Via www.ididdit.be heb je toegang tot het onlineleerplatform bij TRACK 1. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden. Kies je ervoor om je aan te melden met je Smartschool-account, zorg er dan zeker voor dat je e-mailadres aan dat account gekoppeld is. Zo kunnen we je optimaal ondersteunen.
LET OP: DEZE LICENTIE IS UNIEK, EENMALIG TE ACTIVEREN EN GELDIG VOOR EEN PERIODE VAN 1 SCHOOLJAAR. INDIEN JE DE LICENTIE NIET KUNT ACTIVEREN, NEEM DAN CONTACT OP MET ONZE KLANTENDIENST.
Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken.
In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be.
Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.ididdit.be.
De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden.
Eerste druk 2025 Vormgeving en opmaak: Vrijdag Grafis ISBN 978-94-647-0735-9 Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic D/2025/0078/58 Art. 606948/01 NUR 110
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.
In de Check In maak je kennis met het thema van de unit.
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.
Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks op iDiddit. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.
In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.
Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – op jouw eigen tempo – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken. Je vindt deze oefeningen op iDiddit.
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas.
Als je alle bouwstenen in de vingers hebt, ben je klaar voor de Check Out, de communicatieve opdracht aan het einde van de unit. Hier pas je alles wat je geleerd hebt in de unit toe.
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.
Elke Check Out gebruikt de OVUR-strategie: Orientation Action Preparation Reflection
• I described 4 family members and their looks.
We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit feedback.
• I compared 3 people.
3 Language
• I used the correct vocabulary to describe family relations.
• I used possessive adjectives and possessive pronouns correctly.
• I used comparisons correctly.
• I used ‘to have (got)’ correctly.
• I used correct spelling and punctuation.
• I paid attention to my pronunciation.
Trace your steps on iDiddit.
Na elke unit kun je noteren wat je succesvol hebt afgerond en wat je nog meer moet oefenen. Trace Your Steps staat op iDiddit.
2 / Nuttig voor onderweg
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen.
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.
Grammaticale regels staan altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Als er een icoontje naast het grammaticakader staat, vind je een instructiefilmpje over dit onderwerp op iDiddit. 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.
Omdat je Engels wilt gebruiken in een realistische context, reiken we je ook veelgebruikte uitdrukkingen aan. Beluister de juiste uitspraak op iDiddit.
De woordenschat van elke unit geven we je mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen.
Beluister de juiste uitspraak op iDiddit.
Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, reading, speaking, spoken interaction, writing, written interaction
writtEN INTERACTION watchING
3 / Fijn en handig voor onderweg
Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary
3
2
In de Did You Know -kaders vind je leuke weetjes en achtergrondinformatie.
De volgende iconen helpen je ook nog een eind op weg:
3
4
5
6
7
8
9
4
Hier hoort een luisterfragment bij.
Hier hoort een beeldfragment bij.
Als je dit icoon ziet, moet je iets online opzoeken.
Oefen je mondelinge vaardigheden met de speech coach op iDiddit.
Je vindt hier het lesmateriaal per unit: het video- en audiomateriaal, nuttige links, maar ook de teksten die je met de readspeaker kunt laten voorlezen.
Woordenboek
Met het ingebouwde vertaalwoordenboek kun je onbekende woorden naar een uitgebreid gamma aan talen omzetten. Of gebruik het verklarende woordenboek om de betekenis te achterhalen.
Oefeningen
Maak digitale oefeningen op jouw niveau en krijg feedback aan de hand van theoriekaders en instructiefilmpjes. Je kunt de leerstof ook inoefenen op je eigen tempo en volgens je eigen noden in On Different Tracks
Opdrachten
De leerkracht kan opdrachten voor jou klaarzetten.
Resultaten
Als je digitaal geoefend hebt op iDiddit, vind je daar een overzicht van je resultaten. Je leerkracht kan hier ook feedback voor jou achterlaten.
Spreken en mondelinge interactie
De speech coach helpt je bij de juiste uitspraak en het voeren van gesprekken.
Je kunt jouw leerwerkboek ook als e-book bekijken.
