English Goals - Depliant

UNLOCK YOUR POTENTIAL WITH ENGLISH GOALS

ENGLISH GOALS • 4 LEVELS • FROM PRE-A1 TO B1 • LOWER SECONDARY STUDENTS

• VOCABULARY & COMMUNICATION VIDEOS • INCLUSIVE ENGLISH REVISION SECTION •L IFE SKILLS & MEDIATION ACTIVITIES

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ENGLISH GOALS

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interactive exercises, videos and audio can be downloaded from www.elionline.com/ digitalbooks

STUDENT’S BOOK

ENGLISH GOALS

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

ENGLISH GOALS

Bicalho | Simara Dal’Alb a

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

Audrey Cowan Catrin E. Morris

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version The digital with of the book interactive s and audio exercises, video loaded from can be down line.com/ www.elion s digitalbook

• 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.

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

STUDENT’S

STUDENT’S BOOK

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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.

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

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

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ENGLISH GOALS

nce to talk about and work with the 17 Sustainable Development deal with challenges inside and outside of the classroom. with highly inclusive material (Simple Goals) ideal

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ENGLISH GOALS

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ENGLISH GOALS

Paola Tite

to use English in the real world,

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.

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NGLISH GOALS

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English Goals is an innovative English language course for lower secondary school students (11-15 y/o) in four levels, Pre-A1 to B1.

• Competency-based learning • LIfe & Global Skills • Real-life topics • Mediation tasks • Different video types • 2030 Agenda lessons • Strong focus on Cambridge Exams • Attention to D.E. I. (diversity, equality, inclusion)

The Student’s Book Vocabulary & Video The unit starts with the vocabulary presentation to practise the new words. The VIDEO will allow you to see the new words in a communicative context, helping you with the comprehension.

3

Vocabulary & Video

At Home Focus on words: Rooms in a house 1.40 Match the pictures (A-F) to the names of 1

the rooms (1-10). Then listen, check and repeat.

F living room 1 □ 2 □ utility room 3 □ kitchen

A

B

2

3

Focus on VIDEO :The house 3 Read the descriptions of the people’s

houses, then watch the video. Whose is the house in the video?

4 □ study 5 □ bathroom 6 □ bedroom

1.41 Complete the words. Then listen, check and repeat.

0 ga r ag e

4 win__ __w

1 g__r__en

5 up__ __airs

2 r__ __f

6 downst__ __rs

3 doo__

7 gat__ Larry

My house has got a kitchen, a living room, three bedrooms, two bathrooms, a utility room and a studio. There’s also a garage and a lovely garden.

Peggy We’ve got a small flat. There’s a kitchen, a small living room, my parents’ bedroom, my bedroom and a small bathroom.

Tom Our house is really nice. There’s a big kitchen, a living room, my dad’s studio, two bedrooms and a small garden.

2

C D

4 4

5 E 0

3

6

Watch the video again and check.

Talk about it 5 Draw the plan of your house and write the name of the rooms. Then describe it.

Use exercise 3 to help you.

This is my house. It’s got one kitchen, two bedrooms…

1

Simple Goals

F 7

44 for t y-fou r

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Simple Goals, p. 132

for t y - f i ve 45

Refers to the inclusive English section Let’s All Revise at the end of the units.

19/01/24 11:08

Reading & Dialogue Work: 4 pages to present the language, practise and produce with the Write and Talk about it activities • an original text with the language presentation of the unit 4

Reading I walk to school 2

Focus on texts 1.52 Read the article and underline the following verbs.

1 Translate them into your language.

1 start _____________ 2 finish _____________ 3 get up _____________ 4 walk _____________

September issue

5 study 6 stay 7 play 8 wear

THE SPARK

My school day starts at 7.35 a.m. I get up at 6.15 a.m. I have breakfast and then I walk to school. I’ve got 8 different subjects on my timetable this year. I study Science, English, Maths, Spanish, History and Theatre Arts, then I’ve also got two optional subjects – Art and Physical Education. We don’t study Music in my school.

Students go home at 2 p.m., or they stay for an activity period – they do homework or extra study – and then go home at 3 p.m. We also stay after school two or three afternoons a week to play sports or go to clubs. Our lunch time is about 40 minutes.

