TRACK 1 - GO! by VAN IN

1 Track 1â&#x20AC;&#x192;

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ISBN 978-90-306-9350-5

592760

9 789030 693505

vanin.be

GO! 2 uur

r aa pl

ex e

Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers

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In aa

CONTENTS 1 Nice to meet you 9

3 Eat. play. sleep. repeat.

Check In 10

Check In

Main Track 11 Step 1: meeting and greeting someone 11 Step 2: giving and asking information about people 14

Main Track Step 1: talking about daily routines and hobbies Step 2: talking about what you like and don’t like Step 3: asking and answering questions

Summary Grammar – HOW TO talk about facts and routines – HOW TO ask questions Vocabulary – Daily routines – Hobbies – Time – Other words and expressions Strategy – HOW TO read a text more effectively

107 107 107 109 110 110 111 112 113 114 114

On Different Tracks Check 1: talking about daily routines and hobbies Check 2: talking about what you like and don’t like Check 3: asking and answering questions

115

120 124

Check Out: a regular week

130

2 R U READY? Check In

43 44

45 45 53

4 A DAY TO REMEMBER

61 61 61 63 63 64 65 65 66 66

On Different Tracks 67 Check 1: describing a classroom 67 Check 2: spelling in English 71

Check Out: c is for classroom

Check In

134

Main Track Step 1: talking about dates Step 2: describing events

136 136 143

Summary Grammar – HOW TO talk about when and where things happen Vocabulary – Ordinal numbers – Months and dates – Events Useful expressions – HOW TO write and say the date

151 151 151 152 152 152 153 154 154

On Different Tracks Check 1: talking about dates Check 2: describing events

155 155 160

Check Out: presenting a cultural event

167

three

Summary Grammar – HOW TO talk about one or more things Vocabulary – School necessities – Subjects at school Strategy – HOW TO use a dictionary Useful expressions – HOW TO ask for something in class

115

133

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Main Track Step 1: describing a classroom Step 2: spelling in English

Check Out: hi, my name is … 41

86 96

On Different Tracks 31 Check 1: meeting and greeting someone 31 Check 2: giving and asking information about people 35

Summary 24 Grammar 24 – HOW TO refer to people and things 24 Vocabulary 26 – Numbers 26 – Meeting and greeting 26 Strategy 28 – HOW TO study vocabulary and grammar 28 – HOW TO listen/watch more effectively 29 Useful expressions 30 – HOW TO meet and greet someone 30

Contents

Track

5 WHO’S WHO?

169

Check In

170

Check In

Main Track Step 1: talking about family Step 2: describing looks

172 172 180

Main Track 241 Step 1: talking about hobbies and talents 241 Step 2: selecting information from a text 249

Summary Grammar – HOW TO express possession – HOW TO talk about what you own Vocabulary – Family relations – Describing people – Other features Strategy – HOW TO be a good public speaker

187 187 187 189 190 190 191 192 193 193

Summary 259 Grammar 259 – HOW TO express likes and dislikes 259 Vocabulary 260 – Hobbies and talents 260 – Other words and expressions 261 Strategy 262 – HOW TO deal with difficult words in a text 262 – HOW TO summarize a text 263

On Different Tracks Check 1: talking about family Check 2: describing looks

194 194 201

Check Out: a family tree

206

208

Main Track Step 1: talking about household chores Step 2: using the present continuous

209 209 214

On Different Tracks 264 Check 1: talking about hobbies and talents 264 Check 2: selecting information from a text 268 Check Out: writing a summary

8 LET’S GO! Check In

On Different Tracks 226 Check 1: talking about household chores 226 Check 2: using the present continuous 231

Check Out: a day in the life

four

Track

Contents

237

277 278 279

Summary Grammar – HOW TO give instructions Vocabulary – Means of transport – Signs in public places – Traffic signs – Linking words Useful expressions – HOW TO ask for and give directions

296 296 296 297 297 297 298 298 299 299

On Different Tracks Check 1: discussing transportation and signs Check 2: asking for and giving directions

300 300 303

Check Out: finding your way around

310

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Summary 223 Grammar 223 – HOW TO talk about actions going on now 223 Vocabulary 225 – Chores 225 – Rooms 225

275

Main Track Step 1: discussing transportation and signs Step 2: asking for and giving directions

Check In

240

207

239

6 WHAT’S HAPPENING?

7 I’VE GOT TALENT!

279 289

STARTEN MET TRACK Welkom in Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.

1 / Op weg met Track Het leerwerkboek bestaat uit acht units en elke unit is op dezelfde manier opgebouwd.

Op de voorpagina van elke unit vind je terug wat je gaat leren om de taak aan het einde van de unit, de Check Out, goed te kunnen uitvoeren. Deze voorpagina toont je de weg die je zult afleggen.

UNIT 2: R U READY?

check in Step 1: describing a classroom

main track

Step 2: spelling in English

In de Check In maak je kennis met het thema van de unit.

summary

CHECK IN

School language 1

READING

Read the cartoon and answer the questions. a What is the cartoon about?

trace your steps

on different tracks

b What class are the students in?

check out: c is for classroom

8 c Why can’t the boy raise his hand?

CHECK 1, p. 67

De Main Track is opgebouwd uit verschillende Steps. In elke Step leer je een afzonderlijke bouwsteen om de taak aan het einde van de unit te kunnen maken.

ex e

a What sort of conversation are the main characters having?

b Do the characters write in a formal or an informal way? How do you know this?

c What are the nicknames of the two characters?

d What do you think ‘defunkify’ means?

Can you write the standard English words for these abbreviations? Tip: say them out loud. Do you know of a funny or strange classroom situation? Tell the class about it. – wh-hoo to u 2:

– kinda: – cuz even tho school’s started …:

U READY? – R we’re gonna have:

UNIT 2:

– r we?: – ur brown as a berry:

UNIT 2:

Score

Next exercise

SUMMARY HOW TO talk about one or more things Indefinite article a/an and plural of nouns

jk 8

R U READY?

Excuse me, miss, is there a bin?

No, there isn’t. Are there pens in your pencil case? Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?

– good 2 c u:

GRAMMAR

SPEAKING

– did u get:

1 The indefinite article To talk about 1 thing, you use the indeﬁnite article a or an.

10 >7 ex. 2

a biro a binder a calculator a schoolbag a university

an apple an hour an orange an orange juice an umbrella

If the following noun starts with a consonant sound, we use ‘a’.

If the following noun starts with a vowel sound, we use ‘an’.

Look up the following words in a dictionary. Write a sentence as an example for at least two meanings of the word. The first one is done for you as an example. We used the online Cambridge Essential British Dictionary.

listening

e What did Angela give Maddie? Why?

Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.

Spelling in English

Listen and write down the words that are spelled.

READING

Read the beginning of the book ttyl by Lauren Myracle and answer the questions.

In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.

Check 2

Spelling in English

1 / GR8 2 C U

Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.

CHECK 2, p. 71

ABC, simple as 1, 2, 3

Step 2

UNIT 2:

R U READY?

a Player: 1 Kevin De Bruyne is a football player.

2 They say that that boy is a player.

3 Where is the DVD player? b Bank:

c Bat:

Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. d Light:

e State:

9 – 12

> 12

Next exercise

ex. 2

ex. 3

ex. 4

Note:

4–5

Next exercise

ex. 3

ex. 5

UNIT 2:

R U READY?

five

Score

seventy-one

Score

Starten met Track

Track

Als je alle bouwstenen hebt doorlopen en ze voldoende hebt ingeoefend, dan ben je zeker klaar voor de Check Out, de taak aan het einde van de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.

CHECK OUT: C IS FOR CLASSROOM Orientation You will create your own version of the alphabet.

Preparation listening

Watch the video. What is it about?

Action 2

SPEAKING

Make your own video, PowerPoint or Prezi presentation about at least 15 letters of the alphabet. – Use a picture for every item or show the actual item in your video. – Include at least 7 school items in your video or presentation. e.g. C is for classroom. – Use ‘there is’ and ‘there are’ at least 5 times. e.g. C is for classroom. There are 25 classrooms in this school. – If you make a video, record your own voice to say the items you are showing; e.g. A is for apple. There is an apple in my lunchbox. – Upload your video to the platform your teacher decides: e.g. SmartSchool, YouTube, SchoolOnline … – If you make a presentation in PowerPoint or Prezi, present your alphabet live. – Mind your pronunciation.

Elke Check Out gebruikt de OVUR-strategie:

Reflection

Orientation

3 Reflect on your task by filling in the checklist. Checklist: describing your holiday

Yes

Preparation

1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft ﬁrst.

Action I think so

Reflection

2 Content Reflection 3 Check your work by filling in the checklist. • I wrote about 75 words. Checklist: my alphabet • I included all the necessary elements. 1 Content and structure R U READY? • There are15 letters. • I respected the rules for writing an informal note or postcard.

Yes

UNIT 2:

• There are 7 school items. • There are pictures / actual items for every letter. • My video / presentation is about 2 minutes.

2 Language • I used ‘there is’ and ‘there are’ correctly. • I pronounced all the items correctly. • I spoke loud and clearly. • I minded my pronunciation.

weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.

Feedback

I think so

We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit 3 Language use • I used the correct vocabulary to describe the activities and the feedback.

Trace your steps on diddit.

Ten slotte kun je na elke unit je onlineportfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten.

CreepyPastaKitty Apart from hanging out with friends and watching TV etc, my hobbies are: taekwondo, watching documentaries and experiencing new things. We sometimes go to a museum but I also have a lot of fun when we go shopping. That is something I do with my mother and sister. I like going for walks in the country, especially near my home village. My father and brothers also go horse riding. I play Pokemon, especially when I’m up for a challenge.



11.7k



2 / Nuttig voor onderweg 

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Feather Friend Just like you, I enjoy walking too. I prefer walking in places where there’s water, like the beach or the river, or even in the rain. I love taking photos, particularly of birds. I wish I had a better camera.



12.2k

AAO I spend time sleeping and nothing else. I’m sure it’s not productive, but I enjoy it.



36.4k

In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. 

Adapted from: forum.choiceofgames.com

Highlight the verbs in the text in exercise 1.

What subjects are used in these sentences?

Complete the grammar box with the correct information. How to talk about facts and routines

Subject verb + rest of sentence

R U READY?

and hobbies, the present simple tense

HOW TO talk about facts and routines

1Present book simple 2

Form of verb

walking. (to like)

You We They

sometimes

3 4

I wake up at 6 a.m. every morning.

to a museum. (to go)

I don’t! I hate getting up early.

chess every weekend. (to play)

3 / Find it in your dictionary

Do you like playing videogames?

Note that the verbs hate, love and like are often followed by the -ing form of the verb to describe your likes and dislikes. e.g. I like reading books.. See p. 107

eighty-seven

pagenumber

Subject

OFF W E W ENT

3rd p. sing.

87 1st p. plur.

You

He/She/It We

2 the last word on the right-hand page: 3 a long word on one of the pages:

4 a short word on one of the pages:

FORM

Positive (+)

Negative (-)

5 (?) an abbreviation: Questions

work.

do not/don’t work.

Do I work? 6 a word you know: Do you work?

work.

works. work.

do not/don’t work. does not/doesn’t work. do not/don’t work.

7 a word you don’t know:

Does he/she/it work?

Do we work? 8 the page numbers:

2nd p. plur.

You

work.

do not/don’t work.

Do you work?

3rd p. plur.

They

work.

do not/don’t work.

Do they work?

Rule:

Subject + base form of the verb (!) 3rd p. sing.: +s

Subject + do(es)n’t/do(es) not + base form of the verb

Do(es) 2 Connect each dictionary term with its definition. There is one definition you don’t need. + subject + base form of the verb 1 root word a the way you say the word

9 a word you like or the funniest word:

when you speak

2 pronunciation

b f unction of the word in speech, e.g. verb or noun

3 part of speech

c the meaning of the word d The word you are looking for

4 definition

e The history of the word

STRATEGY

How to use a dictionary

HOW TO use a dictionary

Most dictionaries have a print and an online version. Some even have (free) applications. Find the right entry in the dictionary and choose the meaning that fits the context.

3 UNIT 3:

UNIT 2:

R U READY?

Print READING

Check the spelling. e.g. flour or flower, plain or plane?

107

a Indicate the dictionary terms from exercise 2 on the image.

Print or online?

See p. 65

Look at the print screen image of the Cambridge Learner’s Dictionary and answer the

questions. EAT, PLAY, SLEEP, REPEAT.

fifty-eight

Omdat leerstrategieën ontzettend belangrijk zijn, vind je die ook in de Main Track terug wanneer je ze nodig hebt. Elke leerstrategie kun je via een handig schema of overzicht nog eens rustig bekijken in de Summary, ook als je er later nog eens gebruik van wilt maken.

STRATEGY

UNIT 4:

1 the first word on the left-hand page:

2nd p. sing.

EAT, PLAY, SLEEP, REPEAT.

listening

Open your print dictionary at random, look at the pages and Yes, I do. My father write these items down. loves it too.

1st p. sing.

UNIT 3:

Grammaticale regels staan altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.

Listen to the words that are spelled and write them down.

a lot in my free time. (to draw)

226

UNIT 2:

SUMMARY

GRAMMAR

To talk about what you , your is used in English. The form of the verb depends on the subject.

GRAMMAR

Got it! Then what?

Find the root word. – plural  singular e.g. dictionaries  dictionary

– conjugated verb  base form e.g. writing  write – expression  keyword e.g. teacher’s pet  ‘teacher’ or ‘pet’

Found it!

Go to the right section of the dictionary.

I’m here. What now?

Choose the meaning that fits the context. e.g. plain white flour ✘ not beautiful: e.g. a plain face ✔ ordinary, not special

Online Download the app or go the website. www.dictionary.com www.merriam-webster.com www.oxforddictionaries.com www.dictionary.cambridge.org

Okay, then what?

Check the spelling. e.g. flour or flower, plain or plane?

Check! ✔ Type in the word you want to know the meaning of.

Found it!

Choose the meaning that fits the context. e.g. plain white flour ✘ not beautiful: e.g. a plain face ✔ ordinary, not special

Got it!

Great! I found what I was looking for. UNIT 2:

six

Track

Starten met Track

R U READY?

sixty-ﬁve

Click on the pronunciation of the word.

Adele

Amy Winehouse

J.K. Rowling

° 5/5/1988

° 14/9/1983

° 31/07/1965

† 23/07/2011 4

Complete the grid with the correct months. 1

January 8

Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.

May

August

March

September

October

December

Complete the box on how to write and say the date in English.

USEFUL EXPRESSIONS

In writing

How to write and say the date

Examples

American English

10 June 2020 10 / 06 / 2020

December 1st, 2020 12 / 1 / 2020

Rule: Examples

In speaking

British English

Rule:

Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A2: ‘It's the tenth of June, twenty twenty.’ A1: A2:

+ +

Q: ‘What is the date?’ A: ‘It's December first, twenty twenty.’

one hundred and thirty-seven

See p. 154

UNIT 4:

3 TIME Spanish

French

5 to

Dutch

5 past 10 past

10 to

a quarter to

religion

history

a quarter past 20 past

20 to

geography

German

25 past

25 to half past

2 SUBJECTS AT SCHOOL

Word

physical education

o’clock

uur

five (5) past

5 over

ten (10) past

10 over

a quarter past

kwart over

twenty (20) past

economics

mathematics / maths

psychology

natural science

social science

chemistry

food science

physics

My notes

20 over

twenty-five (25) past

25 over/5 voor half

half past

half

twenty-five (25) to

25 voor

twenty (20) to

20 voor

a quarter to

kwart voor

ten (10) to

10 voor

five (5) to

5 voor

biology

art(s)

Translation

What are Some Hobbies that Teens are Interested in? one hundred and twelve

computer studies BY CHERYL STEPHENSON-HEARNS

Hobbies have many mental and physical health benefits, including more optimism, higher creativity and EAT, PLAY, SLEEP, REPEAT. R U READY?to deal with stress. Sharing hobbies with others also112 a better ability keeps teens socially engaged with people who have similar interests. Teens can be interested in almost unlimited hobbies. Here are some possible hobbies.

sixty-four

UNIT 3:

UNIT 2:

Music Which letters sound the same? Teens can enjoy music as a hobby in a number of ways.

137

o’clock English

A DAY TO REMEMBER

De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen.

listening

a can Complete table. to music Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we They relax bythe listening or they can benefit intellectually by learning how to play an instrument. Teens /eɪ/ /iː/ /e/ /aɪ/ /juː/ /əʊ/ /ɑː/ bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, can show their musical talents in school or community day IfLike in see Like in bed Like in why Like in you Like in no Like in far bandsLike andinchoirs. the teen is tech-savvy, computer programsAallow users toBcreate music Frecordings andI mixes. interaction reading , speaking , spoken , writing , written interaction. Q O R

Sports H Teens have many choices when it comes to activities. Indoor activities include gym memberships, yoga and dance classes. Outdoor activities range from skiing and snowboarding in winter to sailing and skateboarding in summer. Teens can also choose to participate in traditional team sports such as soccer, baseball, basketball and hockey. For non-traditionalists, they can join an ultimate frisbee or paintball team.

watchING

The arts Some teens enjoy unwinding with a good book. The fantasy genre has become very popular in recent years. Other teens prefer to express themselves through creative art, spending time drawing, painting or sculpting. And what do b Which letters are vowels? you think about making jewellery or doing scrapbooking, or Which letters are consonants? 20 car cmodelling, cooking and baking? For those teens with a dramatic flair, there are often opportunities to act, sing or 6 Listen and circle the letters you hear. dance in theatre productions. 15

READING

SPOKEN INTERACTION

SPEAKING

ex e

listening

WRITING

writtEN INTERACTION

3 / Fijn en handig voor onderweg A

listening

Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.

your favourite uncle’s ﬁrst name? Technology The your technology available teens gives them unlimited favourite aunt’sto surname? options for hobbies. Teens can create and maintain a blog the name of a town in the USA or inThey the UK? or a vlog on a topic that interests them. can also play videoyour games, use social networking favourite artist’s name? sites and even build robots and write programs to make them run. The Internet a name you really like? provides a world of opportunities for teens without even leaving their bedrooms.

In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.

Adapted from: www.livestrong.com

Did you know?

When there is a pair of the same consonants in a word, e.g. ll in ‘all’, we say ‘double el’ instead of ‘el el’. UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

De volgende iconen helpen je ook nog een eind op weg. R U READY? 57 UNIT 2:

Het luisterfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. Het beeldfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. Als je dit icoon ziet, moet je iets online opzoeken. seven

Social causes O to make P a difference Q R in theirS communities T U V W X Y Z Teens N who want to be tech-savvy: knowing a lot about can volunteer in hospitals, animal shelters, libraries and modern technology, especially computers Teens also have the option of taking part in 25 7 museums. Complete the table with your information. Then ask your classmate, but to he/she has toby spell it. SPOKEN to benefit: be helped someone INTERACTION ‘voluntours’, plannedand tripswrite to exotic where they Listen carefully downlocations the letters your classmate says. an opportunity: a chance can view the sites while volunteering, for example, to teach to unwind: to relax Can spellhomes … You Your classmate English oryou to build and schools.

Starten met Track

Track

het onlineleerplatform bij Track Leerstof kun je inoefenen op jouw niveau.

Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.

Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.

Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.

Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.

ex e

Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.

Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier verzameld.

HOW TO refer to people and things

Personal pronouns and the verb ‘to be’

Hi Tamara! I’m Taryll, but Jon already introduced me. He’s very nice.

1 NUMBERS 0

ki SINGULAR

This is me.

You are Jon.

I love you.

He has many friends.

I like him.

She is nice.

He likes her.

It is all right.

They hear it.

We are ﬁne.

You know us.

Jon and Taryll, you are late again!

They miss you.

They are happy.

You like them.

twenty-four

Keep in mind: – ‘I’  always a CAPITAL letter – ‘he/him’ and ‘she/her’  only for people and pets – ‘it’  for things and other animals

UNIT 1:

NICE TO MEET YOU

three

four

5 five

eight

nine

ten

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

twenty-two

twenty-three

nineteen

twenty

twenty-one

twenty-five

twenty-six

twenty-seven

twenty-eight

twenty-nine

HOW TO study vocabulary and grammar

LEARNING FROM CONTEXT Word fields Group words together that belong to the same word field: e.g. outdoor hobbies vs indoor hobbies Make a word list, a word web, an image list ...

thirty 90 ninety

forty

fifty

sixty

seventy

eighty

100

200

250

1,000

10,000

one / a hundred

two hundred

two hundred and fifty

one thousand

ten thousand

Understand the definition Look for examples: do a simple online search and you will see the word in many different examples or contexts.

Translation

age

leeftijd

boy

jongen

first name

voornaam

friend

vriend

full name

volledige naam

girl

meisje

ID-card / identity card

identiteitskaart

last name (US), surname (UK), family name

familienaam

middle name

tweede voornaam

nickname

bijnaam

parents

ouders

pupil

leerling

Write individual words down or use the words in your own sentences.

My notes

UNIT 1:

Use flash cards. They are an easy way to review your vocabulary and to separate words into different categories.

2 Introducing yourself/someone else in English

3 Giving extra information about yourself – I am from … (= place) – I am … years old. (= age)

4 Asking for extra information about someone else – – – – –

Keep the (difficult) words visible: write them on sticky notes and hang them around your room.

Visual memory? Draw a picture.

5 Saying goodbye in English

Auditory memory? Replace the words in a song.

NICE TO MEET YOU

UNIT 1:

thirty

eight

DIDDIT

– – – – – –

Goodbye / bye See you soon. It was nice to meet you. Talk to you soon. Talk to you later. See you later.

Keep in mind! How do you do? This is very formal. It can be used when you ﬁrst meet someone and shake the other person’s hand. The answer to ‘How do you do?’ is also ‘How do you do?’.

NICE TO MEET YOU

Track

Who are you? / What’s your name? / Excuse me, you are? Where are you from? How are you? How old are you? How do you do?

LEARNING BY USING MEMORY TRICKS

– Hello – Hi – Hey

1 Saying ‘hello’ in English

– Hello, my name is … – Hi, I am … – This is …

Read through your list or look through your word webs. Cover up one half and go through the other half.

Say the word out loud a few times. You can even record yourself or explain the words to other people.

twenty-six

HOW TO meet and greet someone

LEARNING FROM REPETITION

2 MEETING AND GREETING Word

Look up unfamiliar words: make sure you understand the definitions of all your new words.

twenty-eight

PLURAL

Personal pronouns as object

2 two

seven

twenty-four

1 Personal pronouns I am Tamara.

one

six

eighteen

Personal pronouns as subject

zero

USEFUL EXPRESSIONS

No, I’m not. I’m Jon and this is Taryll.

STRATEGY

Hi, I am Tamara. Are you Taryll?

VOCABULARY

GRAMMAR

SUMMARY

UNIT 1:

NICE TO MEET YOU

UNIT 1: NICE TO MEET YOU check in

Step 1: meeting and greeting someone

ex e

Step 2: giving and asking information about people

main track

trace your steps

summary

on different tracks check out: hi, my name is ...

CHECK IN My name is 1

watchING

Watch the short video and answer the questions. a Who is in the video? b What does he repeat again and again?

c How does he introduce himself?

d Is that his real name? Discuss these questions.

SPOKEN INTERACTION

a What is the word for a name given to a person instead of their real name?

b Do you have a nickname? If not, imagine you could give yourself a nickname, what would it be?

c If you could give your mother/father/brother/sister/best friend/ … a nickname, what would it be?

d Use an online name generator and find out what your perfect nickname is.

ex e

Did you know?

Names in English A last name (US), or surname (UK), is your family name that you use in formal situations, or with people you do not know well. Example: – The artist’s first name is Marshall. – His middle name is Bruce. – His last name, also called surname or family name, is Mathers. – His full name is Marshall Bruce Mathers. – His nickname is Slim Shady.

Now it is up to you. Say who you are and listen to your friend who will say who (s)he is.

Write (

) the words you use in the text boxes.

Hi, my name is (first name) (surname).

ten

UNIT 1:

NICE TO MEET YOU

SPOKEN INTERACTION

MAIN TRACK Step 1 1

Who are you?

Meeting and greeting someone SPEAKING

Here are Gideon and Adina.

a Read the speech bubbles out loud.

Hi, my name is Gideon. I am 13 (thirteen) years old and I’m from Leeds. I’m a

student and I go to a school in Leeds with

ex e

more than 1,000 (a thousand) pupils.

Hi, I am Adina. I’m 12 (twelve). My parents are from Medina. But I was

born here in London.

b Follow the example and introduce yourself. First write down your own information. Then read it out loud to a classmate. A photo of you!

eleven

UNIT 1:

NICE TO MEET YOU

READING

Read the sentences and do the tasks. a b c d e f g h

My name is (first name) (surname). I’m (age). I’m (first name) (surname). I’m fine, thanks. And you? I’m great. I’m from (place where you live). How do you do? I come from (place where you live).

2 Where are you from?

3 How are you?

4 What’s your name?

5 How old are you?

6 Excuse me, you are?

7 How do you do?

1 Who are you?

a Write the correct letters behind the questions. You can use a letter more than once. The first one has been done as an example. Choose from the following sentences.

SPOKEN INTERACTION

Answer the questions with a number from the box on the next page. Use a sentence to answer if you can.

ex e

b Make a short conversation by asking a classmate the questions from the box above.

between 4 and 5 years old

2 How old are you?

3 How old are you when you MUST go to school?

4 How old are you when you are allowed to drive a car?

5 How old are you when you are allowed to go out?

6 How old are you when you leave primary school?

7 How old are you when you leave secondary school?

8 How many brothers do you have?

9 How many sisters do you have?

1 How old are you when you start school?

twelve

UNIT 1:

NICE TO MEET YOU

SPEAKING

one

two

twelve

eighteen

nineteen

twenty-six

100

sixty 200

one / a hundred

two hundred

twenty-two

Making small talk.

twenty-three

twenty-eight

twenty-nine

seventy

250

two hundred and fifty

eighty

1,000

10,000

one thousand

ninety

fifty

seventeen

twenty-seven

forty 90

sixteen

21 twenty-one

eleven 16

fifteen

twenty-five

30 thirty

twenty

ten 15

five 10

nine

fourteen

thirteen

twenty-four

eight

four

seven

three

six

zero

ten thousand

SPOKEN INTERACTION

ex e

a Preparation: read the cue cards below carefully. Cue card A

1 Hi, my name is … What’s your name? 3 I’m from … , and you? 5 How old are you?

7 I’m …

Cue card B

2 Hi, I’m … . Pleased to meet you. Where are you from? 4 I’m from … .

6 I’m … , and you?

b Action: have a short conversation with 1 classmate first. Decide who will be A and who will be B. Then walk around the class and meet and greet at least 5 other classmates.

Use the useful expressions in the Summary on p. 30 to help you build the conversation.

USEFUL EXPRESSIONS See p. 30 thirteen

How to meet and greet someone

UNIT 1:

NICE TO MEET YOU

c Reflection: check your conversations by filling in the checklist. Checklist: small talk

Yes

I think so

1 Content and structure • I talked to at least 5 classmates. • I used the cue cards correctly. • I completed the information correctly. 2 Language • I spoke clearly. • I spoke fluently.

Feedback

Tell me more

Giving and asking information about people

ex e

1 / Who’s who?

Step 2

CHECK 1, p. 31

1 Read the text and answer the questions. Underline the verbs in the text. a The text is about …

b How many people are in the text? c What is Laurie’s nickname?

d How many girls are in the text?

e Who is the boy in the picture?

Hi! I am Lola. Well, for my friends I am Lola. My real first name is Laurie and my surname is Label. I’m 14 years old and I’m from Auckland, New Zealand. Next to me, with the skateboard, is my best friend Karen. She is also 14 years old. We are in the same class at school. We’re always together. She’s from Devonport. And the boy in the picture is Dave. He is 15 years old and from Grafton. Dave and Karen are a couple. They are so cute. They’re always together, but that’s not a problem for me.

fourteen

UNIT 1:

NICE TO MEET YOU

READING

Listen carefully to these teenagers and complete the gaps with the correct form of ‘to be’.

listening

am is Hi, I Ali, and my surname Holmes.

I 15 years old and I from Sydney.

2 This Aya.

She from Tokyo.

She 14 years old.

Her surname Ito.

These girls Keily, Suzy and Emily. They all from Dublin. It such a cool city.

ex e

Keily 12 but Suzy and Emily

13 years old.

Complete the table. Use the texts from exercises 1 and 2 to help you if necessary. the verb ‘to be’: positive form

Personal pronouns

I am

I’ m

You

you

you’

he’

She

she

she’

it’

we’

You

you

you’

They

they

they’

In spoken English we often use short forms (called contractions). e.g. I am here. = I’m here. He is late. = He’s late. The missing letter is replaced with ‘ (= ). fifteen

PLURAL

Short form

SINGULAR

Long form

UNIT 1:

NICE TO MEET YOU

WRITING

Introduce someone else. a Preparation: choose 2 people to introduce. Look at the words in the box and make sure you understand them. boy – boys – friends – girl – girls – parents – pupil – teacher b Action: write down at least 5 sentences (or 25-30 words) to introduce your 2 people. Use the verb ‘to be’.

Checklist: introduce someone else

Yes

I think so

1 Content and structure • I wrote 25-30 words. • I introduced 2 people. • I used some words from the box.

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback too.

ex e

2 Language • I used ‘to be’ correctly. • I used correct spelling and punctuation. Feedback

2 / Excuse me?

How to listen/watch more effectively

STRATEGY

1 Read through the questions before you even start to listen/watch. 2 Make sure you understand all of the questions. If not, ask your teacher to explain what you don’t understand. 3 Highlight the most important part of the question. 4 Do you understand what the goal of this exercise is? - Do you have to listen for main ideas? - Do you have to listen for details? - Do you have to draw a conclusion? 5 Make sure you know how often you will be able to watch/listen to the fragment. See p. 29 6 Take only short notes (keywords) if necessary and use a pencil!

sixteen

UNIT 1:

NICE TO MEET YOU

listening

What are Jessie, Viola, Lee and Annabelle talking about? a First read through the strategy on how to listen or watch more effectively on page 16. b Then listen and indicate the correct answer(s).

1 The girls can wear

ex e

3 The sultan arrives with

2 Lee has to wear

listening

Fill in the gaps while listening.

Jessie

OK, listen to me for a second. I’m going to explain the scene. I play the Sultan. Lee,

you you play the king and Viola and Annabelle, play the women of the village.

Right, and what do have to wear? Do the girls in the play wear jeans?

Jessie

Of course don’t. The story is situated in India and is a long, long

Viola

Lee

time ago. No jeans! So, as a king, have to wear a crown.

Annabelle … and wear robes and sandals. And what about ? What do I have to wear?

Viola

Don’t ask . Ask Mr Thornbee. knows everything.

seventeen

UNIT 1:

NICE TO MEET YOU

Jessie

Sure, but let’s concentrate on the script now. Viola and Annabelle, stand near the water.

Viola

Ok, and what are doing?

Lee

are singing a lovely song when the Sultan arrives in town.

Annabelle Is on foot or on horseback? am on horseback of course!

Jessie

Of course, because is a Sultan!

Viola

The Sultan stops his horse because can

Lee

hear singing and then Annabelle stops singing

because sees .

Do you know what the correct personal pronoun is?

a Complete the grid below. Check the text if necessary.

me This is . I can’t see .

’s got a new smartphone.

I’ve got a new message from .

’s waiting for the bus.

Can I invite ?

’s all right.

Where’s my ticket? I can’t find .

’re fine. Thank you.

We’re going out. You can come with

Susan and Bree, ’re late again.

Children, I’m talking to .

’re always doing different things.

Spiders … I’m afraid of !

ex e

’re my best friend.

PLURAL

SINGULAR

I ’m Sophia.

Personal pronouns as object

Personal pronouns as subject

Keep in mind: - ‘I’  always a CAPITAL letter - ‘he/him’ and ‘she/her’  only for people and pets - ‘it’  for things and other animals

b Who does the action? Underline the correct answer. I can see him.

Subject forms (= e.g. ) do / do not do the action of the verb.

He likes her.

Object forms (= e.g. ) do / do not do the action of the verb.

How to refer to people and things

GRAMMAR

In the Summary of this unit you can find more information about how to refer to people and things with personal pronouns. eighteen

UNIT 1:

NICE TO MEET YOU

See p. 24

listening

Listen to the song. a Answer the questions. 1 Do you hear a boy or a girl singing?

electric guitar

acoustic guitar

flute

2 Tick the instruments you hear.

drums

bass guitar

ex e

saxophone

piano

trumpet

3 What is the title of the song? 4 Do you like the song?

b Fill in the pronouns (= words we use in place of a full noun). Then listen to the song again and correct if necessary.

Lego House - Ed Sheeran

I’m gonna pick up the pieces, and build a lego house

When things go wrong can knock down

My three words have two meanings, There’s one thing on my mind ‘s all for And ‘s dark in a cold December, but ‘ve got you to keep warm And if ‘re broken will mend you and keep sheltered from the

nineteen

storm that’s raging on

UNIT 1:

NICE TO MEET YOU

‘m out of touch, I’m out of love ‘ll pick you up when ‘re getting down And out of all these things I’ve done think love better now I’m out of sight, I’m out of mind I’ll do it all for in time

And out of all these things I’ve done think love better now

I’m gonna paint by numbers and colour in

If things go right can frame , and put on a wall

And ‘s so hard to say but ‘ve been here before And I’ll surrender up my heart and swap for yours

ex e

‘m out of touch, I’m out of love

‘ll pick you up when ‘re getting down

And out of all these things I’ve done think love better now

I’m out of sight, I’m out of mind I’ll do it all for in time

And out of all these things I’ve done think love better now

Don’t hold down

think my braces are breaking and ‘s more than can take

And ‘s dark in a cold December, but ‘ve got you to keep warm

And if ‘re broken will mend and keep you sheltered from the

storm that’s raging on ‘m out of touch, I’m out of love ‘ll pick up when you’re getting down And out of all these things I’ve done think love better now I’m out of sight, I’m out of mind I’ll do it all for in time and out of all these things I’ve done think love better now

twenty

UNIT 1:

NICE TO MEET YOU

READING

Read the following texts and answer the questions: a How many people are mentioned all together? b What is Yasmina’s surname? c How old is Sophie? d Where is Yasmina from? e Who is 15 years old?

This is Tito Ramos. He is not from Spain. He’s from New Mexico. He isn’t 14 years old. He’s 15.

ex e

These are Sophie and Kenny. They are not from Ghent. They are from Oxford. They aren’t twins, but they are both 16 years old.

First underline all the negative forms in the texts above. Then complete the table below.

ki SINGULAR

The verb ‘to be’ negative form

Personal pronoun

Long form

Short form

I am not

I’m not

You He She It We

PLURAL

You twenty-one

Hello, I’m Yasmina Amal. I’m from Birmingham. I'm not from Leeds. I’m not 14 years old. I’m 13.

They

UNIT 1:

NICE TO MEET YOU

READING

Read the questions about Tito Ramos. a Check the text on p. 21 and underline the correct short answer. b Complete the rule. Short answer

Tito Ramos from Spain?

Yes, he is.

No, he isn’t.

14 years old?

Yes, he is.

No, he isn’t.

15 years old?

Yes, he is.

No, he isn’t.

from New Mexico?

Yes, he is.

No, he isn’t.

Yes, subject +

No, subject +

rest of question + ?

Question

GRAMMAR

How to refer to people and things

Check the Summary on p. 25 for a full overview of the verb ‘to be’.

