivates and prepares them to show curiosity in learning a foreign language.

Start the lesson by drawing four columns on the board: PEOPLE, PLACES, THINGS, ANIMALS. Invite the students, one by one, to come to the board and write a word they know in one of the columns. The word must be in English and can refer to any English-speaking country.

If the students know an Englishspeaking place in L1, allow them to write it in their mother tongue. If time permits, allow them in turn to fill the grid so that they feel comfortable with the study of English in a new environment.

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

36

S 1 Quiz: Welcome to the world of English!

Answers

C – You don’t speak English in Argentina. You speak Spanish.

2 B – Washington DC is the capital of the United States of America. New York is the biggest city in the United States.

3 A – You use Good afternoon in the afternoon and Good evening in the evening.

4 A – Napoleon Bonaparte was French. Robin Hood was a British hero who according to the legend lived in the Sherwood Forest. William Shakespeare was the greatest British poet and dramatist.

5 A – Prince George is the son of Prince William, who in turn is the son of Prince Charles.

6 A – To close the book the teacher will say Close the book; to read your book they will say Read your book.

7 B – The Euro is the money of the European Union, the dollar is the money of the United States.

8 A – The next two questions are What’s your name? and How old are you?

9 C – The kangaroo and the boomerang are Australian while the kiwi is both an animal and the national fruit of New Zealand.

10 B – The Queen’s home is called Buckingham Palace.

The London Underground is called The Tube.

1

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

37

Student’s Book Page 10 Objectives To learn the alphabet in English and its pronunciation To learn to introduce yourself and speak about yourself

Warm Up

Invite the students to spell their own name.

Exercise 1 1.01

A E I M Q U Y

Audioscript/Answers B F J N R V Z

C G K O S W

D H L P T X

Exercise 2 1.02

1 2 3 4 5 6 7

Audioscript/Answers

A, J, K B, C, D, E, G, P, T, V F, L, M, N, S, X I, Y O R Q, U, W Z

Exercise 3 1.03

1 2 3 4

Audioscript/Answers

Jake Leila Molly Zac

Exercise 4 Audioscript See Student’s Book page 10 1.04

Exercise 5

Students’ own answers

Exercise 6

Students’ own answers

38

S 1 Page 11 Objectives To learn greetings To learn the parts of the day

Exercise 1 1.05

Audioscript/Answers

1 – Hello, Ross!

– Hi, Felix.

2 – Morning!

– Good morning, Mrs Simpson.

3 – Bye, girls!

– Goodbye, Mr Jones.

Cultural note

Explain that although Hi is more informal than Hello, the two terms are synonyms and can be used as a greeting at any moment of the day. Hello can also be used to answer the telephone. Good morning instead is a slightly more formal greeting which can be used in the morning before 12.00. Goodbye is the most common final greeting and can be used for both formal and informal situations. Bye, Bye-bye or See you can be used as a more informal final greeting with friends.

Exercise 2

Students’ own answers

Exercise 3 Answers 2 3 4 5 6

Good morning Good evening Bye! Goodnight See you soon!

➜ Simple Goals ex. 1 p. 122

39

Student’s Book Page 12 Objectives To learn cardinal numbers from 1 to 100 To learn ordinal numbers

Warm Up

Ask the students to count up to 10 in English. Continue to count up to 20, pausing so that the students have an opportunity to guess the next number.

Exercise 1 Audioscript See Student’s Book page 12 1.06

Exercise 2 Answers 1 2 3 4 5 6

l g d a j c

7 k 8 i 9 f 10 b 11 h 12 e

➜ Simple Goals ex. 2 p. 122

Exercise 3 Answers

2 10 1, 3, 4, 5, 6 Students’ own answers

Exercise 4 Audioscript See Student’s Book page 12 1.07

Exercise 5 Answers

1 the first 2 the second 3 the third 4 the fourth 21 the twenty-first 22 the twenty-second 23 the twenty-third 24 the twenty-fourth

40

Exercises 6-7 1.08

1 2 3 4 5 6 7 8

Audioscript/Answers

the sixth nine the twelfth the fifteenth twenty-one twenty-three the thirtieth the thirty-first

Additional material Digital Mini Dictionary, p. 4

S 1 Page13 Objectives To learn to ask and tell the time To learn the names of the days of the week

Warm Up

Ask the students if they know which day of the week it is.