De teksten in je leerwerkboek vind je ook terug op iDiddit. Daar kun je ze laten voorlezen met de readspeaker, woorden laten vertalen …
Dit icoontje geeft aan dat je een filmpje kunt bekijken.
Het luidsprekertje wijst op een geluidsfragment.
Soms heb je extra materiaal nodig bij een oefening.
De instructievideo geeft nog meer uitleg bij een grammaticakader.
Met de speech coach kun je extra oefenen op mondelinge vaardigheden.
Meer weten?
Ga naar www.ididdit.be
INTRODUCTION: NICE TO MEET YOU
check in
on different tracks main track
summary
Step: meeting and greeting someone
CHECK IN
My name is
1 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?
2 Discuss these questions.
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 Use an online name generator and find out what your perfect nickname is.
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
3 Now it is up to you. Say who you are and listen to your friend who will say who they are. Write the words you use in the text boxes.
Hi, my name is (first name) (surname).
My perfect nickname is Hi, my name is (first name) (surname).
– I have … brother(s) and … sister(s). (= siblings)
– I have … pet(s).
– My hobbies are …
– I like ...
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?
– What are your hobbies?
– What do you like to do?
– How many pets do you have?
– How many siblings do you have?
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?’.
UNIT 1: EASY AS ABC
check in
Step 3: describing your classroom summary main track
Step 1: numbers and the alphabet
Step 2: sharing information trace your steps on different tracks
check out: my ideal classroom
CHECK IN
New at school
1 There are some new students in class and they would like to introduce themselves.
a Read the speech bubbles out loud. Then answer the questions. reading
Hi, my name is Gideon. I am 13 (thirteen) years old and my family is from Leeds. I now live close to the school here in Sheffield with my parents and brother. I really like listening to music. That is why my hobby is DJ’ing. This is a really big school with more than 1,000 (a thousand) pupils. It can be a bit scary sometimes.
Text 1
1 What is the boy’s name?
2 How old is he?
3 Where is his family from?
4 What is his hobby?
5 What does he like?
Text 2
1 What is the girl’s name?
2 How old is she?
3 Where is she from?
4 What is her hobby?
5 What does she like to do?
Hi, I am Adina. I’m 12 (twelve). My parents are from Medina. But I was born in London. I have 2 (two) sisters, Sanae and Aisha. My hobby is drawing and I like going to the cinema. I am new at this school and it is so much bigger than my old school. I hope I can find some new friends soon!
b How do Gideon and Adina feel about the new school? Why?
2 You are at a new school too! How does it feel for you?
MAIN TRACK
Step 1 Tell me more Numbers and the alphabet
1 / Numbers
1 Meet Sam Brown’s family. Before you listen, follow the steps in the strategy on how to listen more effectively. listening
How to listen / watch more effectively
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 audio or video clip.
6 Take only short notes (keywords) if necessary and use a pencil! See p. 57
a Sam is going to introduce himself. Listen carefully and answer the questions.
1 What is Sam’s full name?
2 How old is Sam?
3 Where does Sam live?
4 Does Sam have any sisters or brothers?
5 What are Sam’s hobbies?
6 What does Sam like to do?
b Listen again and answer the questions. Use the table with the numbers if necessary.
1 How old is Sam?
2 How old are Kate and Lisa?
3 How old is Mike?
4 How old is Jack?
5 How old is Jill?
6 How many pets does Sam have?
7 How many fish does Sam have?
2 Take a look at Sam Brown’s other family members. Complete the sentences. Write their age in full.
1 Bella is years old.
2 Paige is years old.
3 Leo is years old.
4 Frank is years old.
5 Jenny is years old.
6 Louis is years old.
7 Fred is years old.
8 Ellen is years old.
9 Kyle is years old.
10 Maria is years old.
11 Hailey is years old.
12 Paula is years old.
3 Practise the numbers with numbers BINGO! Listen to the instructions.
2 / The alphabet
1 Listen to the conversation and answer the following questions.
a What is the conversation about?
b Who is the new student?
c Try to say each letter of his name correctly. listening
2 Look at the alphabet below and answer the questions.
a Say each letter out loud. Listen and repeat the alphabet.
b Which letter (or letters) do you think are difficult? Highlight them and repeat!
c Which letters sound the same? Complete the table.
d Which letters are vowels?
e Which letters are consonants? listening
f Listen and circle the letters you hear.