We have lunch in the school canteen. My sister is a senior student and she doesn’t have lunch in the canteen, she goes home.

We don’t wear a uniform but there is a dress code – no short skirts, no ripped jeans. All of the students have got a locker at school for their books, backpack and personal possessions.

F

□

real communicative functions

get up • start school • have lunch • finish school do your homework • play On school days I get up at 7 a.m.

School starts at… and finishes at…

I have lunch at 1 o’clock at home…

Present simple – negative form

□

Show me.

We don’t study Music in my school.

My sister doesn’t have lunch in the canteen.

□ □

Underline another example of the Present simple in the negative form in the text.

5 Complete the sentences with the negative form of the verbs in brackets.

What’s it for?

We use the Present simple to talk about routines, frequent activities and facts.

Show me.

Students go home at 2 p.m. (daily routine) My school day starts at 7.35 a.m. (fact)

I don’t play (play) computer games.

1 Roberta _____________ (stay) at school after half past three.

2 We _____________ (study) Latin at my school.

3 My dad ___________ (finish) work at six o’clock.

4 You _____________ (ask) the right questions.

5 Our Maths lesson _____________ (start) at 2.30 p.m. today.

Underline other examples of the Present simple in the affirmative form in the text.

3

2

4 have a party 5 have a snack 6 have dinner

___________________ ___________________ ___________________

Focus on communication

2.04 Read and listen to the dialogue again.

Then tick (✓) the picture that corresponds to Zac’s lunch.

Ordering food Questions Answers How much… would you like? A big portion, please.

Do you want any…?

Yes, please. / No, thanks.

How many… do you want? Five, please.

Vegetables?

Yes, please.

Anything to drink?

Some water, please.

A

2.04 Read and listen to the dialogue. Underline the expressions with have.

Molly Zac

Lunch time at last! I’m really hungry!

Me too. Where do you usually have lunch, Molly?

I sometimes have a snack at the café in Grey Street but I usually go to the school canteen – the food is good.

Come on, I’ll show you. What do you want to eat, Zac? Zac I don’t know. I like chicken… and fish… and pasta!

Dinner lady Next, please!

Zac Some chicken, please.

Dinner lady How much chicken would you like?

A big portion or a small portion?

Zac A big portion, please.

Molly

school. Then compare them with your partner.

Are they the same?

I don’t wear a uniform…

Write about it 7 Write 6 sentences about school in your country.

Use the prompts below and the sentences in exercises 3 and 4 as an example.

• How old are you when you start and finish secondary school?

• At that time do classes start and finish?

• How many subjects do you study?

• How many lessons do you have per day?

friends faces situations and typical teenage issues of your age

3

Focus on dialogues

6 Pairwork Write 6 things you DO NOT do at

Then listen, check and repeat.

___________ ___________ ___________

1 have breakfast ___________________ 2 have lunch ___________________ 3 have a break ___________________

Focus on dialogues: • a group of

1.54 Underline the correct alternative.

5

Dialogue Work Do you want any chips?

Focus on words: Expressions with have 1 Mediation How do you say the following expressions with the verb have in your language?

Present simple – affirmative form

New Words dress code ripped locker

verbs from the box and the times of the day.

✓ □ □ □

I stay / stays at school on Wednesdays and Fridays to play sports.

1 You get / gets up at 7.00 a.m. on school days.

2 In my school lessons starts / start at nine o’clock.

3 The boys study / studies for two hours every night.

4 We finish / finishes school at half past three.

5 My friend walk / walks to school in the morning. asks ___________ have breakfast ___________ do homework ___________

4 Pairwork Talk about your typical day. Use the

1.53 Read and listen to the text on page 58.

Decide if the sentences are T (true) or F (false).

T Zac is in 9th grade in his American school. □ 1 There are 300 students in Zac’s school. □ 2 Zac studies 7 subjects at his school. □ 3 The subjects all students study in his school are Art, P.E. and Music. □ 4 The activity period is after the normal school day. □ 5 All the students have lunch in the school canteen. □ 6 Zac’s school has got a uniform. □

_____________ _____________ _____________ _____________

Zac Bowman is here at Redland School on the Year 7 US Exchange Programme.