Exercise 1 Audioscript See Student’s Book page 13 1.09

Teaching note

Point out that in English you can’t use the plural pronoun to refer to the time. Therefore, to speak about the time, you use the pronoun it. Explain that while the word time means the time of the day, the word hour refers to the unit of measurement.

Exercise 2 1.10

1 2 3 4 5 6

Audioscript/Answers

It’s ten o’clock.

It’s half past six.

It’s a quarter to one.

It’s a quarter past seven.

It’s five past three.

It’s ten to twelve.

Exercise 3 1.11

➜ Simple Goals ex. 3 p. 122

Audioscript/Answers

I don’t care if Monday’s blue, 1 Tuesday’s grey and 2 Wednesday too, 3 Thursday I don’t care about you, It’s 4Friday I’m in love.

5 Monday you can fall apart, 6 Tuesday, 7Wednesday break my heart, 8 Thursday doesn’t even start, It’s 9Friday I’m in love.

10 Saturday – wait!

And 11Sunday always comes too late, But 12Friday never hesitate…

Teaching note

Point out that in English the names of the days are always written with capital letters.

41

Student’s Book Page 14 Objectives To learn the names of the months and the seasons To learn to write and read the date To learn the name of the colours

Warm Up

Ask the students if they know how to say which month and season it is. Then ask them what their favourite colour is and if they can say it in English.

Exercise 1 1.12

Audioscript/Answers

1 January 2 February 3 March 4 April 5 May 6 June 7 July 8 August 9 September 10 October 11 November 12 December

Exercise 2

Students’ own answer

Exercise 3 Answers 1 2 3

summer autumn winter

Exercise 1 1.13

Audioscript/Answers

Red and yellow and pink and green, Orange and purple and blue.

I can sing a rainbow, Sing a rainbow, Sing a rainbow too.

In the sky at night, Black and grey and white, Stars and sky are beautiful too.

But I love the rainbow, Love the rainbow, In the sky so blue.

42

➜ Simple Goals ex. 4 p. 123

Additional material Digital Mini Dictionary, p. 3

S 1 Page 15 Objectives To learn the names of pets and wild animals

Warm Up

Ask the students if they have a pet and what their favourite animal is and if they can say it in English.

Exercise 1 1.14

Audioscript/Answers

1 dog 2 goose 3 chicken 4 rabbit 5 goat 6 pig 7 sheep 8 cow 9 horse 10 turkey

Exercise 2 1.15

1 2 3 4 5 6 7 8 9 10

Audioscript/Answers

H C G D F A E I J B

elephant lion snake giraffe tiger crocodile parrots dolphins monkey zebras

Teacher’s notes __________________________________________________________________ __________________________________________________________________

➜ Simple Goals

__________________________________________________________________

ex. 5 p. 123

__________________________________________________________________ __________________________________________________________________

Additional material Digital Mini Dictionary, pp. 6-7

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

43

Student’s Book Page 16 Objectives To learn vocabulary related to personal objects To learn vocabulary related to classroom objects

Warm Up

Ask the students to look at the pictures on page 16 and ask them which of those objects they have with them today and if they know how to say them in English.

Exercise 1 1.16

1 2 3 4 5 6 7 8

G A E C F D H B

Audioscript/Answers a backpack a wallet keys a memory stick a bus pass a brush a mobile phone headphones

Exercise 2

In order to make the exercise more inclusive, write on the board, in random order, the three words from exercise 1 which the students need to match to the sentences.