Have a conversation with 2 classmates.

SPOKEN INTERACTION

See p. 25

a Preparation: decide who will be Student A, B and C. b Action: follow this procedure.

ex e

Student A introduces student B, but gives the wrong information. Student B makes the sentences negative and corrects the information. Student C listens and checks whether students A and B are doing everything correctly. Switch roles 2 more times.

c Reflection: check your conversations by filling in the checklist. Checklist: making conversation

1 Content and structure • I had 3 conversations. • I used the expressions to meet and greet someone.

2 Language • I used ‘to be’ correctly: positive and negative. • I spoke clearly. • I paid attention to my pronunciation.

Feedback

twenty-two

UNIT 1:

NICE TO MEET YOU

Yes

I think so

WRITING

Write questions and short answers about Sophie, Kenny or Yasmina. a Preparation: read the texts about Sophie, Kenny or Yasmina on p. 21 again. b Action: write at least 3 questions per person. Use the texts to get your information, and answer each question with a short answer.

c Reflection: use the checklist. Then give it to a classmate who will give you some feedback. Checklist: questions and short answers

Yes

I think so

1 Content and structure • I wrote 3 questions about Sophie, Kenny and Yasmina. • I answered questions with short answers.

ex e

2 Language • I used the verb ‘to be’ correctly. • I used the question structure correctly. • I used short answers correctly. • I used correct spelling and punctuation.

Feedback

STRATEGY

How to study vocabulary and grammar

See p. 28

If you have to study a lot of vocabulary and grammar in a new language, there are a few tips you can follow.

twenty-three

CHECK 2, p. 35

UNIT 1:

NICE TO MEET YOU

Hi, I am Tamara. Are you Taryll?

No, I’m not. I’m Jon and this is Taryll.

Personal pronouns and the verb ‘to be’

Hi Tamara! I’m Taryll, but Jon already introduced me. He’s very nice.

HOW TO refer to people and things

ex e

GRAMMAR

SUMMARY

Personal pronouns as subject

Personal pronouns as object

I am Tamara.

This is me.

You are Jon.

I love you.

He has many friends.

I like him.

She is nice.

He likes her.

PLURAL

SINGULAR

1 Personal pronouns

twenty-four

It is all right.

They hear it.

We are fine.

You know us.

Jon and Taryll, you are late again!

They miss you.

They are happy.

You like them.

Keep in mind: – ‘I’ g always a CAPITAL letter – ‘he/him’ and ‘she/her’ g only for people and pets – ‘it’ g for things and other animals

UNIT 1:

NICE TO MEET YOU

2 The verb ‘to be’ NEGATIVE FORM Short form

Long form

Short form

I am

I’m

I am not

I’m not

You are

You’re

You are not

You aren’t

He is

He’s

He is not

He isn’t

She is

She’s

She is not

She isn’t

It is

It’s

It is not

It isn’t

We are

We’re

We are not

We aren’t

You are

You’re

You are not

You aren’t

They are

They’re

They are not

from Oxford?

Yes, I am.

Are

you

from Ghent?

Yes, you are.

No, you are not. No, you aren’t. No, you’re not.

14 years old?

Yes, he is.

No, he is not. No, he isn’t. No, he’s not.

she

15 years old?

Are

No, she is not. No, she isn’t. No, she’s not.

Yes, it is.

No, it is not. No, it isn’t. No, it’s not.

from Spain?

Yes, we are.

No, we are not. No, we aren’t. No, we’re not.

you

from Tokyo?

Yes, you are.

No, you are not. No, you aren’t. No, you’re not.

Yes, they are.

No, they are not. No, they aren’t. No, they’re not.

Yes, subject + to be (positive)

No, subject + to be (negative)

they

from America?

subject

rest of sentence?

twenty-five

‘To be’

Yes, she is.

from France?

Are

No, I am not. No, I’m not.

PLURAL

SHORT ANSWER

RULE

They aren’t

ex e

SINGULAR

QUESTION FORM

Long form

PLURAL

SINGULAR

POSITIVE FORM

UNIT 1:

NICE TO MEET YOU

zero

one

two

three

four

five

six

seven

eight

nine

ten

eleven

twelve

thirteen

fourteen

fifteen

sixteen

eighteen

nineteen

twenty

twenty-one

twenty-four

twenty-five

twenty-six

twenty-seven

twenty-eight

twenty-nine

thirty

forty

fifty

sixty

seventy

eighty

100

200

250

1,000

10,000

ninety

one / a hundred

two hundred

two hundred and fifty

one thousand

ten thousand

Translation een leeftijd

an age

een jongen

a first name

een voornaam

a friend

een vriend

a full name

een volledige naam

a girl

een meisje

an ID-card / identity card

een identiteitskaart

a last name (US), surname (UK), family name

een familienaam

a middle name

een tweede voornaam

a nickname

een bijnaam

parents

ouders

twenty-six

a boy

a pupil

een leerling

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

seventeen

twenty-two

twenty-three

2 MEETING AND GREETING Word

ex e

VOCABULARY

1 NUMBERS

My notes

Translation

My notes

a student

een leerling, student

a teacher

een leerkracht

to greet

groeten

to introduce

voorstellen

to meet

ontmoeten

to be

zijn

pleased to meet you

aangename kennismaking

twenty-seven

ex e

Word

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

STRATEGY

HOW TO study vocabulary and grammar

LEARNING FROM CONTEXT Word fields

Understand the definition Look up unfamiliar words: make sure you understand the definitions of all your new words.

Look for examples: do a simple online search and you will see the word in many different examples or contexts.

Make a word list, a word web, an image list ...

Group words together that belong to the same word field: e.g. outdoor hobbies vs indoor hobbies

LEARNING FROM REPETITION

ex e

Write individual words down or use the words in your own sentences.

Use flash cards. They are an easy way to review your vocabulary and to separate words into different categories.

Read through your list or look through your word webs. Cover up one half and go through the other half.

Say the word out loud a few times. You can even record yourself or explain the words to other people. Keep the (difficult) words visible: write them on sticky notes and hang them around your room.

LEARNING BY USING MEMORY TRICKS

twenty-eight

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

Visual memory? Draw a picture.

Auditory memory? Replace the words in a song.

HOW TO listen/watch more effectively Before listening watching

Topic What do you know about the topic?

What words come to mind?

What kind of text/video are you going to listen to/watch?

Type of text/video What do you already know about this type of text/video?

Task Do you understand the task?

Read through the question and highlight key words.

2 While listening watching

ex e

Focus on what you hear/see Think ahead: what might happen next?

Listen to the intonation and stress of the speakers.

Ignore the words you think are less important.

Focus on key words and facts.

After listening watching 3 Check your understanding If possible, listen again to difficult passages. Have you completed the task?

Read your notes.

Have you understood the main points? twenty-nine

Take short notes.

UNIT 1:

NICE TO MEET YOU

– Hello – Hi – Hey

1 Saying ‘hello’ in English

2 Introducing yourself/someone else in English

USEFUL EXPRESSIONS

HOW TO meet and greet someone

3 Giving extra information about yourself

– Hello, my name is … – Hi, I am … – This is …

– I am from … (= place) – I am … years old. (= age)

ex e

4 Asking for extra information about someone else

– – – – –

Who are you? / What’s your name? / Excuse me, you are? Where are you from? How are you? How old are you? How do you do?

5 Saying goodbye in English

– – – – – –

Goodbye / bye See you soon. It was nice to meet you. Talk to you soon. Talk to you later. See you later.

Keep in mind: How do you do? This is very formal. It can be used when you first meet someone and shake the other person’s hand. The answer to ‘How do you do?’ is also ‘How do you do?’.

thirty

UNIT 1:

NICE TO MEET YOU

ON DIFFERENT TRACKS STRATEGY

Before you start, apply the following strategies

Read the first question of every check. Do you understand what you have to do? Do you have to work alone, with a classmate or with a group? It is a text (listening or reading) g use the strategy ‘how to listen/watch more effectively’. It is a writing or speaking exercise g check the checklist before you start. Reflect on your exercises when you are done. Use the correction key or give your exercises to the teacher for correction. Check what your next exercise will be.

Check 1

Meeting and greeting someone

Have a conversation with a classmate.

1 2 3 4 5 6 7 8

SPOKEN INTERACTION

ex e

a Preparation: look at the 2 ID cards and choose 1. – Tick the ID card you are going to use. Surname: Taylor First name: Alex

Surname: Banks First name: Mel

Age: 13

Country: England

Country: Ireland

Parents: Birmingham

Parents: Dublin

Age: 12

– Prepare your conversation below. Include greetings and saying goodbye. Questions Hi Liam.

Hello, my name is Liam.

Me: Alex / Mel

thirty-one

b Action: act out your conversation with a classmate.

UNIT 1:

NICE TO MEET YOU

c Reflection: fill in the checklist. Checklist: meeting and greeting

Yes

I think so

Feedback

6–8

Next exercise

ex. 2

ex. 3

ex. 4

Write questions in the first speech bubble of every cartoon strip. Then answer your question writtEN INTERACTION with your own information.

jk ki

In thirty-two

ex e

Score

2 Language • I used a greeting and a way to say goodbye. • I spoke clearly. • I spoke fluently. • I paid attention to my pronunciation.

1 Content and structure • I used all the information from the ID card. • I asked questions about age and place. • I introduced myself correctly. • I said goodbye.

UNIT 1:

NICE TO MEET YOU

Score

6–8

Next exercise 3

ex. 3

SPEAKING

Make a paper fortune teller.

ex e

a Preparation: follow the instructions to fold your sheet of paper. Write the numbers from 1 to 8. Write the keywords for the questions in the flaps, under the numbers. – Surname? (Q: What’s your surname?) – First name? (Q: What’s your first name?) – Age? (Q: How old are you? – Town? (Q: Where are you from?) – Country? (Q: Where are you from?) – Lucky number? (Q: What is your lucky number?) – Age friend? (Q: How old is ...?) – How are you? (Q: How are you?)

b Action: play the game! Ask at least 4 questions and complete the grid. Answer classmate

thirty-three

Questions number?

UNIT 1:

NICE TO MEET YOU

c Reflection: use the checklist. Then give it to your classmate who will give you some feedback. Checklist: paper fortune teller

Classmate

1 Content and structure • I made a fortune teller. • I asked and answered the questions.

≥5

Next exercise

Check 2, p. 35

Score

Feedback

2 Language • I used ‘to be’ correctly. • I used the sentence structure correctly. • I spoke clearly. • I spoke fluently. • I paid attention to my pronunciation.

Watch the video about The Middle and answer the questions. 1 Where do they live?

ex e

2 What is she wearing?

3 Is she a real superhero?

4 The youngest’s name is … 5 What does he think of his mother? 6 What is for breakfast?

7 What is the big brother’s name? 8 How old is he?

9 What is the daughter’s name? 10 How old is she?

11 What is the father’s name?

12 What is the mother’s name? 13 Who works as a manager? 14 Who sells cars? 15 What is in the envelope?

Score

< 12

≥ 12

Next exercise

ex. 3

Check 2, p. 35

thirty-four

UNIT 1:

new ID card new driver’s license card

NICE TO MEET YOU

watchING

Giving and asking information about people

Check 2 1

Meet the Brown family. The Brown family at home Junior Brown is a teenager. He’s 14 years old and he’s from Edinburgh. Judy is his sister. She’s 10 years old.

His father, Jack, is a house husband. He’s 39 years old. He’s at home now. Jill Brown, his mother, is a shop manager. She’s 35 years old.

READING

a Read the text and complete the grid with the correct information. First name?

Town? Sister or brother? First name father? Age mother?

Age?

Surname?

WRITING

ex e

b Write a similar text about yourself. – Preparation: make some notes about yourself in the grid. First name? Surname? Age?

Town?

Sister or brother?

First name father? Age mother?

– Action: write a short paragraph (about 50 words). Make sure that you include 3 negative sentences, add 2 questions and the correct short answer.

thirty-five

UNIT 1:

NICE TO MEET YOU

– Reflection: fill in the checklist. Give it to your teacher who will give you some feedback. Checklist: introducing someone

Yes

I think so

< 13

Next exercise

ex. 2

13 –18

> 18

Score

Feedback

2 Language • I used ‘to be’ correctly. • I used the correct question structure. • I used the correct structure for short answers. • I used the correct pronouns. • I used correct spelling and punctuation.

1 Content and structure • I used the box to prepare my text. • I wrote a text of about 50 words. • I wrote 3 negative sentences. • I asked 2 questions. • I answered each question with a short answer.

ex. 4

ex. 5

Use the verb ‘to be’ in these exercises.

ex e

a Complete the sentences with the correct form of the verb ‘to be’. b Make the sentences negative in the column on the right. Positive form of ‘to be’

1 I … a girl.

friends forever.

7 I … a musician.

2 He … a bit angry.

3 Your mother … at work. 4 Trixi and Napa … my 2 cats.

5 The suitcase … in my room.

6 Aisha and Suzanne …

8 My green pen ... on your desk. thirty-six

Negative form of ‘to be’

UNIT 1:

NICE TO MEET YOU

Positive form of ‘to be’ 9 ... you from England? 10 We ... children.

< 15

≥ 15

Next exercise 3

ex. 4

Score

Negative form of ‘to be’

Complete the sentences using the correct personal pronoun.

me 1 I want that magazine. Can you give it to ?

2 Sandy is really happy! Her mum gave a new mobile phone!

3 My parents love gardens. There are 5 gardens open to the public next week. My parents want to visit all.

4 That’s a very difficult exercise. I can’t do .

5 Sandy didn’t ask Tony to that party. Sophie asked . 6 Where is Sandy? is with Dave.

ex e

7 Do you know where Tony is? Yes, is right over there. 8 Do want to play with us? need another player. 9 I don’t think ’s very difficult to learn English. 10 My name is (write your name), ’m (write your age) years old. Score

ex. 4

thirty-seven

Next exercise

≥7

UNIT 1:

NICE TO MEET YOU

Write a YouTube profile.

READING

a Preparation: read the text. Highlight 3 interesting facts in the text.

ex e

thirty-eight

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

b Action: write a short paragraph (about 40 words) about MattyB. Make sure to introduce him correctly. Use ‘to be’ correctly. Also add 3 negative sentences.

WRITING

c Reflection: check your task by filling in the checklist. Checklist: writing a YouTube profile

Yes

I think so

1 Content and structure • My text is about 40 words. • There are positive sentences, negative sentences and questions.

2 Language • I used the verb ‘to be’ correctly. • I used personal pronouns correctly. • I used correct spelling and punctuation.

Score

ex e

Feedback

All done!

thirty-nine

Next exercise

≥7

UNIT 1:

NICE TO MEET YOU

Read the profile of YouTuber Ethan Gamer and answer the questions. If the sentence is false, correct it, using ‘to be’.

READING

Statement

ex e

1 Ethan’s channel is about being the best gamer.

2 Another name for his channel is EGTV.

3 Ethan is younger than 13.

4 All the videos are ‘R’-rated.

5 Ethan is American.

Score

≥7

Next exercise

ex. 4

All done!

forty

UNIT 1:

NICE TO MEET YOU

True

False

CHECK OUT: HI, MY NAME IS ... Orientation You will make a collage about: – yourself AND – your mother, father, brother or sister … OR a famous person, actor, singer …

Preparation

Complete the grid with the information you want to share with the class.

WRITING

Someone else

Name

Age Town

School

ex e

Friends

Extra information

Make drawings or look for photos or pictures to make your collage more beautiful.

Action

Present your collage to the class. Use ‘to be’ and the personal pronouns correctly. Make sure to talk for about 2 minutes. Pay attention to your pronunciation.

forty-one

SPEAKING

UNIT 1:

NICE TO MEET YOU

Reflection When you are done, don’t forget to fill in the checklist. Checklist

Yes

ex e

Trace your steps on diddit.

Feedback

2 Language • I used all the information from my collage. • I used the verb ‘to be’ correctly. • I used personal pronouns correctly. • I paid attention to my pronunciation. • I spoke clearly.

forty-two

UNIT 1:

NICE TO MEET YOU

I think so

1 Content and structure • I mentioned two people (first and surname). • I mentioned my age and the other person’s age. • I added my town and his/her town. • I mentioned my school and his/her school or workplace. • My collage includes my name, my friend’s and his/her friends’. • I spoke for about 2 minutes.

UNIT 2: R U READY?

Step 1: describing a classroom

ex e

Step 2: spelling in English

main track

check in

trace your steps

summary

on different tracks check out: c is for classroom

CHECK IN School language 1

READING

Read the cartoon and answer the questions. a What is the cartoon about?

b What class are the students in? c Why can’t the boy raise his hand?

Do you know of a funny or strange classroom situation? Tell the class about it.

forty-four

UNIT 2:

R U READY?

ex e

SPEAKING

MAIN TRACK Step 1

School is ...

Describing a classroom

1 / My schoolbag Watch the video. What is in the childrenâ&#x20AC;&#x2122;s schoolbags? Tick off the items that you see.

pens a zip-lock bag pencils paper a locker kit a planner dividers sandwiches a Chromebook coloured pencils (crayons) a glue stick

What is in this schoolbag? Try to name all these items.

ex e

a calculator markers a ruler headphones a hole punch a backpack a pair of scissors a computer mouse an umbrella an organizer a (pencil) sharpener

a highlighter a hairbrush a folder a teacher notebooks a binder diaries a pencil pouch tabs an eraser a dictionary

watchING

SPEAKING

Tell the class what is in your schoolbag.

forty-five

UNIT 2:

â&#x20AC;&#x201A; R U READY?

Look at the classroom picture. Give the following items the correct number.

1 18 17 27

8 20

6 11

15 5

14 4

a blackboard

a calculator

an umbrella

a glue stick

a hole punch

a pencil case a bookcase

a rubber

a pen

a desk

a map

a stapler

a book

a ruler

chalk

a pencil

students

a highlighter

a teacher

a sheet of paper

a binder

a wastepaper basket

a dictionary

a pair of scissors

Can you give the items in the lunchbox their number?

a lunchbox a sandwich (sandwiches) an apple a bottle of orange juice a banana a cracker (crackers) an orange

an egg

What is in your lunchbox? Compare the contents with the lunchboxes of your classmates. Are they having the same thing for lunch or something else entirely?

forty-six

a diary

a schoolbag

ex e

21 23

a chair

a clock

UNIT 2:

R U READY?

SPOKEN INTERACTION

Choose words from exercises 4 and 5 for each column. Listen to your teacher pronounce these words. What sound do they start with? Write them in the correct column.

a blackboard

an umbrella

Fill in the correct word in the grammar box below.

GRAMMAR

How to use articles

If the following noun starts with a sound, we use ‘a’.

e.g. a book, a chair, a unicorn …

a = B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, U, V, W, X, Y (the sound), Z

If the following noun starts with a sound, we use ‘an’.

e.g. an umbrella, an hour, an apple …

See p. 61

Write ‘a’ or ‘an’ in front of the following nouns. 1 a computer

6 pencil sharpener

2 organizer

7 eraser

3 ruler

8 pair of scissors

4 marker

9 crayon

ex e

a = A, E, I, O, U

5 orange folder

10 calculator

10 Write ‘a’ or ‘an’. Pay attention to the vowel sound. Your teacher will read the words first.

1 a glue stick 2 pencil

3 old notebook 4 pencil box

5 expensive backpack 6 Chromebook 7 yellow highlighter 8 history book

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9 ugly binder 10 English teacher

UNIT 2:

R U READY?

2 / My classroom 1

Look at the words in the left column. Compare them to the words in the right. What is different?

glue paperclip pencil highlighter backpack

Complete the grammar box below.

GRAMMAR

Plural

Rule:

a notebook

two

general rule:

a marker

two

a pen

two

a diary

two

Singular

ex e

If the noun ends in a consonant + y:

a dictionary

two

a sandwich

two

if the nouns ends in a sound

a pencil box

two

(-s / -es / -x):

See p. 62

What do you see in this picture? Write down the singular nouns with the correct article in the left column. Write down the plural forms in the right column.

forty-eight

How to talk about more than 1 thing

notebooks sticky notes diaries markers earbuds

UNIT 2:

R U READY?

an apple

apples

Plural

Write how many there are. Follow the example to write full sentences.

ex e

Singular

There is

There are twelve pencil cases.

There are

listening

Listen to the text about a classroom. Are the statements true or false?

1 There is a blackboard.

True False x

2 There are fifteen chairs.

3 There isnâ&#x20AC;&#x2122;t a map on the wall.

4 There are two bookcases.

5 There are two computers.

forty-nine

There are

UNIT 2:

â&#x20AC;&#x201A; R U READY?

Look at the sentences in exercise 5 and fill in the grid. In positive sentences

In negative sentences

In questions

With singular words There is

…

There

…

there … ?

With plural words

…

There

any …

there any … ?

There

Describe your classroom. One person starts by naming something in the room. The next person copies that sentence and adds a new item etc. e.g. I see a teacher. – I see a teacher and a blackboard. – I see a teacher, a blackboard and a pencil case. – …

Compare the 2 pictures. Follow this procedure:

SPEAKING

WRITING

ex e

a Preparation: look at the 2 pictures and identify 6 differences. Mark them.

b Action: write sentences with ‘there is / there are’ or ‘there isn’t / there aren’t’. Write 2 sentences about the items that you can see, 2 sentences about the things that are missing, and 2 questions. You can use plurals as well. Follow the examples.

+ e.g. In both pictures there are two desks.

- e.g. There is no map on the right.

? e.g. Is there a chair missing? No, there isn’t.

fifty

UNIT 2:

R U READY?

c Reflection: check your text and fill in the checklist. Checklist: describing a classroom

Yes

I think so

1 Content and structure • There are 2 positive sentences. • There are 2 negative sentences. • There are 2 questions.

2 Language • I used ‘there is’ and ‘there are’ correctly. • I used the vocabulary about school necessities correctly. • I used correct spelling and punctuation.

Feedback

3 / Classroom English

Look at the text and then answer the questions.

READING

a How many people are there in the text?

b Now read the text completely and say who uses the classroom expressions.

Ms Heart

2 Could you repeat that please?

ex e

1 Please take a sheet of paper.

3 Can I have a sheet of paper?

4 Here you are.

5 Pay attention.

Ms Heart

Good morning class. Let’s check your alphabet skills.

Please take a sheet of paper. Pay attention and listen

carefully. I’m going to spell some words. It’s up to you to write them down.

Anne? Can I have a sheet of paper?

Anne

Sure, here you are.

Ms Heart

Peter, what are you doing?

Peter

Sorry, Miss, I can’t find my pen. It’s in here

somewhere.

Ms Heart

Is there anyone who can lend Peter a pen?

Anne

Yes, Miss. Here you are, Peter.

Peter

Thanks, Anne!

Ms Heart

So, can we start? The first word is R – U – L – E – R.

Akim

Excuse me, Miss. Could you repeat that a bit slower please?

Ms Heart

Yes. That’s R – U – L – E – R. fifty-one

Akim

UNIT 2:

R U READY?

READING

Match these sentences with the correct classroom situations.

Excuse me. Can you repeat that, please? Can you help me, please?

Could I borrow your …?

Could you explain this exercise, please?

How do you say … in English? May I have a tissue, please?

1 If you did not hear your teacher very well. 2 If you don’t know what to do with an exercise. 3 If you need help. 4 If you don’t understand a word. 5 If you want to know a word in English. 6 If you want to look up a word. 7 If you need to go to the toilet. 8 If you have to blow your nose. 9 If you want to use something that belongs to someone else. 10 If you give something to someone else.

Excuse me. I don’t understand.

ex e

May I go to the toilet?

Can I use a dictionary, please? Here you are.

Which classroom expression can you use with the following items/ pictures?

fifty-two

UNIT 2:

R U READY?

Step 2

ABC, simple as 1, 2, 3 Spelling in English

1 / GR8 2 C U 1

CHECK 1, p. 67

Read the beginning of the book ttyl by Lauren Myracle and answer the questions.

READING

a What sort of conversation are the main characters having?

b Do the characters write in a formal or an informal way? How do you know this?

ex e

c What are the nicknames of the 2 characters?

d What do you think ‘defunkify’ means?

e What did Angela give Maddie? Why?

f Can you write the standard English words for these abbreviations? Tip: say them out loud.

– wh-hoo to u 2:

– did u get:

– kinda:

– we’re gonna have:

– r we?:

– ur brown as a berry:

– good 2 c u:

fifty-three

– cuz even tho school’s started …:

UNIT 2:

R U READY?

Tuesday, September 7, 5:39 PM hey, mads! 1st day of 10th grade down the tube – wh-hoo!

mad maddie:

hiyas, angela. Wh-hoo to u 2.

SnowAngel:

did u get the daisy i put in your locker?

mad maddie:

i did

mad maddie:

what’s the story?

SnowAngel:

i just know that the end of the summer always throws u into a funk, so i wanted to do something to defunkify u.

mad Maddie:

u wanted to DEFUNKIFY me?

SnowAngel:

so that’s why i gave u the daisy, to remind u of picnics and hanging out at the pool and going to tuckaway with zoe’s parents. happy, smiley, daisy kinda stuff, u know?

mad maddie:

oh. well, thanks.

SnowAngel:

cuz even tho school’s started, nothing has to change. u, me, and zoe – we’re gonna hava a great year. :D

mad maddie:

r we?

mad maddie:

god, I’m already depressed just from watching everyone compare tans.

SnowAngel:

why did that depress u? ur brown as a berry.

mad maddie:

all day long there was far 2 much squealing going on, 2 much ‘ooo, u look fabulous!’ and ‘it’s so good to c u!’

SnowAngel:

but why is that bad?

mad maddie:

cuz it’s so fake. all that clique stuff, i hate it. i hate feeling like everyone knows the secret handshake but me.

SnowAngel:

well, at least u and zoe r in the same homeroom. i am insanely jealous. *shakes fist at sky*

ex e

SnowAngel:

i’ll c u in math, tho. whoopee.

SnowAngel:

and thank god all 3 of us have the same lunch period. *raises champagne glass* TO THE WINSOME THREESOME! BFF!

mad maddie:

cheers

mad maddie:

Send

Cancel

Source: Lauren Myracle, ttyl, p. 1

Listen to the medley. a Try to complete the gaps with the letters you hear.

fifty-four

UNIT 2:

R U READY?

listening

SPOKEN INTERACTION

b Discuss these questions with a partner. – Have you heard these songs before? – What do you think these songs are about? – Which one do you like best? Why?

All you gotta do is repeat after me , easy as one, two, three Or simple as do re mi , one, two, three, baby, you and me girl , easy as one, two, three Or simple as do re mi , one, two, three, baby, you and me girl

You went to school to learn, girl Things you never, never knew before got before except after And why two plus two makes four Now, now, now I’m gonna teach you All about love, dear, Sit yourself down and take a seat

ABC – Glee Cast

in a dark

Gloria – Van Morrison

Lola

Kinks

Find out what it m

eans to me

Take care,

Respect – Aretha

Franklin

n– Life goes o

Noah & the

Whale

Well, it’s on’n’n’on’n’on on’n’on, The beat don’t stop until the break of dawn. I said , a with a double , I said I go by the unforgettable name Of the man they call the Master Gee. fifty-five

nd , my f rie money and sense than way ot more yo ur own in Yo u’ve g o g u o and y ot heart Yo u’ve g ck again ow w ill co me ba e n ay don’t hav ur o w n w W hat yo u go in yo u o y d n a ot heart Yo u’ve g

er name and

she said Lola Lola la-la-la-la

Lola – The

Yeah, yeah, yeah, yeah

ex e

I asked her h brown voice

club down in

old Soho rink champag ne and it tastes just lik e cherry cola cola She walked up to me and sh e asked me to dance Where you d

h, yeah

, , , yeah, yea And her name is , oria) (Gl oria) (Gl ht (Gloria) I'm gonna shout it all nig day (Gloria) I'm gonna shout it ev’ry

I met her in a

Rapper’s Delight – Sugarhill Gang UNIT 2:

R U READY?

2 / The alphabet 1

In text messages, we don’t always use the regular spelling. Read the expressions and match them with their meanings.

1 Best Friends Forever 2 Be right back

1 CU 2 RUOK

3 Oh My God

3 OMG 4 See you

4 LOL 5 BFF

5 Are you ok?

6 BRB

6 Laughing Out Loud

7 DIY

7 For Your Information

8 FYI

8 Do It Yourself

listening

Now listen how these special words are pronounced.

ex e

a Write down which abbreviation you hear after each number. The first one is given. BFF – BRB – CU – DIY – FYI – LOL – OMG – RUOK 5

1 CU

b Where can you find these abbreviations? In books In letters In text messages

Create your own text message. Use some of the abbreviations from exercise 1. Use your phone to send it to a friend and see if you get a reply!

writtEN INTERACTION

Can you say each letter correctly?

listening

a Listen and repeat the alphabet. A

b Which letter (or letters) do you think are difficult? Highlight them and repeat! fifty-six

UNIT 2:

R U READY?

listening

5 Which letters sound the same? a Complete the table. /eɪ/

/iː/

/e/

/aɪ/

/juː/

/əʊ/

/ɑː/

Like in day

Like in see

Like in bed

Like in why

Like in you

Like in no

Like in far

c Which letters are consonants?

Listen and circle the letters you hear. A

b Which letters are vowels?

listening

ex e

Complete the table with your information. Then ask your classmate, but he/she has to spell it. SPOKEN INTERACTION Listen carefully and write down the letters your classmate says. Can you spell …

You

Your classmate

your favourite uncle’s first name? your favourite aunt’s surname?

the name of a town in the USA or in the UK? your favourite artist’s name?

a name you really like?

Did you know?

fifty-seven

When there is a pair of the same consonants in a word, e.g. ll in ‘all’, we say ‘double el’ instead of ‘el el’.

UNIT 2:

R U READY?

listening

Listen to the words that are spelled and write them down. 1

book

3 / Find it in your dictionary Open your print dictionary at random, look at the pages and write these items down. 1 the first word on the left-hand page:

3 a long word on one of the pages: 4 a short word on one of the pages:

5 an abbreviation:

2 the last word on the right-hand page:

6 a word you know: 7 a word you don’t know:

ex e

8 the page numbers:

9 a word you like or the funniest word:

Connect each dictionary term with its definition. There is one definition you don’t need. 1 root word

a the way you say the word when you speak

2 pronunciation

b function of the word in speech, e.g. verb or noun

3 part of speech

c the meaning of the word d The word you are looking for

4 definition

e The history of the word

How to use a dictionary

STRATEGY

Most dictionaries have a print and an online version. Some even have (free) applications. Find the right entry in the dictionary and choose the meaning that fits the context.

Look at the print screen image of the Cambridge Learner’s Dictionary and answer the questions. a Indicate the dictionary terms from exercise 2 on the image.

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See p. 65

UNIT 2:

R U READY?

READING

r aa

b What do you also see in the image?

ex e

c Look up the words you wrote down in exercise 1 and listen to their pronunciation. Then repeat the words yourself. Look up the meaning of these words in a dictionary. Write it down in your own words. 1 alphabetically

2 history

3 French

4 to repeat

5 an abbreviation

6 maths

7 science

8 pronunciation

9 physical education

Look at the underlined words in the previous exercise. a What do they have in common? fifty-nine

UNIT 2:

â&#x20AC;&#x201A; R U READY?

b Write down the other courses you have in school.

Maths

Art

Physical Education

Match the subjects with the correct picture. a English b French

c geography d history

e ICT / computer studies f maths

g music h PE / physical education

ex e

English

What things do you need for the different subjects? Make a list of at least 3 objects n eeded for each school subject.

– – – – –

VI-18-013_Track_FrontCover_210x297mm_02.indd 2

14/02/2019 11:15

Person A takes a card and spells a word. Person B writes it down. Do this with 10 words. Then reverse the roles (B spells, A writes it down). Who wrote the most words correctly? Then look at your list of words. Tick off the ones that you know. Use a dictionary (paper or online) to look up the meaning of the other words. Check with your partner if he/she knows what the words mean.

CHECK 2, p. 71 sixty

Work in pairs. You will get a stack of cards.

UNIT 2:

R U READY?

SPOKEN INTERACTION

SUMMARY

No, there isn’t.

Are there pens in your pencil case?

Excuse me, miss, is there a bin?

GRAMMAR

HOW TO talk about one or more things Indefinite article a/an and plural of nouns

ex e

Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?

1 The indefinite article

To talk about 1 thing, you use the indefinite article a or an.

If the following noun starts with a consonant sound, we use ‘a’.

If the following noun starts with a vowel sound, we use ‘an’.

sixty-one

an apple an hour an orange an orange juice an umbrella

a biro a binder a calculator a schoolbag a university

UNIT 2:

R U READY?

2 The plural of nouns To talk about more than one thing, you make a noun plural by adding an -s to the noun. Note that in English there is never an apostrophe (‘) to make a noun plural. Plural

Rule:

a marker a notebook a pen

two markers two notebooks two pens

general rule: noun + s

a diary a dictionary

two diaries two dictionaries

If the noun ends in a consonant + y: -y  -ies

a sandwich a pencil box

two sandwiches two pencil boxes

if the nouns ends in a hissing sound (-s / -es / -x): noun + es

Singular

Note the pronunciation of plural nouns: Pronunciation

Examples

cats

/s/ after a heavy sound

cups minutes knives teachers pages

/ / after a hissing sound

ex e

horses

shoes

/z/ after a light sound

bridges

3 There is / there are

To make sentences with singular and plural words, you can use there is or there are.

In positive sentences

In questions Is there a book?

There is a book.

There isn’t a book.

With plural words

There are two books.

There aren’t any books. Are there any books?

With singular words

sixty-two

In negative sentences

UNIT 2:

R U READY?

a (ring) binder

a backpack/schoolbag

a blackboard

a book

a bookcase

a calculator

chalk

a clock

a crayon

a diary

a glue stick

a highlighter

a pen

a pencil

a hole punch

a pencil case (UK) / a pencil box/pouch (US)

a rubber (UK) / an eraser (US)

sticky notes

a wastepaper basket / a wastebasket

a folder

a map

a stapler

a sheet/piece of paper

a divider

ex e

a dictionary

a pair of scissors

a ruler

a student/pupil

a teacher

an umbrella

sixty-three

a desk

a chair

VOCABULARY

1 SCHOOL NECESSITIES

UNIT 2:

R U READY?

English

Spanish

French

Dutch

German

religion

history

2 SUBJECTS AT SCHOOL

art(s)

ex e

economics

psychology

physical education

social science

food science

geography

mathematics / maths

chemistry

physics

biology

natural science

computer studies sixty-four

UNIT 2:

R U READY?

STRATEGY

HOW TO use a dictionary Print or online? Print

Online Download the app or go the website. www.dictionary.com www.merriam-webster.com www.oxforddictionaries.com www.dictionary.cambridge.org

Check the spelling. e.g. flour or flower, plain or plane?

– conjugated verb  base form e.g. writing  write

Okay, then what?

ex e

– expression  keyword e.g. teacher’s pet  ‘teacher’ or ‘pet’

Found it!

Go to the right section of the dictionary.

I’m here. What now?

Choose the meaning that fits the context. e.g. plain white flour ✘ not beautiful: e.g. a plain face ✔ ordinary, not special

Check! ✔

Type in the word you want to know the meaning of.

Found it!

Choose the meaning that fits the context. e.g. plain white flour ✘ not beautiful: e.g. a plain face ✔ ordinary, not special

Got it!