Did you know?
The letter y
The letter ‘y’ represents both vowel and consonant sounds and this depends on where in the word the y is.
‘Y’ is considered to be a vowel if ...
• the word has no other vowel: gym, my, fly
• the letter is at the end of a word or syllable: e.g. candy
• the letter is in the middle of a syllable: system
In the words cry, sky, fly, my and why, the letter ‘y’ is pronounced as the diphthong sound /aɪ/ (diphthong = ‘tweeklank’).
‘Y’ is considered to be a consonant when it begins a word or syllable, as in you or lawyer. It is then pronounced as /j/.
3 Write down your full name and spell it out loud to your neighbour. Then listen to your neighbour spell their name and write it down. Full name:
5 Complete the table with your information. Then ask your classmate, but they have to spell it out for you. Listen carefully and write down the letters your classmate says.
Can you spell… You A classmate
• your mother/father’s first name?
• your favourite teacher’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?
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’.
2 Listen again and fill in the gaps while listening. listening
Hi! The girl on the right, that is ! am Lola. Well, to my friends am Lola. My real name is Laurie and my surname is Label. ’m 14 years old and I’m from Auckland, New Zealand.
Next to , with the skateboard, is my best friend Karen. always carries with . Karen is also 14 years old. are in the same class at school. ’re always together. ’s from Wellington. Her older brother also goes to school with , but never see . doesn’t think are cool enough to hang out with. always hangs out with his own friends. The boy in the picture is Dave. is 15 years old and from Queenstown. Dave and Karen are a couple. are so cute. ’re always together, but that’s not a problem for . am happy for ! What about ? Do have a best friend?
3 The words in exercise 2 are called personal pronouns. Do you know when you have to use which pronoun?
a Complete the table below. Check the text if necessary.
Personal pronouns as subject
SINGULAR
Personal pronouns as object
’m Sophia. This is .
’re my best friend. 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.
’re fine. Thank you.
Where’s my ticket? I can’t find .
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 !
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
- ‘They’ is also a gender-neutral singular pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’ and ‘them’ as their personal pronouns.
b Who does the action? Underline the correct answer.
I can see him. He likes her
Subject forms (= e.g. ) do / do not do the action of the verb. Object forms (= e.g. ) do / do not do the action of the verb.
Hi! My name is Ema Garcia and I am from California. My real name isn’t Ema, it is Emanuella. Ema is my nickname. I’m turning 13 in late October and am interested in sending letters to someone between 12 and 15. I've never had a pen pal before, so I don't care if you're experienced or not, but I'd like to learn together. Here are some things about me.
I am in love with music; I listen to music for most of the day and I’m one of those people who can listen to the same song over and over again.
I’m really bad at sticking with hobbies if there’s nobody in it with me. Hobbies that I have tried are skateboarding, journaling and gaming … but none of those ones have stuck. The ones that have stuck are photography, writing, drawing, and reading.
I am fond of animals, cats, dogs and rabbits. My parents are Diego and Martina. They aren’t married anymore but both are in new relationships. My parents still like each other, so they are not mean to each other. I only have one sister; her name is Clara. She is very sweet. This is kind of a lot. Sorry about that, but I hope to find someone interested in doing this with me!
You can reach out to me through Tumblr (@garciaema), email (Egarcia710@gmail.com), Instagram (e.garcia) and Discord (Skittles#1643)
Adapted from: findteenpenpals.com
2 Are these sentences true or false? True False
1 Ema’s birthday is in November.
2 Ema is in love with music.
3 Ema is bad at keeping hobbies.
4 Martina and Diego aren’t married anymore.
5 Clara isn’t very sweet. reading
3 Go back to the text about Ema’s family and answer the questions.
a Look at the underlined verbs. Which verb is used here?
b Complete the table. Use the text to help you if necessary.
I I I’m I am notI’m not you you you you you he he he he he she she she she she it it it it it we we we we we you you you you you they they 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 (‘).