Answers headphones a wallet a memory stick

1 2 3

Exercise 1 1.17

44

1 2 3 4 5 6

A I B C F E

7 8 9

G D H

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Audioscript/Answers

__________________________________________________________________

door map chair cupboard desk IWB (Interactive Whiteboard) bin window computer

__________________________________________________________________

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

S 1 Page17 Objectives To learn some simple classroom language expressions

Warm Up

Give the students some simple instructions, for example Open your books and encourage them to do the action.

Exercise 1 1.18

Audioscript/Answers

1 Stand up.

2 Sit down.

3 Open your book.

4 Close the door.

5 Write.

6 Listen.

7 Close your book.

8 Look at the board.

9 Underline.

10 Read.

11 Open the window.

12 Go to the board.

➜ Simple Goals ex. 6 p. 123

Exercise 2 Answers 1 2 3 4 5 6

e d a b f c

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

45

Student’s Book Pages 18-19 Objectives To elicit information from a picture To learn vocabulary related to school objects To elicit information from a video

Warm Up

Invite the class to look at the pictures on page 18 and list all the words that they know in English (for example laptop, pen) in order to check their knowledge and stimulate their interest.

Exercises 1-2 1.19

A B C D E F G H I J K L

Audioscript/Answers

book dictionary rubber pen exercise book ruler pencil pencil sharpener backpack calculator pencil case maths or geometry set

➜ Simple Goals ex. 1 p. 124

Name

School equipment

Students’ own answers

Jake

a rubber, an exercise book, twelve coloured pencils, an Avengers pencil case

Exercises 4-5

Molly

a ruler, four blue pens, two exercise books, a French dictionary

Leila

a geometry set, a French dictionary, a pencil case

Exercise 3

Videoscript In order to make the activity more inclusive, you can write on the board, in random order, the words that the students need to write in the table.

See Teacher’s Book page 155

46

Answers

1 Exercise 6 1.20

1

2

Audioscript/Answers

Okay, so that’s a ruler, four blue pens, two exercise books and a French dictionary.

Okay, so that’s a geometry set, a French dictionary and a pencil case.

Talk about it COMPENTENCES

Learning to learn Collect information, collaborate and communicate

Exercise 7

Students’ own answers

Additional material Digital Mini Dictionary, p. 2 Workbook, p. 8 Inclusive teaching exercises 1, 3, 4, 7

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

47

Student’s Book Pages 20-21 Objectives To learn vocabulary related to countries and nationalities To learn subject pronouns and their use To learn the affirmative form of the verb be and its use To introduce yourself and another person

Warm Up

Ask the students to introduce themselves in English.

Exercise 1 Answers

Germany, Spain, Greece Asia Korea, Japan, India Africa Senegal, Tunisia, Morocco North America Canada, the USA South America Chile, Argentina, Ecuador Oceania Australia, New Zealand Europe

Exercise 2 1.21 Audioscript See Student’s Book page 20

Exercise 3 Answers Name

City

Country

Harry

Manchester

Great Britain

Malika

Casablanca

Morocco

Cezar and Ivan

Constanta

Romania

Alonso and Emerico

São Paulo

Brazil

➜ Simple Goals ex. 2 p. 124

48

1 Exercise 4 Audioscript/Answers

1.22

1 2 3 4 5 6 7 8 9 10 11 12 13 14

China, Chinese Ireland, Irish France, French Greece, Greek Great Britain, British Argentina, Argentinian the USA, American Australia, Australian Romania, Romanian Russia, Russian Italy, Italian Morocco, Moroccan Ecuador, Ecuadorian Brazil, Brazilian

➜ Simple Goals ex. 3 p. 125

Exercise 5 Answers 1 2 3 4

He, France, He They, They, Chinese She, Greece, She Students’ own answers

➜ Simple Goals ex. 4 p. 125

Exercise 6 Answers 1 2 3 4 5 6

is is are are are is

Exercise 7 Answers 1 2 3 4 5

’m ’m ’s ’s are

Write about it COMPETENCES

Sense of initiative Collect information, act in an autonomous way, communicate and be aware of the context

Exercise 8

To make the exercise more inclusive, allow the students to work in pairs before correcting together as a class.