Click on the pronunciation of the word.

hat Great! I found w r. I was looking fo UNIT 2:

R U READY?

sixty-five

Find the root word. – plural  singular e.g. dictionaries  dictionary

Got it! Then what?

Check the spelling. e.g. flour or flower, plain or plane?

1 Asking for help

– Of course, open your book on p. 45. – Okay, we will do the first exercise together, as an example. – Sure, what do you want to know? – You have to circle the correct words. – In English, that is called a schoolbag. – It means ‘krijt’, what you use to write on a blackboard.

– Excuse me. Can you repeat that, please? – Excuse me, miss, I don’t understand. – Can you help me, miss? – Could you explain this exercise, please? – How do you say ‘boekentas’ in English? – What does ‘chalk’ mean?

ex e

USEFUL EXPRESSIONS

HOW TO ask for something in class

2 Asking for permission

– Of course. – Sure, you can use your phone to look up the word.

– May I go to the toilet? – Can I use a dictionary, please?

3 Asking for things

– May I have a tissue? – Could/can I borrow your pen?

sixty-six

UNIT 2:

R U READY?

– Sure, here you are. – Of course, here you go.

ON DIFFERENT TRACKS Check 1 1

Describing a classroom WRITING

Write about the school items these teenagers have.

a Preparation: look at the pictures. Write down 8 different items you see. Name 2 items that you can’t see in the picture.

ex e

I can see... 1 2

3 4

I don’t see...

7 8

b Action: use what you prepared to write 10 short sentences using ‘there is’ / ‘there are’. Don’t forget to use ‘a’ or ‘an’ correctly.

sixty-seven

UNIT 2:

R U READY?

c Reflection: check your text by filling in the checklist. Checklist: describing school items

Yes

I think so

1 Content and structure • There are 5 sentences for each person. • There is at least 1 negative sentence per picture.

2 Language • I used ‘there is’ and ‘there are’ are correctly. • I used ‘a’ and ‘an’ correctly. • I used the vocabulary about school necessities correctly. • I used correct spelling and punctuation.

9 – 12

Next exercise

ex. 2

ex. 3

ex. 4

Write the correct article ‘a’ or ‘an’ in front of the following nouns. 9 stapler

17 ruler

2 file

10 orange

18 lunch box

3 elevator (US)

11 row

19 umbrella

4 item

12 blackboard

20 binder

5 track

13 chair

21 lift

6 notebook

14 university

22 old stapler

7 teacher

15 textbook

8 glue stick

16 apple

23 expensive calculator

1 a book

< 14

Score

Next exercise

14 – 18

> 18

ex. 3

ex. 4

SPEAKING

Describe a classroom at your school.

> 12

ex e

Score

Feedback

a Preparation: think about a classroom at school and note down at least 5 items from that room.

b Action: describe the room to a classmate. Use ‘there is’ / ‘there are’ and the vocabulary about school supplies correctly. c Reflection: can your partner guess which room it is? Score

sixty-eight

Next exercise

UNIT 2:

R U READY?

≥7 ex. 4.

watchING

Watch the video. a Answer the questions. 1 What is the video about? 2 Where do you think this was filmed?

4 Why does the boy dance on his way out of the room?

3 What does the teacher think of the boy?

WRITING

b Write down what you think about this scene.

– Preparation: do you like this scene? Do you want to see the entire film?

I like / don’t like because

– Action: write a short paragraph (about 30-40 words) about what you think. Don’t forget to include things you see in the classroom. Use ‘there is’ / ‘there are’ and the vocabulary about school supplies for this. Use the writing frame below.

ex e

In this classroom there is / there are I want / don’t want to because

– Reflection: check your task by filling in this checklist. Checklist: giving your opinion

Yes

I think so

2 Language • I used ‘there is’ and ‘there are’ correctly. • I used ‘a’ and ‘an’ correctly. • I used the vocabulary about school necessities correctly. • I used correct spelling and punctuation. Feedback

Score

< 11

≥ 11

Next exercise

ex. 5

All done!

sixty-nine

1 Content and structure • I used the writing frame. • There are about 30-40 words in my text. • I gave my opinion about the trailer. • I talked about the things in the classroom.

UNIT 2:

R U READY?

WRITING

Draw your ideal classroom. a Preparation: think about 5 items that are really necessary for you in a classroom. Write them down here.

b Action: write a short text (30-40 words) about your ideal classroom. Also write your reason for choosing those items. Use ‘there is’ / ‘there are’ and follow the example. e.g. In my ideal classroom there are laptops for everyone because then I only need one thing for every lesson.

c Reflection: check your text by filling in the checklist.

Checklist: describing my ideal classroom

ex e

1 Content and structure • There are about 30-40 words in my text. • I used the example for my text. • I talked about the things in my ideal classroom. • I gave reasons.

Feedback

Score

Next exercise

seventy

UNIT 2:

R U READY?

≥7 All done!

Yes

I think so

Spelling in English

Check 2

Next exercise

ex. 2

Score

listening

Listen and write down the words that are spelled.

Look up the following words in a dictionary. Write a sentence as an example for at least 2 meanings of the word. The first one is done for you as an example. We used the online Cambridge Essential British Dictionary.

1 a Player: Kevin De Bruyne is a football player.

2 They say that that boy is a player. 3 Where is the DVD player? b Bank:

ex e

c Bat:

d Light:

e State:

Score

4–5

Next exercise

ex. 3

ex. 5

seventy-one

f Note:

UNIT 2:

R U READY?

Practise the alphabet. Write down 5 English words you know. Spell them to your classmate. Your classmate checks in a dictionary if the spelling is correct. If the spelling is correct, highlight , if it isn’t, highlight  and correct it. Spelled OK?

Your items

listening

Written correctly?

Your classmate’s items

   

    Score

4–5

Next exercise

Work with a partner and practise your word skills.

SPEAKING

a Preparation: take 5 cards from the stack of cards you will get.

WRITING

ex. 4

 

ex e

b Action: – Spell out the words. Your partner will write them down. Then take turns. – Look up the meaning of these words in a(n online) dictionary. – Make sentences with the words. Use your own words! c Reflection: check the task by filling in the checklist. Checklist: practising word skills

1 Content and structure • I can use the alphabet to spell the words. • I can use a dictionary to look up difficult words. • I can write 5 sentences using my own words.

2 Language • I used the words correctly in a sentence. • I used correct spelling and punctuation.

Feedback

Score

Next exercise

seventy-two

UNIT 2:

R U READY?

>7 All done!

Yes

I think so

READING

Read the text about Mrs. Trumbo. a Answer the questions about the text. 1 Where does Mrs. Trumbo teach? 2 What does Mrs. Trumbo teach? 3 List 3 things the writer likes about Mrs. Trumbo.

4 What award do you think she is getting?

Seventh grade can be overwhelming for a lot of kids. It was for me, and still is. You know the feeling you get when you’re dreading going to your next class? You know when your stomach clenches into a little ball? Well, you won’t get that feeling going into Mrs. Trumbo’s classroom. Mrs. Trumbo doesn’t make her classroom feel like an old school classroom. You’ll want to run to Mrs. Trumbo’s classroom. That’s how fun and exciting she is. She is organized but at the same time she isn’t, and that’s what I like about her classroom. Mrs. Trumbo teaches reading and maths at South Junior High. She keeps the classroom alert and active. She lays down the law, but at the same time I can see she loves what she does for a living. I can relate to Mrs. Trumbo very well, which makes it a lot easier for me to learn in her classroom. When I look at Mrs. Trumbo I see a lot of actions and stuff I would do as a person. For example, she wears some interesting outfits. One day she will wear a big pendant on her neck with a shirt and matching pants. Another day she will wear just plain shorts and a patterned shirt with tennis shoes. I really liked one of her outfits when she wore a brown skirt down to her knees, with a wavy shirt and a decorative belt. I can really say she knows style. For a teacher that is pretty uncommon! Every day I look forward to seeing what she wears the next day, so I can get some new ideas for myself. The first day of school, I just knew Mrs. Trumbo was a magnificent teacher. I’m generally a lazy person, but what kid isn’t? The first week of school I was losing my grip on things. Mrs. Trumbo was the only teacher that didn’t let me. She gave me the impression that she can be really fun, but when it comes down to it she wants stuff to be done. Correctly and properly, that is. Mrs. Trumbo is teaching me a lot and I love being in her class. I’m sure other kids do too. She should win because she brings joy to South Junior High, and makes life interesting. She’s a great lady and deserves this award. There is so much more to Mrs. Trumbo, but there isn’t enough time in this world for me to say everything!

ex e

Adapted from: www.teenink.com

/ 6 seventy-three

Total:

UNIT 2:

R U READY?

b Look up words that are printed in bold in the text in a(n online) dictionary. If the word is part of a phrase or expression, look up the most important word. Word(s) in the text

Word I will look up

Meaning of word(s)

1 Dreading

2 Clenches

3 Lay down the law

4 Pendant

6 Losing my grip

Total:

In seventy-four UNIT 2:

R U READY?

/ 12

< 13

≥ 13

ex. 4

All done!

Next exercise

Score

ex e

5 Uncommon

CHECK OUT: C IS FOR CLASSROOM Orientation You will create your own version of the alphabet.

Preparation 1

watchING

Watch the video. What is it about?

Action

seventy-five

ex e

SPEAKING

UNIT 2:

R U READY?

Reflection 3

Check your work by filling in the checklist. Checklist: my alphabet

Yes

I think so

1 Content and structure • There are15 letters. • There are 7 school items. • There are pictures / actual items for every letter. • My video / presentation is about 2 minutes.

2 Language • I used ‘there is’ and ‘there are’ correctly. • I pronounced all the items correctly. • I spoke loud and clearly. • I paid attention to my pronunciation.

ex e

Trace your steps on diddit.

Feedback

seventy-six

UNIT 2:

R U READY?

UNIT 3: EAT, PLAY, SLEEP, â&#x20AC;&#x2030;REPEAT. check in

Step 1: talking about daily routines and hobbies

Step 2: talking about what you like and donâ&#x20AC;&#x2122;t like

ex e

Step 3: asking and answering questions

main track

trace your steps

summary

on different tracks check out: a regular week

CHECK IN My day READING

Look at these symbols. What do they mean?

What else do you do during the day? Write the words and/or draw the symbols. Use a dictionary if necessary.

ex e

seventy-eight

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

MAIN TRACK Step 1

This is my day

Talking about daily routines and hobbies

1 / Daily routines 1

Watch the extract and answer the questions.

watchING

a What does the girl do in the morning? Tick the left-hand boxes. does homework

listens to music

puts on make-up

changes clothes

combs her hair

takes the dog out

goes (back) to bed

checks her phone

wakes up

gets up

plaits her hair

takes care of her skin

wakes up her brother

meets friends

curls her hair

goes to school by bus

watches tv

has lunch

takes her backpack

has breakfast

has a shower

brushes her teeth

checks social media

goes to the bathroom

does her homework

chooses clothes for the day

leaves the house to go to school

ex e

b Watch the video again and put the activities in the right order: what do you see first (= 1) , second (=Â 2), etc.? Write the numbers in the right-hand boxes. c Do you do these things in the morning too? What else do you do? Discuss with a partner. 2

SPOKEN INTERACTION

Label these pictures. Choose from the options in exercise 1.

The girl

The boy

The girl

She

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

seventy-nine

She

Complete the sentences with the correct expression.

1 Before you fall asleep after a long day you .

2 When your alarm clock goes off in the morning, you and after that you .

ex e

3 It is important that you because it is the most important meal of the day.

4 If you twice a day, your dentist will be pleased. 5 Parents and teachers are happy when you . 4

What are your morning routines?

WRITING

a Write down what you do every morning. The first thing I do when I wake up is

After that I

and then I

Before I go to school I never/always

b Find a classmate and tell them what you do and listen to their routine.

SPEAKING

2 / Hobbies 1

a b c d

Vin Diesel Nicolas Cage Rosario Dawson Megan Fox

• • • •

eighty

listening

Listen and match a celebrity to a hobby.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

• • • •

Lord of the Rings fan Collecting Superman comic books Obsessed with Star Trek Playing Dungeons and Dragons

Match the pictures with the correct description.

ex e

2 10

jk 14

going to the cinema

dancing

cooking

playing video games/ computer games

eating in a restaurant/ eating out

taking photographs

walking your dog

playing an instrument

going jogging

watching television

listening to music

swimming

playing football/soccer

sunbathing

reading a book

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

eighty-one

Did you know? Verbs in English • The base form is the form of the verb that you see in the dictionary. It is the form from which all other parts of a regular verb are made. e.g. be, like, play

• The infinitive is the verb with the word ‘to’ in front of it. e.g. to be, to like, to play

Discuss the hobbies that people you know have. Use the activities in exercise 2 as inspiration. SPOKEN INTERACTION Follow the example. e.g. I like jogging. My best friend likes cooking. I think my teacher likes reading.

3 / What teens like to do

Look at the article. Then answer the questions.

ex e

• Verbs also have -ing forms in English, like in exercise 2, e.g. being, playing, reading. This can make the verbs into nouns (= zelfstandig naamwoord) or adjectives (= bijvoeglijk naamwoord). If we use a verb as a subject or object in a sentence, we often use the -ing form. e.g. Sleeping is my number 1 hobby. I like reading.

a What hobbies do you recognize in the pictures with the article on page 83?

b What is the source?

c Who is the writer of the article?

d What is the purpose (= goal) of this article? To entertain the reader To inform the reader To instruct the reader To convince the reader e Who would be interested in this article?

f Use curly brackets to show where the introduction of the article is. What information can you usually find here? g Highlight some benefits mentioned in the introduction.

eighty-two

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

READING

What are Some Hobbies that Teens are Interested in? BY CHERYL STEPHENSON-HEARNS

Music Teens can enjoy music as a hobby in a number of ways. They can relax by listening to music or they can benefit intellectually by learning how to play an instrument. Teens can show their musical talents in school or community bands and choirs. If the teen is tech-savvy, computer programs allow users to create music recordings and mixes.

Hobbies have many mental and physical health benefits, including more optimism, higher creativity and a better ability to deal with stress. Sharing hobbies with others also keeps teens socially engaged with people who have similar interests. Teens can be interested in almost unlimited hobbies. Here are some possible hobbies.

Social causes Teens who want to make a difference in their communities can volunteer in hospitals, animal shelters, libraries and museums. Teens also have the option of taking part in ‘voluntours’, planned trips to exotic locations where they can view the sites while volunteering, for example, to teach English or to build homes and schools.

The arts Some teens enjoy unwinding with a good book. The fantasy genre has become very popular in recent years. Other teens prefer to express themselves through creative art, spending time drawing, painting or sculpting. And what do you think about making jewellery or doing scrapbooking, or car modelling, cooking and baking? For those teens with a dramatic flair, there are often opportunities to act, sing or dance in theatre productions.

ex e

Sports Teens have many choices when it comes to activities. Indoor activities include gym memberships, yoga and dance classes. Outdoor activities range from skiing and snowboarding in winter to sailing and skateboarding in summer. Teens can also choose to participate in traditional team sports such as soccer, baseball, basketball and hockey. For non-traditionalists, they can join an ultimate frisbee or paintball team.

to be tech-savvy: knowing a lot about modern technology, especially computers to benefit: to be helped by someone an opportunity: a chance to unwind: to relax

Technology The technology available to teens gives them unlimited options for hobbies. Teens can create and maintain a blog or a vlog on a topic that interests them. They can also play video games, use social networking sites and even build robots and write programs to make them run. The Internet provides a world of opportunities for teens without even leaving their bedrooms.

eighty-three

Adapted from: www.livestrong.com

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Complete the strategy box about reading strategies.

STRATEGY

How to read a text more effectively 1 Before reading

read first. – wrote this?

Preparation – What do you need to do with the text? – Why do you have to read it? – What types of questions will you have?

– is the text meant for?

See p. 114

– did he/she write it?

Orientation – Look at and

READING

Read the full text. Complete the grid.

a How many topics does the writer talk about? Add them to the column on the left.

advantages

ex e

a (topics)

b Check each subsection to complete the column on the right. Look for synonyms, examples and explanations, etc.

• •

Indoor: Outdoor:

• winter:

• summer:

drama:

• volunteering

• ‘voluntours’ =

Examples • • •

eighty-four

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

drawing, painting or sculpting

Are the statements true or false? Find proof in the text. True

False Proof

1 Sharing hobbies is good for your social skills.

2 Frisbee and paintball are traditional sports.

3 Teenagers can do hobbies at home.

Statement

Complete the strategy box about reading strategies with information from exercises 3 and 4.

How to read a text more effectively

STRATEGY

2 While reading

Action

ex e

1 Global reading: Try to answer the WH-questions: 2 Reading for details:

– Look for .

– Look for , synonyms or related words.

– Look for if a year, amount or date is asked.

– Use a or a pencil to flag up the information you need.

See p. 114

WRITING

What do you prefer?

a Preparation: look at the activities described in the text in exercise 1 and highlight the one you like best. Think of 2 good reasons for this. You can use these adjectives as inspiration: boring – calm – exciting – fun – happy – relaxing – sad – strange

b Action: use the writing frame to write at least 4 sentences about your number 1 activity. From the activities mentioned in the text, I like

the most.

This is a [name topic]

activity.

The reasons why I like this are: (give at least 2)

1 2 I would like to try eighty-five

because (give a reason) UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

c Reflection: fill in the checklist. Then read your text to your partner. Do you like the same thing? Checklist: my opinion about hobbies

Yes

I think so

1 Content and structure • I gave 2 reasons. • I also talked about what I want to try. 2 Language • I used the writing frame. • I used correct spelling and punctuation.

Play the miming game with your neighbour. Who can guess most of the hobbies/routines?

SPOKEN INTERACTION

Role a: act out the hobby/routine that is on the card. Role b: guess the hobby/routine that your partner acts out.

Feedback

My free time

Talking about what you like and don’t like

ex e

Step 2

CHECK 1, p. 115

1 / I like watching TV shows 1

Read the text and answer the questions. a Who wrote this?

b Name 5 of their hobbies.

c How often do you think these people do these activities? Just once Often



22.3k





63.6k



ReinFrost My hobbies are reading and watching TV shows. I also like swimming, just like my sisters. They also play chess every weekend. Jeffrey_Foster I enjoy sleeping and reading about older civilizations (Aztecs, Mayans,Romans etc).

eighty-six

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

READING



11.7k





12.2k



Adapted from: forum.choiceofgames.com

Highlight the verbs in the text in exercise 1.

What subjects are used in these sentences?

Complete the grammar box with the correct information.

ex e

AAO I spend time sleeping and nothing else. I’m sure it’s not productive, but I enjoy it.



36.4k

GRAMMAR

How to talk about facts and routines

To talk about what you , your and hobbies, the present simple tense is used in English. The form of the verb depends on the subject. Form of verb

Subject verb + rest of sentence

a lot in my free time. (to draw)

You

walking. (to like)

sometimes to a museum. (to go)

They

chess every weekend. (to play)

eighty-seven

Note that the verbs hate, love and like are often followed by the -ing form of the verb to describe your likes and dislikes. e.g. I like reading books.. See p. 107

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Complete the text with the correct verb in the present simple form. to describe – to draw – to have (2x) – to hope – to make (2x) – to play – to read – to think – to write 

FairyGodfeatherFeather Friend



I many hobbies. One is flute. Flute is a very pretty instrument to play

37.2k

and listen to. My sisters also . I am a beginner but I I’m good. Sometimes I use my imagination and up a song. One day

I to play in the Symphony of the Mountains. Cirrocumulus



I a lot in my free time, especially using charcoal or pencil. I also



26.4k

and a lot – what a surprise – dark stories are my favourite, since you can be very colourful when you spooky situations.

I have a lot of fun when I : I the best apple pie in the world.

Adapted from: forum.choiceofgames.com

ex e

2 / Ashley’s week

My parents it when I to make new pies!

Read the text and answer the questions. a Who is the text about?

b What is the text about?

c Complete the grid with the days of the week. Remember that in English the days of the week are written with a capital letter.

eighty-eight

weekend

weekdays

d What does she usually do after school? Add the activities to the grid.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

READING

Use the text about Ashley’s routines to answer the questions.

ex e

Ashley always has a busy schedule. Every weekday she gets up at 6:00 a.m. and feeds her cat. She always carries the cat downstairs and lets it out. Then she takes a shower and gets dressed. She has breakfast at 6:45 a.m. She loves cornflakes. She always fills an extra large bowl and adds some cold milk. After breakfast, she goes to the bathroom and brushes her teeth, dries and checks her hair again and again and again … , puts on some make-up and adds the finishing touch, perfume. Jamal hates it when she does that. She always uses too much! At 7:30 a.m. she leaves home to take the bus to school. The trip takes thirty minutes. At the bus stop she meets up with her best friends and then they have to walk for another five minutes. School starts at 8:30 a.m. Ashley isn’t that fond of school, but she doesn’t hate it either. At least her friends are there with her. School ends at 3:30 p.m. She takes the bus and arrives home at 4:20 p.m. That’s when the fun starts. Every Monday she goes dancing. Every Tuesday she goes horse riding, and on Wednesdays she plays tennis and has another dance class. Thursday is a day with nothing to do but to take extra good care of her cat. And on Fridays she gets together with some friends and talks about everything, especially boys. Most of the time she has dinner around 7:00 p.m., then she does homework, watches some TV and goes to bed at 10:00 p.m. On Saturdays she often has a competition with her dance crew; she wants to become a professional dancer. If there isn’t a competition, she goes out in the evening. Sunday is a quiet day. She just relaxes, does some work for school, plays with her cat and checks her social network sites.

a Look at the verbs in the text and underline them.

b Complete the sentences in the grid with a verb from the text in exercise 1. c Complete the spelling rules.

d Look at these verbs and add them to the grid.

to buy – to cry – to destroy – to dry – to eat – to have – to party – to push – to say – to sleep – to stay

Infinitive

Example

Rule:

Every weekday she gets up at 6 o’clock

General rule:

to feed

and her cat.

base form of the verb + s

She dinner at 7 p.m. every day.

to get

to brush

She brushes her teeth.

after hissing sounds:

to watch

She watches TV.

base form +

to relax

She just relaxes.

She always her dirty socks

eighty-nine

under the bed.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Infinitive

Example

Rule:

to go

Every Monday she dancing.

verbs ending in –o:

to do

She some work for school.

base form +

to carry

She always the cat downstairs.

verbs ending in

She at weddings.

a + y:

Her mum the laundry in the

garden. She really loud!

to play

On Wednesdays she tennis.

My brother always my toys.

My grandmother fruit at the market. The dog inside at night.

to have

She a dog and 3 cats.

verbs ending in

a + y:

base form +

The verb ‘to have’ is irregular:

Complete the grammar box.

ex e

How to talk about facts and routines

GRAMMAR

In the the form of the present simple tense changes. In general we have to add -s to the base form of the verb. Subject He She

rest of sentence my toys. (to destroy) dinner at 7 p.m. (to eat) very easy. (to seem)

verb

The dog

inside at night. (to stay)

For a full overview of the correct spelling of the 3rd person singular in the present simple, check the Summary on p. 107.

Complete the sentences with the verb in the correct form of the present simple. 1 Jamal’s father (to work) in a shopping centre.

1 works

2 He (to be) the manager.

3 He (to start) work every day at 8:00 a.m.

4 I (to watch) a lot of DVDs. I love films.

5 He (to finish) work every day at 7:00 p.m.

6 He (to live) close to the shopping centre.

ninety

See p. 107

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

7 Every day he (to go) to work by bike.

8 His best friends, Arthur and Mo, also (to work) in the shopping centre. 8

10 Arthur and Mo (to start) work at 9:00 a.m.

11 As he is the manager, Jamal’s father (to help) all the ...

12 ... other workers and (to tell) them what to do.

13 He really (to like) his job and ...

14 ... (to be) good at it.

15 My parents (to have) lunch at the shopping centre every Saturday.

9 But they don’t live nearby. They (to go) to work by car.

WRITING

What about your daily routine? It is probably not the same as Ashley’s.

a Preparation: look at the infinitives below. Check the activities you do every day. Choose at least 5 from the list and add at least 3 others that are not mentioned.

to have lunch to take the bus to brush your teeth

to have dinner to read a book to do homework to go to bed to leave home to start school/work

to have a bath/take a shower to get up to get dressed to go to school/work to have breakfast to watch TV

ex e

b Action: write a short paragraph (30-40 words) about your routines. Pay attention to the form of the present simple.

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Yes

Checklist: my daily routines

I think so

1 Content and structure • My text is 30-40 words. • I used 5 ideas from the list. • I added 3 other routines. 2 Language • I used the present simple correctly. • I used correct spelling and punctuation.

ninety-one

Feedback

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

3 / I really don’t like spiders! 1

Read the conversation below. Complete the table with what these people like and don’t like.

READING

Anthony O I really like doing adventurous things. And the best is playing video games. I don’t like reading at all. I really don’t want to spend my time reading books! I get enough of that at school.



52.3k



CuriusZ Oh, wow, Anthony! I don’t know how you can hate reading! My brother doesn’t enjoy it either but that is because he doesn’t know how cool the Harry Potter books are.



MissPatty



I agree with you, Anthony. I don’t like boring things either . Give me Fortnite, and I am a happy camper, but I enjoy all sorts of games.



13.4k



27.6k

Ozzy I spend time sleeping and nothing else. I don’t like violent games!



CuriusZ



Re: OH! You don’t do anything else but sleep? Is sleeping a hobby? If so, that’s number one

36.4k



20,5k

ex e

on my list … and I also love napping. Especially if it’s a good epic Harry Potter-like dreams.

Who

Anthony O CuriusZ

MissPatty Ozzy

Do you know the verbs to describe what you like and don’t like?

a Complete the scale with the correct verb. Choose from: don’t enjoy – don’t like – enjoy – hate – like – love

b Write 1 thing for each of the verbs. Use the vocabulary from Step 1 as inspiration. 1 I love

2 I enjoy

3 I like

4 I don’t enjoy

ninety-two

5 I don’t like

6 I hate

c Tell a partner about the things you like and don’t like.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

SPEAKING

Check the text in exercise 1 and answer the questions. a Highlight examples of verbs in the negative form. b What tense is used in the text? c How many verb forms are there in each negative form? Complete the grammar box about the present simple in the negative.

GRAMMAR

How to talk about facts and routines

To make a verb form negative in the present simple, the auxiliary verb is used. The form of depends on the subject. auxiliary verb

main verb like

You

know

seem

reading.

anything about Harry Potter. easy.

He/She

rest of sentence

subject

We You

enjoy

ex e

They

violent games.

For a full overview of the present simple, check the Summary on p. 107.

Complete the text on the right with the correct form of the verbs in the text on the left.

Her name is Victoria. She in

Manchester. She a cat and a dog. She to King David High School. In her free time, she sports and she films on Netflix. She books and she a lot. Sometimes, she to music but she computer games. She computer games – but she writing blogs!

ninety-three

My name is Victoria. I live in Manchester. I have a cat and a dog. I go to King David High School. In my free time, I play sports and I watch films on Netflix. I like books and I read a lot. Sometimes, I listen to music but I don’t play computer games. I don’t like computer games – but I love writing blogs!

See p. 107

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Complete the conversations with the positive or negative forms of the verbs. Conversation 1: LISTEN Stan: I love music. Not pop music. I (-) to pop music. I hate it. I (+) to Mozart, Beethoven and composers, people like that. Alwin: My mum (+) to Mozart when she wants to relax. I think that kind of

music is boring. Conversation 2: WATCH

sports a lot: football, volleyball, tennis. Every kind of sport.

Stephen: And what about you?

Debbie: My brother Dave (+) television all the time. He (+)

Debbie: I (-) sport. Ever. I hate sports! I (+) my favourite YouTube channels in my bedroom.

Conversation 3: LIKE

Becky: My mum (+) cats but my dad them.

ex e

He (+) dogs but my mum (-) them. Jack: What about you?

Becky: I (-) cats or dogs – but I love spiders! I’ve got a tarantula at home! 7

Rewrite the sentences. Make the positive sentences negative and the negative sentences positive.

–

1 Adam has breakfast very early.

2 3

He doesn’t like skiing. She doesn’t hate getting up early.

4 My father watches TV a lot.

ninety-four

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Erin doesn’t go to school by bus.

Describe the routines of a dancer.

watchING

a Preparation: watch the video. Write down keywords in the grid. 5 daily routines I don’t see

5 daily routines I see

b Action: use what you prepared to write 5 positive and 5 negative sentences. Use the present simple tense.

The girl

WRITING

She doesn’t

ex e

c Reflection: check your text by filling in the checklist. Then swap your paper with a classmate. Do you talk about the same routines in your text? Checklist: describing a dancer’s routines

Yes

I think so

1 Preparation • I wrote keywords about routines I (don’t) see in the video.

2 Content and structure • There are 5 positive sentences • There are 5 negative sentences.

3 Language • I used the present simple (positive and negative) correctly. • I used the vocabulary of routines correctly. • I used correct spelling and punctuation. Feedback

ninety-five

CHECK 2, p. 120

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Let’s plan

Step 3

Asking and answering questions

1 / What time is it? Look at this empty diary of (fill in name) . You will receive symbols listening from your teacher. Pair up. Listen to your partner and match the activities to the correct time. SPOKEN INTERACTION

Daily Planner

20/02/ SCHEDULE 05:00 p.m.

06:30 a.m.

12:00 p.m.

07:00 a.m.

12:30 p.m.

07:30 a.m.

01:00 p.m.

08:00 a.m.

01:30 p.m.

08:30 a.m.

02:00 p.m.

09:00 a.m.

02:30 p.m.

09:30 a.m.

03:00 p.m.

08:30 p.m.

10:00 a.m.

03:30 p.m.

09:00 p.m.

10:30 a.m.

04:00 p.m.

09:30 p.m.

11:00 a.m.

04:30 p.m.

10:00 p.m.

11:30 a.m.

05:30 p.m.

06:00 p.m.

06:30 p.m.

07:00 p.m.

07:30 p.m.

ex e

06:00 a.m.

08:00 p.m.

What time is it?

a Draw the hands so the clock shows a quarter past ten.

b Add the following words to the clock:

half past – past – a quarter past – a quarter to – to

It's …

o’clock

5 10

10 25

20 25

ninety-six

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Write the time in full.

1 It’s a quarter to two. 2

7 8

ex e

3 4

1 2

Read the text about a professional game developer and answer the questions.

READING

a What is the name of the game developer?

b Make his schedule. Summarize the activities. Use the planner on page 99.

A Day In The Life – Professional Game Developer

5:00 a.m. Starting bright and early … Well, maybe not quite this early because at 5:00 a.m. I’ll be sound asleep.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

ninety-seven

Making games for a living is often seen as a dream job and, in my experience, it’s that and more! For the past 5+ years, I have been designing and developing video games from my home in Brisbane, Australia. This is my day as a professional game developer.

6:00 a.m. That’s more like it – 6:00 a.m. – I’m awake! The sun is rising over the city, and I always take a moment to appreciate the amazing view from my high-rise apartment. I’m much more productive when I start my workday early. I usually make a strong coffee then head straight to my desk to check my email.

7:00 a.m.

7:30 a.m.

By now, I have answered my most important emails and can start thinking about how the rest of my day will look. Next, I skim news sites, forums, and answer questions from my 20,000+ social media followers.

8:00 a.m.

After about 2 hours of light work, it’s time for breakfast. I usually have organic muesli, soy milk, fruit, and more coffee. I don’t like working when I eat, but I also don’t have space for a dining table in my apartment, so I often have breakfast at my desk.

9:00 a.m.

10:00 a.m.

Twice a week, I have an online meeting with my team at 9:00 a.m. During this meeting I get updates about our active projects, I test the latest games, and I give feedback. If it’s a day without a team meeting, I usually exercise or go for a walk around the city.

1:00 p.m.

ex e

This is when the real work starts. I’m fully awake and in my best mental state. Most of my work from now until 1:00 p.m. involves designing, coding, and testing new games. Time for lunch. I usually have a salad wrap and fries while catching up on a TV show. Sometimes, I finish my day here if I feel like I have been productive enough.

2:00 p.m.

I like to wind down in the afternoon with light work. This is when I do tasks like blogging, research, organization and planning.

5:00 p.m.

I finish work at 5:00 p.m. if it’s a normal day. Sometimes I work late (7:00 p.m.) or very late (9:00 p.m.) if the work is interesting or I try to finish up a blog post.

6:00 p.m.

From this point onwards, I just want to relax and avoid work for the rest of the night. I have dinner, watch TV or a good movie, and maybe play some Xbox with friends.

10:00 p.m.

Due to the difference in time zones, I often write emails or talk with clients/partners on Skype late into the evening. My evening is their morning.

10:30 p.m. Then … it’s time to get 8 hours of sleep and do it all again! So, that is a day in the life of a game developer. Thanks for reading!

ninety-eight

Matthew Source: www.truevalhalla.com

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

6 a.m.

Matthew wakes up.

7 a.m. 7:30 a.m. 8 a.m. 9 a.m. 10 a.m.

Matthew works.

2 p.m.

1 p.m.

5 p.m. 6 p.m. 10 p.m.

10:30 p.m.

Describe Matthew’s day.

SPEAKING

a Preparation: find a partner. Look over Matthew’s schedule.

b Action: decide who will talk about 6 a.m. to 10 a.m. and who will talk about 1 p.m. to 10:30 p.m. Tell each other what Matthew does every day.

ex e

c Reflection: check your task by filling in the checklist. Checklist: describing a day

Yes

I think so

1 Content and structure • I used the diary to prepare. • I talked about 6 things Matthew does.

2 Language • I used the present simple correctly. • I said the time correctly. • I paid attention to my pronunciation.

Feedback

2 / Do you have a diary? READING

Read this text and answer the questions. a What type of text is this? The text is there for entertainment. The text gives instructions. The text gives an opinion.

ninety-nine

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

b Match the pictures to the correct step.

How to make your own diary Do you and your schoolmates regularly forget to do your homework? When do your parents tell you to do your homework? Do you forget to prepare for tests? How do you plan your free time? Does your coach call your parents to say you are late again? Why does your brother forget dentist appointments? If you don’t have a diary, it’s a good idea to start organizing your life.

1 Find or buy a notebook. Think about the size that you want. If you want to include a lot of details, you’ll need a larger notebook. A small notebook is easier to carry and takes up less room in your backpack.

Part 1: choosing and decorating a diary

ex e

2 How do you want to decorate the cover? Do you like stickers or are you more of a doodler? Write down what you need to buy. Do you keep pictures and fun text from magazines? Do you create collages from interesting materials?

3 Decorating the cover is one of the best ways to make your diary just for you. And the more you feel like your diary expresses your personality and creativity, the more you’ll want to use it. Plus, you’ll get to show off your beautiful work!

4 Write your name inside the front cover. Add information that will help someone return your diary if you lose it. Write your class schedule on the first page so you can check it easily when your friend calls you to make plans.

one hundred

100

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

6 Write on the left page ‘After School’ or ‘Upcoming Events’. This side is where you keep track of other activities, like band practice, sports, and dance class. Divide it up into days or list everything in the order that it occurs.

5 Open to the second page. Lay the notebook flat so that you can see both sides. Divide the right page into 3 sections. Label each section with the day of the week and the date. This is where you write your homework assignments from that day. Use the margin or make a column on the right side to keep track of when your tasks are due.

Part 2: listing your tasks

ex e

7 Write in your tasks. Do this every day. If you don’t have any, make a note of it so that you’ll know later that you didn’t just forget to write it down.