Helen Kennedy asks him about a typical day at his school in Charlottesville, Virginia.

In my school there are about 1,200 students, 300 in each grade or year. In the USA we start junior high school at 11 or 12 years old, and we finish at 15 years old. I’m in the 7th grade and there are 22 students in my class.

Focus on real-life communication: • presentation and exercises on

5 Reorder the dialogue.

Dinner lady Do you want any chips?

Zac No, thanks. Have you got any potatoes?

Dinner lady Yes, we have. How many potatoes do you want?

Zac Er… five, please. And some carrots.

Dinner lady Anything to drink?

Zac Some water, please.

Molly Wow! How many desserts have you got?

Zac Only two! I love cheesecake but I love ice cream too!

Molly Greedy! Let me taste that cheesecake…

□ A Yes, we have. How much pasta would you like? A big portion or a small portion?

1 A Next, please! □ □ A Do you want any cheese? □ A Yes, we have. We’ve got apples, oranges and bananas.

□ A Anything to drink? □ B An apple, please. □ B A small portion, please. □ B Some water, please. □ B Have you got any pasta? □ B Yes, please. And have you got any fruit?

B

Talk about it 6 Role play Student A works at the canteen and

asks Student B what he/she would like to order.

Use the menu on page 157 and the following sentences to help you. Then swap roles.

In my country we start secondary school at ... years old.

58 f i f t y -e i ght

Simple Goals, p. 138

f if t y- n in e 59

Next, please!

4 Answer the questions.

Have you got any pasta?

Where does Molly usually have lunch?

She usually has lunch at the school canteen.

1 Why does she like the canteen?

2 What does Zac like to eat?

3 Which vegetables does he choose?

4 What does he drink?

5 Why has he got two desserts?

6 Does Molly want some cheesecake?

New Words at last ______________ I’ll show you. ______________ Greedy! ______________ Let me taste ______________

74 se ve nt y - four

Simple Goals, p. 141

Yes, we have.

How much pasta would you like?

A big portion, please!

se ve nt y -f i ve 75

Simple Goals, pp. 142-143

4

Grammar Workshop 6

Present simple Look at the examples: I speak English.

She speaks English.

Grammar Workshop: • grammar presentation tables with

speak? speak? speak? speak?

Write the third person singular of the following verbs. stay stays 1 play __________ 2 live __________ 3 study __________

3

4

Complete the sentences with the Present simple affirmative form of the verbs in brackets.

Turn the sentences from exercise 2 into the negative form.

5

1 □ canoeing 2 □ swimming 3 □ walking 4 □ cycling

A B

On Friday afternoons we switch off our phones and tablets and head for the hills!

First, my brother Sam and I go walking in the forest with George, our dog. We often see animals and birds – George loves it!

Then my dad cooks dinner on the barbecue while Mum relaxes in the hot tub on the terrace.

(She loves lying in the water looking at the stars!) After that, we usually play Scrabble, or read a book.

1 At Heartwood, Simon’s family stay in…

A a hotel.

B a tent.

C a cabin.

1.27 Now listen to an extract and complete the text with the missing words.

My name’s Leila Morris, I’m 13 years 1________ and I’m 2________ London, the capital of the United Kingdom. I’m British-Moroccan because my dad is ________, but my mum is 4________. She’s from Casablanca, in Morocco. What else… my favourite 5 ________ is blue, my favourite animal is the tiger – tigers 6________ so strong! My favourite singer is… Ed Sheeran! And my best 7________ is Molly, sweet Molly! Oh, and six is my lucky 8________!

3

Speaking 4 Life Skills: Effective communication

Task – Saying something about yourself Use Leila’s text as a model and prepare a short presentation about yourself to share with your classmates.

• My name’s…

• I’m… years old.

• My favourite…

Focus on digital • Make a video of your presentation and show it to your classmates. Which one is the best? t went y-seven 27

ES1078_37 EGoals Depliant_D.indd 3

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Write questions about Sasha’s routine using the prompts. what time / Sasha / start / school?

What time does Sasha start school?

1 where / she / have breakfast?

2 how / she / get to school?

3 when / she / have lunch?

4 what / she / do in the afternoon?

5 when / she / do homework?

6 where / she / spend the weekend?