Students’ own answers

Additional material Digital Mini Dictionary, p. 3 Digital Grammar Bank, p. 2 Workbook, pp. 8-9 Inclusive teaching exercises 1, 3, 4, 6

Social and civic competences Participate constructively in civic and social life

49

Student’s Book Pages 22-23 Objectives To learn vocabulary related to school subjects To understand a simple dialogue through reading and listening, and to distinguish true / false information To learn the negative and interrogative forms of the verb be To learn to ask and answer questions about time and timetables

Warm Up

Ask the students which subjects they have at school today.

Exercise 1 1.23

Audioscript/Answers

History Religious Education Information Technology Music Design and Technology English Science Physical Education Art Maths Geography French

1 2 3 4 5 6 7 8 9 10 11

Exercise 2

Teacher’s notes

Audioscript Answer

__________________________________________________________________ __________________________________________________________________

It’s two o’clock.

__________________________________________________________________

1.24

See Student’s Book page 22

__________________________________________________________________

➜ Simple Goals ex. 1 p. 126

__________________________________________________________________

Exercise 3

__________________________________________________________________

1.24 Audioscript Answers

__________________________________________________________________

1T

2F

__________________________________________________________________

3F

4F

➜ Simple Goals ex. 2 p. 126

50

__________________________________________________________________

5T

6F

__________________________________________________________________ __________________________________________________________________

1 Exercise 4 Answers 1 2 3 4 5 6

aren’t ’m not aren’t aren’t isn’t aren’t

Exercise 5 Answers 1 2 3

Is Are Are

Exercise 6

Students’ own answers

Exercise 7

Students’ own answers

Exercise 8 Answers 1 2 3 4

It’s on Monday at ten past eleven.

It’s at ten past eleven.

It’s on Monday at ten to ten and on Tuesday at ten to nine.

It’s at ten past twelve.

Talk about it COMPETENCES

Learning to learn Collect information, collaborate and communicate Mathematical competence Interpret charts and models, interpret information and communicate

Exercise 9

Students’ own answers Additional material Digital Grammar Bank, p. 2 Workbook, p. 9 Pronunciation, p. 156

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Inclusive teaching exercises 1, 3, 4

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Student’s Book Pages 24-25-26 Objectives To learn the correct use of subject pronouns To learn to use the Present simple of the verb be (all forms) To learn the correct use of possessive adjectives To learn the rising and falling intonation in questions

Exercise 1 Answers 1c

2f

3d

4a

5b

6e

Exercise 2 Answers 1 2 3 4 5 6

he you we it she they

Exercise 3 Answers 1 2 3 4 5 6

am are is are are is

➜ Simple Goals ex. 4 p. 127

Teacher’s notes __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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1 Exercise 4 Answers ’s ’m ’re ’re ’s

1 2 3 4 5

Exercise 5

In order to make the exercise more inclusive, allow students to work in pairs before correcting together as a class.

Answers isn’t Are Is is aren’t isn’t

1 2 3 4 5 6

Exercise 6 1.25

1 2 3 4 5 6

Audioscript/Answers

We are early, we aren’t late.

I’m not Spanish, I’m Italian.

Joanna isn’t my sister. She’s my mum.

You aren’t from China.

Marina isn’t at home. She’s at school.

Amy and Mike aren’t in my class.

We’re 12 years old. We aren’t 10.

Exercise 7 Answers 1 2 3 4 5 6

Are, they are Am, you aren’t Is, it is Is, it isn’t Are, they are Are, we aren’t

➜ Simple Goals ex. 5 p. 127

Exercise 8 Answers 1 2 3 4 5 6

What is your brother’s name?

When is Linda’s birthday?