Part 3: the finishing touches

8 Add useful sections in the back of the notebook. Make a page of goals for the next few weeks or the semester, a page for the school calendar, and a page with contact information and birthdays.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

one hundred and one

9 Use sticky tabs or flags to label the sections. It will be easier to use your diary if you can flip straight to the section you need.

101

Read the introduction of the text in exercise 1 again. a Highlight the questions. - If your answer is yes/no, use green. - If your answer is longer, use yellow. b Look at the questions you highlighted. - Write 2 of each in the correct column. - Write down the form of the verb.

+ subject +

+ + subject +

+ rest?

Long answer

Form

Yes/no

Answer these questions for yourself. Report to a classmate.

1 Do you forget to do homework? Yes, I do. No, I don’t.

ex e

2 Does your best friend call you to remind you to do your homework? Yes, he/she does. No, he/she doesn’t. 3 Do you forget tests? Yes, I do.

No, I don’t.

4 Does your coach call your parents to say you are late again? Yes, he/she does. No, he/she doesn’t. 5 Do you think you need a diary? Yes, I do. No, I don’t.

6 Why (not)?

Look at the answer to the yes/no questions. Write down the form.

, subject +

one hundred and two

102

Look at the questions and answer them with short answers. 1 Do you sleep in at the weekends?

Yes, I do./No, I don’t.

2 Does your teacher wear glasses?

3 Do your parents work in your hometown?

4 Do you study beforehand for tests and exams?

5 Do you laugh a lot when you chat with your best friend? 6 Does your father prepare your lunch?

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

SPEAKING

8 Do you earn more than Mark Zuckerberg?

9 Does your grandmother know Minecraft?

READING

Read the text about DanTDM and make questions. Use the words in brackets.

DanTDM: Everything You Wanted To Know

7 Do you have your own vlog?

1 (who / to see / we / in this picture) It’s DanTDM.

DanTDM is one of the biggest YouTubers in the world! Here’s how he went from Pokémon expert to Minecraft celebrity.

2 (who / to be / he?) He is our favourite Minecraft YouTuber! But he’s much more than just a blockhead. Here’s everything you want to know about Dan, his channel, his wife, and loads more!

ex e

3 (where / to live?) He lives in Wellingborough, Northamptonshire in the United Kingdom. 4 (what / to stand for / DanTDM?) Dan’s full name is Daniel Middleton. His middle name is Robert. His full name is Daniel Robert Middleton.

5 (where / DanTDM’s nickname / to come from) It’s a mix of his real name and the name of his YouTube channel. Put ‘Daniel Middleton’ and ‘The Diamond Minecart’ together and you get ‘DanTDM’. He really loves his nickname. (when / to celebrate / his birthday?)

6 Dan’s birthday is on 8 November.

7 (to have / brothers or sisters?) Yes, he does. He has a younger brother. He says his brother was his best friend growing up because they moved around a lot and both love video games. They started a band together in high school, and his brother first introduced him to Minecraft. Bonus fact: other YouTubers sometimes pretend to be Dan’s brother – even Dan himself!

one hundred and three

8 (why / to be / Dan’s hair blue?) Dan has dyed his hair many colours, from blonde to purple to turquoise. His hair is now pink and blue, because when he tweeted saying ‘5,000 LIKES and I’ll dye my hair Pink and Blue tomorrow’ he got 2,063 likes in 17 minutes!

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

103

9 (what / Dan / to play?) Dan mainly plays Minecraft, Roblox and Tomodachi Life on his channel, but he also plays Fortnite Battle Royale and indie games like Hello Neighbour!

Adapted from: www.beano.com

a blockhead: slang for ‘stupid person’ both: one and the other a celebrity: a famous person to dye your hair: to colour it to earn: to get money for a job you do to grow up: to become older to move around: to go from one house to another

10 (how much / Dan / to earn?) Dan earned over £12 MILLION last year from his channel, book, tour and all the other work he does. That makes him the highest earning YouTuber in the world, with a net worth – how much Dan is worth overall – of around £13 MILLION.

Complete the grammar box with information from the previous exercises.

GRAMMAR

How to ask questions

To ask questions in English in the present simple, we also use the auxiliary verb There are different types of questions:

1 Yes/no questions

= the answer is or :

ex e

e.g. Yes, he really loves his nickname.

Rule: + + + 2 Question word questions:

= give information about (= reason), (place), (thing),

(time), (quantity).

e.g. He celebrates his birthday on 8th November. Q:

Rule: + + + +

3 Subject questions

= you ask about : who (= person) or what (= thing).

e.g. Dan plays Minecraft and Fortnite a lot. Q:

one hundred and four

104

Rule: + + There is NO auxiliary verb! Mind: the verb ‘to be’ has different rules. Check the Summary of Unit 1, p. 25.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

See p. 109

Look at Bridget’s diary. Make questions for the answers that are given. 1 The lunch is on Monday the 7th, at half past twelve. 2 The test is on Tuesday the 15th, at ten to three. 3 The party is on Friday the 12th, at nine o’clock.

5 She has tennis practice on Wednesdays at two o’clock.

4 She has to hand in her book report.

6 She has dinner with grandma on Sunday the 13th, at a quarter to six.

7 No, she doesn’t. She has tennis practice on Wednesdays.

7th

8 No, she doesn’t. She only has lunch with her on Monday the 7th.

Monday

ex e

8th

2.00 p.m. Tennis practice

Wednesday

10th

Thursday

17th

Thursday

9.00 p.m. M ehmet’s birthday party

18th Friday

19th

Saturday

5.45 p.m. Dinner with grandma

20th

Sunday one hundred and five

Sunday

16th

tch 8.30 a.m. book report Du

12th 13th

Tuesday

Wednesday

Friday

Saturday

15th

2.00 p.m. Tennis practice

11th

Monday

3.50 p.m. English test

Tuesday

9th

14th

12.30 p.m. lunch with Sarah

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

105

Work with a partner and discuss the TV guide.

SPOKEN INTERACTION

a Preparation: look at the part of the TV guide you get. Some parts are missing. Your classmate has a different version. b Action: ask each other questions to complete your guide. e.g. What time does Eastenders start? c Reflection: can you complete the full TV guide? Check with your partner. Then fill in the checklist. Yes

ex e

2 Language • I asked questions in the present simple correctly. • I answered my partner’s questions with the verb in the present simple. • I used expressions to tell the time. • I paid attention to my pronunciation. Feedback

CHECK 3, p. 124

one hundred and six

106

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

I think so

1 Content and structure • I asked questions about the missing information. • I answered in full sentences. • I found all the gaps in the TV guide.

Checklist: completing a TV guide

SUMMARY Present simple

I wake up at 6 a.m. every morning.

GRAMMAR

HOW TO talk about facts and routines

I don’t! I hate getting up early.

Do you like playing videogames?

Yes, I do. My father loves it too.

FORM

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

Negative (-)

Questions (?)

work.

do not/don’t work.

Do I work?

You

work.

do not/don’t work.

Do you work?

He/She/It

works.

does not/doesn’t work.

Does he/she/it work?

work.

do not/don’t work.

Do we work?

You

work.

do not/don’t work.

Do you work?

They

work.

do not/don’t work.

Do they work?

Subject + do(es)n’t/do(es) not + base form of the verb

Do(es) + subject + base form of the verb

Subject + base form of the verb (!) 3rd p. sing.: +s

Rule:

Positive (+)

ex e

Subject

Spelling and grammar exceptions

1 3rd p.sing. with verbs ending in ... Rule

Examples

-o

add -es

do go

a sibilant (ch, sh, s, x)

add -es

consonant + y

y changes to -ie before -s

 he does  she goes wash  he washes kiss  she kisses worry  she worries carry  he carries one hundred and seven

Verb ends in

2 The verb ‘to have’ is irregular in the positive form: he/she/it has.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

107

USE Facts – To talk about something that is always true or true for a reason. e.g. The earth goes around the sun.

Routines – To talk about something that is done regularly. There is often a time indication: every week, every day, often ... e.g. I wake up at 6 a.m. I go to school by bus every day.

– To talk about what you like and don’t like. e.g. I love reading. I enjoy playing games.

ex e

Keep in mind: The verbs hate, love and like are often followed by the -ing form of the verb to describe your likes and dislikes. e.g. I like reading books.

one hundred and eight

108

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

FORM

Dan

e.g. Does

his nickname?

rest of the sentence?

famous?

UNIT 3:

plays

Fortnite a lot?

EAT, PLAY, SLEEP, REPEAT.

one hundred and nine

Question word + main verb + rest of the sentence?

e.g. Who

3 Subject question = you want specific information about the subject: who or what

famous.

likes

his nickname.

plays

Fortnite a lot.

does.

e.g. Dan

Subject + (auxiliary 'do/does').

(does).

Short answer

e.g. In November. A helmet.

Short answer

Yes/No, subject + do/don’t.

e.g. Yes, he

aa Subject + main verb + rest of the sentence.

e.g. Dan

Long answer

I need a helmet to play lacrosse. Subject + (auxiliary) main verb + rest of the sentence.

e.g. My birthday is in November. Subject + to be + rest of the sentence.

Long answer

Yes/No, subject + main verb + rest of the sentence.

e.g. Yes, Dan

is.

Yes/No, subject + verb 'to be'.

e.g. Yes, he

Short answer

What do you need to play lacrosse? Question word + auxiliary + subject + main verb + rest of the sentence?

e.g. When is your birthday ? Question word + to be + rest of the sentence?

2 Question word question = you want specific information: what, where, when, why, how

Dan

Long answer

FORM

Yes/No, subject + verb 'to be' + rest of the sentence.

e.g. Yes,

2 ANSWER

ex e

+ subject + base of + rest of the sentence? main verb

subject +

Verb 'to be' +

Auxiliary ‘to do’

Dan

e.g. Is

1 Yes/no question = gives a closed answer: yes or no

1 QUESTION

HOW TO ask questions Yes/no questions and question word questions

109

waking up

getting up

taking a shower

brushing your teeth

choosing your clothes

taking care of your skin

combing your hair

leaving home

going to work/school

having lunch

getting dressed

ex e

having breakfast

VOCABULARY

1 DAILY ROUTINES

going home

taking the bus

going to bed

one hundred and ten

110

having a bath

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

2 HOBBIES

dancing

eating in restaurants

going to the cinema

playing football (UK)/ soccer (US)

playing computer games

playing an instrument

reading

sunbathing

swimming

taking photographs

watching television

one hundred and eleven

listening to music

ex e

jogging

horse riding

cooking

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

111

3 TIME o’clock 5 to

5 past

a quarter past 20 past

20 to

25 past

25 to

o’clock

uur

five (5) past

5 over

ten (10) past

10 over

a quarter past

kwart over

twenty (20) past

20 over

twenty-five (25) past

25 over/5 voor half

half past

half

twenty-five (25) to

25 voor

twenty (20) to

20 voor

a quarter to

kwart voor

10 voor 5 voor

five (5) to

one hundred and twelve

112

My notes

Translation

ex e

Word

half past

ten (10) to

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

a quarter to

10 past

10 to

4 OTHER WORDS AND EXPRESSIONS Word

Translation

My notes

maandag

Tuesday

dinsdag

Wednesday

woensdag

Thursday

donderdag

Friday

vrijdag

Saturday

zaterdag

Sunday

zondag

Monday

Days of the week

Hoe laat is het?

What’s the time?

Hoe laat is het?

sixty seconds = one minute

60 seconden = 1 minuut

fifteen minutes = a quarter of an hour

15 minuten = een kwartier

thirty minutes = half an hour

30 minuten = een half uur

sixty minutes = an hour

60 minuten = een uur

a.m. = before noon

in de voormiddag

p.m. = afternoon

in de namiddag

noon

middag

ex e middernacht

one hundred and thirteen

midnight

What time is it?

Telling time

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

113

STRATEGY

HOW TO read a text more effectively 1

Before reading The basics Look at the picture(s). Read the title(s) first.

Who is the text meant for?

Who wrote this?

Why did he/she write it?

Ask yourself

What type of questions will you get?

Why do you have to read it?

What do you need to do with the text?

ex e

2 While reading Global reading

Try to answer the WH-questions: who / what / where / how / why / when?

Reading for details

Look for explanations and examples.

After reading If possible, reread difficult passages.

Is the task complete?

What would you do differently next time?

UNIT 3:

Check your understanding

Do you understand the main points?

one hundred and fourteen

114

Look for numbers if a year, an amount or a date is asked for.

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

Look for keywords, synonyms or related words. Use a highlighter or a pencil to flag up the information you need.

ON DIFFERENT TRACKS Check 1

Write down which daily routine you see in these pictures.

up 1 getting

Talking about daily routines and hobbies

ex e

9 Score Next exercise

10 5–7

ex. 2

ex. 3

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

one hundred and fifteen

115

Look at these objects. Which hobby do they make you think of?

soccer 1 playing

≥7

Next exercise

ex. 3

READING

Read the text and answer the questions.

ex e

Score

a Complete the grid. Celebrity

Hobby

Celebrity

Justin Bieber Mila Kunis

Hobby Star Trek

Seth Meyers collecting snow globes

Tom Hanks

breeding dogs

Angelina Jolie

Katie Holmes

Johnny Depp

Will Smith

b Are the statements true or false? Give proof from the text. Statement

1 Taylor Swift likes Barbie Dolls.

one hundred and sixteen

116

2 Seth Meyers, Tom Hanks and Will Smith like fencing. 3 Justin Bieber takes a long time to solve a Rubik’s cube.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

True False

Proof

4 Fans of Star Trek are called Trekkies. 5 Angelina Jolie likes to collect books. 6 Chris Brown breeds cats.

7 Tom Hanks never uses his typewriters.

Hollywood’s strange hobbies

Taylor Swift: Snow globes Singer Taylor Swift shared a photograph of one of her favourite holiday hobbies with fans on Instagram. In addition to writing songs about her ex-boyfriends, Swift enjoys homemade Christmas snow globes.

Want to know more about Johnny’s strange doll habit, Angelina’s dangerous collection and Tom Hanks’ odd obsession? Check out some of the coolest, strangest and quirkiest hobbies in all of Hollywood.

Angelina Jolie: Antique daggers Beautiful, smart and dangerous? Angelina Jolie is certainly all three, but make sure you don’t mess with the mother of six. She collects first edition books and antique daggers. Tom Hanks: Typewriters Tom Hanks’ quirky hobby is actually pretty cool. The actor collects antique manual typewriters. ‘I have almost 200 old portable manual typewriters,’ he revealed during an interview. ‘Most of them are actually working and I keep them rotating.’

ex e

Johnny Depp: Barbie dolls Johnny Depp loves playing with Barbie dolls. Yes, you read that correctly. The actor says he picked up the hobby when his kids were young. Don’t worry, Depp fans … your idol is still kind of strange. He also collects pig skeletons for fun.

Katie Holmes: Arts & crafts When she isn’t acting, Katie Holmes loves to do crafts with her daughter Suri, and also teaches the fashionable little one how to sew. ‘I like to do things like that with my daughter,’ she says.

Mila Kunis: Video games Mila Kunis really is every guy’s dream girl. She is beautiful, smart and obsessed with video games. The Black Swan actress once told Jimmy Kimmel that, among other geeky interests (including all things ‘Star Trek’), she is an avid World of Warcraft gamer.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

one hundred and seventeen

Seth Meyers: Comic books It doesn’t come as a huge surprise that SNL funny guy Seth Meyers is a geek. The actor’s favourite hobby is reading and collecting comic books. ‘I read and buy a lot of comic books,’ he told People magazine. ‘I’m a long-time X-Men fan. I’d love to say I buy them for aging value, but I mostly buy them to read.’

117

Justin Bieber: Rubik’s cube It’s no secret that Justin Bieber can sing, but did you also know he can solve a Rubik’s cube in under two minutes? Chris Brown: Dog breeding Chris Brown sells American pit bull terriers for $1,000 each through a website called CB Breeds. The dogs come with a health guarantee and a ‘four generation pedigree’. Animal activists call Brown a ‘backyard breeder’ and want him to use his celebrity to promote animal adoption.

< 12

12 – 16

> 16

ex. 5

ex. 4

ex e

Next exercise

Source: xfinity.comcast.net

Score

Ben Stiller: ‘Star Trek’ Calling all Trekkies: Ben Stiller is one of you! The actor admits that he is a giant fan of all things ‘Star Trek.’ He revealed that his obsession began as a child and has followed him into adulthood.

aging: growing old avid: enthousiastic, keen a geek: weird quirkiest: weirdest quirky: weird value: worth, what you should pay for it

Will Smith, Tom Cruise and David Beckham: Fencing In an interview with Britain’s Daily Mirror, actor Will Smith revealed that he, Tom Cruise and David Beckham share a hobby. ‘We’ve got to watch our joints,’ Smith said. ‘Especially my knee.’ That is one fencing team we wouldn’t mind joining.

watchING

Watch the video of a girl’s daily routines.

a Check off the things you see her do in the morning: tick the left-hand boxes. b Put the things you see in the correct order. Write the numbers in the right-hand boxes.

has breakfast puts on make-up combs her hair wakes up goes to school goes to bed

Score

< 15

Next exercise

one hundred and eighteen

118

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

does homework gets ready for school brushes her teeth gets up plaits her hair has lunch ≥ 15

Check 2, p. 120

listens to music takes a shower checks social media chooses clothes for the day takes care of her skin has dinner

Unscramble each of the clue words to find a hobby. Collect the letters that appear in the grey boxes and try to find Ashley’s favourite hobby.

N G

2 SORHE DIGNIR 3 KINSIG

4 GITKAN RASHHPOPGOT 5 NAPILYG PERMCUOT GASME 6 MIMIGNWS

ex e

7 RADNEGI 8 GKCNIOO

F O O T B A L L

P L A Y

1 PINLYAG OBTFOLLA

9 NIGTAWCH SIVLEEITNO 10 GONGI TO HET MENIAC

Next exercise

≤7

one hundred and nineteen

Score

>7 Check 2

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

119

Check 2 1

Talking about what you like and don’t like WRITING

Write about Sheldon’s typical week. a Preparation: read Sheldon’s diary. • Name 3 things he likes. 1 2

• Complete the missing days of the week.

Here’s the weekly calendar

Monday Oatmeal day for breakfast. Thai takeout night; Dinner: mee krob and chicken satay with extra peanut sauce The Cheesecake Factory; barbecue bacon cheeseburger

read dictionary ‘words starting with T’ Halo Night beginning at 8 p.m., and Comic Book Night

ex e

Big Boy night: pizza from Giacomo’s (sausage, mushrooms, and olives).

Mexican food Chinese food and Vintage Game Night

a bowl of cereal with 1/4 of a cup of 2% milk for breakfast + watching Doctor Who on BBC America. Sheldon’s laundry night, 8:15 p.m.

Howard and Raj: the morning: to the farmers’ market

Sunday

Weekend

go to the movies Paintball (probably on Sunday)

unspecified evening: Wii Bowling night

one hundred and twenty

120

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

b Action: write a short paragraph (about 50 words) about Sheldon’s week. • Write 1 sentence for each day of the week. Use these verbs in your text at least once: to do – to eat – to have – to play – to watch • Write about 3 things he doesn’t do this week. • Use the present simple correctly.

ex e

c Reflection: check your task by filling in the checklist. Checklist: describing Sheldon’s week

Yes

I think so

1 Preparation • I filled in 3 things Sheldon likes. • I filled in the days of the week.

2 Content and structure • I wrote about 50 words. • I used the verbs. • I talked about what Sheldon does this week. • I wrote about what Sheldon doesn’t do this week.

3 Language • I used the present simple correctly for positive sentences. • I used the present simple correctly for negative sentences. • I used correct spelling and punctuation.

Score

< 12

12 – 16

> 16

Next exercise

ex. 3

ex. 2

ex. 5

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

one hundred and twenty-one

Feedback

121

Make the sentences positive or negative. +

–

They work very hard.

Alan flies to New York every year.

The teacher doesn’t prepare a new test.

Jody doesn’t carry heavy bags.

Peter doesn’t start work at 8 o’clock.

The pupils do their homework after school.

Sam and Eva like reading books.

My brother and I play computer games every day.

We play chess at school every day.

10 Score

The man on the street doesn’t look very happy.

ex e

Next exercise

≥8

ex. 3

ex. 5

Complete the text with the missing days of the week.

If today is Thursday then tomorrow is (1) and the day after tomorrow is (2) . Yesterday was (3) and the day before yesterday

was (4). In 3 days’ time it will be (5). Score

Next exercise

one hundred and twenty-two

122

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

4–5 ex. 4

Make the sentences positive or negative.

My father doesn’t prepare breakfast.

My father prepares breakfast.

I don’t speak Italian.

She writes a letter every day.

Annie phones her boss before work.

Sue doesn’t go to school by bus.

The chef cooks very well.

We don’t eat pizza once a week.

Mum and dad like the waitress. Score

6–7

Next exercise 5

Check 3

What do you know about your teacher?

WRITING

a Preparation: • write down 2 things you think your teacher likes, loves or enjoys.

ex e

• write down 2 things you think your teacher doesn’t like or hates.

• write down 2 things you think your teacher does every week.

• write down 2 things you think your teacher doesn’t do every week.

b Action: write a paragraph (about 50 words) about your teacher. Use what you prepared. Pay attention to the use of the present simple and the spelling of the days. My teacher

one hundred and twenty-three

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

123

c Reflection: check your text by filling in the checklist. Then read your text to a classmate. Do you know the same things about your teacher? Checklist: what my teacher likes and does

Yes

I think so

1 Preparation • I filled in the preparation.

3 Language • I used at least 4 different verbs to describe likes and dislikes. • I used the present simple correctly for positive sentences. • I used the present simple correctly for negative sentences. • I used correct spelling and punctuation.

Next exercise

ex. 4

≥ 12

< 12

Check 3

ex e

Score

Feedback

Check 3

2 Content and structure • I wrote about 50 words. • I talked about what my teacher likes and doesn’t like. • I wrote about what my teacher does and doesn’t do.

Asking and answering questions

Look at Cindy’s schedule.

a Write the questions for the given answers.

b Write 2 yes/no questions of your own and answer them with a short answer (9-10). c Write 2 other question word questions and answer them (11-12).

Yes, she does. She has a lot of hobbies.

No, she doesn’t. She doesn’t go to school on Saturday and Sunday.

School starts at half past eight.

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124

She goes to school on weekdays. 5 She has a sleep in on Saturday morning.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

6 She plays the piano. 7 School ends at half past tree. 8 She goes to her grandparents. 9

10 11

school

12.00 p.m.

lunch break

1.00 p.m. 2.00 p.m. 3.30 p.m. 6.00 p.m.

10.00 p.m.

school

sleep in

end of school, go home

lunch break

lunch

school

horse riding

end of school

lunch at home

end of school

homework

piano lessons

homework

dinner

watch TV

homework

watch TV

go to bed

dance class

02.00 a.m.

Saturday

school

7.30 p.m.

Friday

school

7.00 p.m.

Thursday

ex e

8.30 a.m.

Wednesday

Score

≥9

Next exercise

ex. 2

ex. 3

Sunday sleep in lunch

hang out with some friends

visit g randparents

dinner

go out s ometimes to eat

go out s ometimes

go to bed

dance class

watch TV go to bed

one hundred and twenty-five

Tuesday

Monday

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

125

Ask the questions that lead to the answers shown below. 1 Aidan likes pop music. 2 Juan and Cora come from Oviedo in Spain. 3 The children play in the swimming pool.

Philip rides his bike. 5 I go to the park on Saturdays.

They go to Rome because they like it there. 7

Collin repairs his car.

Erica goes to Scotland for a holiday every year. <6

≥6

ex e

Score

Next exercise 3

ex. 3

Write the correct time (in full) under each clock. Then match it to the correct digital clock.

one hundred and twenty-six

126

UNIT 3:

Score

≥8

Next exercise

ex. 4

ex. 6

EAT, PLAY, SLEEP, REPEAT.

What time is it on these clocks? Write the time in full.

It's 1 ten past two.

Score

5–6

Next exercise

ex. 5

ex e

Make sentences using the given personal pronouns. You can only use each pronoun once. Write the time in full. I – you – he – she – it – we – they

1 Mon – wake up – 6.45 a.m.

On Monday I wake up at a quarter to seven.

2 Tue – lunch – 12 a.m.

3 Wed – football practice – 2 p.m.

4 Thu – maths test – 1.50 p.m.

5 Fri – weekend – 5.30 p.m.

one hundred and twenty-seven

6 Sat – dinner – 1.30 p.m. Score Next exercise

5–6 All done!

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

127

Have a WhatsApp conversation with a friend.

writtEN INTERACTION

a Preparation: you want to hang out with a friend but you don’t know what he/she likes and when he/she has time. Think of 5 things you can ask your friend. b Action: write down 5 questions for your friend. Then switch papers with your friend and answer his/her questions. Tip: if you have WhatsApp, send the questions to your friend!

10:24

10:26

10:27

10:28

10:29

ex e

10:30

10:31

10:32

10:33

10:34

c Reflection: check your assignment by filling in the checklist. Checklist: a WhatsApp conversation

Yes

1 Content and structure • I sent 5 questions. • I answered 5 questions.

2 Language • I used the present correctly. • I used question words correctly. • I used expressions of time correctly. • I used correct spelling and punctuation. Feedback

one hundred and twenty-eight

128

UNIT 3:

Score

≥8

Next exercise

ex. 7

All done!

EAT, PLAY, SLEEP, REPEAT.

I think so

Do the sentences start with ‘do’ or ‘does’? Give a short answer in the right column. Do

Does

Short answer

1 you want to come? 2 she work with you? 3 I look good? 4 it rain every day?

5 you like me?

6 we leave soon? 7 they watch TV? 8 he bother you?

10 it look okay?

Next exercise

All done!

one hundred and twenty-nine

ex e

≥8

Score

9 the party start at 6?

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

129

CHECK OUT: A REGULAR W EEK Orientation You will describe a typical weekday, your routines, hobbies and your weekly activities. You will have the choice on how you will present this task: as a diary entry (writing) or a vlog (speaking).

Preparation Decide if you will present your week in writing or in speaking.

First prepare your diary or vlog:

Tuesday

ex e

Wednesday

Monday

a Use the empty diary to design your diary. Add your routines, hobbies and the things you do regularly. Don’t forget to add the time!

Thursday

Friday

Saturday

one hundred and thirty

Sunday

130

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

SLEEP PLAY SOCIAL MEALS SCHOOL HOMEWORK OTHER WORK

b Fill in what your weekdays look like. Indicate at least 10 different activities you do in a day. Use the schedule below.

Action 3

If you present your regular week in a written diary:

SPEAKING WRITING

a Write 1 paragraph (50-75 words) to describe your weekly hobbies and routines. What do you do? When do you do this? Add the day and time. b Write 1 paragraph (50-75 words) to describe a typical weekday. Mention at least 10 things you do. Mention the time for at least 5 of them. Add 3 things you don’t do in a typical weekday.

ex e

c Find at least 5 pictures to describe your hobbies and routines and add them to the diary entry. d Check exercise 1 on p. 99 if you want to make a creative diary to write your diary entry in. 4

SPEAKING

If you present your regular week in a vlog:

a Talk for about 2 minutes and describe your weekly hobbies and routines. What do you do? When do you do this? Add the day and time.

b Talk for about 2 minutes and describe a typical weekday. Mention at least 10 things you do. Add the time for at least 5 of these things. Add 3 things you don’t do in a typical weekday. c Find at least 5 pictures to describe your hobbies and routines and show them in your vlog.

one hundred and thirty-one

d Record your vlog. Send it to the teacher and/or show it in class.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

131

Reflection 5

Reflect on your task by filling in the checklist. Diary entry Checklist: describing a typical week

Yes

I think so

1 Preparation • I filled in the week diary. • I filled in the day schedule of a typical weekday. • I checked the words I needed. • I looked for 5 good pictures.

2 Content and structure • I wrote 1 paragraph (50-75 words) about my week. • I wrote 1 paragraph (50-75 words) about my typical weekday. • I mentioned 3 things I don’t do.

3 Language • I used the present simple correctly. • I used correct words to describe hobbies and routines. • I used correct spelling and punctuation.

Feedback

ex e

Vlog

Checklist: describing a typical week

1 Preparation • I filled in the week diary. • I filled in the day schedule of a typical weekday. • I checked the pronunciation of words I needed. • I looked for 5 good words.

2 Content and structure • I talked for 2 minutes about my week. • I talked for 2 minutes about my typical weekday. • I mentioned 3 things I don’t do.

3 Language • I used the present simple correctly. • I used correct words to describe hobbies and routines. • I paid attention to my pronunciation.

Feedback

one hundred and thirty-two

132

Trace your steps on diddit.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Yes

I think so

UNIT 4: A DAY TO REMEMBER check in

Step 1: talking about dates

ex e

Step 2: describing events

main track

trace your steps

summary

on different tracks check out: presenting a cultural event

CHECK IN The place to be 1

READING

Look at the festival posters and answer the questions.

Questions

Poster 1

Poster 2

a What is the subject of the posters?

b Which year is mentioned? c Which days are mentioned? d Which dates are mentioned?

g What information is also on the posters?

ex e

h What other numbers are on the poster?

one hundred and thirty-four

134

UNIT 4:

f In which country is this?

e Where do the festivals take place?

â&#x20AC;&#x201A; A DAY TO REMEMBER

Discuss these questions. a Highlight the artists you know. Tell a partner about these artists. Do you know the same artists? b Which poster do you prefer? Why?

UNIT 4:

â&#x20AC;&#x201A; A DAY TO REMEMBER

SPOKEN INTERACTION

one hundred and thirty-five

ex e

135

MAIN TRACK Step 1

Perfect timing

Talking about dates watchING

Watch the commercial and answer the questions.

a Give at least 2 names given in the beginning of the video.

b In which category are they selected? c What is this video about? d What do they get when they win an Oscar?

f Who is the host of the show?

g On which day of the week is the show held?

e Give another category in which actors can win an Oscar.

h On which date is this awards show held?

i Which TV channel is broadcasting the show? 2

Get out of your chair and get in line! Your teacher will tell you what to do. Follow the instructions.

Look at these dates. Your teacher will say them out loud, but not in this order. Number them. listening Then say the dates out loud yourself. ° = … was born on … † = … died on …

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136

William Shakespeare

Ariana Grande

Paul Walker

° 23/04/1564

° 26/06/1993

° 12/09/1973

† 23/04/1616

UNIT 4:

ex e

SPOKEN INTERACTION

A DAY TO REMEMBER

† 30/11/2013

° 5/5/1988

° 14/9/1983

J.K. Rowling

° 31/07/1965

January 7

March 8

May

September

October

ex e

August

Complete the grid with the correct months.

Amy Winehouse † 23/07/2011

Adele

December

Complete the box on how to write and say the date in English.

American English

10 June 2020 10 / 06 / 2020

December 1st, 2020 12 / 1 / 2020

Rule:

+ +

Examples

Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A2: ‘It's the tenth of June, twenty twenty.’

Q: ‘What is the date?’ A: ‘It's December first, twenty twenty.’

A1: + +

+ +

ki Rule:

A2: + + + + See p. 154 one hundred and thirty-seven

Examples

In speaking

USEFUL EXPRESSIONS

British English

In writing

How to write and say the date

UNIT 4:

A DAY TO REMEMBER

137

1st

first

101

Say your own birthday and those of your classmates.

Answer the following questions. a When do people celebrate Christmas?

ex e

c When is the first day of school?

We write: 25th December. We say: The twenty-fifth of December. b When is Valentine’s day?

d When is your best friend’s birthday?

e When is your father’s birthday?

f When is your mother’s birthday?

Did you know?

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138

When we talk about routines, we can use ‘On + day + s’. e.g. On Saturdays he does the laundry. This means that he does the laundry every Saturday. e.g. On Saturday I am going to a friend’s house. This means that I am going to a friend’s house, but only this Saturday.

UNIT 4:

A DAY TO REMEMBER

Make the cardinal numbers ordinal, as in the example.

SPEAKING WRITING

Complete the questions. a When does spring start? On 21st March b When does summer start? On 21st c When does the summer vacation end? On 31st d When is Armistice Day? On 11th e When do we celebrate April Fools’ day? On 1st f When do the summer holidays start? On 1st

watchING

a What is this trailer about? b Where does this festival take place? c What year is mentioned?

d What do you see?

10 Watch the following trailer and complete the questions.

e What is the exact date of the festival in 2019?

f What do they say you are going to need?

ex e

g Would you like to go to this festival?

READING

11 Read the text and answer the questions.

a Highlight the special day, the country and the date in every text. b Complete the grid. When

3rd Monday of January

Where

JULY

January

Scotland

What

USA

Boxing day

1st March

July

Thanksgiving Ireland USA Eisteddfod

Bonfire Night June/July November

Scotland Fringe Festival

UNIT 4:

A DAY TO REMEMBER

one hundred and thirty-nine

1st Monday of September

139

1 Martin Luther King Day: The Rev. Martin Luther King, Jr., an African-American man, is considered a great American because of his efforts to win civil rights for all people without any violence. People remember him on the third Monday of January, a national holiday in the US.

2 Burns Night is a celebration of Robbie Burns, a Scottish poet. In Scotland people have a special dinner on Burns Night, the 25th January. Men wear kilts and people listen to traditional bagpipe music, they dance, read Burns’ poetry and share a meal of haggis (a traditional Scottish dish of sheep heart, liver and lungs) with ‘neeps and tatties’ (turnips and potatoes).

3 People in Wales and those of Welsh origin celebrate the life of their patron saint, St David, and the Welsh culture on March 1st each year, called St David’s Day. Many people pin a daffodil or leek to their clothes, and some, especially children, wear traditional costumes.

4 Saint Patrick’s Day, or the Feast of Saint Patrick, is a cultural and religious holiday celebrated annually on 17th March, the day that the patron saint of Ireland, Saint Patrick, died. According to legend, Saint Patrick used the three-leaved shamrock to explain the Holy Trinity to Irish pagans.

ex e

5 Wimbledon in South West London is where one of four annual Grand Slam tennis tournaments is held. Wimbledon is linked to strawberries and cream. During the Wimbledon season, in June/July, the UK goes Tennis crazy. 6 Independence Day honours America’s birthday – the signing of the ‘Declaration of Independence’ on July 4, 1776. It is a day of picnics and patriotic parades, a night of concerts and fireworks. The flying of the American flag (which also occurs on Memorial Day and other holidays) is widespread.

7 Eid al-Fitr marks the end of the month-long fast of Ramadan and is widely celebrated by Muslims in the UK in July. Muslim families and communities usually have their own celebrations as well as some big celebrations in cities such as London and Birmingham.

8 The National Eisteddfod is Wales’ biggest arts and culture festival in August. You can listen to Welsh music, watch dance and theatre performances, listen to the Welsh language and sample Welsh food and crafts.

9 Edinburgh Festival Fringe is the largest arts festival in the world. It has over 40.000 performances. The festival is most famous for comedy. 10 Labor Day: The first Monday of September, this holiday honours America’s working people, typically with parades. For most Americans it marks the end of the summer vacation season, and for many students the opening of the school year.

one hundred and forty

140

11 In Britain, Bonfire Night is associated with the tradition of celebrating Guy Fawkes’ failed attempt to blow up the Houses of Parliament on 5th November 1605. It is an annual event dedicated to bonfires, fireworks and celebrations.