1.57 Listen and check.

s ix t y-t h ree 63

Simple Goals, p. 139

3 George is Simon’s…

A brother.

B father.

C dog.

Writing competences

Sam and I can ride mountain bikes quite well, so on Saturdays we often rent bikes and go cycling in the forest with my dad. Sometimes we go canoeing on the lake, or swimming.

On Sundays, Sam and I cook breakfast.

I can’t cook but Sam can cook really well – he makes fantastic pancakes! My mum likes walking, so we usually go to the mountains and have a picnic lunch. Finally, we leave Heartwood at about 4 o’clock and go home.

New Words rent ________________ switch off ________________ head for the hills ________________ lying ________________

talk about?

5 From the hot tub on the terrace his mum can see…

A the bathroom. B the stars.

C the city.

6 In the evenings, the family…

A play games or read.

B chat to friends online.

C watch TV.

4 In the evening, _____________ cooks dinner.

A Simon’s mum B Simon C Simon’s dad

Writing

Listening 2.33 Listen to the dialogue. What do they 4

3 K Choose the correct option (A, B or C).

Favourite colour: __________________ __________________ Favourite singer: __________________ __________________ Favourite animal: __________________ __________________ Best friend: __________________ __________________ Lucky number: __________________ __________________

8

Reading 2 Read the text about Simon’s free-time activities.

In summer my parents rent a cabin in Heartwood Forest and I love our weekends there.

C

Leila’s favourites

Complete the text with the verbs from the box. live • do • cook • have lunch (x2) play (x2) • watch • go

She studies English but she doesn’t speak it.

1 _____________ you like your classroom?

2 I _____________ to rap music on my headphones when I _____________.

3 They _____________ home after school.

4 We _____________ on the phone every day.

5 He _____________ play football.

6 _____________ she work in the canteen?

Reorder the words to write questions. do / live? / you / where Where do you live?

1 do / we / When / start?

2 go to bed? / What time / you / do 3 get to school? / you / How / do 4 have lunch? / Where / you / do 5 your mother / Where / work? / does 6 Jimmy / does / What / do at the weekend?

My brother and I go to secondary school. My brother doesn’t 1_____________ in the canteen, he 2_____________ at home.

We 3_____________ in a big house and after school we 4_____________ football in the garden.

In the evenings, mum 5_____________ a big meal for the whole family. After dinner, we don’t 6 _____________ TV: I 7_____________ my homework and my brother 8_____________ computer games.

studies • doesn’t • walk • listen • Do • Does • study talk • doesn’t

My ideal weekend

2 When they’re there, they don’t…

A play Scrabble.

B use technology.

C go swimming.

verb study? finish?

7

D

Watch the video again and complete Leila’s factfile.

subject they school

Life & Language Skills Before you read 1 Match the activities (1-4) to the pictures. (A-D).

• Situation: Leila introduces herself and her favourite things

2

7

Simple Goals, p. 139

• Place: Leila’s home

Name: Leila Surname: __ __ __ __ __ __

10

Complete the sentences with the verbs from the box.

si x t y -t wo

Episode 1

her full name. Write her surname.

auxiliary do does

Digital Grammar Bank, p. 5

Underline the correct alternative.

You speaks / speak English at school.

1 Our school have got / has got a library.

2 Diane walk / walks to school.

3 She doesn’t / don’t study languages.

4 I get up / gets up at 7 a.m.

5 We doesn’t / don’t go to school on Saturday.

6 Do / Does you like History?

4 wash __________ 5 watch __________ 6 do __________

Jacob doesn’t live in London.

62

Welcome to my vlog! Video Workshop

3

The Present simple with questions words question words When What time

Digital Grammar Bank, p. 5

1

Jacob lives (live) in London.

1 Mrs Jones _____________ (work) in a school.

2 The dinner ladies _____________ (cook) our lunch.

3 We _____________ (like) pizza.

4 You _____________ (walk) to school.

5 She _____________ (teach) Science.

6 I _____________ (do) my homework at home.

Focus on VIDEO 1 Watch the video and listen to Leila spelling

Our lunch time is 45 minutes. I 4 have / do lunch in the school canteen with my friends.