4 Complete the sentences using the correct form of the verb ‘to be’.
Hi, I Ali, and my surname Holmes. I 15 years old and I from Sydney. 1
5 Use the student ID cards to introduce people. a Introduce the person or people on the ID cards. Write full sentences and use the verb ‘to be’. Writing
First name: Quan
Surname: Hoang
Age: 25
Country: Vietnam
Parents’ names: Mai and Sora
First name: Ayoub
Surname: Tahiri
Age: 15
Country: Morocco
Parents’ names: Fatima and Emir
First name: Amina
Surname: Tahiri
Age: 15
Country: Morocco
Parents’ names: Fatima and Emir
b Now write full sentences about yourself.
First name: Surname:
Age:
Country:
Parents’ names:
6 Have a conversation with 2 classmates.
a Preparation: decide who will be student A, B and C.
b Action: have a short conversation and follow these steps.
Checklist: introducing each other
• 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 twice more after your first conversation.
• Use the verb ‘to be’ in the positive and in the negative form correctly.
• Pay attention to your pronunciation!
c Reflection: check your conversation!
3 / Celebrity who’s who?
1 Who is the mystery celebrity? Listen to the conversation and answer the questions.
a How many questions does Uchi ask? 5 6 7
b Write down all the questions she asks in web. listening
2 Look at the questions that were asked in the previous exercise. How do you form questions with the verb ‘to be’? How do you give short answers? Complete the table.
The verb ‘to be’: questions and short answers
‘To be’ Personal pronoun Rest of the sentence Positive short answer (+)
Negative short answer (-) Ihappy? Yes, I . No, I. you from America? Yes, you . No, you . hemarried? Yes, he . No, he . shean actress? Yes, she . No, she . itheavy? Yes, it . No, it . we rich? Yes, we . No, we . you Spanish? Yes, you . No, you . theyfamous? Yes, they . No, they .
Asking questions with the verb ‘to be’: Yes, + subject + the rest of the sentence No,
How to refer to people and things
Check the Summary for a full overview of the verb ‘to be’.
3 Make questions with the verb ‘to be’ using these words.
1 your sister / to be / at home / ?
2 from Canada / to be / that new boy / ?
3 they / to be / British / ?
4 to be / the pupils in your class / nice / ?
5 cool / your teacher / to be / ?
6 to be / your favourite language / English / ?
4 Answer the questions with a short answer.
1 Is Mark happy? Yes, . / No,
2 Are they married? Yes, . / No,
3 Am I a student? Yes, . / No,
4 Are Tim and Sam friends? Yes, . / No,
GRAMMAR
See p. 50
5 Make 5 questions using the verb ‘to be’. Use the words from the box. boy – famous – happy – he – I – kind – sad – she – sister – they – you
d Complete the grammar box on how to ask questions with the verb ‘to be’. The verb ‘to be’: asking question word questions How you today? Where he from? Why I sad?
e When do you use these question words? Match the question word to their meaning. who to ask about a time what to ask about a reason when to ask about a place why to ask about manner where to ask about a person how to ask about a thing/animal
11 Use the correct question word to complete these questions.
1 are you?
I’m a new student.
2 ’s your name? My name is Shirley.
3 are you from?
4 are you today?
I’m from Mexico.
I’m fine, thanks.
5 are you in Belgium? Because my father works there.
6 is your favourite school subject? My favourite subject is mathematics.
12 Ask a classmate the questions in exercise 11. They will answer them. Then switch roles. SPOKEN INTERACTION
13 Play mystery guest with the class.
a Preparation: think of a (celebrity) mystery guest and write the name down.
b Action: play the game. You can use the following questions as examples.
- Is the mystery guest a boy or a girl?
- Is the mystery guest young?
- Is the mystery guest good at sports?
Checklist: playing mystery star
- Is the mystery guest famous?
- Is the mystery guest a TV-star?
- Are they an actor/ actress?
- Is the mystery guest from America?
- Is the mystery guest from Belgium?
• Ask yes/no-questions using the verb ‘to be’ if you are trying to guess the mystery star.