UNIT 4:

A DAY TO REMEMBER

12 Thanksgiving Day is the fourth Thursday in November, but many Americans take a day of vacation on the following Friday to make a four-day weekend, during which they often travel long distances to visit family and friends. The holiday dates back to 1621, the year after the Puritans arrived in Massachusetts. 13 St Andrew’s day is Scotland’s official national day. In 2006, the Scottish Parliament designated St Andrew’s Day as an official bank holiday. It is also a national holiday in Romania. In Scotland and many countries with Scottish connections, St Andrew’s Day is marked with a celebration of Scottish culture with traditional Scottish food, music and dance.

Abridged from: studylinks.com

12 Discuss these questions.

14 Boxing Day is the day after Christmas day. It is a bank holiday in the UK. There are a few theories as to why it’s called ‘Boxing Day’ but no one is completely sure: * In Britain ‘Christmas Box’ was a name for a Christmas present. Boxing Day was a day off for servants when they received a ‘Christmas Box’ from the master. * A box to collect money for the poor was placed in churches on Christmas day. The money was a bonfire: a large open-air fire used for burning distributed the next day. ‘Boxing Day’ could rubbish or as part of a celebration have been named after this custom. a pagan: a person holding religious beliefs other Today there are no traditional Boxing Day than those of the main world religions customs. Most people spend the day eating patriotic: loving your country the Christmas leftovers and maybe going for a a shamrock: a very small plant with 3 leaves walk or visiting friends and family.

SPOKEN INTERACTION

ex e

a Which cultural dates do you celebrate?

b Which cultural events are there in your country? c Which cultural event is your favourite?

13 Describe 5 dates that are important to you.

a Preparation: think about 5 different dates that are important to you and the reasons why they are so important. Write keywords. Make sure to include 2 cultural events.

When

Why

one hundred and forty-one

UNIT 4:

A DAY TO REMEMBER

141

b Action: • Use what you prepared to write a short paragraph (about 50 words) about your special dates. Mention the date and the reason. Don’t forget to use the present simple correctly!

WRITING

The first special day is because

• Explain your dates to a classmate. Are the same cultural events important to him/her?

c Reflection: check your task by filling in the checklist. Checklist: describing important dates

ex e

1 Content and structure • My text is about 50 words. • I mentioned 5 different dates. • I wrote about why I like those days.

2 Language • I used the present simple correctly. • I wrote the date correctly. • I said the date correctly. • I spoke clearly. • I paid attention to my pronunciation.

Feedback

CHECK 1, p. 155

one hundred and forty-two

142

UNIT 4:

A DAY TO REMEMBER

Yes

I think so

SPEAKING

Step 2

Describing events READING

a What is the poster about?

b What is the eventâ&#x20AC;&#x2122;s name?

c Where does it take place?

d What country is the event in?

e Which days are mentioned?

Look at the poster and answer the questions.

Special events

f When does the event take place?

Discuss these questions.

SPOKEN INTERACTION

a Which food truck would you like to try and why? b Would you like to go to a food truck festival? Why (not)? c Are there any food truck festivals in your country? d Do you like this poster? Why (not)?

UNIT 4:

â&#x20AC;&#x201A; A DAY TO REMEMBER

one hundred and forty-three

ex e

g What is listed under each date?

143

READING

Name the different items mentioned on this event poster.

ex e

Answer these questions about the event poster.

READING

a What is this poster about?

b What is still missing on this poster? c Why do you think it is missing?

WRITING

Explain which poster you prefer.

a Preparation: look at the posters. Think about the content and the layout of the posters. Use the writing frame to prepare first. Remember to use the verbs to express what you like from Unit 3, p. 92.

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144

UNIT 4:

I love

because

I like

because

I don’t mind

because

I don’t like

because

I hate

because

A DAY TO REMEMBER

SPEAKING

b Action: explain your opinion to a classmate. Do they think the same as you?

ex e

one hundred and forty-five

UNIT 4:

â&#x20AC;&#x201A; A DAY TO REMEMBER

145

c Reflection: check your task by filling in the checklist. Checklist: expressing your opinion

Yes

I think so

ex e

1 Content and structure • I talked about 5 posters. • I gave reasons for my opinion.

2 Language • I used the present simple correctly. • I paid attention to my pronunciation.

Use the information on the posters in exercise 5 to underline the correct answer. 1 Free Comic Book Day is in May / in winter. 2 Free Comic Book day is always on a Saturday / on 3rd May. 3 The Local Heroes bookstore is on Colonial Avenue / in Antwerp. 4 The AME 1UP event was in 2013 / in 2014. 5 The AME 1UP event is at the World Trade Center / in Hall E. 6 The Heavyweight Championship is in Belgium / in Oklahoma City. 7 The Highland Games start in the morning / at noon. 8 On Saturday, the Highland Games finish at 5 p.m. / at 9 p.m. 9 Pancake day is on 16th March / on 24th March. 10 You can get your picture taken at the photo booth / on Spring Street.

Feedback

one hundred and forty-six

146

UNIT 4:

A DAY TO REMEMBER

READING

Check the sentences in exercise 6 and fill in the grammar box.

GRAMMAR

How to talk about when and where things happen

– Centuries, decades, years, months, seasons, parts of the day: e.g. Selma was born 2010. e.g. H e wakes up early the morning. e.g. H er birthday is winter.

– Countries, cities and neighbourhoods: e.g. She was born Belgium. e.g. He lives Oklahoma City.

– Days and dates: e.g. W e don’t go to school Pancake Day. e.g. Haruo’s birthday is 25 March.

– Streets, avenues and parts of streets: e.g. T here are many shops Spring Street. e.g. He lives Colonial Avenue.* e.g. The house is on the corner.

– Address, specific location: e.g. The Party is the Black Dog Ballroom. e.g. The event takes place the World Trade Center.

ex e

– Hours, noon, (mid)night: e.g. The Highland Games finish 9 p.m. e.g. W e have lunch noon.

PLACE

GENERAL

TIME

SPECIFIC

Keep in mind: * In British English you live in a street or avenue (vs. on a street in American English). See p. 151

Fill in the correct preposition in the sentences. Choose ’in’, ‘at’ or ‘on’.

1 the 19th century Halloween became an important holiday in North America. 2 Halloween is always 31 October.

3 the 1930s, trick or treating became popular the United States. 4 St. Patrick’s Day is not always a Sunday, but it’s always March. 5 The monuments and the streets Chicago light up green St. Patrick’s Day.

6 The holiday of Mardi Gras is celebrated all of Louisiana, but especially New Orleans.

8 Promptly midnight New Orleans police officers start clearing the streets. This announces the end of the Carnival. 9 the United States, Thanksgiving is celebrated the fourth Thursday of November. 10 Thanksgiving people are usually home and they eat a lot of food, especially turkey.

UNIT 4:

A DAY TO REMEMBER

one hundred and forty-seven

7 There are a lot of Carnival activities Bourbon Street.

147

Watch the commercial and answer the questions. Use the correct preposition.

watchING

a Complete the event box.

Title

Place

ex e

Time

Date

Special offer

What to do

Website

Logo

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WRITING

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ex e

b Draw an event poster using the information from the grid in a.

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149

10 Make your own special event. SPOKEN a Preparation: INTERACTION • Form groups and discuss which special day deserves an event in your opinion. Be creative! • Complete the grid with the most important information. Title Place Date

Time

Special offer What to do Website Entrance fee

Logo

• Make an event poster on a separate piece of paper or on the computer. Make enough copies of the event poster so that each group member has one.

SPEAKING

ex e

b Action: form new groups and talk about your event to the others. • When you are the speaker: present your poster to your group. Be prepared to answer questions. • When you are the listener: make notes on the feedback form. When the speaker is finished, ask 1 question. c Reflection: check your task by filling in the checklist. Checklist: presenting a special event

1 Preparation • We filled in the grid with all the necessary information. • We made a nice poster for the event.

2 Content and structure • I mentioned the title. • I mentioned the place and address of the event. • I mentioned the date and time. • I mentioned a special offer. • I mentioned what there is to do. • I mentioned the website (if there was one). • I mentioned the entrance fee.

3 Language • I used the present simple correctly. • I wrote and said the date correctly. • I used the correct prepositions for time, date and place. • I paid attention to my pronunciation. • I used correct spelling.

one hundred and fifty

Feedback

150

CHECK 2, p. 160 UNIT 4:

A DAY TO REMEMBER

Yes

I think so

SUMMARY

GENERAL

– Centuries, decades, years, months, seasons, parts of the day: e.g. Selma was born in 2010. e.g. H e wakes up early in the morning. e.g. Her birthday is in winter.

– Countries, cities and neighbourhoods: e.g. She was born in Belgium. e.g. He lives in Oklahoma City.

– Streets, avenues and parts of streets: e.g. T here are many shops on Spring Street. e.g. He lives on Colonial Avenue.*

m ON

ex e

– Days and dates: e.g. W e don’t go to school on Pancake Day. e.g. Haruo’s birthday is on 25 March.

PLACE

TIME

We can use prepositions to talk about when (= time) and where (= place) things happen. To describe time and place, the prepositions in, on, and at go from general to specific.

GRAMMAR

HOW TO talk about when and where things happen Prepositions of time and place

– Hours, noon, (mid)night: e.g. The Highland Games finish at 9 p.m. e.g. W e have lunch at noon.

– Address, specific location: e.g. The Party is at the Black Dog Ballroom. e.g. The event takes place at the World Trade Center.

SPECIFIC

There are special expressions: TIME

Keep in mind: * In British English you live in a street or avenue (vs. on a street in American English).

one hundred and fifty-one

• in + parts of the day: in the morning, in the afternoon, in the evening • on time (= just at the right time) • at + holiday without ’day’: at Christmas, at Easter • at + the weekend

PLACE

UNIT 4:

A DAY TO REMEMBER

151

11th – eleventh

21st – twenty-first

40th – fortieth

2nd – second

12th – twelfth

22nd – twenty-second

50th - fiftieth

3rd – third

13th – thirteenth

23rd – twenty-third

60th – sixtieth

4th – fourth

14th – fourteenth

24th – twenty-fourth

70th – seventieth

5th – fifth

15th – fifteenth

25th – twenty-fifth

80th – eightieth

6th – sixth

16th – sixteenth

26th – twenty-sixth

90th – ninetieth

7th – seventh

17th – seventeenth

27th – twenty-seventh

100th – one hundredth

8th – eighth

18th – eighteenth

28th – twenty-eighth

1000th - one thousandth

9th – ninth

19th – nineteenth

29th – twenty-ninth

10,000th - ten thousandth

10th – tenth

20th – twentieth

30th – thirtieth

1,000,000th - one millionth

January

December

2 MONTHS AND DATES

1st – first

VOCABULARY

1 ORDINAL NUMBERS

start of calendar year February

ex e

November

October

September

March

The months of the year are always written with a CAPITAL letter.

April

start of school year

August

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152

UNIT 4:

A DAY TO REMEMBER

May

July

June

3 EVENTS Translation

an artist

een artiest

My notes

a band

een groep

to broadcast

uitzenden

an entrance fee

een inkomprijs

an event

een evenement

a festival

een festival

a host

een presentator

a logo

een logo

the main stage

het hoofdpodium

a show

een show

a special offer

een speciaal aanbod

a sponsor

een sponsor

a stage

een podium

a (time) schedule

een (tijd)schema

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ex e

Word

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153

Did you know that we celebrate Bonfire Night on 5 November?

Oh really, we always celebrate Halloween on October 31st.

USEFUL EXPRESSIONS

HOW TO write and say the date

American English

Examples 10 June 2020 10 / 06 / 2020 day + month + year

Rule:

December 1st, 2020 12 / 1 / 2020 month + day + year

Rule:

Examples Q: ‘What is the date?’ Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A: ‘ It's December first, twenty A2: ‘It's the tenth of June, twenty twenty.’ twenty.’ A1: month + the + day + year A2: the + day + of + month + year

month + day + year

ex e

In speaking

In writing

British English

Keep in mind:

In writing – We use capital letters for: days of the week and months of the year. e.g. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday e.g. January, February, March, April, May, June, July, August, September, October, November, December – In British English, sometimes the last 2 letters (th, rd, st, nd) of the number as spoken are used in writing. e.g. Today is 4th June 2020. It's on 1st June.

In speaking – In American English, the exception to the 'month first' rule is the US day of independence. e.g. It's the fourth of July! – Years are usually divided into two parts; the first two digits and the last two digits. e.g. 1984: nineteen eighty-four, 2018: twenty eighteen – For the years 2001 to 2010, the most common way of saying the year is two thousand and ‘number’. e.g. two thousand and eight – For the first years after 2010 you may hear two different alternatives: e.g. 2012: twenty twelve OR two thousand and twelve

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154

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A DAY TO REMEMBER

ON DIFFERENT TRACKS Check 1 1

Talking about dates WRITING

Write what special events Bruce has on the following days.

19 My birthday!

May

July

September

11 Meeting at Wayne 18 Film night Enterprises with Rachel Office closed! Rebuilding theatre 21 Summerfest

10 Try-out new equipment

25 Anniversary B R

26 Celebration Birthday Rachel !!!

October

April

11 Meeting at Wayne Enterprises

August

11 Meeting at Wayne Enterprises

ex e

26 Inspection Bat Mobile

21 Date with Rachel

5 Gala at Gotham City Hall

June

March

1 New Year’s charity party

February

January

a Preparation: read Bruce’s calendar and highlight 4 special events.

November

20 Poker night with Joker Joker arrested!!

December 11 Meeting at Wayne Enterprises

♥

b Action: use what you prepared to write a short paragraph (about 40 words) about Bruce’s year. Use the present simple tense or ‘there is’/’there are’. Write about 4 events that are special to him this year. Give the day and the month. Write 2 things that will not take place (use ‘there is no’ …) and the reason. Follow the example.

• • • • •

On 11 April Bruce has a meeting at Wayne Enterprises.

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155

There is no

because

Yes

2 Language • I used the present simple correctly. • I used the correct sentence structure. • I used correct spelling and punctuation.

Next exercise

ex. 3

9 – 12

> 12

ex. 2

ex. 4

ex e

Score

Feedback

Look at the poster and answer the questions. a Which month is mentioned on the poster? b Which dates are mentioned?

c How many years are mentioned on the poster? d Highlight the years on the poster.

e How many people signed the declaration of Independence? f How old was the youngest signer? g When was Independence Day turned into a holiday?

h Where are most of the hot dogs from? i What is the most famous contest on Independence Day?

j How many people go and see fireworks?

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156

UNIT 4:

1 Content and structure • I wrote about 4 special events. • I gave the days and the months. • I talked about 2 things he will not do.

I think so

Checklist: describing Bruce’s year

A DAY TO REMEMBER

READING

r aa pl m ex e jk ki <8

≥8

Next exercise

ex. 3

Check 2, p. 160

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In Score

UNIT 4:

A DAY TO REMEMBER

157

Complete the sentences with the correct information. a Write the ordinal number in full. 1 December is the month of the year. (12th) 2 I am in the year of secondary education. (2nd) 3 Next week is my birthday. (14th) 4 French is the lesson on Thursday. (4th)

6 The green belt is the belt in karate. (5th)

Total:

/ 7

b Write the numbers and dates in these sentences in full.

7 March is the month of the year. (3rd)

5 Croatia is the country in the European Union. (28th)

1 May is the month of the year. (5)

2 My father’s birthday is on . (28/06) 3 Donald Trump is the president of the United States. (45)

4 The Belgian national holiday is on

. (21/07)

5 Our flat is on the floor. (2)

6 On we celebrate New Year’s Eve. (31/12)

ex e

7 My colleague’s birthday is on (03/10) 8 Heaven was a TV series in the 90’s. (7) Total: Score

/ 8

< 12

Next exercise

one hundred and fifty-eight

158

UNIT 4:

A DAY TO REMEMBER

≥ 12

Check 2, p. 160

Make a short ‘cultural’ calendar. a Preparation: go online and select 12 ‘special days’. Select 1 day per month. b Action: • Complete the grid you will get with the correct information. Give: 1 the date; 2 the name of the day or event; 3 the place where this is celebrated; 4 1 interesting fact.

WRITING

SPEAKING

• Find a partner and explain your cultural calendar.

Checklist: explaining a cultural calendar

c Reflection: check your task by filling in the checklist. Yes

1 Preparation • I looked up 12 special days. • I understood the information on the website.

2 Content and structure • I wrote 1 special day for each month. • I mentioned what special day it is. • I mentioned the country where it is celebrated. • I added 1 interesting fact about that day.

I think so

ex e

3 Language • I used the present simple correctly. • I used the correct sentence structure. • I used correct spelling and punctuation. • I paid attention to my pronunciation. Feedback

Score

≥ 15

ex. 3

Check 2, p. 160

one hundred and fifty-nine

Next exercise

< 15

UNIT 4:

A DAY TO REMEMBER

159

Describing events

Check 2 1

SPEAKING

Present the poster of an event. a Preparation: pair up with a classmate and decide who will present which poster. Highlight or circle the following items and fill in the grid: Title

Place and address Date

Entrance fee

ex e

Website

1 interesting fact

Time

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160

b Action: • Use what you prepared and present the poster to a classmate. Use the correct prepositions and pay attention to your pronunciation. • Your classmate will fill in the listening grid. Does your information match? • Switch when you are done.

UNIT 4:

A DAY TO REMEMBER

c Reflection: check your task by filling in the checklist. Have your classmate fill in the checklist too. Me

Checklist: presenting an event poster

Next exercise

ex. 3

Yes I think so

aa pl

9 – 12

> 12

ex. 2

ex. 5

ex e

Score

2 Language • I used the prepositions for time and place correctly. • I spoke clearly. • I paid attention to my pronunciation.

1 Content and structure • I mentioned the title. • I mentioned the place and address. • I mentioned the date and time. • I mentioned a special offer. • I mentioned what there is to do. • I mentioned the website (if there was one). • I mentioned the entrance fee.

Feedback

Classmate

Yes I think so

Create an event poster.

watchING

a Preparation: watch the video and complete the grid. Title

Place

Date and time

Special offer What to do

Address Email Website

one hundred and sixty-one

Entrance fee Logo

UNIT 4:

A DAY TO REMEMBER

161

WRITING

ex e

b Action: draw your own event poster. Make sure to add all the elements from what you prepared.

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162

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â&#x20AC;&#x201A; A DAY TO REMEMBER

c Reflection: check your task by filling in the checklist. Checklist: creating an event poster

Yes

I think so

1 Preparation • I filled in the listening grid. 2 Content and structure • I added all the necessary items on the event poster. 3 Language • I used the prepositions for time and place correctly. • I used correct spelling.

< 15

≥ 15

Next exercise

ex. 3

All done!

Score

Feedback

Fill in the correct preposition in these short texts. Choose ‘in’, ‘at’ or ‘on’.

Canada Day

July 1 is Canada Day. But when that date falls a Sunday, many Canadians will take the day off from work Monday, July 2. July 1 was when Canada’s original three

ex e

provinces joined as one nation 1867. Events start early in the morning. There are parades, barbecues, fireworks displays, concerts, etc. Australia Day

Australians celebrate their national day – Australia Day – 26 January with a public holiday. The day marks the anniversary of the First Fleet’s arrival Sydney

1788. People celebrate this day with parties, e.g. Bondi Beach, or concerts, like the Sydney Opera House, etc. Notting Hill Carnival

Notting Hill Carnival takes place Sunday and Monday of the Bank Holiday weekend the end of August. It was first organized back 1964 by a woman named

Rhaune Laslett who wanted to bring together different races and classes of people. It soon evolved into a massive celebration of Caribbean culture London. This colorful festival

features tons of dancing, live music, and delicious food!

Next exercise

≥9

one hundred and sixty-three

Score

ex. 4

UNIT 4:

A DAY TO REMEMBER

163

Describe a food truck event.

READING

a Preparation: read the information on the poster and complete the grid. Title Place Date

Time

Special offer What to do Website

ex e

Entrance fee

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164

Total:

UNIT 4:

/ 8

A DAY TO REMEMBER

WRITING

b Action: complete the writing frame with the correct information from what you prepared. Write full sentences and pay attention to the use of prepositions. At the event you can

(write about what you can do there).

(write 1 sentence about where it takes place)

(write 1 sentence about when it is)

(write 1 sentence about the cost and where to get tickets)

Checklist: writing about an event

Yes

I think so

1 Preparation • I filled in the listening grid.

c Reflection: check your task by filling in the checklist.

(write 1 sentence about a special offer)

2 Content and structure • I completed the writing frame and wrote 5 sentences. • I used all the information from what I prepared.

ex e

3 Language: • I used the present simple correctly. • I used the prepositions for time and place correctly. • I used correct spelling and punctuation.

Feedback

/ 10

Score

< 15

Total:

Next exercise

All done!

Create a Mother’s Day event poster.

watchING

a Preparation: • Watch the video and fill in the grid with the correct information. What? Event 1

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≥ 15

Event 2 Event 3 Event 4

UNIT 4:

A DAY TO REMEMBER

165

• Choose 1 event. Watch the video again and fill in the information about this event. Name of event What Where When (day)

When (time)

1 special thing

Entrance fee

b Action: create a poster for the event of your choice. You can use an online poster creator or draw one yourself on a separate piece of paper.

Checklist: creating an event poster

c Reflection: check your task by filling in the checklist.

Yes

1 Preparation • I filled in the general listening grid. • I filled in all the information about my event in the 2nd grid.

ex e

2 Content and structure • I mentioned the title. • I mentioned the place and address. • I mentioned the date and time. • I mentioned a special offer. • I mentioned what there is to do. • I mentioned the website, if there is any. • I mentioned the entrance fee.

3 Language • I used correct prepositions. • I used correct spelling.

Feedback

< 12

≥ 12

Next exercise

ex. 4

All done!

Score

one hundred and sixty-six

166

UNIT 4:

A DAY TO REMEMBER

I think so

WRITING

CHECK OUT: PRESENTING A CULTURAL EVENT Orientation You will create an event poster for a cultural date in an English-speaking country and present it.

Preparation Choose a cultural day in an English-speaking country.

Go online and look for information about this day.

What special event do you want to organize on this day? Brainstorm!

Complete the grid with information about your cultural day and special event.

Date and time

ex e

Special offer

Place and address

Title

What to do

Website

Entrance fee

Logo

Action

SPEAKING one hundred and sixty-seven

5 Use what you prepared to create your event poster. Be creative! 6 Present your event. You should talk for about 2 minutes.

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167

Reflection 7 Check your work by filling in the checklist. Checklist: presenting a cultural event

Yes

I think so

2 Content and structure • I mentioned the title. • I mentioned the place and address of the event. • I mentioned the date and time. • I mentioned a special offer on this day. • I mentioned what there is to do. • I mentioned the website, if there is any. • I mentioned the entrance fee. • I spoke for about 2 minutes.

1 Preparation • I chose 1 cultural date from an English-speaking country. • I did research online. • I brainstormed about the special event on this cultural day. • I filled in the writing frame with all the necessary information.

ex e

Feedback

3 Language • I used the correct prepositions for time and place. • I used the present simple correctly. • I spoke clearly. • I paid attention to my pronunciation.

Trace your steps on diddit.

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168

UNIT 4:

A DAY TO REMEMBER

UNIT 5: W HO'S W HO? check in

Step 1: talking about family

ex e

Step 2: describing looks

main track

trace your steps

summary

on different tracks check out: making a family tree

CHECK IN My family 1

READING

Look at this screenshot and answer the questions.

c What is the name of the vlogger?

d Why did she make this video?

b What is the title of the video?

a What website is this screenshot taken from?

e Do you think she has a popular channel? Why do you say so?

ex e

one hundred and seventy

170

UNIT 5:

â&#x20AC;&#x201A; W HO'S W HO?

watchING

Watch the video and answer the questions. a Which is the most suitable family tree? Tick the box. x

ex e

brothers

mother

parents

son

sister

siblings

husband

daughter

child/children

brother-in-law

wife

partner

nephews

sister-in-law

grandfather

grandmother

niece

father

aunt

uncle

grandparents

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b Highlight the family members that are mentioned in the video. Write their names next to the words if possible.

c Add the names to the family tree in exercise a.

UNIT 5:

â&#x20AC;&#x201A; W HO'S W HO?

171

MAIN TRACK Me, my family and I

Step 1

Talking about family

1 / My family tree 1

READING

Read Aiden’s email and answer the questions.

a Complete the email with the correct words. Choose from the words in the box. You can use some words more than once.

From

Aiden@yahoo.co.uk

yoko@cali.com

Subject

My family

aunt – child – cousins – daughter – father – mother – nephew – niece – sister – son – stepmother – stepsister – uncle

Dear Yoko,

Let me tell you about my family. I live with my and my big .

We live in London. My mum’s name is Carmen. She’s Spanish and she speaks English and Spanish. She’s a Spanish teacher. She’s short and slim; she’s got long, brown hair and brown eyes.

ex e

Soon after my mother Carmen and Oliver got married, they had their first , my sister Ruby. She is 16 and she loves listening to music. A few years later,

From ToI

came along. Things didn’t really work out, so they got divorced.

Subject

My father remarried to my . She’s really nice. My stepmother’s name is

Sophie. She already had a from her first marriage, my Lucie, who From

is 5 years younger than me. Sophie and Lucie are French.

My father isn’t my grandparents’ only . They have another ,

Subject

my George. His wife is my Megan. I am their and

Ruby is their . Their children are Samuel and Charlotte. They are my .

We really like meeting up with them. They also have a great dog. His name is Simba. Isn’t that a great name? Simba loves playing with his teddy bear. Although its clothes are completely ripped,

Simba keeps carrying it around. Write soon and tell me about your family. Kind regards,

one hundred and seventy-two

Aiden

172

UNIT 5:

W HO'S W HO?

b Complete Aiden’s family tree. Give the correct word and the name of the person.

grandmother

ex e

Aiden

grandfather

c Look at the two phrases that are underlined. What do they express? d Highlight another example like this in the text. Then complete the grammar box.

GRAMMAR

How to express possession

In English, we can use the genitive to express possession (of nouns). This is preceded by an , e.g. . Rule:

Example

Singular nouns

My teacher’s name is Miss Jones.

Plural nouns and words ending in -s

My grandparents’ only son

Names ending in -s – Most names – Classical or religious names

+ ’s +’

Charles’s friend Jesus’ name

Irregular plural nouns

The children’s parents

Type of word

- If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher. - An apostrophe is never used to make the plural of a noun in English!

See p. 187

UNIT 5:

W HO'S W HO?

one hundred and seventy-three

Keep in mind:

173

My teacher job is great.

This is our friends cat.

My grandparents names are Maria and Jackson.

James car is expensive.

It is the doctor and nurse job to help people.

This is everyone restroom.

Check these pictures and write correct sentences. Use the genitive: ’s or ’.

Use the prompts to make sentences. Conjugate the verbs. Add genitive ’s where necessary.

1 Jack / grandparents / to live / in London

ex e

2 today / lessons / to be / boring

3 his parents / neighbours / to be / American

4 his father / eyes / to be / blue

5 we / to go to / Angela / party

Write ’s, ’ or s where necessary.

1 Danny and Eve are husband and wife. Danny is Eve husband. 2 He has his mother eye .

3 This bike belongs to Max. It’s Max bike. 4 My 2 brother live with my father. 5 We are at Helen place.

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174

6 My grandmother birthday is on 22 October. 7 The students books are on the teacher desk. 8 My grandparents live next to us. My grandparents house is next to ours. 9 Sam and Nelly have got one daughter. Mary is Sam and Nelly daughter. 10 My sister are older than I am.

UNIT 5:

W HO'S W HO?

Some words are printed in bold in the text in exercise 1 (page 172). a What do these words express? b Complete the grid with the correct possessive adjective from the text.

you

your family tree

wife

she

marriage

clothes

our cat

you

your family

they

children

Complete the grammar box.

How to express possession

GRAMMAR

my mother

PLURAL

SINGULAR

Possessive adjectives

Personal pronouns

We can also express possession in English with possessive adjectives.

ex e

They express that something or someone to someone. They are always used in combination with a noun.

e.g. my dog, your clothes

Use a possessive adjective to correct these phrases. Follow the example. 1 The car (of my father):

his car

2 The outfit (of my mother):

3 The cup (of you):

See p. 187

6 The family (of my sister and me):

7 The house (of us):

8 The tail (of the snake):

5 The name (of me):

one hundred and seventy-five

4 The game (of my niece and nephew):

UNIT 5:

W HO'S W HO?

175

Use possessive adjectives to make this conversation work.

Hi, my name is Alice. Who is that cute girl

Hey, I'm Aiden. That girl is

in your family tree?

sister Ruby. I don't think she looks cute at all. hair is funny and smile is weird in this photo.

3 No way! It's so cool that family

has a family tree. brother and

That's too bad … Anyway, I'm a

parents and parents, but mum

bit sorry that cat isn't

and dad can't find all the information …

in the tree. We couldn't

I are really curious about our grand

take picture because

5 Oh, do you have a cat?

ex e

I just love dogs!

Okay, I'll try. See you!

they’re

there

their

it’s

its

you’re

your

In one hundred and seventy-six

176

That's the bell … I have to go. See you later, Alice! And try to find some more information on family …

Be careful not to mix up the following words! Complete the grid.

she wouldn't sit still.

UNIT 5:

W HO'S W HO?

‘Where are my new shoes?’ ‘ in the living room.’ ‘Where?’ ‘Over ! Are you blind?’ ‘Is that new car?’ ‘Yes, they just bought it.’ ‘Whose cat is this?’ ‘Oh, ours.’ ‘Look at that cat! tail is so long!’ ‘ very nice, Miss!’ ‘Oh, thank you!’ ‘I think teacher is very nice.’ ‘I know!’

10 Complete the sentences with the correct words.

ex e

2 / Mine is better!

c Choose between ‘it’s’ and ‘its’. 1 The shops are closed; Sunday. 2 The cat is drinking milk. 3 The dog is wagging tail. 4 time to go, before too late. 5 Turn the box on side.

b Choose between ‘you’re’ and ‘your’. 1 This is book. 2 He’s from Chester and from Bristol. 3 Are these pencils? 4 Did you see sister yesterday evening? 5 new here. Here’s key. 6 teacher is ill.

a Choose between ‘they’re’, ‘there’ and ‘their’. 1 you are! Your friends are waiting. 2 I don’t know where going. 3 are people waiting outside. not coming in. 4 Suddenly was music. 5 Where are the guests? over there. 6 If anyone calls, ask for number.

READING

Read the cartoon and highlight the words that indicate possession.

Well, mine is still better than yours.

one hundred and seventy-seven

My phone is new and its battery doesn’t drain fast.

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177

Did you notice the other way to indicate possession? Complete the grid with the missing words. Choose from the following words. hers – his – mine – ours – theirs – yours (2x)

PLURAL

you

your

his

she

her

its

our

you

your

they

their

Complete the grammar box.

How to express possession

mine

GRAMMAR

SINGULAR

Possessive adjectives Possessive pronouns

Personal pronouns

Another way to indicate possession in English is with possessive pronouns. We use possessive

ex e

pronouns to express that something or someone to someone. They are never used in combination with a noun.

e.g. Is this my schoolbag? No, it’s not yours. It’s mine. It’s not yours schoolbag. It’s mine schoolbag.

See p. 187

Write sentences with possessive adjectives and possessive pronouns. Follow the example.

That is my pen.

It’s mine.

2 That dog belongs to them.

3 This house belongs to that girl.

4 That pencil case belongs to the teacher.

5 This house belongs to me and my family.

6 This hole punch belongs to you.

1 That pen belongs to me.

Did you know?

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In English ‘they’, ‘their’ and ‘theirs’ sometimes refer to the singular. It replaces ’he’ and ’she’ when we do not know the gender of the antecedent – the word the pronoun refers to – or when this is not important or non-binary. ‘They’, ‘their’ and ‘theirs’ are often used as gender-neutral words. This is nothing new. In fact, the Oxford English Dictionary mentions that singular ’they‘ already existed in 1375, where it appears in the medieval romance William and the Werewolf. Source: https://public.oed.com

UNIT 5:

W HO'S W HO?

Look around the classroom and choose 5 objects. Ask your classmates questions about them SPOKEN INTERACTION and use possessive adjectives and possessive pronouns. Make sure you will get a negative answer. Follow the example.

e.g. Student 1: Is that your schoolbag? Student 2: No, it’s not mine. It’s his/hers. OR S tudent 1: Is this Bruno’s pen? (point at pen) Student 2: No, it’s not his. It’s mine. 6

Reply to Aiden’s email (exercise 1, p. 172).

writtEN INTERACTION

a Preparation: pretend you are Yoko. Choose at least 5 people (family members) to talk about.

b Action: write your email (about 70 words). – Start with ‘Dear + name’ and end with ‘Kind regards’ or ‘All the best’ + your name on a separate line. – Describe your relation to 5 of your family members and give some information about them. – Use possessive pronouns, possessive adjectives and the genitive correctly.

From To

From

Subject

ex e

Subject

From

Subject

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UNIT 5:

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179

c Reflection: check your email by filling in the checklist. Then give your text to your classmate who will give you some feedback too. Me

Checklist: my daily routines

Yes I think so

You’re beautiful! Describing looks

ex e

CHECK 1, p. 194

Step 2

Feedback

Yes I think so

2 Language • I used the genitive correctly. • I used possessive adjectives and pronouns correctly. • I used vocabulary to describe family correctly. • I used correct spelling and punctuation.

1 Content and structure • I talked about 5 family members. • I described my relationship to these family members. • I wrote about 70 words. • I started and ended the email correctly.

Classmate

Look at the pictures and match them with the correct words.

Hair

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180

short, curly hair

UNIT 5:

W HO'S W HO?

bald

long, straight hair

medium, wavy hair

blue eyes

grey eyes

brown eyes

green eyes

Eyes

ex e

Height and build

muscular

short and stocky

tall and thin

overweight

beard and moustache

chubby cheeks

high forehead

pointy chin

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Special features

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181

READING

Read the text and answer the questions. a Which picture matches the description? Who is Lynn?

ex e

I have a lot of friends, but Lynn is my best friend. This is Lynn and me. We live in the same street and we do everything together. We’ve got some other things in common; we both like dancing and skateboarding and we have got long, straight hair. We don’t have any brothers or sisters. She is quite tall, but I am rather short. She has got dark hair and an olive complexion while I haven’t got dark hair at all. I’ve got fair hair and pale skin. While I have got blue eyes, she’s got brown eyes. I haven’t got a fringe like her. We both like animals a lot. She has a dog, while I have a cat and a parrot. She doesn’t have a cat anymore. I used to have a dog, but now I don’t have one anymore. I plan on getting another puppy soon! We both have a hamster too.

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182

b Highlight the forms of ‘have got’ in blue in the text. c Highlight the forms of the verb ‘to have’ in green. d Complete the grammar box with the missing forms of the verbs ‘have got’ and ‘to have’.

UNIT 5:

W HO'S W HO?

GRAMMAR

How to talk about what you own

When we are talking about possession, relationships or characteristics of people or things, we can use the verb , but also . To have Personal pronoun (subject)

Positive

Negative

have

don’t have

I You

don’t have

He/she/it You

have

don’t have

They

have

don’t have

Positive

Negative

Personal pronoun (subject) I You

have got

He/she/it

To have got

haven’t got hasn’t got

We You

have got

haven’t got

They

have got

haven’t got

See p. 189

Write 3 sentences with the verb ‘have got’ and 3 sentences with ‘to have’, explaining why the others can’t be the people from the text. Have got

WRITING

To have

one hundred and eighty-three

ex e

UNIT 5:

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183

WRITING

Describe Aiden’s looks. a Preparation: write down the words that describe his hair, eyes, height and other features.