Which is your favourite colour?

How old is your best friend?

Who is the new boy in your class?

Why is the cat on the sofa?

Exercise 9 Answers 1 2 3 4 5 6 7 8

What Where When What/Which Who Why How How

➜ Simple Goals ex. 6 p. 127

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Student’s Book ➜ Simple Goals ex. 7 p. 127

Exercise 10 Answers 1 2 3 4 5 6

my their our his my your

Exercise 11 Answers 1 2 3 4 5

My His our Her Their

Exercise 12

Students’ own answers

Exercise 13 Answers 1 I 2 my 3 from 4 are 5 How 6 old 7 She 8 you 9 you 10 We 11 is 12 Who

Exercise 14 Answers 1 2 3 4 5 6

Additional material Digital Grammar Bank, p. 2 Workbook, pp. 10-12

from is/’s What it When her

Inclusive teaching exercises 1, 2, 3, 5, 10, 13

Pronunciation: Intonation in questions

Exercises 15-16

1.26

See Student’s Book page 26 Answer The intonation falls.

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1 Page 27 Objectives To elicit information from a blog To introduce yourself

Exercise 1

Videoscript See Teacher’s Book page 155 Answer MORRIS

Exercise 2 Answer

Favourite colour: blue Favourite singer: Ed Sheeran Favourite animal: tiger Best friend: Molly Lucky number: 6

Exercise 3 1.27

Audioscript/Answers

My name’s Leila Morris, I’m 13 years old and I’m from London, the capital of the United Kingdom. I’m British-Moroccan because my dad is British, but my mum is Moroccan. She’s from Casablanca, in Morocco.

What else… my favourite colour is blue, my favourite animal is the tiger – tigers are so strong! My favourite singer is… Ed Sheeran? Ed Sheeran! … and… my best friend is Molly, sweet Molly!

Oh! and 6 is my lucky number!

Teacher’s notes __________________________________________________________________

Speaking COMPETENCES

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Digital competence Use technology confidently and responsibly

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Sense of initiative Act autonomously, plan and communicate

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Exercise 4

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Students’ own answer

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Student’s Book Pages 28-29 Objectives To understand a text taken from the web and be able to extract and correct information To exctract information by listening to an interview To complete a post COMPETENCES

Learning to learn Look for specific information Collect and interpret information

Warm Up

Ask the students to look at the text and ask them what kind of text it is (web page/online post).

Exercise 1 Answers 1 2 3 4

London Art, Music America, France green, blue, red

Exercise 2 Answers

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Exercise 3 Jake

Molly

Leila

♥

Music

fashion

fashion

Favourite thing

blue smartphone

blue backpack

pink wallet

Favourite colour

red

green

pink

Answers 1 2 3 4 5 6

Molly and Leila’s favourite subject is Art. Molly’s favourite colour is green.

Leila’s wallet is French.

Jake is thirteen years old.

His smartphone is blue.

His favourite subject is Music.

1 Exercise 4 1.28

Audioscript/Answers

Woman Good morning and welcome to the School Book Club.

So, just a couple of questions. What’s your name?

Robbie Hi. I’m Robbie.

Woman Hello, Robbie. What’s your full name?

Robbie Oh, my full name is Robert Gordon, but I’m Robbie to my friends.

Woman How old are you, Robbie?

Robbie I’m 13.

Woman And you are British, is that right?

Robbie Yes, I am.

Woman Now, what’s your favourite subject?

Robbie History.

Woman Good, and who’s your favourite author?

Robbie Roald Dahl, I love all his books!

Woman That’s great, Robbie.

Last question: what are the important things in your life?

Robbie The important things in my life? Well, books of course.

Then all my friends and my dog and my cat, they’re fantastic!

Exercise 5

Teacher’s notes

Students’ own answers

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Exercise 6

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Students’ own answers

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Additional material Workbook, pp. 14-15 Inclusive teaching exercises 1, 2, 6

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