• Answer each question with a short answer.
• Pay attention to your pronunciation!
c Reflection: check your task! How many mystery stars did you guess?
CHECK 2
Step 3
School is … Describing your classroom
1 / My schoolbag
1 Watch the video. What is in the children’s schoolbags? Tick off the items that you see. a highlighter a hairbrush a folder a teacher notebooks a binder diaries a pencil pouch tabs an eraser a dictionary a calculator markers a ruler headphones a hole punch a backpack a pair of scissors a computer mouse an umbrella an organiser a (pencil) sharpener pens a zip-lock bag pencils paper a locker kit a planner dividers sandwiches a Chromebook coloured pencils (crayons) a glue stick
watchING
2 What is in this schoolbag? Name the items.
3 What is in your schoolbag? Tell a classmate about it!
4 Look at the classroom pictures. Name the items.
How to study vocabulary and grammar
If you have to study a lot of vocabulary and grammar in a new language, there are a few tips you can follow. Check the Summary of this unit. See p. 56
5 Choose words from exercise 4 for each column. Listen to your teacher pronounce these words. What sound do they start with? Write the words in the correct column.
6 Fill in the correct word in the grammar box.
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 …
a = A, E, I, O, U
7 Write ‘a’ or ‘an’ in front of the following nouns. Pay attention to the sound the word starts with.
computer
organiser
2 / My classroom
1 Look at the words below and answer the questions.
a Compare the words on the left to the words in the right column. What is different?
b Look at the pictures in exercise 4 on p. 37. Add 3 more words to each column. notebooks glue sticky notes paperclip diaries pencil markers highlighter earbuds backpack
2 Complete the grammar box below.
How to talk about one or more things
Singular Plural Rules
a notebook a marker a pen two notebooks two two general rule: a diary a dictionary two diaries two noun ends in consonant + y:
a brush a pencil box two brushes two noun ends in sound (-s / -ch / -sh / -x or -z):
a woman a man a woman a child a person two women two men two women two children two people irregular nouns:
Note!
Sometimes a word is already in the plural, but you mean ‘only one of these’. In this case, we often use ‘a pair of’.
e.g. a pair of scissors a pair of compasses
To make these plural, the word ‘pair’ is made plural: e.g.
3 Write how many there are. Follow the example to write full sentences. Write the numbers in full. There are There is There are There are There are
4 What do you see in this picture? Write down the singular items with the correct article in the left column. Write down the plural items in the right column.
8 In winter, there aren’t many (leaf) on the trees.
6 Listen to the text about a classroom. Are the statements true or false? True False
1 There is a blackboard.
2 There are fifteen chairs.
3 There isn’t a map on the wall.
4 There are two bookcases.
5 There are two laptops. listening
7 Look at the sentences in exercise 5 and 6 and fill in the table.
In positive sentencesIn negative sentencesIn questions With singular words There There there …? With plural words There There any … there any …?
8 Read what Joan and Mary have in their schoolbags and classroom. Complete the sentences with the positive or negative form of ‘there is’/’there are’.
In my schoolbag, there (+) a calculator. There (-) a pair of scissors. There (+) a lot of crayons in my pencil box, but there (-) any chalk in my pencil box. There (+) 25 chairs in my classroom, but there (-) any whiteboards.
In my classroom, there (+) one clock on the wall, but there (-) a map on the wall. There (+) 20 desks in the classroom, but there (-) any bins. In my schoolbag, there (+) 3 highlighters, but there (-) any pencils.
9 Describe your classroom. One person starts by naming something in the room. The next person copies the sentence and adds a new item etc.
e.g. There is a teacher. – There is a teacher and a (digital) (white)board. – There is a teacher, a (digital) (white)board and a pencil case. – … speaking
3 / Classroom English
1 Read the text and then answer the questions.
a How many people are there in the text?
b Now read the text completely and say who uses the classroom expressions.
1 Please take a sheet of paper.
2 Could you repeat that please?
3 Can I have a sheet of paper?
4 Here you are.
5 Pay attention. reading
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.
Akim 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.
a Are the statements true or false? Correct the false statements.