EYES:

HAIR:

HEIGHT:

FEATURES:

ex e

I think Aiden takes after

b Action: use your keywords and write a short paragraph (about 40 words) to describe Aiden’s looks. Who does he take after (look at the family tree on p. 173)? Use ‘have got’ and ‘to have’ correctly. because she/he also

has got and has

and so does Aiden.

c Reflection: check your text by filling in the checklist. Checklist: describing Aiden

1 Content and structure • I wrote about 40 words. • I described Aiden’s looks. • I mentioned who he takes after.

one hundred and eighty-four

2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I used correct spelling and punctuation.

184

Feedback

UNIT 5:

W HO'S W HO?

Yes

I think so

Describe a few people.

SPOKEN INTERACTION

a Preparation: make some notes about the people you want to describe (keywords only). A person from your class

A teacher

A famous person

Name Hair Eyes

Height

Features

b Action: describe each person to a classmate. Can they guess who you are talking about? Switch when you are done.

Checklist: describing people

c Reflection: check your speaking task by filling in the checklist.

Yes

I think so

1 Content and structure • I described 3 people. • I described hair, eyes, height and other features. • I was accurate (my classmate could guess who it was).

ex e

2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I used correct spelling and punctuation. Feedback

SPEAKING

Who is the mystery person?

a Preparation: your teacher will give you one or two photographs. Make some notes to describe the looks of this person/these people (keywords only!). Hair

Eyes

Height

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Features Extra

UNIT 5:

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185

b Action: – Sit in groups of 4 or 5 and describe your person to the group. – Talk in full sentences. – Use ‘to have’ and ‘have got’ correctly. – Pay attention to your pronunciation. – Before you start, check the Strategy in the Summary on How to be a good public speaker, p. 193. – If you are listening, write down the name of the person you think is being described. Photo Name

2 3 4 5

6 7

8 – Who knows the most mystery people?

c Reflection: check your speaking by filling in the checklist. Checklist: describing mystery people

ex e

1 Content and structure • I described hair, eyes, height and other features. • I was accurate (my partners could guess who it was). 2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I paid attention to my pronunciation.

3 Presentation • I was confident. • I spoke clearly. • I used good body language.

Feedback

CHECK 2, p. 201

one hundred and eighty-six

186

UNIT 5:

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Yes

I think so

SUMMARY Possessive pronouns and adjectives and the genitive form

No, that’s Milo. It’s his. Milo is Jack’s best friend.

Milo is my dog. I love him. He’s mine!

ex e

Is that your dog?

GRAMMAR

HOW TO express possession

Subject pronoun

PERSONAL PRONOUNS Possessive adjective

Possessive pronoun

my dog Milo.

He’s mine.

You love

your dog Milo.

He’s yours.

He loves She loves It is showing

his dog Milo. her dog Milo. its teeth.

He’s his. He’s hers. /

We love

our dog Milo.

He’s ours.

You love

your dog Milo.

He’s yours.

They love

their dog Milo.

He’s theirs.

I love

Keep in mind: – Possessive adjectives are always used in combination with a noun: e.g. my mother, your family tree, his wife, her brother, its name, our father, their children – Possessive pronouns are never used in combination with a noun. e.g. Is this my schoolbag? No, it’s not yours. It’s mine. It’s not yours schoolbag. It’s mine schoolbag.

UNIT 5:

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one hundred and eighty-seven

In English we can express possession with personal pronouns and with the genitive.

187

THE GENITIVE FORM We use the genitive ’s to express possession (of nouns). This s is preceded by an apostrophe, e.g. Romy’s mother. Type of word

Rule:

Example

+ ‘s

My teacher’s name is Miss Jones.

Plural nouns and words ending in -s

+‘

My grandparents’ only son

Names ending in -s – Most names – Classical or religious names

+ ‘s +‘

Charles’s friend. Jesus’ name.

Irregular plural nouns

+ ‘s

The children’s parents

Singular nouns

ex e

Keep in mind: – If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher. – An apostrophe is never used to make the plural of a noun in English!

one hundred and eighty-eight

188

UNIT 5:

W HO'S W HO?

HOW TO talk about what you own

The verbs ‘to have’ and ‘have got’ ‘No, I don’t have any children, but I have a dog!’

‘I’ve got 2 children: a son and a daughter. What about you? Have you got any children?’

When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘have got’. TO HAVE Positive have

You

have

He/she/it

has

We You They

Question

don’t have

Do I have?

don’t have

Do you have?

doesn’t have

Does he/she/it have?

ex e

Negative

Personal pronoun (subject)

have

don’t have

Do we have?

have

don’t have

Do you have?

have

don’t have

Do they have?

HAVE GOT

Personal pronoun (subject) I

Positive

Negative

Question

have got

haven’t got

Have I got?

have got

haven’t got

Have you got?

He/she/it

has got

hasn’t got

Has he/she/it got?

have got

haven’t got

Have we got?

You

have got

haven’t got

Have you got?

They

have got

haven’t got

Have they got?

You

UNIT 5:

W HO'S W HO?

one hundred and eighty-nine

Keep in mind: – ‘have got’ has a long form and a short form: e.g. I have got = I’ve got She has got = she’s got You have not got = you haven’t got He has not got = he hasn’t got – ‘don’t have’ and ‘doesn’t have’ are short for ‘do not have’ and ‘does not have’. In the positive we mostly use the full form. – The ‘have got’ forms are more common in an informal style. The ‘have got’ form is also used more in British English than in American English. e.g. How many sisters have you got? I’ve got 2 sisters. (BrE) How many sisters do you have? I have 2 sisters. (AmE)

189

UNIT 5:

W HO'S W HO?

William a son

Jada a wife

Ebony Jamal a brother-in-law a sister-in-law

Shanila a mother-in-law

Luke me

Priscilla a daughter

Terell a nephew

Jake a brother

Jasmin a niece

VOCABULARY

Hiro a cousin’s son

Maya a cousin’s partner

Stephen an uncle

Kelly a cousin

Bruce a cousin

Jenna an aunt

Tiane Connor Malik a sister-in-law a half-brother a stepbrother

Aliyah a stepfather’s ex-wife

John a stepfather

Theresa a grandmother

George a grandfather

Sylvia a mother (mum)

ex e

Caitlin a sister

Marc a father (dad)

Logan a father-in-law

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190

1 FAMILY RELATIONS

2 DESCRIBING PEOPLE HAIR

ginger hair

brown hair

straight hair

wavy hair

EYES

brown eyes

green eyes

curly hair

ex e

long hair

shoulder length hair

short hair

black hair

blond hair

blue eyes

grey eyes

tall

short

slim, thin

stocky

muscular

overweight

UNIT 5:

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one hundred and ninety-one

HEIGHT AND BUILD

191

3 OTHER FEATURES Translation

My notes

a beard

een baard

cheeks

wangen

cheekbones

jukbeenderen

a (pointy) chin

een (puntige) kin

chubby

mollig

eyebrows

wenkbrauwen

a (high) forehead

een (hoog) voorhoofd

a moustache

een snor

a nose

een neus

ex e

Word

one hundred and ninety-two

192

UNIT 5:

W HO'S W HO?

STRATEGY

HOW TO be a good public speaker 1

Before presenting

Choose topic/subject What do you know about it?

What words come to mind?

Know your audience

Who are they?

What do they (want to) know?

Prepare what you want to say

Check the pronunciation of words.

Practice: in front of a mirror or with a partner.

2 While presenting

ex e

Open strong

Be confident: stand up straight.

Be clear: strong points come first.

Inspire the audience Make eye contact.

Use cue cards, but donâ&#x20AC;&#x2122;t read.

After presenting 3 Check your goal

Does the audience know more about the subject? Was the audience interested? one hundred and ninety-three

Be enthusiastic.

Evaluate your performance What went well?

How can I improve?

UNIT 5:

â&#x20AC;&#x201A; W HO'S W HO?

193

ON DIFFERENT TRACKS Check 1

Look at Sean’s family tree. Label the family relations in the family tree.

Talking about family

f 12 g

ex e

10 =

11 =

12 =

one hundred and ninety-four

194

UNIT 5:

Score

< 10

≥ 10

Next exercise

ex. 2

ex. 3

W HO'S W HO?

Sean

Look at this family picture. Match the correct words with the people, depending on their relationship with Amy. There is more than one possible answer. Look at how old they are and where they are in the picture. aunt – cousin – father – grandfather – grandmother – mother – uncle

10 5

ex e

3 Amy

Score

≥8 ex. 3

one hundred and ninety-five

Next exercise

UNIT 5:

W HO'S W HO?

195

Complete the sentences with the correct possessive adjectives and possessive pronouns.

My name is Feng and this is my lovely family. Don’t they look perfect? darling wife Mae is on the other side of this picture. She is sitting next to son Huan and grandson Jin. son has a lovely wife. name is Jia. She is holding cute

granddaughter. She is called Meili. She is just adorable. Every

weekend they come to visit us. We love those moments.

I am Jack. This is me and family. husband

Ashton is sitting on the other side. In between us, there's

son Cameron. Isn’t he the best? He is so cool,

definitely now that hair has been cut. We just love

being dads. That boy really lights up lives. We’re so happy he’s .

ex e

Hello, name is Ugabe. I live in Kenya, together with family. I have five brothers and two sisters. I am so happy they’re . parents decided to have lots of children, which is quite normal in culture.

My parents are called Dalili and Aida. brothers are called Adil, Gakere, Abdoulaye, Bumani and Betoto. names are probably different from . Anyway, what’s in a name?

Score

< 17

≥ 17

families in Europe aren’t that big, right?

ex. 5

ex. 4

Next exercise

one hundred and ninety-six

196

Introduce the Duke and Duchess of Cambridge’s family members. a Preparation: look at the British royal family tree. Imagine that you are the Duke or Duchess of Cambridge. Choose 10 family members. Circle them in the family tree. b Action: introduce 10 of the family members. Use at least 6 different possessive adjectives or pronouns and 2 genitives. Write on a separate piece of paper.

UNIT 5:

W HO'S W HO?

WRITING

r aa pl m

ex e

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: the royal family

Yes I think so

Classmate No

Yes I think so

1 Content and structure • I introduced at least 10 family members.

2 Language • I used personal pronouns and possessive adjectives correctly. • I used the genitive correctly. • I used the present simple correctly. • I used correct spelling and punctuation.

Score

6–8

Next exercise

ex. 6

ex. 5

Check 2, p. 201

UNIT 5:

W HO'S W HO?

one hundred and ninety-seven

Feedback

197

Complete the sentences. Use possessive pronouns or adjectives where necessary and use the genitive or plural correctly. 1

school is in another city. (Aisha and Mohammed)

2 We go to a nice school; teachers are very friendly. (we) 3 My car was not expensive. (parents) 4 I’d like you to meet Rob; he is an old friend of . (I) 5 Two students didn’t do mathematics homework. (two students)

They copied . (I)

7 iPad is new. (Jay) 8 I went to party last Saturday. (the party of my friends)

10 These are the books. (boys)

9 That is the bag. (boy)

6 I have a new bike; colour is red. (bike)

11 – What colour is your jacket? (brother)

– jacket is black. (brother)

12 This is Salvador Dalí; he’s an artist and paintings are great. (Salvador Dalí) Score Next exercise 6

≥ 12

ex e

< 12

ex. 7

Complete the sentences with the correct genitive form: ’s or ’. 1 Anna is mother. (Emily)

2 These are our cds. (friends)

3 Let’s meet at for lunch. (Giovanni)

4 Where is the dressing room? (ladies) 5 This is our car. (boss)

6 My uncle is my dad. (cousin) 7 Did you read newspaper? (yesterday)

8 bags are at school. (Edanur – Semi) 9 Our grandparents live in an old home. (people) 10 That book is not to taste. (everyone)

one hundred and ninety-eight

Score

198

Next exercise

UNIT 5:

W HO'S W HO?

≥8 ex. 5

Describe a famous family.

READING

a Preparation: read the text and answer the questions first. 1 Write the names of the families under the pictures. 2 Choose one family to make a family tree about.

ex e

From the Carter-Knowles family to the Beckhams. Check out Hollywood’s most famous family units!

Who: the Pinkett-Smiths What: Fresh Prince actor and mega-watt movie star Will Smith is married to actress Jada Pinkett-Smith and they have two children together. 20-year-old Jaden Smith is an actor and singer, having appeared in ‘Karate Kid’ and ‘After Earth’ and on-stage with Justin Bieber.

Who: the Beckhams What: Legendary international football star, David Beckham, and super talented fashion designer wife and former Spice Girl, Victoria Beckham, have been married since 1999 and have since gone on to have four children: their sons Brooklyn, Romeo and Cruz & their daughter Harper. After previously living abroad in places including Spain and LA, all 6 family members are currently residing in their London townhouse once more. Brooklyn, the eldest son of the Beckham family is a professional photographer and completed his education in photography from Parsons School of Design.

UNIT 5:

W HO'S W HO?

one hundred and ninety-nine

His little sister Willow may only be 18, but she’s already had a hit single with ‘Whip My Hair’. Will’s eldest son Trey, from his previous marriage to Sheree Zampino is a professional DJ in Los Angeles. Music runs in the family!

199

Who: the Carter-Knowles family What: Beyoncé Knowles and Jay-Z (Shawn Carter) are the two halves to one whole of the most powerful, iconic couples that have ever graced the entertainment industry. The duo dominates the world of music, fashion, and Hollywood. From their adorable family life with three children, daughter Blue Ivy and the twins Rumi and Sir, to their steamy collaborative music and shows, Queen Bey and Jay-Z are royalty in their own right. It’s no wonder that the general public can’t get enough of them! Oh and do you know Beyoncé’s super talented sister Solange?

Who: the Alba-Warrens What: American starlet Jessica Alba met film producer Cash Warren, son of actor Michael Warren, on the set of The Fantastic Four in 2004 and the two have remained one of Hollywood’s cutest couple ever since. They married in a low-key ceremony at Beverly Hills courthouse in 2008, the same year they had their first daughter gorgeous Honor bolsterous: noisy, energetic, rough Marie Warren, followed by little Haven brood: a person’s children Garner Warren. Adorable.

Source: www.marieclaire.co.uk

humble: not proud or not believing that you are important a starlet: a young female actor a stir: an excitement

ex e

b Action: 1 Make a family tree of one of your chosen families.

2 Write a short text about this family (about 50 words). Make sure the relationships are clear. Use possessive pronouns, adjectives and the genitive form correctly.

two hundred

200

UNIT 5:

W HO'S W HO?

WRITING

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: describing a famous family

Yes

I think so

Score

Feedback

< 12

≥ 12

Next exercise

Describing looks

Describe 2 features of each of these people’s looks. You can talk about hair, eyes, height, build and special features.

Score

< 10

≥ 10

Next exercise

ex. 2

ex. 3

two hundred and one

Check 2, p. 201

ex e

Check 2

2 Language • I used correct personal pronouns. • I used the genitive form correctly. • I used the present simple correctly. • I used correct spelling and punctuation.

1 Content and structure • I answered the questions about the text to prepare. • I made a family tree. • I wrote a short text of about 50 words about one family. • I talked about 5 family members.

UNIT 5:

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201

Read the descriptions and answer the questions. a Highlight all the words about people’s looks. b Write the words in the correct column. JAMES (17), student

I have blond, wavy hair and blue eyes. Girls seem to be r eally keen on that …

I’m a rather sporty and muscular person. I like running and archery, but I’m also very good at basketball. That’s because I’m very tall.

SONJA (32), nurse

My patients often say that I’m not much taller than their grandchildren. Although I am rather short, I’m still quite strong. I keep my brown hair very short. That’s easier for work.

CANDICE (22), teacher

ex e

I have always been a rather stocky person. Although I do quite a lot of sports, I don’t really seem to get in perfect shape. Everybody always compliments me on my long, black hair. I always straighten it. OMAR (45), lawyer

My beard and moustache make me look much older than I am, my children often say. I actually like that look.

My hair used to be very dark brown, but it’s getting a bit grey now …

Eyes

Build

Hair

to be keen on: to like

two hundred and two

202

Score Next exercise

UNIT 5:

W HO'S W HO?

< 10

≥ 10 ex. 3

Height

Special features

Write a letter to a pen pal describing the looks of at least 2 people from your (imaginary) family.

writtEN INTERACTION

a Preparation: choose at least 2 of these people and make some notes in the grid.

Height Features Extra

Eyes

Hair

From To Subject

ex e

b Action: write a short email (about 50 words) about the looks of 2 of the people in the photo. Use your keywords. Use ‘have got’ and ‘to have’ correctly. Make sure you have a good greeting and ending.

From

Subject

two hundred and three

UNIT 5:

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203

c Reflection: check your text by filling in the checklist. Checklist: describing people

Yes

I think so

1 Content and structure • I introduced at least 2 people. • I described their looks (hair, eyes, height, build, special features). • There is a good greeting and ending in my email.

≥8

Next exercise

ex. 4

ex. 5

Use ‘to have’ and ‘have got’.

Score

Feedback

2 Language • I used ‘to be’, ‘to have’ and ‘have got’ correctly. • I used the vocabulary to describe looks correctly. • I used correct spelling and punctuation.

a Complete the sentences with the correct form of ‘have got’. Check the grid. Youseff

Layla

Omar

Hajar

car

bicycle

brother

pet

ex e

computer

1 Layla a bicycle but she a car.

2 Hajar a bicycle but she a car. 3 Omar and Layla a car, but Youseff one. 4 Youseff and Layla a computer but they a pet.

5 Omar a pet but . 6 Hajar a brother but Youseff one.

b Write 5 sentences (at least 3 negative) about the people in the grid. This time, use the correct form of the verb ‘to have’.

two hundred and four

204

UNIT 5:

Meghan

Lois

Sean

Gigi

sister

brown eyes

long hair

beard

W HO'S W HO?

1 2 3 4 5 Score

< 14

Who is it? Work in pairs. Choose one of the pictures in front of you and start describing. Your partner will try to guess who you are describing. Score All done!

two hundred and five

ex e

Next exercise

SPEAKING

ex. 5

Next exercise

≥ 14

UNIT 5:

W HO'S W HO?

205

CHECK OUT: A FAMILY TREE Orientation You will make a family tree of your own family or an invented family. You will then present your family.

Preparation Decide if you want to do this task about your own family or an invented family.

If you do this task about your own family, ask your (grand)parents what they know about their relatives. Go through old photo albums and select some good photos (old and new!) of as many family members as you can.

If you do this task about an invented family, browse through newspapers, magazines, etc. to find good photographs.

Action

Put the most suitable photos on a blank piece of paper: – Make a family tree or a collage of photos and write the names of your ‘relatives’ (real or fake) under each photo. – Match the names of your relatives with the correct vocabulary: mother, sister, stepbrother, etc.

Write a text (about 100 words) in which you introduce your (real or invented) family. – Describe the looks of four family members in a few lines. Write about their hair, eyes, height, build and special features. – Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.

WRITING

Present your family to your group or the entire class.

SPEAKING

While you are listening to your classmates’ presentations fill in the listening grid you will get.

listening

ex e

Reflection 8

Check your task by filling in the checklist.

Checklist: a family tree

1 Preparation • I asked family members for photos or I browsed newspapers and magazines for photos.

2 Content and structure • I made a family tree or collage. • I wrote the names under each photo. • I described 4 family members and their looks. 3 Language • I used the correct vocabulary to describe family relations. • I used possessive adjectives and possessive pronouns correctly. • I used ‘to have (got)’ correctly. • I used correct spelling and punctuation. Feedback

two hundred and six

206

Trace your steps on diddit.

UNIT 5:

W HO'S W HO?

Yes

I think so

UNIT 6: W HAT'S HAPPENING? check in

Step 1: talking about household chores

ex e

Step 2: using the present continuous

main track

trace your steps

summary

on different tracks check out: a day in the life

CHECK IN A note 1

READING

Read the note and answer the questions. a Who wrote this note?

b Who is this note meant for?

c What is it about?

Dear kids,

Thanks! Love, Mum.

ex e

1 clear the kitchen table 2 load the dishwasher 3 do the laundry 4 dust the furniture 5 take out the dustbins 6 tidy your bedrooms

I am out at work all day so I expect you to do some things around the house.

What ‘emergency’ could there be?

I hope all goes well. In case of an emergency, call your grandmother . . . Or if something really goes wrong, dial 999..

a Let your imagination run wild and think of 3 things that could go wrong.

–

– two hundred and eight

208

b Report your ‘emergencies’ to a classmate.

UNIT 6:

W HAT'S HAPPENING?

SPEAKING

MAIN TRACK Step 1

Talking about household chores

Brenda

2 Who is clearing the table?

3 Who is making the bed?

4 Who is mowing the grass?

5 Who is loading the dishwasher?

6 Who is putting out the dustbins?

7 Who is tidying up the bedroom?

8 Who is cleaning the windows?

9 Who is vacuuming the carpet?

1 Who is washing the car?

READING

Look at the pictures and match them with the questions. Write down the names of the people doing the chores (= tasks around the house).

ex e

Things to do

JIM

BRENDA

APRIL

RACHID

GEMMA

MIKE

AYISHA

TIM

UNIT 6:

W HAT'S HAPPENING?

two hundred and nine

MANDY

209

listening

Listen to these sounds. What is going on? Circle the correct answer. 1 Someone is…

vacuuming the carpet.

mowing the grass.

2 Someone is…

washing the car.

taking a shower.

3 Someone is…

doing the washing up.

cooking dinner.

4 Someone is…

flushing the toilet.

cleaning the windows.

5 Someone is…

putting out the dustbins.

loading the dishwasher.

What is happening in these pictures? Complete the sentences. Use the information from exercise 2.

ex e

Ryan Gosling is

Gordon Ramsay is

Mrs. Doubtfire (Robin Williams) is

a What is the name of Lily’s father?

b How is Mia feeling? Why?

c Who are Jack and Ella?

two hundred and ten

210

Listen to the conversation between Mia and her best friend Lily and answer the questions.

Martha Stewart and Snoop Dogg are

UNIT 6:

W HAT'S HAPPENING?

listening

5 Listen again and mark the correct boxes. 1 Mia is calling Lily in the evening. 2 Lily’s mother has just left for work. 3 Mia has got a brother and a sister. 4 Mia likes helping Mum around the house. 5 Mum wants her children to help out around the house. 6 Mia is going to tell Jack and Ella which chores they have to do.

True False X

Look at the chores list in the Check In on page 208. Use the ground plan to indicate where the household chores have to be done. Name the rooms.

listening

attic – bathroom – bedroom – cellar – dining room – hall – kitchen – living room 1 2

4 5

6 7

ex e

Try to be the king or queen of chores. a Make a list of the rooms in your house (column 1: Rooms).

b Write down as many chores as you can think of that you can do in those rooms (column 2: Chores). You only have 2 minutes!

c Walk around the classroom for another minute and ‘steal’ ideas from your classmates. Add them to your list (column 3: More chores). d Who can come up with the most chores? Chores

More chores

two hundred and eleven

Rooms

UNIT 6:

W HAT'S HAPPENING?

211

Chores

More chores

ex e

Rooms

Write a note and a chores list for your brother or sister to do.

a Preparation: – What chores do you really hate? Make a short list (at least 4). – Use the note in the Check In (page 208) as an example for your note.

b Action: write your brother, sister or other family member a short note (about 50 words) with chores to do.

two hundred and twelve

212

UNIT 6:

W HAT'S HAPPENING?

writtEN INTERACTION

c Reflection: check your task by filling in the checklist. Checklist: writing a note

Yes

I think so

1 Content and structure • I checked the structure of my note. • I talked about at least 4 chores I hate. • I wrote about 50 words. 2 Language • I used the vocabulary to describe chores correctly. • I used correct spelling and punctuation.

Feedback

watchING

Watch the video and answer the questions.

b Who is it meant for? People watching the news. Teenagers browsing the Internet. Cleaners.

a What is this video about?

c How does she ‘solve’ her problem? Write down at least 5 tips.

ex e

10 Discuss these questions.

SPOKEN INTERACTION

a Name the three tricks (exercise 9) that you like best.

b Do you think these tricks will work? What could go wrong?

two hundred and thirteen

CHECK 1, p. 226

UNIT 6:

W HAT'S HAPPENING?

213

Step 2

What is going on?

Using the present continuous

1 / Lily is talking to Mia 1

READING

Read the conversation between Mia and Lily and answer the questions. a How does Mia contact Lily this time?

b Is Mia happy about how the chores are going?

c Why does Lily end the conversation?

d Find synonyms in the conversation for the underlined words.

managing

2 Are you joking?

1 You are coping quite well.

3 We all have to clean up our bedrooms.

4 You made that clutter.

Mia’s got an incoming Facetime call ...

Lily Mia

Hi Mia! Erm… Is that a vacuum cleaner I’m hearing? Yes, I’m vacuuming the floor in the living room! Oh wait, I’ll turn it off.

Oh yeah, the household chores. How are you getting on with them? Are Jack and Ella helping out?

Lily

Hi Lily! What’s up?

ex e

Mia

Yes, they are! I actually got them to do a few things. Right now, Jack is in the storeroom taking out the dustbins and Ella is doing the laundry in the utility room.

Mia

Well done, Mia! You are managing quite well over there.

Mia

Yes, I am. Some things still need to be done, but we’ll get there. Oh, there’s Jack. He’s coming into the living room.

Jack

Okay Mia, the dustbins are gone! Am I off duty now?

Mia

No way, Jack! By the way, can’t you see I’m talking to Lily?

Jack

Oh, hi Lily! What are you doing?

Lily

two hundred and fourteen

214

UNIT 6:

W HAT'S HAPPENING?

Oh nothing really. I’m just sitting here, listening to you two arguing about the chores your mum gave you.

Jack

Sounds interesting …

Mia

Right, Jack, next on the list is …

Jack

What!? There’s more?

Mia

Of course! We all have to tidy up our bedrooms. So I guess you’d better start. You’ve got quite a lot of work, I suppose …

Jack

Are you kidding me?! My bedroom? But it looks as if a bomb has exploded in there. I’ll be tidying for ages …

Mia

Well, you should have thought about that before you made that mess! Come on! And don’t forget to finally take those empty boxes up to the attic.

Lily

Hey guys, are you fighting now? Please, stop! Anyway, I have to go. My dad is calling me. Bye!

Lily

Mia and See you! Jack

Describe what everyone is doing during Lily and Mia’s Facetime conversation.

READING

2 Lily 3 Jack 4 Ella 3

ex e

1 Mia is vacuuming the carpet in the living room.

Look at the verbs in the conversation and in your answers to exercise 2 and answer these questions. a What is the same in all the examples?

b What is described: states or actions?

c Are we talking about the past, the present or the future?

Complete the grid with some more examples from the text in exercise 2.

Full form +

You

are

Subject

Short form +

-ing form

He (Jack)

talking

You

logging on

They

hanging out two hundred and fifteen

UNIT 6:

W HAT'S HAPPENING?

215

Use the information from exercises 3 and 4 to complete the grammar box.

GRAMMAR

How to talk about actions going on now

To talk about actions going on (or in the ), we use the present continuous in English. The present continuous is formed with the verb See p. 223

-ing form

to work

working

to read

reading

to cook

cooking

Spelling rules making

to drive

Exception 1: to be >

to ride

Exception 2: to see >

to put

putting

If a verb is short and ends in one vowel and one consonant,

we the consonant (never double ‘x’ or ‘w’).

If a verb ends in , we drop the -e and then add .

ex e

to swim

to tie

tying

If a verb ends in -ie, we replace the -ie by a and

then add .

to lie

to die

travelling

If a verb ends in one vowel + l (even long verbs), we

to control

the -l and then add .

to quarrel

to travel

Work in groups. Everyone gets a card with a chore. Mime the chore and have your classmates guess what you are doing. e.g. ‘What am I doing?’ ‘You are sweeping the floor.’

two hundred and sixteen

216

We add -ing to the base form of the verb.

to make

to stop

Rule:

Infinitive

Fill in the grammar box below and try to find the spelling rules on how to form the -ing form of the verb.

and the main verb in .

UNIT 6:

W HAT'S HAPPENING?

SPOKEN INTERACTION

Work in pairs. Look at the picture. Take turns describing what is happening. Describe as many actions as possible in 1 minute.

SPOKEN INTERACTION

two hundred and seventeen

ex e

How many actions did your classmate describe?

UNIT 6:

â&#x20AC;&#x201A; W HAT'S HAPPENING?

217

Describe what is going on in this picture. Who is doing what? Where are they doing these chores? Include the names of the rooms. e.g. John is dusting the furniture in the living room.

SPEAKING

Macy

Jenny

2 / Jack is not working very hard!

Roy

John

Describe what Jack is not doing right now, based on what you see in his bedroom. Follow the example.

ex e

Cliff

is not vacuuming the 1 Jack carpet.

(to vacuum / the carpet) (to dust / the furniture)

(to clean / the windows)

(to tidy / the bedroom)

(to make / the bed)

Complete the grid with some examples from exercise 1.

two hundred and eighteen

218

Subject

Full form +

Jack

is not

He He

UNIT 6:

W HAT'S HAPPENING?

Short form +

-ing form vacuuming

WRITING

Use the information from exercises 1 and 2 to complete the grammar box.

GRAMMAR

How to talk about actions going on now We form the present continuous in the negative with the verb and

See p. 223

the main verb in .

Look at the pictures and the descriptions: they do not match up! Write down what is not happening in the picture and what is really going on. Follow the example.

2 Jim: to do the washing up

3 Rashida: to have a bath

ex e

1 James + Cindy: to mop the floor

5 John: to load the dishwasher

6 Annie + Ramesh: to feed the pets

4 Daisy: to mow the grass

1 James and Cindy are not mopping the floor. They are vacuuming the carpet.

2 3 4 5

two hundred and nineteen

UNIT 6:

W HAT'S HAPPENING?

219

3 / What is going on? 1

Look at the pictures. Answer the questions. Follow the example.

a Is Jack mowing the lawn?

She is vacuuming the floor. b Is she doing the dishes?

b Is he washing the car?

No, she isn’t!

a Ella, what are you doing?

b Are you tidying up the kitchen?

a What is Lily doing?

ex e

a Is Grace making her bed?

a Are they watching TV?

b What is she doing?

b Is the TV working?

Complete the grid with some of the answers in exercise 1.

Questions Subject

-ing form

Short answer: positive

Short answer: negative

you

the bed?

Yes, I .

No, I .

they

TV?

Yes, they .

No, they .

Lily

the floor?

Yes, she .

No, she .

Jack

the car?

Yes, he .

No, he .

two hundred and twenty

220

UNIT 6:

W HAT'S HAPPENING?

Complete the box with the information from exercises 1 and 2.

GRAMMAR

How to talk about actions going on now

To form questions in the present continuous we start with the verb followed by the and the main verb in . See p. 223

You can answer a yes/no question with a .

WRITING

What is the life of a celebrity (not) like?

a Preparation: look at the magazine cover. Choose at least 3 photos to write about.

Photo 2

ex e

Photo 3

Photo 1

b Action: – Write 2 sentences per photo about what is (not) going on in the photos. – Write 3 questions about the magazine cover and the articles in them. Answer them with a short answer. – Use present continuous: positive, negative and question forms.

Questions

c Reflection: check your work by filling in the checklist. Checklist: celebrity life

Yes

I think so

1 Content and structure • I wrote 2 sentences about 3 photos. (6 sentences) • I wrote 3 questions about the magazine cover and/or the articles. • I wrote 3 short answers, one for each of my questions.

two hundred and twenty-one

2 Language • I used the present continuous correctly. • I used short answers correctly. • I used correct spelling and punctuation. Feedback

UNIT 6:

W HAT'S HAPPENING?

221

ex e

CELEB LIFE

two hundred and twenty-two

222

CHECK 2, p. 231

UNIT 6:

â&#x20AC;&#x201A; W HAT'S HAPPENING?

HOW TO talk about actions going on now

Present continuous

GRAMMAR

SUMMARY

Is Maeve doing the dishes? No, she is not doing the dishes. She is mowing the lawn.

ex e

FORM

The present continuous is formed with the verb to be in the present simple and the main verb in the -ing form. There are full and short forms: Full forms Subject

Positive (+)

Negative (-)

Questions (?)

I am working.

I am not / I’m not working.

Am I working?

You are working.

You are not / aren’t working.

Are you working?

3rd p. sing.

She is working.

He is not / isn’t working.

Is it working?

1st p. plur.

We are working.

We are not / aren’t working.

Are we working?

1st p. sing.

2nd p. sing.

2nd p. plur.

You are working.

You are not / aren’t working.

Are you working?

3rd p. plur.

They are working.

They are not / aren’t working.

Are they working?

Subject

Positive (+)

Negative (-)

Questions (?)

1st p. sing.

I’m working.

I’m not working.

Am I not working?

2nd p. sing.

You’re working.

You aren’t working.

Aren’t you working?

3rd p. sing.

She’s working.

He isn’t working.

Isn’t he working?

1st p. plur.

We’re working.

We aren’t working.

Aren’t we working?

2nd p. plur.

You’re working.

You aren’t working.

Aren’t you working?

3rd p. plur.

They’re working.

They aren’t working.

Aren’t they working?

UNIT 6:

W HAT'S HAPPENING?

two hundred and twenty-three

Short forms

223

Spelling of the -ing form: Infinitive

-ing form

Rule

to work

working

We add -ing to the base form of the verb.

to take

taking

If a verb ends in -e, we drop the -e and then add -ing.

to jog

jogging

If a verb is short and ends in one vowel and one consonant, we double the consonant.

dying

If a verb ends in -ie, we replace the -ie by -y and then add -ing.

to travel

travelling

to die

If a verb (even long verbs) ends in one vowel + l, we

double the -l and then add -ing. USE

The present continuous is used to talk about actions happening now (= at the moment of speaking). e.g. I am studying English now. You are reading a book at the moment. Father is preparing dinner in the kitchen right now.

ex e

Keep in mind: You can answer a yes/no question with a short answer. e.g. Is Thomas paying attention in class? + Yes, he is. = Yes, subject + auxiliary verb – No, he isn’t. = No, subject + auxiliary verb + not

two hundred and twenty-four

224

UNIT 6:

W HAT'S HAPPENING?

VOCABULARY

1 CHORES

to mow the lawn

to clear the table

to make the bed

to load the dishwasher

to clean the windows

to put out the dustbins

to dust

to tidy up

to cook

to wash the car

to hoover/to vacuum

ex e

2 ROOMS

2 a living room

3 an attic

4 a kitchen

5 a cellar

6 a bathroom

7 a bedroom

8 a hall

9 a storeroom/storage room 10 a utility room

9 10

UNIT 6:

W HAT'S HAPPENING?

two hundred and twenty-five

1 a dining room

225

ON DIFFERENT TRACKS Check 1 1

Talking about household chores

Look at these chores and answer the questions.

a Match the household chores with the pictures and write them in the table. There are more chores than pictures.

clearing the table – cooking dinner – doing the washing up – dusting the furniture – loading the dishwasher – making the beds – putting out the dustbins – tidying up the bedroom – vacuuming the carpet – washing the car

ex e

b Write down where all these household chores take place. Chore

Where?

1 2 3

4 5 6

two hundred and twenty-six

226

UNIT 6:

Score

< 10

10 – 13

> 13

Next exercise

ex. 2

ex. 3

ex. 4

W HAT'S HAPPENING?

Read these descriptions and match them with the correct room in the house.