My school day finishes at 3.40 p.m. There are a lot of different after-school clubs and some students 5 plays / play sports or do other activities like computers, drama or art.

No, you don’t.

No, I don’t.

No, he / she / it doesn’t.

No, we / you / they don’t.

Look:

2

and oral production, animated by engaging VIDEOS

do not / don’t speak do not / don’t speak does not / doesn’t speak do not / don’t speak

We use the Present simple with the base Attention With verbs ending in -ch, -sh, -ss, -x and -o, add -es with the third person form of the verb (infinitive without to). singular. For the verbs ending in consonant + y, change y to ies, while We add -s to the third person singular. verbs ending in vowel + y add -s as usual.

references to the Digital Grammar Bank • exercises presented by level of difficulty

Video Workshop: • focus on communication

Negative form I you he / she / it we / you / they Short answers Yes, you do.

Yes, I do.

Yes, he / she / it does.

Yes, we / you / they do.

Read the questions and write short answers.

Do you walk to school? (✓) Yes, I do.

Does Jim work in a restaurant? (✗) No, he doesn’t.

1 Do Sarah and James go to school by bus? (✗) 2 Does Jeremy play football? (✓) 3 Do we want to watch TV? (✓) 4 Does the teacher know your name? (✗) 5 Do all the students eat in the canteen? (✓) 6 Do you live in a flat? (✗)

My school day starts / start at 8.40 a.m.

I 1 gets up / get up at 7.15 a.m. I have breakfast and then I 2 doesn’t go / go to school by bicycle. I’m in my first year at high school and I’ve got 12 different subjects on my timetable this year! My favourite subjects are languages, French and Spanish (we 3 don’t study / doesn’t study German in my school).

I don’t speak English.

She doesn’t speak English.

Affirmative form I speak you speak he / she / it speaks we / you / they speak Interrogative form Do I Do you Does he / she / it Do we / you / they

9

Underline the correct alternative.

7 On Sundays, Simon and Sam… A read a book.

B go canoeing.

C cook breakfast.

8 ___________ can make fantastic pancakes.

A Simon B Simon’s mum C Sam

1 □ creative writing 2 □ a blog about technology 3 □ a website for problems with technology

5

2.33 Listen again and answer the questions.

1 What can Tom do well?

2 What types of technology does he write about?

3 Who is the blog for?

4 Write three apps that Ed mentions.

5 What tech problems does Tom sometimes answer?

6 What is the name of his blog?

Ordering events To indicate in which order a series of events happen, we use first, then/after that, finally.

Useful language First, my brother Sam and I go walking in the forest with George, our dog.

Then / After that my dad cooks dinner on the barbecue.

Finally, we leave Heartwood at about 4 o’clock.

6 Read Jane’s description of her Saturday routine.

Reorder the sentences and complete them with the words from the box. finally • first • after that / then

□ _____________, I go home around six o’clock.

In the evening, I usually watch a film with my family. b □ _____________, I have a nice big breakfast and watch videos on my tablet. c □ _____________ I meet my friends in town and we go shopping or go to a café for lunch.

a

7 What activities do you enjoy doing in your free time? Write a short text about your ideal weekend using exercise 6 as a model.

At the weekend I like doing sports and meeting my friends. First, I text my friend Marisa and we…

Speaking – Oral Presentation 8 Life Skills: Effective communication

Prepare an oral presentation of the text in exercise 7 and present it to your classmates.

106 on e h un dre d a n d s ix

one hundre d and seven 107

Life & Language Skills: • Insights into culture with activities focusing on language skills to encourage creativity, collaboration and communication • K : preparatory exercises for international certifications • Competences box with learning strategies

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noscere e discutere in classe i

nguistiche con un approccio

ze acquisite e per sviluppare e in gruppo.

• A unique digital dossier

• 2030 Agenda lessons to get to

with paths for analyzing 2030 Agenda SDGs

know some of the 17 Goals of Sustainable Development

GLOBAL GOALS IN ACTION

STEM education: • activities which develop critical thinking, problem-solving, and analytical skills

2030 Agenda

Climate action Take urgent action to combat climate change and its impacts.