1 Boris is 14 years old.
2 The maths teacher is his favourite teacher.
3 The teachers are unfriendly.
4 He likes reading historical books.
5 He doesn’t like English. reading
My name is Boris Melnik and I am 14 years old. I live in Oxford, England, but I’m from Ukraine. I go to school by bike. School starts at 8:30 am. I have 6 lessons a day and one hour for lunch. My favourite subjects at school are history and music. I love to read historical books. We have a lot of teachers at school. The music teacher is the best teacher ever! She is still very young, but she is really funny and nice. That’s why we think she is great!
The teachers are very friendly, only our maths teacher isn’t. She’s a bit unfriendly. English and biology are some of my favourite subjects. I don’t really like French. It isn’t easy to remember all the words. And I also don’t like geography, because I don’t like reading maps.
b Mark all the school subjects in the text.
c Which subjects does Boris like?
d Which subjects doesn’t Boris like?
e Do you know any other school subjects?
2 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
3 During which class do you use these items?
1 calculator – ruler – eraser
2 flute – piano
3 trainers – basketball
4 map – atlas
5 brush – paint – pencils
6 microscope – leaves
7 timeline – workbook
4 Write a short text about your school.
a Preparation: complete the graphic organiser: writing
Hi Tamara! I’m Taryll, but Jon already introduced me He’s very nice.
1 Personal pronouns
Personal pronouns as subject
I am Tamara.
SINGULAR
PLURAL
Personal pronouns as object
This is me
You are Jon. I love you
He has many friends.
She is nice.
I like him
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
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
– ‘They’ is also a gender-neutral singular pronoun, compared to pronouns like ‘he/him’ or ‘she/ her’ which are gendered terms. Some people use ‘they’ and ‘them’ as their personal pronouns.
2 The verb ‘to be’
POSITIVE FORM
Long form
Short form
I am I’m
SINGULAR
PLURAL
SINGULAR
PLURAL
RULE
NEGATIVE FORM
Long form
Short form
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 They aren’t
QUESTION FORM
AmIfrom Oxford?
Are you from Ghent?
Ishe14 years old?
Is she15 years old?
Is itfrom France?
SHORT ANSWER
Yes, I am. No, I am not. No, I’m not.
Yes, you are.No, you are not. No, you aren’t. No, you’re not.
Yes, he is. No, he is not. No, he isn’t. No, he’s not.
Yes, she is. 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.
Are we from Spain? Yes, we are. No, we are not. No, we aren’t. No, we’re not.
Are you from Tokyo? Yes, you are.No, you are not. No, you aren’t. No, you’re not.
Are theyfrom America? Yes, they are.No, they are not. No, they aren’t. No, they’re not.
‘To be’subjectrest of sentence?Yes, subject + ‘to be’ (positive) No, subject + ‘to be’ (negative)
Are there pens in your pencil case? Can I use one?
Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?
To talk about 1 thing, you use the indefinite article a or an a an 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’
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.
Singular Plural Rule
a marker a notebook a pen two markers two notebooks two pens
a diary a dictionary two diaries two dictionaries
a sandwich a pencil box two sandwiches two pencil boxes
Common irregular plural nouns:
man men woman women child children person people foot feet tooth teeth
Note the pronunciation of plural nouns:
Pronunciation Examples
/s/ after a heavy sound cats cups minutes
/z/ after a light sound shoes knives teachers
/ / after a hissing sound pages horses bridges
3 There is / there are
general rule: noun + s
If the noun ends in a consonant + y: -y g -ies
if the nouns ends in a hissing sound (-s / -es / -x): noun + es
To make sentences with singular and plural words, you can use there is or there are In positive sentencesIn negative sentencesIn questions
With singular words There is a book.There isn’t a book.Is there a book?
With plural words There are two books. There aren’t any books. Are there any books?
1 SCHOOL NECESSITIES
craft supplies
book
(a piece of) chalk
bookcase
dictionary
diary a backpack/ schoolbag a clock
highlighter
bulletin board
(ring) binder
bin (a pair of) compasses
crayon
desk
digital board
divider
hole punch
laptop
a pair of scissors a paper airplane a pen a pencil a paint brush
2 Make a crossword puzzle with your 10 items. Describe your item without naming it. You can give the first letter. Add a picture of your item. Follow the example.