2 Breakfast, lunch and dinner are prepared here.

3 Most people enjoy relaxing in this room in the evenings.

4 A lot of people keep extra food here.

5 The washing machine is typically found here.

6 When you enter the house, this is the first room you come to.

1 People wash themselves in this room.

attic – bathroom – bedroom – cellar – dining room – hall – kitchen – living room – storeroom – utility room

7 This room is mostly used to store boxes with old clothes and books, etc. 8 Some people use this room to keep drinks and food cool.

Score

6–7

Next exercise

ex. 3

ex. 5

ex. 4

Find a partner and mime 5 chores each. Ask your classmate what you are doing. Follow the example.

9 Most families sit down and eat together in this room.

SPOKEN INTERACTION

ex e

e.g. A: What am I doing? B: Are you making coffee? A: No, I’m not. (pupil A mimes the activity again.) / Yes, I am. Which mimes did you guess correctly? 1 2 3

4 5

Score

ex. 4

two hundred and twenty-seven

Next exercise

≥6

UNIT 6:

W HAT'S HAPPENING?

227

WRITING

Design your dream house.

ex e

a Preparation: draw a floor plan. Make sure there are at least 5 different rooms.

b Action: – Name all the rooms. – Make a list of at least two chores that you want someone else do for you in each room. List of chores

Rooms

two hundred and twenty-eight

228

UNIT 6:

W HAT'S HAPPENING?

c Reflection: check your work by filling in the checklist. Checklist: designing your dream house

Yes

I think so

1 Content and structure • My floor plan has at least 5 rooms. • I named all the rooms. • I gave at least 2 chores per room. (10 in total) 2 Language • I used the correct vocabulary about rooms and chores. • I checked my spelling and punctuation.

< 12

≥ 12

Next exercise

Check 2, p. 231

Score

Feedback

Write a to-do list for Gillian.

writtEN INTERACTION

a Preparation: look at the pictures. What chores does Gillian’s mother want her to do?

ex e

two hundred and twenty-nine

UNIT 6:

W HAT'S HAPPENING?

229

b Action: complete the note Gillian’s mother gave her.

Dear Gillian, While I am away, can you help out by doing these things?

Oh, and if you’ve got time left visit Grandma and see if she needs any help! Thanks,

Mum

c Reflection: check your work by filling in the checklist. Checklist: writing a to-do list

ex e

1 Content and structure • I completed the note. • I put 6 chores on the list.

2 Language • I used the correct vocabulary for chores. • I used correct spelling and punctuation.

Feedback

Score

Next exercise

two hundred and thirty

230

UNIT 6:

W HAT'S HAPPENING?

≥5 Check 2, p. 231

Yes

I think so

Using the present continuous

Check 2 1

WRITING

What are they doing? a Preparation: look at the 2 pictures and find at least 4 differences between them.

ex e

b Action: write down 8 sentences about what is (not) happening. Start with what they are not doing (from the first picture) and add what they are doing (in the second picture). Use the present continuous correctly. two hundred and thirty-one

UNIT 6:

â&#x20AC;&#x201A; W HAT'S HAPPENING?

231

c Reflection: check your work by filling in the checklist. Checklist: describing differences

Yes

I think so

1 Content and structure • I wrote down 4 differences (8 sentences in total).

2 Language • I used the present continuous correctly (positive and negative). • I used the correct vocabulary. • I used correct spelling and punctuation.

Next exercise

ex. 2

6–8

ex. 4

ex. 5

Complete these sentences with the correct forms of the verb ‘to be’.

ex e

Score

Feedback

1 Jack getting ready for football practice.

2 Mum and dad changing their outfits before going to aunt Joan’s. 3 Ella cleaning out her saxophone.

4 I deciding what to write in my weekly planner. 5 We going to visit grandma tonight.

6 Clary’s mum marrying her stepdad?

7 I taking a selfie; I’m using Facetime! 8 Who you talking to?

9 Mum? Mum?! Muuuum! You listening to me! 10 you going to Abdoulaye’s birthday party tonight?

Score

Next exercise

two hundred and thirty-two

232

UNIT 6:

W HAT'S HAPPENING?

6–8

ex. 4

ex. 3

WRITING

Multitasking: what is going on in the picture? a Preparation: look at the picture. Make a list of what the people are (not) doing.

dad

Ella

Jack

mum

ex e

Lily

b Action: – Write down 4 sentences about what is going on in the picture. – Write down 3 sentences about what is not happening in the picture. – Write down 3 questions about what is happening in the picture. Answer with a short answer.

two hundred and thirty-three

UNIT 6:

W HAT'S HAPPENING?

233

c Reflection: check your work by filling in the checklist. Checklist: describing a picture

Yes

I think so

2 Language • I used the present continuous correctly to talk about what is (not) going on. • I used short answers correctly. • I used the correct vocabulary about chores. • I used correct spelling and punctuation.

Next exercise 4

≥ 11

All done!

< 11

Feedback

Score

What are they doing? Complete the sentences.

ex e

Selena Gomez

Rihanna .

Ben Affleck

two hundred and thirty-four

234

UNIT 6:

1 Content and structure • I made a list of actions going on in the picture. • I wrote 10 sentences (4 positive, 3 negative, 3 questions with short answers) about the picture.

W HAT'S HAPPENING?

The Minion

Jennifer Lopez .

The dwarves

Score

ex. 5

What is your best excuse ever?

WRITING a Preparation: read the requests first. Think of possible things you are doing instead of your chores. 1 Can you take out the bins? 2 Please put your dirty glasses in the dishwasher. 3 After breakfast, don’t forget to clear the table! 4 Can you tidy up the living room before grandma arrives? 5 Will you help me clean the windows? 6 Can you wash the car for me? 7 Could you vacuum the hall after school? 8 We’ve got the neighbours coming over in an hour. Quick! Dust the furniture in the kitchen!

≥6

ex e

Next exercise

Cody Simpson

Matthew McConaughey

b Action: write a paragraph (about 50 words) with your excuses for not doing these chores.

two hundred and thirty-five

UNIT 6:

W HAT'S HAPPENING?

235

c Reflection: check your work by filling in the checklist. Checklist: finding excuses

Yes

I think so

1 Content and structure • My paragraph is about 50 words. • I reacted to all of the requests. 2 Language • I used the present continuous correctly. • I used the correct vocabulary about chores. • I used correct spelling and punctuation.

≥7

Next exercise

ex. 3

All done!

ex e

Score

Feedback

two hundred and thirty-six

236

UNIT 6:

W HAT'S HAPPENING?

CHECK OUT: A DAY IN THE LIFE Orientation You will be a reporter for a magazine and present a day in the life of a celebrity. The readers want to find out everything there is to know about this person.

Preparation Browse some magazines or websites. Choose a celebrity you would like to write about.

Name of celebrity:

Look up (online) or cut out 5 typical paparazzi photographs of your celebrity. If you can’t find any, use a photo of their face and stick it onto an image of someone doing a chore.

Look up some extra information about your celebrity and compile it here.

Partner?

Job?

ex e

Pets?

House?

Extra?

Action

Write a caption (= 1 short line describing the photo) about what your celebrity is doing in each photograph (chores, daily routines, etc.). e.g. James Bond is doing the washing up.

Write a short article about your celebrity’s life. Talk about his/her age, house, partner or job, etc. Write about 100 words. e.g. Rocky Balboa is a boxing champion. He lives in Philadelphia.

Put your photographs, captions and article on a two-page spread. Make it look like it is for a real magazine! Be as creative as possible. Use page 222 with Miley Cyrus as an example.

UNIT 6:

W HAT'S HAPPENING?

two hundred and thirty-seven

WRITING

237

Reflection Check your work by filling in the checklist. Checklist: writing an article

Yes

1 Content and structure • I used 5 paparazzi photos. • I wrote a good caption for each photo. • I looked up some extra information. • I wrote a text of about 100 words to describe the life of the celebrity. • I used the layout of a magazine.

ex e

Trace your steps on diddit.

Feedback

two hundred and thirty-eight

238

UNIT 6:

W HAT'S HAPPENING?

2 Language • I used the correct tense to write about what is happening in the photos. • I used the correct tense to describe the daily life of a celebrity. • I checked my spelling and punctuation.

I think so

UNIT 7: I'VE GOT TALENT! check in

Step 1: talking about hobbies and talents

ex e

Step 2: selecting information from a text

main track

trace your steps

summary

on different tracks check out: writing a summary

CHECK IN Look what I can do! 1

Discuss these questions.

SPOKEN INTERACTION

a Do you watch talent shows on TV? b What kinds of talents do you see in these types of shows?

Can you match the celebrities to their special talent?

watchING

c What is talent to you?

a Look at the photos. Try to match the celebrity to the talent. Choose from the list below.

acrobat – archery – beatboxer – closed-mouth singer – gymnast – juggler – making bird noises – mime – rapper – ride a unicycle – solving a Rubik’s Cube – tattoo artist – voice impressionist

Jennifer Lawrence:

Patrick Dempsey:

Kendall Jenner:

Justin Bieber:

Ariana Grande:

ex e

Cara Delevingne:

Daniel Radcliffe:

Jessie J:

b Check your answers in the video. two hundred and forty

240

UNIT 7:

Can you do things your classmates can’t? Show the class.

I'VE GOT TALENT!

SPEAKING

MAIN TRACK Step 1

I don’t care! I love it!

Talking about hobbies and talents

1 / Likes and dislikes Put these words on the ladder. Put the things you like the most at the top. The things you like the least go at the bottom of the ladder.

LOVE

cooking – drawing/painting/sketching – gaming – listening to music – making things (sewing/ building) – playing an instrument – playing sports – reading books – repairing things – singing – taking care of pets or people – writing stories

ex e

DISLIKE

HATE

Look at the verbs in the box in exercise 1. What do they have in common?

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GRAMMAR

How to express likes and dislikes

In English, you can choose how you express what you love, like, dislike or hate: – love / like / dislike / hate + verb + -ing e.g. I love watching films. I hate repairing things. – verb + noun e.g. I love dogs. I hate chores. When someone asks you what you like or dislike, use a short answer to reply: Short answer in the positive

Short answer in the negative

Do you like playing online games?

Yes, I do.

No, I don’t.

Do you love chess?

Yes, I do.

aa No, I don’t.

See p. 259

Describe your likes and dislikes.

Question

WRITING

a Preparation: read the grammar box on How to express likes and dislikes and check your ladder from exercise 1. Prepare a short text (about 50 words) about what you love, like, dislike and hate.

ex e

b Action: find out what your classmates like or dislike. Follow this procedure: – Using what you prepared from 3a, tell at least 7 people about what you like or dislike. – Find out what your classmates like/dislike by asking yes/no questions. Use the present simple (Unit 3, p. 107) to ask your questions. Try to find out 3 things per line. Write your classmates’ answers in the grid:

Things my classmates like:

Things my classmates love:

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SPOKEN INTERACTION

Things my classmates dislike:

Things my classmates hate:

c Reflection: check your task by filling in the checklist. Yes

1 Preparation • I prepared a short text of about 50 words. • I wrote about what I love, like, dislike and hate.

2 Action: content • I asked questions to at least 7 classmates. • I explained my own likes and dislikes.

I think so

Checklist: describing likes and dislikes

3 Language • I used the correct structures to talk about likes and dislikes. • I answered with short answers. • I used correct spelling and punctuation in my plan. • I paid attention to my pronunciation when I talked to my classmates.

ex e

Feedback

What are the most popular likes and dislikes in the group of people you questioned?

SPOKEN INTERACTION

a List the top 3.

Likes

Dislikes

Likes

Dislikes

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b What are the top 3 likes and dislikes of the rest of the class?

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2 / You’ve got talent! 1

There are plenty of things you can be good at. Your teacher will distribute cards. Pick out any SPEAKING card you like and give it to the classmate you think deserves it. Tell them why you give them this card.

What talent is described in these sentences? Choose from the box below.

READING

dancing – hairdressing – hand lettering – interior design – make-up – running – sewing – singing – spelling – vlogging – woodworking

1 In my free time I like to use different kinds of fineliner pens, write quotes and draw little

sketches around them.

2 I am really good at spelling. I can even spell words backwards without writing the words down!

3 Every Wednesday evening I put on my pointes and my tutu, and I go to my ballet class.

My teacher says I am very gifted.

4 Whenever my friends have a party to go to, they come to me. I like doing people’s hair and making them look pretty.

5 I am redecorating my bedroom. My parents say I can do whatever I want with it so I am spending a lot of time browsing through magazines, looking for photos. I have a whole Pinterest board on how I want it to look.

ex e

6 My grandma taught me how to use a sewing machine. And now I make my own clothes.

7 For my birthday I got a toolbox with a hammer, a saw and nails, etc. When I was young, I loved playing with Legos. Last weekend I made a garden bench with old pallets.

8 I tried football, but I can’t score a goal, so I quit. But I did find something I love. I am now

training for the half marathon!

9 I was second in The Voice Kids. But now everybody knows me as ‘Emma Bale’.

10 I have a lot of subscribers on YouTube. In my videos I tell people how to be more successful at

games.

What are you good at? a Which of the talents apply to you? Highlight them! b Give your paper to a classmate; they will use a different colour to highlight the things they think apply to you.

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c Is there anything that your partner highlighted that you didn’t know about yourself yet?

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SPOKEN INTERACTION

can persuade a teacher to delay a test

knows a lot of languages

good at explaining things

good technical thinker

always there to listen

remembers a lot

good with computers

awesome gamer

sticks up for friends

always happy

original hairstyle

can work well under pressure

ex e

wonderful musician

very sporty

kind hearted

friendly to everyone

careful

takes the lead

good at making decisions

makes beautiful things

great team player

takes great photographs

patient beautiful voice

enthusiastic

can tell funny jokes

honest

can fix anything

good at telling stories

gives good advice

always wins the quiz

great personality

never gossips

good with numbers

thinks two steps ahead

amazing football player

knows how to solve any problem

never gives up

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creative

great actor

good at writing texts/poems

pretty handwriting

245

Group all the talents. Use the cards from exercise 1. Which ones are similar? Try to add more of your own or your classmates’ talents. Musical

Technical

Sports

Lifestyle

Knowledge

Creative

Watch the video about Ed Sheeran and answer the questions.

a What is this video about?

watchING

b Describe the young Ed Sheeran in a few keywords.

c How did he overcome his ‘quirks’?

ex e

d What lesson does he want to teach us?

Discuss your own talents.

a Preparation: answer the questions in the grid below. 1 What talents do you have? What are you good at?

2 Is there anything you would like to be better at?

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3 How do you want to improve? b Action: discuss your answers with a classmate.

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SPOKEN INTERACTION

c Reflection: complete the checklist and then give it to your classmate for some feedback. Checklist: discussing talent

Yes

I think so

1 Content and structure • I completed the box with the questions. • I talked about my talents. • I talked about what I would like to be better at. • I talked about how I want to improve.

Did you know?

Feedback

2 Language • I used the correct vocabulary to talk about talent. • I used correct sentence structure. • I paid attention to my pronunciation.

ex e

– Michael Phelps (swim champion), Orlando Bloom (actor), Keira Knightley (actress), Walt Disney (film producer) and even Albert Einstein (physicist) struggled with dyslexia. – Solange Knowles (singer-songwriter) has ADHD. – Millie Bobby Brown (actress) was born with partial loss of hearing in one of her ears, and after years of tubes, her hearing completely faded away on that side. When she’s performing she can’t fully hear herself.

What skills do you need if you want to do these jobs?

1 Teacher

2 Hockey coach

3 Mechanic

4 Film director

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5 Game developer 6 Sales assistant

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WRITING

Describe your dream job. a Preparation: think about the following questions. Write down some keywords. – What job would you like to do later on? – What skills do you need for that job?

– Which of your talents could you use in that job?

b Action: write a paragraph of about 50 words, in which you describe the job you would like to do later. Give the skills you need and the talents you already have.

ex e

c Reflection: complete the checklist. Give it to your teacher or a classmate for some feedback. Checklist: my dream job

1 Content and structure • I completed the preparation box. • I wrote a paragraph of about 50 words about my future job. • I mentioned skills and talents.

2 Language • I used the correct grammatical structures. • I used the correct vocabulary to describe skills and talents. • I used correct spelling and punctuation. Feedback

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Yes

I think so

Find out what you’re made of

Step 2

Selecting information from a text

1 / How to find a talent

STRATEGY

How to read a text more effectively

Do you find it hard to read a long(er) text? Make sure that you know the answers to these questions before you start: – What do you need to do with the text? – Why do you have to read it? – What types of questions will there be?

Read the strategy box in Unit 3 (p. 114) on How to read a text more effectively again. See p. 114 Look at the text ‘How to find a talent’ on page 250 and answer these questions. a Look at the pictures. What do you see?

READING

b Read the (sub)titles. What is this text about?

ex e

c Who is this text meant for?

d Based on your answers, can you give an answer to some of the basic WH-questions? Question

Answer

(For) who?

What?

When?

Where?

Why?

How?

e Do you want to read it in detail? Why (not)?

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f If you answered ‘no’ to question e, look online for a text about finding your talent(s). Read that text instead.

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How to Find a Talent 1

It’s time to rethink talent. Talents may be artistic or technical, mental or physical, personal or social. You can be a talented introvert or a talented extrovert. Your talents don’t have to make you rich, don’t have to be useful, or ‘normal’, but they will always be your own, a part of what makes you into you.

You can’t know if you’ve got a talent for guitar if you never try to play the guitar. The same is true for all other things, like singing, knitting, riding a unicycle ... Find a talent that seems cool and learn everything you can about it. Find out what it takes and see what you’ve got. If you never try, you’ll never know. You’re not going to find a talent without trying. You can only find your natural abilities, skills, and talents when you test them out and look for new experiences. Make it your goal to try something new every week. You might not discover something that you’re super-talented at, but maybe you pick up a guitar one day and find out it feels comfortable in your hands and decide to learn more. Maybe you discover an ability to connect with animals at the shelter, something you’d never experienced before. Maybe you learn you’re great at playing computer games. That’s the start of talent. Get outside and scrape your knees. Go on adventures, try out different sports, outdoor hobbies like fishing, hiking, and climbing to see if you’ve got a natural ability or an instinct for it. 2 Try things that are easy.

What comes naturally to you? What do you do without thinking? What do you love? If you love to spend all day doodling, reading, or dancing, there’s no point in wasting time wishing you had a talent for baking. Focus on the talents you do have by focusing on what comes easiest to you. If you’re in school, what homework comes most easily to you? Those subjects might be some of your natural talents. Pay attention to what other people might have noticed about you. Often other people can spot your talents better than you do yourself. Ask your family, your friends, and your teachers to help you figure out what you make look easy.

ex e

1 Stop waiting for talents to appear.

3 Try things that are hard.

Does the stage frighten you, or maybe public speaking? Writing a story and finishing it? Grab the mic and put pen to paper. Do what scares you. What would you love to be naturally good at? Give it a try and see if it really is as hard as it seems. James Earl Jones, the voice of Darth Vader, suffered from terrible stuttering as a child. He was terrified of speaking in class and only learned to speak properly by facing his fear. Now, he’s famous as one of the most talented voice actors in the world. 4 Follow your obsessions.

40 two hundred and fifty

250

What are other people tired of hearing you talk about? What can you do all day long? Use the things you’re obsessed with to discover abilities and talents that you might be hiding. Even if you’re obsessed with something that’s hard to connect to a talent, like watching television or movies, give yourself some credit. Maybe you have a talent for telling stories, or analysing them. Channel that obsession into learning about film history and learning how movies are made. You might become a famous film director one day.

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5 Keep track of little successes. If you’re feeling talentless, maybe it’s because you’ve been missing out on your own successes. Try to pay close attention to successes, little and big, to find things for which you have a natural talent. Think creatively about how these little successes might be linked to bigger talents and abilities. Maybe you’ve just thrown a super party. Might not sound like a talent, but if you’ve got the people skills, the planning, and the organisation abilities necessary to pull it off, celebrate that as a success. Maybe you have leadership talents and management skills that will prove useful later on. 6 Ignore the television.

Shows like ‘American Idol’ and ‘Britain’s Got Talent’ have very narrow definitions of what it means to be talented. If you’re not an attractive young person with a loud, showy singing voice, these shows all make people believe they’re untalented. It’s not true. Being talented doesn’t mean being famous, being attractive, or being some kind of performer. It means dedication, creative thinking, and attention to detail. It means you have a big curiosity to develop some of your abilities into skills. You’ve just got to find them.

Adapted from: https://www.wikihow.com

Read the text and match the quotes from the text in column A with a sentence in column B. A (from the text)

READING

1 Are you afraid to speak in front of a group?

A ‘Something you’d never experienced before.’ (l. 15)

B Figure out what you make look easy. (l. 29)

2 Find out what you are really good at.

C Does public speaking frighten you? (l. 32)

3 You didn’t see what you did well.

ex e

D Channel that obsession into learning about 4 You are good at perfecting things you have it. (l. 43) a natural talent for. E You’ve been missing out on your own successes. (l. 46)

5 Something you haven’t done before.

F You have great curiosity in turning some of your abilities into skills. (l. 57)

6 Find out more about your interest.

STRATEGY

How to deal with difficult words in a text

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1 Don’t stop reading when there is a word you do not understand. 2 Look for clarifying images. 3 Look for: synonyms – examples – a definition – a description – a word with the opposite meaning in the same sentence/paragraph. 4 Do you recognize parts of the word? – Is it a compound word (e.g. sweatpants)? – Does the word have a prefix (un-/in-/il-/ir-/...) or a suffix (-able/-ful/-ion/…)? 5 Ask a peer, a parent or your teacher to explain it. See p. 262 6 Consult a dictionary.

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READING

Find out what difficult words in the text mean. a Underline the words that you think are difficult in the text. b Make a list of these words. c Use the strategy on how to deal with difficult words in a text to find out what they mean. Meaning

Word

READING

Read the entire text and answer the questions.

ex e

a How many sections are there in the text? How do you know? Write them in the column on the left.

b Highlight the most important sentence in each section. Write it down in the middle column. c Try to rewrite the sentence in your own words in the column on the right.

Section

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Most important sentence

In my own words

SPEAKING

Answer these questions for yourself, and then report to the class. a What kind of things do you think are easy? b What could you do all day long? What do you absolutely love doing? c Have you received any compliments recently? What was on the cards you got in the lesson about talents (step 1)? What were they about?

d What have you done recently that you are really proud of?

e Look at your answers in questions a-d. Is there anything that links all of them?

2 / How to summarize a text

Go through the ‘Did you know’ box about skimming and scanning. Then say which technique you will use to find out the following information.

skimming

scanning

b What the main point is of an article.

skimming

scanning

c The year someone was born on a Wikipedia page.

skimming

scanning

ex e

a The writer of an article in the newspaper.

READING

Did you know?

Skimming and scanning a text

Skimming and scanning are two types of quick reading techniques, but they have different purposes.

Skimming is looking through a text quickly to get the general idea. For example, if you want to know what is going on in the news, you skim through a newspaper or news website. You will only read the titles, introductions and conclusions. You won’t know the details, but you will know the main points.

Scanning is used to look up information or a detail in a text. For example, to look up the word ‘valuable’ in the dictionary, you don’t start at the letter A and read every word. The most efficient way is to turn to the letter V and then find the words beginning with va-. Scanning is the reading technique you use if you want to find specific information.

READING

Look at the text on the next page and answer the questions.

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a Who is the writer of the book? b What is it about? c Is this book fiction or non-fiction?

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d Did you have to read the entire text to find the answers to these questions? What parts did you need to find the necessary information?

ex e

e What strategy did you use to find these answers?

Source: https://www.goodreads.com

Now read the text in detail and answer the questions.

READING

1 Who are the actors or actresses who star in the film?

2 What was the job of the NASA women? 3 What nickname did they get?

4 What strategy did you use to find the answers to these questions?

Skim the text on the next page. Answer these questions. 1 Who is the text about?

2 What kind of text is it? an interview a news item a biography a book report

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3 Where was she born? 4 When was she born? 5 Is she married?

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READING

J.K. Rowling Author (1965- …)

J.K. Rowling was living in Edinburgh, Scotland, and struggling to get by as a single mum before her first book, Harry Potter and the Sorcerer’s Stone, was published.

Who is J.K. Rowling? Joanne Rowling (born July 31, 1965), who goes by the pen name J.K. Rowling, is a British author and screenwriter best known for her seven-book Harry Potter children’s book series.

J.K. Rowling is the creator of the ‘Harry Potter’ fantasy series, one of the most popular book and film franchises in history.

JK Rowling

According to Bloomberg News, Rowling said ‘I had hoped to keep this secret a little longer, because being Robert Galbraith has been such a liberating experience. It has been wonderful to publish without hype or expectation, and pure pleasure to get feedback under a different name.’

ex e

‘Cuckoo Calling,’ ‘The Silkworm,’ ‘Career of Evil,’ and ‘Lethal White’ In April 2013, Rowling broke into a new genre, crime fiction, with a novel she published under the pen name Robert Galbraith. In its first few months of release, the novel had modest sales and received positive reviews. Sales for the work skyrocketed in July when its author’s identity was discovered.

Rowling published two more books under the pen name Robert Galbraith: The Silkworm and Career of Evil, both released in June 2014, and released Lethal White in September 2018. Birthday J.K. Rowling was born on July 31, 1965, in Yate, England. She adopted her pen name, J.K., incorporating her grandmother’s name, Kathleen, for the latter initial (Rowling does not have a middle name).

Husband and children On December 26, 2001, J.K. Rowling married anesthetist Dr. Neil Murray at the couple’s home in Scotland. They have two children together, David (born in 2003) and Mackenzie (born in 2005). Rowling has one child, Jessica (born 1993), from her previous marriage. Early life A graduate of University of Exeter, Rowling moved to Portugal in 1990 to teach English. There, she met and married the Portuguese journalist, Jorge Arantes. The couple’s daughter, Jessica, was born in 1993. After her marriage ended in divorce, Rowling moved to Edinburgh with her daughter to live near her younger sister, Di.

While struggling to support her daughter Jessica and herself on unemployment benefits Rowling worked on her first book in the Harry Potter series. The idea for the book reportedly occurred to her while she was travelling on a train from Manchester to London in 1990. Adapted from: https://www.biography.com

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255

Read the text in detail and try to summarize it. a Preparation: – Highlight main ideas and look for topic sentences (= most important sentences). – Make the first draft of a summary by completing the text below.

READING

is the author of books. Her is Joanne Rowling. She also wrote books under the name .

They started to sell when the real writer was revealed. She was born and is now and

has .

She her husband. She wrote Harry Potter

when she was , living in . She got

for Harry Potter when she was on

b Action: write a summary of the text. – Reconstruct the sentences you highlighted but use your own words. – Use the information from exercise 4 as well.

ex e

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– Check and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text use the same order as the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

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c Reflection: check your text by filling in the checklist, and then have someone else read your summary. Can they understand everything? Checklist: writing a summary

Yes

Complete the strategy box about how to summarize a text.

How to summarize a text

Feedback

2 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

I think so

1 Content and structure • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary. • My summary uses the order and structure of the original text. • My text is shorter than the original.

STRATEGY

A summary retells the main events of a story in a shorter version. Follow these steps:

ex e

1 the text. Find the answers to the : • Who? • What? • When? • Where? • How? • Why?

2 Read the text in .

• Highlight main ideas. • Look for topic sentences. 3 Write the where you put those main ideas in the correct order. Use your words!

4 Check your first draft.

5 Get feedback: • Let someone else read the text. Do they understand what the text is about? • Reread and again, if necessary. 6 Reflect: what went well, what can you improve?

See p. 263

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• Did you answer WH-questions? • Does your text use the same order as the original? • Is your text shorter than the original? • Did you use correct spelling and punctuation?

257

Summarize the text ‘How to find a talent’ (p. 250). a Preparation: reread the text. Check your answers for exercises 1d and 4. b Action: write your own summary by reconstructing the sentences you highlighted. Write a first draft, check and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

Yes

I think so

1 Content and structure • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary. • My summary follows the order and structure of the original text. • My text is shorter than the original.

ex e

2 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

CHECK 2, p. 268

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Checklist: writing a summary

c Reflection: swap your summary with a classmate. They will read your summary and give you feedback using the checklist. Do you have the same summary (more or less)?

SUMMARY

Ugh! I don’t! I hate playing violent games. I enjoy all sorts of sports, like tennis or athletics.

Yes, I do! I love Overwatch and Fortnite Battle Royale.

ex e

Do you like playing online games?

Verb complements

GRAMMAR

HOW TO express likes and dislikes

In English, you can choose how you express what you like, dislike, love or hate. These verbs can have different complements (= what follows the verb): – love / like / dislike / hate / enjoy + verb + -ing e.g. I love watching films. I hate repairing things. – verb + noun e.g. I love dogs. I hate chores.

Question

Short answer in the positive

Short answer in the negative

Do you like playing online games? Does she enjoy reading?

Yes, I do.

No, I don’t.

Yes, she does.

No, she doesn’t.

Do you love chess? Does he hate documentaries?

Yes, I do. Yes, he does.

No, I don’t. No, he doesn’t.

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When someone asks you what you like or dislike, use a short answer to reply:

259

drawing/sketching

dancing

hand lettering

painting

sewing

writing

MUSICAL

playing an instrument

ex e

listening to music

singing

TECHNICAL

building (e.g. lego)

woodworking

working with computers

LIFESTYLE

fashion

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260

hairdressing

make up

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interior design

nail art

CREATIVE

VOCABULARY

1 HOBBIES AND TALENTS

photography

SPORTY

athletics

basketball

cycling

dancing

football

running

scouting/youth movement

tennis

chess

Word baking construction cooking

Translation

My notes

bakken

iets maken/creëren koken

spullen herstellen

fixing things

ex e

2 OTHER WORDS AND EXPRESSIONS

kennis

remembering things

dingen onthouden

speaking different languages

verschillende talen spreken

spelling

a spelling bee

een spellingwedstrijd

taking care of pets

voor (huis)dieren zorgen

trivia

weetjes

vlogging

vlogging (video’s maken voor YouTube)

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knowledge

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Do you really need the word to understand the sentence?

Yes, I do

No, I don’t.

STRATEGY

HOW TO deal with difficult words in a text

I need more information.

- an image

Look for: - a definition - a description - an example

ex e

Look for a part of the word you know: - a compound word e.g. bread + crumbs = breadcrumbs - a prefix e.g. im-, il-, un-, pre- ... - a suffix e.g. -ion, -ful, -able ...

I get it!

I still don’t understand.

Ask a peer or your teacher.

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Look up the word.

Read on!

HOW TO summarize a text Before writing

Read the text 1st time: skim the text

2nd time: read in detail

• Highlight main ideas. • Look for topic sentences. = most important sentence of a paragraph = often the first or last sentence of a paragraph (the rest is explanation or example)

• Find answers to the WH-questions: – Who? – What? – When? – Where? – How? – Why?

2 While writing

ex e

Write your summary

1st draft: retell the text in your own words

• Put main ideas in the correct order. • Start with topic sentences. • Add important facts or examples. 2nd draft: check your text for these aspects:

• Did you answer the WH-questions? • Does your text follow the order of the original text? • Is your text shorter than the original? • Did you use correct spelling and punctuation?

After writing

Complete your summary

Get feedback:

• Have someone else read the text. Can

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they understand what the text is about? • Reread and correct again, if necessary. Reflect:

• What went well?

• How can you improve?

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ON DIFFERENT TRACKS Talking about hobbies and talents

Check 1 1

Look at the pictures and answer the questions. a Which talents do you recognize? List them below.

ex e

b Make a sentence with each of the words. Use the verbs in the box below to express (dis)likes. dislike – hate – like – love

1 I

2 My mother

3 Your classmate 4 The teacher

5 They 6

7 8 9

Score

9 – 12

> 12

Next exercise

ex. 2

ex. 4

ex. 5

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Look at the pictures. Which talents do they represent?

Score

ex e

ex. 3

ex. 4

watchING

Watch the video. Write down 10 things these people say they are good at.

Score Next exercise

≥7

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Next exercise

6–8

ex. 4

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READING

Read these descriptions. What talents are they about? 1 I am good at learning texts by heart. I love drama and dressing up. Move over Angelina Jolie, I’m coming to Hollywood! 2 Whenever we play Pictionary, my brother always loses. As soon as he puts the pencil to the paper, we can already see what it is! 3 I will ask my parents for a new controller. This one is almost broken. I use it everyday for GTA, Fortnite or Call of Duty.

4 Tyra Banks could be my best friend. I love the way she dresses. She’s got style! I’d love to help her choose an outfit. almost every European country.

5 My grandfather is the man you need with you on vacation. He knows how to order food in

6 You should become a psychologist. I can tell you everything, you give me great advice and you don’t judge or gossip about it.

7 Patimat has got an account on Wattpad. She’s got such an extraordinary talent for creating exciting stories!

8 We play in teams of five, and our aim is to shoot the ball through the hoop. My jump shot is

amazing!

9 I can’t read sheet music but I know every Ariana Grande song by heart. Some say I even sound like her!

ex e

10 Whatever problem you have, you should talk to Arturio. He’s the best at analysing problems and looking for a solution. He will help you out! Score

≥7

Next exercise

What do you need for these jobs?

Check 2, p. 268 writtEN INTERACTION

a Preparation: make a list of talents and qualities needed for these jobs. Write at least 3 qualities/skills per job. You can use words from the Summary or on p. 245, or you can look up words in an online dictionary.

Nurse

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Vlogger

Babysitter

Game tester

b Action: choose one of these jobs and make a job advertisement for it. Use the talents and qualities list. Think about what the company can offer this person. Be creative! Use the template below.

We are looking for a

Are you the person we are looking for?

Skills needed This is what we offer: (about 30 words)

If you want to apply, contact

ex e

c Reflection: fill in this checklist to check your task, and then give your job advertisement to a classmate who will give you some feedback too. Checklist: writing a job advertisement

Classmate

Yes I think so No Yes I think so No

1 Preparation • I made lists of talents for each job. • I chose 1 job to make a job advertisement for.

2 Content and structure • I used the template to write the job advertisement. • I used the information from the topic sentences in my summary. • I mentioned the skills necessary. • I mentioned what the company offers.

3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

Score

< 12

≥ 12

Next exercise

ex. 4

Check 2, p. 268

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Feedback

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267

Check 2 1

Selecting information from a text

Summarize this text.

READING

a Preparation: read the text and answer the questions. – Fill in the grid with the correct answers. 1 Who is Darci Lynne?

2 What is a ventriloquist?

3 What else does she do?

5 Why aren’t there any shows on weekdays?

7 Do the puppets change?

6 How many puppets does she have?

4 How many shows does she do a month?

ex e

8 Has Darci Lynne changed a lot because she is famous?

– Highlight or underline the main ideas and look for topic sentences.

A lot has changed for Darci Lynne since the ventriloquist won America’s Got Talent nearly two years ago, and yet, some things have stayed the same.

Darci Lynne - ‘America’s Got Talent’ winner talks about new tour and much more

She was 12 when she won in 2017, now, she still lives in her native Oklahoma, still goes to public school and still has a normal life, as much as possible. For example, she does media interviews, but they’re all scheduled late in the afternoon after she comes home from school. Most of the time.

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And as she gets ready to kick off her 18-city tour ‘Fresh Out Of The Box’, all show dates have all been planned around her school schedule.

Darci Lynne with Petunia

‘The shows are all on weekends so I can go to school during the weekdays and go out and do these awesome shows on the weekend. Two weekends a month, four shows a month.’ The 2019 tour follows a highly successful 50-stop tour last year that took her all over the country, generated more than 100,000 in ticket sales, and grossed $5.2 million.