STEM Goals

1 Pairwork Look at the pictures A-D and match them to the green solutions.

1 ■ recycle your clothes 2 ■ use less plastic

The 2030 Agenda for Sustainable Development

DEMONSTRATION

3 ■ walk to school 4 ■ eat less meat

WHAT YOU NEED:

2 Read the text. Which of the green solutions in exercise 1 are mentioned?

Combatting Climate Change If we don’t do something soon to reduce air pollution in our cities, plastic waste in our oceans and climate change, then our world will just slowly disappear… and remember, there is no Planet B! Climate change is a real problem and every day we see or hear about its effects around the world – heatwaves, floods and storms, for example.

So, how can you help? We asked some students to tell us what they are doing to help the environment.

Phoebe

A

Mum sells my brother and I’s old clothes online. She started doing it last year and we always sell everything! It’s a great way of recycling things and we sometimes buy second-hand clothes too.

Aman

C

In my family, we only eat meat once a week so we’re not vegetarians but we definitely eat more vegetables now. If we eat less meat, it will help reduce climate change so I think it’s a good way of helping the environment.

1 2 3 4 5 6

• a glass jar

• some vinegar

• a tablecloth or napkin to protect the work surface

• a pair of protective gloves

INSTRUCTIONS

D

Grace

I never buy bottles of water from the supermarket. I have a reusable water bottle and I just get New Words my water from the tap! waste ____________

3 Read the text again and complete the sentences with one word.

• The 17 Goals in detail • Webquest

• some chicken bones (thighs are perfect)

B

Max

I live 10 minutes from school by foot so I always walk. If I go by car, it usually takes longer because there’s so much traffic in the morning.

It’s fast, healthy and free!

heatwaves

____________

tap

____________

There is a lot of plastic waste in our ____________.

Heatwaves, ____________ and storms are some effects of climate change.

Phoebe’s mum sells old ____________ online.

Max doesn’t go to school by ____________.

Aman isn’t ____________.

Grace drinks water from the ____________.

1 Find some chicken bones.

2 Clean them, then wash and dry them.

3 Take a bone and try to bend it.

4 Did it break? GREAT!

5 Now put another bone in the glass jar.

6 Fill the glass jar with vinegar.

4 Life Skills: Problem-solving Pairwork Grace doesn’t use plastic water bottles. Think of some other ways of reducing your use of plastic.

The pleasure of learning ES1061_06

ei g ht y- n i n e

89

PUBLISHING

76 sevent y-six

DIGITAL Student’s Book and BOOK Workbook in a digital version with interactive exercises, audios and videos. You can activate the karaoke option in the dialogues and the subtitles option in videos and import documents, images or links.

Thanks to the additional resources, you can improve your knowledge of the English language and the Englishspeaking world.

An easy-to-access App for students.

Resources • Digital Grammar Bank • Digital Mini Dictionary (with pictures) • Phonics poster with audio •M aps of the United Kingdom, the United States and the English-speaking world • Flashcards • Complete recording scripts • Complete videoscripts

ENGLISH GOALS

LEVEL

PAGES

ISBN

Student’s Book 1 + Digital Book + ELi LINK App

Pre-A1

160 pp

9788853641724

Workbook 1 + Digital Book + ELi LINK App

Pre-A1

80 pp

9788853641762

Teacher’s Book 1 + Digital Book + Online resources

Pre-A1

240 pp

9788853641809

Student’s Book 2 + Digital Book + ELi LINK App

A1

160 pp

9788853641731

Workbook 2 + Digital Book + ELi LINK App

A1

80 pp

9788853641779

Teacher’s Book 2 + Digital Book + Online resources

A1

240 pp

9788853641816

Student’s Book 3 + Digital Book + ELi LINK App

A2

160 pp

9788853641748

Workbook 3 + Digital Book + ELi Link App

A2

80 pp

9788853641786

Teacher’s Book 3 + Digital Book + Online resources

A2

240 pp

9788853641823

Student’s Book 4 + Digital Book + ELi LINK App

B1

160 pp

9788853641755

Workbook 4 + Digital Book + ELi LINK App

B1

80 pp

9788853641793

Teacher’s Book 4 + Digital Book + Online resources

B1

240 pp

9788853641830

www.elionline.com/englishgoals ES1078_37 EGoals Depliant_D.indd 4

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