C is for . It is what we use to sit on.
3 Make your crossword on a separate piece of paper or find an online tool to help you.
4 Write a short text about your ideal classroom.
a Write a sentence for each of your items.
b Add a reason for choosing those items.
c Use the verb ‘to be’ and ‘there is’ / ‘there are’ correctly.
d Use the vocabulary for school supplies correctly.
e Pay attention to your spelling!
e.g. In my ideal classroom, there are laptops for everyone because then I’ll only need one thing for each lesson.
5 Give your crossword to a classmate to fill in. Fill in one of your classmates’ crosswords.
Reflection
6 Check your text before you hand it in to your teacher.
Checklist: describing my ideal classroom Yes I think soNo
1 Content and structure
• There are about 100 words in my text.
• I talked about the things in my ideal classroom.
• I gave reasons.
2 Language
• I used ‘there is’ and ‘there are’ correctly.
• I used ‘a’ and ‘an’ correctly.
• I used the vocabulary about school necessities correctly.
Hobbies are fun things, which you can do. They sure can while away the time for you.
A treasure hunt looking for that special find, Finish off a set or take you back in time.
It’s exciting to add to your collection, Praise you receive for beautiful confection.
Collecting stamps, crosses and poetry I write. I find hobbies can really enrich your life,
Build self-esteem and add to conversation. A hobby just may bring you elation.
By Jean E. Gorsey
Mix a pancake, Stir a pancake, Pop it in the pan; Fry the pancake, toss the pancake— Catch it if you can.
By Christina Rossetti
confection: a sweet food elation: extreme happiness to enrich: to improve self-esteem: believe in yourself to while away: spending time
MAIN TRACK
Step 1
Pastime
Talking about hobbies
1 / Guess the hobby
1 Take a separate piece of paper. Make a list of all the hobbies you can think of. Then follow the directions below (hobbies can be in more than one category).
a Underline the hobbies you do inside in one colour.
b Underline the hobbies you do outside in another colour.
c Circle the ‘creative’ or ‘artistic’ hobbies in one colour.
d Circle the ‘physical’ hobbies in another colour.
e Circle the ‘intellectual’ hobbies in a third colour.
f If you can think of other categories, use yet another colour.
g Make a hobbies mind map using your different categories.
2 Play the ‘Guess the Leisure Activities quiz’, and then add the hobbies from the quiz to your mind map.
3 Match the photos with the correct pastime, and then add the (missing) hobbies to your mind map from exercise 1.
going to the cinema
taking photographs going jogging cooking walking your dog horse(back) riding
crafting knitting drawing
playing video games / computer games watching television playing football / soccer painting listening to music playing the guitar
dancing archery swimming playing the drums reading a book crocheting
4 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 the previous exercises for inspiration.
1 I love
2 I enjoy
3 I like
4 I don’t enjoy
5 I don’t like
6 I hate
c Tell a partner about the things you like and don’t like.
5 Verbs in English: answer the questions.
a Complete the text with the correct form of the verb ‘to paint’.
‘Many people enjoy hobbies like . They like pictures of nature or their pets. helps them relax and express themselves. Some even dream of becoming professional painters one day. When they , they feel happy and fulfilled.’
b What does the word ‘painters’ refer to?
c Is ‘painters’ also a verb?
SPEAKING
6 Complete the box about verbs in English. Add the different versions of the verb ‘to paint’ to the box.
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,
2 Infinitive
The infinitive is the verb with the word ‘to’ in front of it.
e.g. to be, to like, to play,
Some verbs are followed by an infinitive in English.
e.g. I choose to play basketball over volleyball.
I prefer to dance.
I hope to swim the North Sea one day. I want to walk the dog. I wish to get better at archery.