UNIT 7:

I'VE GOT TALENT!

‘After winning, it was kind of crazy and everything came at me at once, so we thought it would be perfect to do a tour because people wanted to see more of what I did on AGT (America’s Got Talent). It was so much fun! I can now say I’ve been to 37 states … and counting.’ Her enthusiasm, openness, and genuine talent are the qualities that helped Darci Lynne get the most votes for a final performance in the history of NBC’s America’s Got Talent. She now has four puppets, that very first one, and three others that each has his or her own unique personality. There’s a rabbit named Petunia, a shy mouse named Oscar, and a sarcastic old woman named Edna. ‘Once I have a puppet and make a character and add personality to them, they still evolve and pick up little quirks and funny things along the way,’ she says. ‘Sometimes their personalities change according to what I do and what happens to me. Like winning changed Petunia. She used to be shy and now she’s a diva.’

While the puppets may have changed, Darci tries to keep her feet on the ground, despite the many new doors that have opened for her.

‘I think who I am hasn’t changed, I’ve stayed true to myself, but definitely the opportunities have changed. I’ve gotten to do so many things that I’ve never gotten to do before, so it’s a whole new world for me. My world has kind of changed, but I haven’t. You know what I mean?’

She is also a singer in her own right. She hopes to do more with her music in the future.

‘I’d love to, maybe grow a little more in my music because I love to sing by myself. So, maybe I’ll record some music of my own, I think that’d just be awesome.’ In terms of what else the future might hold, she says she thinks about possibly having her own TV show some day or perhaps venturing into acting. For someone who has already made a pretty amazing dream come true at a very early age, the possibilities are endless.

ex e

Adapted from: https://www.forbes.com

WRITING

b Action: use the grid in 1a to write the first draft of your summary. Check and correct, if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

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c Reflection: check your task by filling in the checklist. Checklist: writing a summary

Yes

I think so

1 Preparation • I answered the questions about the text to prepare.

Next exercise

ex. 2

9 – 12

> 12

ex. 4

ex. 5

Look at the text ‘Scots dancing queen’ and answer these questions.

ex e

Score

Feedback

a Look at the pictures. What do you see?

b Read the (sub)titles. What is this text about?

c Where would you find a text like this?

d Skim and/or scan the text and answer the WH-questions. Answer

Question Who?

How old? What? When?

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3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

Where? Why?

UNIT 7:

I'VE GOT TALENT!

2 Content and structure • I answered the WH-questions in my summary. • I used the information of the topic sentences in my summary. • My summary follows the order and structure of the original text. • My text is shorter than the original.

Scots dancing queen 1

Talented youngster Tiyan Shek was just four days old when she went under the knife and now she is performing in a BBC show. By Steve Hendry The 10-year-old spins and twirls and jumps and flips, a pixie buzzbomb of energy. She moves like she was born to do it but her glittery costumes are cut so they don’t show the scar on her chest. Traumatic entry into the world Tiyan, from Glenrothes, was just four days old when she had open-heart surgery. For her mum Euphene, remembering her traumatic entry into the world still makes her emotional.

Tiyan Shek (L) and her sister Estelle bust some moves in front of the Forth Rail Bridge (Image: Collect)

Just watching Tiyan Shek dancing is exhausting

Following a natural birth at Forth Park, her midwife noticed Tiyan was abnormally blue. Further checks revealed her oxygen levels were low and her heart wasn’t beating properly. ‘We went to another hospital by ambulance the same day, met with all the doctors and they said she needed open-heart surgery, scheduled on day four after she was born.’ Keeping active

ex e

The operation was a success. And as Tiyan grew up she wanted to follow in the footsteps of her older sister Estelle, who had started to dance and win competitions. After checking with the hospital, Euphene and Martin were encouraged to keep her active. For her parents, when she first started, it was close to terrifying.

‘We wondered if Tiyan could cope with the super-fast pace of acrobatic moves and dance, if it was putting unnecessary pressure on her heart. We did ask all these questions but, at the same time, we realised we couldn’t wrap her up in cotton wool and, from then on, she just excelled. I just wanted her to have a hobby but she is very determined to do well and gets very angry with herself if she doesn’t.’ A true fighter and example for others ‘She was a fighter from birth and she is the same with competitions.’

Tiyan’s doctors in Glasgow have also been impressed; they share Tiyan’s story with their patients and their parents to help relieve their fear and worry for their children, to give the message that sick kids can live normally, live healthy lives, stay active and enjoy sports like other kids.

Adapted from: https://www.dailyrecord.co.uk

Score

≥7

Next exercise

ex. 3

ex. 4

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watchING

Watch the video and answer the questions. a What kind of video is this? a vlog a news item a promotional video b What is it about? c Fill in the missing information in this short summary.

The winner of the competition, Nemmani, is old. He beat his opponent , because she her word. He

to her in the contest. That made him work and be more to do well.

He says that is a very competitive region. He is going to put the trophy

Score

≥9

Next exercise

ex. 4

Summarize the text.

in .

a Preparation: skim the text. Find the answers to the questions. Answer

ex e

Question Who?

What?

Where?

How?

KUTULLO

Given Tshehla (21) is a talented man. Tshehla, from Kutullo Village (South Africa), does the remarkable. He designs homes using cardboard boxes and paper mâché. He dreams of one day being an architect.

While most of his peers hang around in the streets doing nothing, he is doing something to improve his life. ‘I am using my God-given talents to design toys. I also use things that are considered useless and have been thrown away, to design some of my products. I excelled in drawing at school, that’s when I realised art was my talent. I have a passion for designing structures, scale models and I also enjoy taking measurements’, he told Sekhukhune Times.

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Tshehla said he is currently drawing up a plan for Nelson Mandela Lodge and ecotourism adventure. ‘This design will be a beacon in the country. I have been getting support from Lavita Car Wash and I pray and hope other stakeholders can come on board and help me in achieving my goals.’ Adapted from: https://sekhukhunetimes.co.za UNIT 7:

I'VE GOT TALENT!

READING

b Action: read the text in detail. – Highlight main ideas. – Look for topic sentences. – Complete this summary by putting those main ideas in the correct order. Use your own words! lives in . His talent is . He uses and to build them. Right

now he is for

c Reflection: check your work by filling in the checklist. Checklist: writing a summary

. He hopes that other people will his work.

Yes

1 Preparation • I answered the questions about the text. • I highlighted the main ideas.

I think so

2 Action • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary.

3 Language • I used the correct grammatical structures and words. • I used correct spelling and punctuation.

Score

ex e

Feedback

≥7

Next exercise

Summarize a video about a girl and her talent. a Preparation: watch the video and write down keywords in the grid. Watch twice if necessary. Highlight the most important facts.

watchING

Find answers to these questions:

1 What kind of video is this?

an interview a trailer a film a documentary

2 Who? 3 What?

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All done!

4 By whom? 5 How old? 6 Why was this video made? 7 Why?

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8 What is her talent? 9 What does she want to teach us? 10 One other main idea

WRITING

b Action: use your answers in the grid to write your summary. Check your text and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the video? Is your text shorter than the video? Is your spelling and punctuation correct?

ex e

c Reflection: check your work by filling in the checklist. Share your summary with a classmate who is also doing this exercise. Do you have the same information? Checklist: writing a summary

1 Preparation • I answered all the questions in the grid. • I highlighted the most important facts.

2 Action • I answered the WH-questions in my summary. • My summary follows the order and structure of the video. • My text sums up the most important information from the video.

3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

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UNIT 7:

Score

< 14

≥ 14

Next exercise

ex. 4

All done!

I'VE GOT TALENT!

Yes

I think so

CHECK OUT: WRITING A SUMMARY Orientation You will choose a text, read it and then summarize it. Your partner will have to answer questions about your text, based on your summary.

Preparation Read the keywords on the envelopes. Choose a text that you think sounds interesting.

Read the text. Highlight keywords and topic sentences. Fill in the grid.

Question

Answer

How?

When?

Where?

ex e

What is it about?

Main topic of the text Who is it about?

READING

Why?

Write a summary of the text. Use your own words. Use the grid above to write the first draft. Check and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

Find a person in the class who reads a different text. Read each other’s summaries, and then answer the 3 questions you will get.

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WRITING

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Action

275

Reflection 5

Check your task by filling in the checklist. Checklist: writing a summary

Yes

I think so

ex e

Feedback

3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

2 Content and structure • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary. • My summary follows the order and structure of the original text. • My text is shorter than the original. • My partner could answer the 3 questions based on my summary.

Trace your steps on diddit.

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1 Preparation • I read the text and highlighted topic sentences. • I filled in the grid.

UNIT 8: LET'S GO! check in

Step 1: discussing transportation and signs

ex e

Step 2: asking for and giving directions

main track

trace your steps

summary

on different tracks check out: finding your way around

CHECK IN Origami 1

READING

Look at the image. a What do you see? b Match the descriptions to the correct image.

Fold in half to make creases and fold it back. Don’t leave it folded.

Fold the corner of the bottom flap down until it goes past the folded edge.

Fold the top right corner inward to form the trunk. Do the same on the left; fold it inward to make the windscreen. Fold the bottom edge of the paper up by 1/3. Fold in the dotted line.

5a + 5b

ex e

Turn it over.

Take your car to the next level by drawing some windows, doors, handles, and other details.

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2 Discuss. a Can you do this? b Are you good at it? Why (not)?

UNIT 8:

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SPOKEN INTERACTION

MAIN TRACK Step 1

Hit the road

Discussing transportation and signs

1 / Transportation 2

Nopan Creative / Shutterstock.com

Look at these paper creations. Which means of transport do you recognize?

a bus

ex e

What other means of transport are there? Match the picture with the correct word. Add the verb like in the example.

car – motorcycle – skates – train – tram – van

(to go by) train

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READING

Look at the text and answer the questions. a Read the introduction of this blogpost and say what the purpose of this article is. b Can you think of other modes of transportation apart from the ones of the list in exercise 3?

c Highlight the means of transport and the place in each paragraph. Use this to make titles for each paragraph. Look at the example below.

It’s time for your newest tips on travel and this week we’ve got all of your transportation needs covered. Whether you prefer four wheels or four legs, this list will get you excited for the next part of your travels after you step off the plane!

in Costa Rica 1 Zipline Okay, this is certainly not the usual way to get around town or anything, but zip lining was actually invented in Costa Rica by a graduate student from California. This student was so set on exploring the rainforest canopies, that he used a crossbow to shoot the rope into the branches – like whoa! Once he had access to the upper canopies of the rainforest, he and other scientists were able to study the home of where almost 40 percent of all life on Earth exists! And now you, too, can zip through the upper canopies of the rainforest, waving to the sloths as you pass by.

We’ve said it before and we’ll say it again: nothing beats trekking across the Atlas Mountains in Morocco on a camel. And no need to worry about your new four-legged friend breaking down in the middle of the Sahara Desert; camels can withstand changes in body temperature and water consumption that would kill most other animals. In our opinion, that beats any other type of transportation on a hot, desert day!

ex e

The time to ‘go green’ with transportation has never been bigger than it is right now. The Netherlands has been all over this trend for a long time, with almost one-third of Dutch people nationwide now using a bike as their main mode of transport on a daily basis. They even have fietsstraten (bike streets), which are roads where bikes are the primary form of transportation, and cars and motorcycles are only allowed as ‘guests’.

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COOLEST MODES OF TRANSPORTATION AROUND THE WORLD

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The car-free trend continues in Venice … well … because there are no cars! While you might conjure images of traditional gondolas when you think about navigating the canals of this city, think again. A far more popular and common form of transportation is the vaporetto, or water taxi. Vaporetto is the translation of ‘little steamer’ used for these not so little boats used to get around the water-filled ‘streets’ of Venice.

First you take a tuk-tuk and then you might feel the need to use bigger wheels … and perhaps more of them! Four-byfours are the bad boys of SUVs and are used by safari goers to trek into the deepest parts of Africa. They are completely open air (aside from the roof and windshield), and give you a lot of opportunities to take amazing photos with the wildlife that you will see. The large size of the 4x4s and the super savvy guides driving them also ensure your safety throughout your safari experience.

ex e

While rickshaws are a popular form of transportation in almost all parts of the world, our favourite version is the tuk-tuk of Cambodia and Thailand. The name tuk-tuk is onomatopoeic, because it is the sound of the small engine used to power these three-wheeled auto rickshaws. Tuk-tuks are an awesome way to navigate even the busiest parts of these Southeast Asian countries. Try to do this and then don’t forget to negotiate your fares in advance because there are no meters on these tiny taxis.

If you don’t like riding horses, then consider riding on a tram pulled by them! Okay, just kidding. The original Prague trams were pulled by horses in the late 1800s, but nowadays they are powered by electricity. The tramway network in Prague is the largest and busiest in all of the Czech Republic, offering yet another cool and unique way to explore this Bohemian city.

Be sure to ‘mind the gap’ when using London’s public transit system (and trust us, they won’t let you forget!). London is a pro when it comes to underground railways because they constructed the first one! Back in the late 1860s, the Metropolitan Railway opened and used gas-lit wooden carriages that were towed by steam locomotives. Now you can easily access any of the 11 lines from all over Greater London. Pay-as-you-go Oyster cards also make it super convenient to enter and exit the stations without having to worry about buying new tickets every time.

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In 70

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Source: www.travelforteens.com

How is it said in the text?

to conjure: to think of a rainforest canopy: leaves and branches high up in the rainforest to set off: to leave, to start a sloth: a type of animal (‘luiaard’)

The past decade has witnessed the transformation of China’s transportation system and a massive change to the daily lives of the people living there. From new airports and highways to subways, ports, and waterways, they have it all, but our number one pick for transport in China is the bullet train. The new bullet train system is unique in the world thanks to its size and low-priced tickets for a service that usually costs far more in countries such as Japan. You could drive between Beijing and Shanghai in about 13 hours but we think that zipping between these two major cities in just five or six hours on a bullet-fast train sounds like a lot more fun!

1 to have formal discussions with someone in order to reach an agreement about the price:

3 very smart guides:

2 nothing is better than this:

4 to do more to protect nature and the environment:

5 the money that you pay for a journey in a vehicle such as a bus or train:

ex e

6 to move over an area of land or water:

7 the separate parts of a train in which the passengers sit: 5

Explain these means of transport using your own words. 1 a gondola: 2 a zipline:

3 a bullet train:

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READING

Reread the text. Are these statements true or false? Find proof in the text. Statement

True

False

1 It is cheap to take the bullet train in China. 2 A camel is your best option for trekking through the desert.

4 It is difficult to pay for the underground in London.

3 In The Netherlands cycling has become very popular recently.

5 It’s easy to take photos of the wildlife when you are in a 4X4 in South Africa.

ex e

6 Trams are pulled by horses in Prague. 7

Look at the words that are underlined and printed in bold in the text. They are called linking words.

a Connect these words to their purpose. 1 and a to express opposite ideas

b to add information

3 but

c to make clear that there is a choice

4 or

d to give a reason, to explain it

5 and then

e to move on to the next point

2 because

b Complete the sentences with the correct linking word.

1 What do you think? We can go to the shop, go to Clare’s house go to Clare’s house first see if she needs anything.

2 We can go to the swimming pool we can go to the cinema. You can choose two hundred and eighty-three

it is your birthday. 3 I am very happy you are always there for me. 4 I’d love to stay here I have to catch my bus. 5 I have to go now I can’t miss my bus.

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SPEAKING

What is your favourite means of transport? a Preparation: look at the pictures in the text again. Pick your 3 favourite means of transport. List your top 3:

b Action: explain which of the means of transport you would like to use daily. Say where you would like to go to with this means of transport and why. Use at least 3 different linking words.

c Reflection: check your text, and then explain your favourite means of transport to a classmate. Checklist: my favourite means of transport

ex e

1 Preparation • I looked at the photos in the article. • I listed my top 3 means of transport.

2 Content and structure • I wrote a text of about 35-50 words. • I explained why I chose these 3 means of transport. 3 Language • I used correct grammar and vocabulary. • I used 3 linking words. • I used correct spelling and punctuation.

Feedback

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Yes

I think so

2 / Rules and public signs 1

In the UK traffic drives on the left side of the road. The UK is not the only country where this rule applies. Watch the video to find out the history of ‘left versus right’ and answer the questions.

watchING

a Complete the transcript with the correct words.

Driving on the left or on the right? to keep people safe while the island nation switched from driving on the

In 2009, the country of Samoa prohibited the sale of for three days

side of the road, to driving on the . The switch was so Samoans could get cheap hand-me-down cars from nearby left-side driving .

But Samoans weren’t too pleased since most of the cars they owned were designed to

drive on the right. In fact, two out of three earthlings drive on the right. But why? There

ex e

aren’t clear and obvious reasons to choose one side over the other.

Right-driving countries Left-driving countries

Looking at historical evidence

Today’s rules evolved from driving on the earliest

roads. Archeologists viewed on the left lane leaving an ancient quarry in as evidence for left-side

traffic since wagons would have had heavier loads. And it is possible that this left-side convention was in place so right-handed could draw their weapons more quickly against passing enemies.

1835. And today most people who drive on the left side live in countries like India, South Africa and Australia, which were once . But that doesn’t explain why the rest of the world drives on the right.

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Whatever the reason, keeping to the left was eventually made into law in in

285

Some claim that following the , drivers there switched to the right to reject the practices of their overthrown aristocracy, while others suggest that the French drove on the right all along. Regardless, driving on the right side of the road did spread across much of when Napoleon and later Hitler imposed their national driving rules on conquered territory.

Other countries voluntarily switched to the right to align with their ,

like Sweden in 1967 or to veer away from their pasts, like Nigeria and Ghana in the 1970s.

And in the US? Well, America owes it right-sided habit in part to the carts and postillon

wagons of its early days. Driving either from the grounder from horseback, right-handed

men preferred to walk or ride on the side of the horses so they

could the animals with their hand. As a result, they drove their wagons to the right so they could be closer to the

of the road to see and steer clear of oncoming traffic.

And that’s ultimately the point of driving laws: to keep us from the

ex e

high-speed 2-ton metal projectiles we call cars. b True or false? Correct the false statements. Statement

1 Australia and New Zealand were once British colonies.

2 There were deeper grooves in the left lane of certain roads and that is why historians think Romans drove on the left.

3 Sweden has always driven on the right.

4 The French drive on the right because they want to be different from the English.

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5 If you are closer to the centre of the road, you see the traffic better.

UNIT 8:

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True

False

c Driving on the left or driving on the right? What do you think about this rule? Give your opinion in about 25 words. d Ask your neighbour about his or her opinion. Do you think the same?

READING

What do these signs mean? Match the signs with their meaning.

AED – airport – cash machine – a dangerous bend – emergency exit – escalator – go straight on – lift – a pedestrian crossing – public toilets – a roundabout – stairs – taxi – traffic lights – train station – turn left – turn right – WiFi

1 traffic lights

ex e 5

a These are signs you find in the street.

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b These are signs you find in public buildings.

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SPEAKING

Create your own sign. a Preparation: what sign do you think needs to be put in public places? Write down ideas that pop into your mind. Make drawings if you can.

This sign shows that

b Action: choose your best idea(s). Design a creative sign and explain to your classmates why it is important in your daily life. Use linking words.

This is an important sign in my opinion because

ex e

Checklist: my own sign

1 Preparation • I brainstormed ideas about different public signs. • I chose at least 1 good idea.

2 Content and structure • I drew the sign. • I explained the sign using the writing frame. • I explained the sign and why it is important to a classmate.

3 Language • I used the correct vocabulary. • I used correct grammatical structures. • I used correct spelling. Feedback

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CHECK 1, p. 300

UNIT 8:

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Yes

I think so

Step 2

Where are you?

Asking for and giving directions

1 / Welcome to Scotland 1

READING

Read the text about Ally and answer the questions. a Where is Ally from? b Where is she now?

c Why is she there?

Discuss. Use the map.

SPOKEN INTERACTION

ex e

Hi, my name is Ally. I’m from Liverpool, a city in the centre of the UK. I am 14 years old and I love travelling with my family. I asked my parents if I could join a student exchange programme at school and they agreed. So, now I’m in Glasgow, the largest city in Scotland. I will be going to school here for six months. I’m very curious to meet my new family and friends and to see the city. Exciting, don’t you think?

a Do you know where Scotland and Glasgow are? Indicate where they are on the map.

b Have you ever been to any of the places that Ally mentions?

c What is typical or special about this country or city?

Belfast

Dublin

Republic of Ireland

London

British Isles

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Cardiff

Rob984

d Can you name the other countries in the UK? Show where they are on the map.

Edinburgh

289

Read the short text below, and then listen to the conversation. While listening, answer the questions.

listening

Ally took a one-hour flight from Liverpool to Glasgow. She has just walked out of the airport and taken a train to Glasgow. Now she is standing outside the station, but she can’t really decide which way to go, so she is going to ask directions. 1 How does Ally get the old lady’s attention? 2 Who does the old lady start talking about?

3 Show which way Ally has to go.

Did you know?

How is it said? Replace the underlined words with words or expressions from the conversation.

In UK addresses the house number goes before the name of the street. e.g. 14 Hill Street

listening

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1 He really likes acting and drama. 2 Watch out.

3 Quite difficult to remember, isn’t it?

Listen to the conversation again and try to follow the instructions on this map. Indicate the way that Ally has to go. Make sure you know where Argyle Street is before you start listening.

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listening

Listen again. Put the instructions in the right order.

Answer these questions about the directions. a Write down the underlined words from the list. b What do these words do?

Then take the second street on the left, Mitchell Street. After that go straight on and take the third street on the right. Next, go straight on for a while. Mitchell Street turns into West Nile Street. First follow Argyle Street for a few hundred meters. Then, follow West Nile Street, until the crossroads with Renfrew Street and Killermont Street. Then turn left onto Renfrew Street. Don’t just cross. Wait for the traffic lights. Then you’re on Renfrew Street. And finally follow that street for a while and when you get to the crossroads you’ll be on Hill Street.

c Underline each word that comes after a linking word. What kind of word is this?

d What form of the verb is used?

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e Complete the grammar box below.

How to give instructions

GRAMMAR

To give instructions or to say that someone has to do something, we use . The imperative is the base form of the verb. e.g. Go straight on.

To say that someone is not allowed to do something, we add . e.g. Don’t cross the street. We also use to give the order in which we have to do something:

e.g.

Look at these road signs. Write down what people should or shouldn’t do here. Use the imperative.

READING

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See p. 296

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291

Watch the video in which some tourists ask for directions, and then answer the questions.

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watchING

a Where do they want to go to?

b Complete the directions the student gives the couple.

– You are going to

– At Joey’s pizza, you are going to – Then you are going to

– at the hot dog cart. – Go 3 blocks past the jazz club and it’s going to be

c What does the couple do at the end?

d What was really going on?

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How to ask for and give directions

If you get lost in a strange place, it is always a good idea to ask a local for directions. Read the useful expressions in the Summary of this unit.

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USEFUL EXPRESSIONS See p. 299

WRITING

the street at the pedestrian 1 Cross

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crossing.

10 Give instructions based on what the people in the pictures are doing.

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2 / How to get to? 1

READING

Read and follow the instructions.

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1 Read all of these steps before doing anything. 2 Write your first name in the top right corner of your paper. 3 Flip your paper over and fold it in half like a hot dog. 4 Fold it in half again. 5 Fold it in half 2 more times. 6 Smile and wave to the teacher. 7 Unfold your paper. 8 Write your last name, in cursive, in the bottom right square. 9 Draw grass along the bottom of your paper. 10 Flip your paper over. 11 Use the tip of your pencil to poke 8 holes, in a circle in the top right box. 12 Starting in the very first box on the top left, write numbers 1-16. One number goes in each box. 13 Flip your paper over. 14 In box number 2 (check the back if you can’t find it, but this will be on the opposite side), write 3 capital letter Vs. You will get bonus points if you write them in a diagonal line. 15 Draw a diagonal line from each hole that you poked in the top left box. 16 Set your pencil down, stand up, push in your chair, flap your arms 3 times and say, ‘Buzz, buzz, buzz’. 17 Sit back down and draw a flower with 6 petals and 2 leaves on the middle fold line at the bottom of your paper. 18 Now that you have finished reading everything carefully, only do steps 1 and 2. Then draw me a picture on the back of your paper. a Discuss these questions. – Is this a difficult exercise? – Did you do everything right? – What went wrong? – What are you going to do differently next time? b Highlight the imperatives in the text.

c Underline the linking words in the text.

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SPOKEN INTERACTION

Guide a classmate through a maze.

SPOKEN INTERACTION

a Preparation: pair up. You will each get a different maze. Choose who is going to explain the way through maze A or maze B. Highlight or circle whether you ask for directions or you give directions: – Maze A: ask for directions/give directions. – Maze B: ask for directions/give directions.

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b Action: – If you are the one asking for directions, listen and highlight the route your classmate explains on the maze. – If you are the one giving directions, look closely at the maze first, mark the route on your maze and explain it to your partner. Use the imperative and linking words correctly.

c Reflection: check your conversation by filling in the checklist, and then give it to your classmate for some feedback. Checklist: asking for and giving directions

Yes I think so

Classmate No

Yes I think so

1 Preparation • I looked at the maze before I had to give directions.

2 Content • I gave good and clear directions. • My partner could follow my directions.

3 Language • I used the imperative correctly. • I used linking words correctly. • I spoke clearly. • I paid attention to my pronunciation.

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Feedback

CHECK 2, p. 303

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HOW TO give instructions

The imperative

Go straight on. Don’t cross the street! The school will be on your left.

ex e

Can you tell me how to get to the school?

GRAMMAR

SUMMARY

FORM

Negative imperative

= base form of the verb

= don’t + base form of the verb

e.g. Go straight on. Take the first street on the left.

e.g. Don’t cross the street. Don’t drive on the right in England!

Positive imperative

USE

– to order someone to do something – to give instructions

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Keep in mind: If you want to structure your instructions, use linking words: – first(ly)… – second(ly)… – then… – next… – after that… – finally…

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a bike

a car

an electric step or a scooter

a hoverboard

a lorry/truck

a monowheel

a bus

a boat

an airplane

VOCABULARY

1 MEANS OF TRANSPORT

a motorcycle

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a train

a tram

skates

a skateboard

a van

an underground/a subway

an AED (Automated External Defibrillator)

a lift (BrE)/an elevator (AmE)

a cash machine (BrE) / an ATM (AmE)

an emergency exit

WiFi

stairs

public toilets

an escalator

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2 SIGNS IN PUBLIC PLACES

297

3 TRAFFIC SIGNS

a bike lane

an airport

Go straight on.

a roundabout

a pedestrian crossing

Stop at the traffic lights.

a taxi

Give way.

a dangerous bend

Turn left.

Turn right.

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4 LINKING WORDS Translation

and

en (= to add information)

Word

en dan (= to move on to the next step)

because

omdat (= to give a reason)

but

maar (= to express opposite ideas)

of (= to make clear there is a choice)

and then

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My notes

USEFUL EXPRESSIONS

HOW TO ask for and give directions

1 Starting the conversation

– Excuse me, Sir/Miss, can I ask you a question? – Can I ask you a question, please?

2 Asking for directions

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– Could you tell me how to get to …, please? – I’m looking for … . – Do you know where I can find …? – How far is it to …?

– Sure, how can I help you? – Of course, what can I do for you?

Oh, I know where that is, let me see: – Go straight ahead at … – Walk/drive past … until you get to … – Take the first left/right. – Go 5 streets north/south. – Cross the street/road. – It’s about one mile away.

3 Giving directions

– Let me see if I understand everything. First I …, then …, finally … – Right, so if I got it right, I have to … – Thank you so much for your help!

– That’s it! Safe travels! – Yes, that’s right. Be careful, though!

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4 Finishing the conversation

299

ON DIFFERENT TRACKS Check 1 1

Discussing transportation and signs

Look at the picture and answer the questions. a Name 5 means of transport you see. 4

b Which signs do the people in the street have to follow? Name 5.

c Was this picture taken in the UK? How do you know?

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300

UNIT 8:

Score

≥8

Next exercise

ex. 2

ex. 3

LET'S GO!

Name these means of transport and signs.

Score

ex e

Next exercise

≥9

ex. 3

Complete the sentences with a correct linking word.

1 Gracie wants to go to the cinema, I don’t like that film. 2 Gracie wants to go to the cinema with you I don’t like that film.

3 My wife plays tennis football. 4 I am going to drink a glass of hot milk I can’t sleep. 5 Maya went to the party she didn’t dance. She was too tired. 6 I am studying Spanish I love languages. three hundred and one

7 Henry danced a little talked to his friends. 8 Jenna doesn’t play the guitar, she plays the piano. Score

≥7

Next exercise

ex. 4

ex. 5

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301

Complete the sentences with the best ending. Choose from the following options. There are more options than answers. and always there for me – and expensive – and helpful – and then you cut the cake – because I don’t want to be late – because it is easy – because it’s Sunday – but not healthy – but they are expensive – or it’s Sunday – or to the football match – or yesterday 1 We don’t have to study today 2 These are nice skates

3 Burgers are very tasty

4 Was it your birthday today 5 Do you want to go to the cinema 6 Pick me up early please

Score

Next exercise

Check 2, p.303

Did you know there are walking school buses?

≥6

7 My friends are very friendly

a Read the text and explain what a walking school bus is.

ex e

A walking school bus

READING

What is a Walking School Bus?

A Walking School Bus is similar to a normal school bus except children walk to and/or from school along a designated route, under the supervision of adult volunteers (often parents), who act as the Walking School Bus driver. Walking School Buses reduce the number of cars on the road, making our environment safer and cleaner, and they provide exercise for children in a fun and social way. Source: https://at.govt.nz/

b Watch the video. Name 5 benefits for the kids and 4 for their parents.

Benefits for the kids 1 2 3 4

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watchING

Benefits for the parents 1 2 3 4

c Can you think of other benefits?

d Would you like this? Why (not)? <9

≥9

Next exercise

ex. 4

Check 2

SPOKEN Find your way around these tourist attractions. INTERACTION a Preparation: pair up. Have a look at the map of Edinburgh, Scotland’s capital, and select one of the tourist attractions as a destination. You are here: East London Street.

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Asking for and giving directions

Check 2

Score

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303

b Action: ask your partner how to get there. Use the imperative and linking words correctly. Highlight the way on the map. Afterwards swap roles. c Reflection: complete your checklist, and then give it to your classmate for some feedback. Me

Checklist: asking for and giving directions

Yes I think so

Classmate No

Yes I think so

3 Language • I used the imperative correctly. • I used linking words correctly. • I spoke clearly. • I paid attention to my pronunciation.

Next exercise

ex. 3

6–8

ex. 2

ex. 5

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Score

Feedback

2 Content • I gave good and clear directions. • My partner could follow my directions.

1 Preparation • I looked at the map before I had to give directions.

Study the map and answer the questions.

a Follow the instructions. Write down the name of the building you arrive at.

1 Go straight on until you come to the crossroads. Turn right and cross the roundabout. Go straight on and stop at the traffic lights. Turn left. Take the first street on the right. Which building is on your left?

2 Go straight on and take the second street on the right. You are on Main Street now. Which building do you see on your left?

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3 Go straight on and take the first street on the right. At the roundabout, take the second exit. Go straight on and have a look on the left. Which building do you see?

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READING

Short Street

Shoe shop

Long Street

Post ofﬁce

Town hall

Main Street Baker’s

Pub

Restaurant

Park

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You are here!

Cameron Avenue

Swimming pool

Newsagent’s

Thatcher Avenue

Bank

Total

Clothes shop

/ 3

b Write good directions. – Preparation: look for the following places on the map: park, restaurant and post office. Highlight them. – Action: write the directions on how to get to these buildings. Each time begin at ‘You are here!’.

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– Reflection: check your work. Complete the checklist and then give your text to the teacher for some feedback. Checklist: giving directions

Yes

I think so

1 Content and structure • I highlighted the places on the map. • I wrote good directions on how to get to the park, the restaurant and the post office.

2 Language • I used the imperative correctly. • I used the linking words correctly. • I used the correct sentence structure. • I used correct spelling and punctuation.

Score

< 10

Next exercise

ex. 3

≥ 10

/ 10

All done!

Match the instructions with the pictures.

ex e

Total:

Feedback

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Instruction

Picture

Turn right. Go straight on. Cross the street. Stop at the traffic lights. Take the 2nd street on the right.

≥5

Next exercise

ex e

Give directions based on what the people in the pictures are doing.

ex. 4

Score

Go past the supermarket and turn left.

2 3

4 5

Score

Next exercise

5–6 All done!

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307

Get to know traditional Maori culture. a Look at this picture and describe what you see.

ÂŠ Michael W NZ / Shutterstock.com

b Watch the video and explain what you see. Do you know this dance?

watchING

c Do you know the actor who is leading the group?

watchING

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d Watch the Haka. You will get the text and the movement guide.

1 Try to follow along and connect the pictures below to the text in the movement guide.

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2 Watch again and add the missing movements to the movement guide. Choose from the box. You can use the pictures more than once. Only complete the one you need. Be careful, there is a difference between boys and girls! 1 Fists on hips.

2 Hands round your waist.

3 Slightly bend your knees, fold arms above each other, make fists.

4 Make a fist in the air with your right hand, tap elbow with left hand twice. 5 Spread arms aside and keep hands flat.

6 Move fist to the left and tap, raise right fist up and tap.

7 Move fist to the left and tap, raise right fist up and tap. 8 Switch sides. 9 Move fist to the middle and tap. 10 Right fist up, tap with left hand. 11 Put fists on each other in front of you. 12 Move as if you are rowing to the right. 13 Raise hands flat and shake them.

Score

< 11

≥ 11

Next exercise

ex. 4

All done!

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14 Move fists above your head.

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CHECK OUT: FINDING YOUR WAY AROUND Orientation You are going to have a conversation in which you will ask for and give directions. Before you start, have a look at the checklist in the reflection.

Preparation Pair up with one of your classmates. You will get a map.

Choose your role:

a role card A: a tourist b role card B: a local

The tourist is going to ask the way and the local has to explain.

Check the cue cards and the map and write down some keywords if necessary.

Find some extra information to keep the conversation going.

Prepare your conversation on a separate piece of paper. Role card A: tourist

ex e

– Introduce yourself. • Where are you from? • What are you doing here? – Ask the way to a location. • What are you looking for? • Why do you want to go there? – Go over the instructions and make sure you can remember them. – Thank the person who helped you.

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Role card B: the local – Introduce yourself. • How long have you been living here? • Ask about the tourist’s reasons for staying in your city. – Show the way to a location. • Give directions. • Point out that the tourist will come across some signs. Explain what the signs look like. Ask if the tourist knows what they mean. – Make the tourist sum up the directions and make sure he/she can remember them. – Wish the tourist good luck.

Action 6

Act out the dialogue. Talk for at least 2 minutes.

SPOKEN INTERACTION

Reflection Check your task: fill in the checklist. Checklist: finding your way around

Yes

1 Preparation • I checked the map and used the role cards. • I wrote down some keywords (if I needed to).

2 Content and structure • I used functional language to begin and end the conversation. • I added spontaneous and creative information. • We kept the conversation going for about 2 minutes.

I think so

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Feedback

3 Language • I used functional language to begin and end the conversation. • I used the correct vocabulary. • I used the correct grammatical structures to ask and give directions. • I spoke clearly and I was understandable. • I paid attention to my pronunciation.

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Trace your steps on diddit.

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In aa