3 Gerund
A gerund is the -ing form of the verb that acts as (= zelfstandig naamwoord). It is used as a subject or an object in a sentence.
e.g. is my number one hobby. (subject)
e.g. I enjoy . (object)
Some verbs are followed by a gerund in English.
e.g. I enjoy jogging in the morning. We dislike sunbathing. They suggest going to the cinema. You imagine running that marathon. Please, stop playing that song! See p. 92
7 Complete the sentences with the correct form of the verb: gerund or infinitive.
1 I don’t want (to leave) yet.
2 We hope (to visit) the museum tomorrow.
3 I don’t like (to wait).
4 She suggests (to go) to the cinema.
5 They hate (to listen) to that radio station.
6 They choose (to eat) out in a restaurant.
7 The boys love (to play) soccer.
8 He enjoys (to have) a bath every evening.
8 Form groups and discuss the hobbies that people you know have. Use the activities from your mind map in exercise 1 as inspiration. Follow the example. e.g. My best friend likes cooking. I think my teacher likes reading.
2 / What teens like to do
1 Read the article, and then answer the questions.
a What hobbies do you recognise in the pictures with the article?
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.
What are some hobbies that teens are interested in?
BY CHERYL STEPHENSON-HEARNS
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.
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.
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.
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.
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.
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.
Adapted from: www.livestrong.com
2 Complete the strategy box about reading strategies.
How to read a text more effectively
1 Befor e reading Orientation
– Look at and read first. – wrote this?
– is the text meant for?
– did they write it?
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
Preparation
STRATEGY
– What do you need to do with the text?
– Why do you have to read it?
– What types of questions will you have?
See p. 104
3 Read the text, and then complete the table.
a How many topics does the writer talk about? Add them to the column on the left.
b Check each subsection to complete the column on the right. Look for synonyms, examples and explanations, etc.
or sculpting drama:
4 Are the statements true or false? Find proof in the text.
1 Sharing hobbies is good for your social skills.
2 Frisbee and paintball are traditional sports.
3 Teenagers can do hobbies at home. reading
5 Complete the strategy box about reading strategies with information from exercises 3 and 4.
How to read a text more effectively
2 While r eading Action
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.
STRATEGY
– Use a or a pencil to flag up the information you need. See p. 104
6 What do you prefer?
a Preparation: look at the activities in the text in exercise 1, p. 69. Highlight the one you like most. Think about why this is. Maybe these adjectives will give you some inspiration.
boring – calm – exciting – fun – happy – relaxing – sad – strange
b Action: write a short text about this. Use the writing frame and follow these steps:
Checklist: my preferred hobby
• Write at least 4 sentences.
• Talk about the activity you like most.
• Give at least 2 reasons. You can use the adjectives in a.
• Pay attention to your spelling! writing
From the activities mentioned in the text, I like [name topic] the most. This is a activity. The reasons why I like this are: (give at least 2) 1 2
I would like to try because (give a reason)
c Reflection: check your text! Next, read your text to a classmate. Do you like the same activities?
7 Pair up and play the miming game. Who can guess the most hobbies?
- Student A: act out the hobby on the card.
- Student B: guess the hobby that your partner acts out.
CHECK 1
SPOKEN INTERACTION
Step 2 Everyday routines
Talking about facts and routines
1 / What do you do every day?
1 Watch the video and answer the questions.
a What is this video about?
b Which country is the teenager from?
c How many days do you get to see?
d Are all the days the same?
2 Watch the video again and do the tasks below.
a Highlight the sentences that are true.
He has breakfast.He gets dressed.He has dinner. He brushes his teeth.
He puts on makeup. He goes to school by car. He listens to music. He goes to the bathroom.
He combs his hair.He takes notes.He has a shower.He wakes up. He goes back to bed. He doesn’t talk during class. He has lunch. His sister plaits her hair.
He doesn’t watch TV. He plays video games. His parents prepare lunch. He takes his backpack.
He leaves the house to go to school. He meets friends. His parents don’t drive him to school. The alarm goes off at 7 o’clock.
He gets up. He does homework. He puts on his shoes and jacket. He watches TV.
b Discuss these questions with a partner.
- At the end, he asks, ‘Why am I doing this?’ Why do you think so?
- Do you do those things in the morning too? What else do you do?
watchING
watchING
3 Complete the text using the correct verb. Choose from the box below. brush your teeth – choose clothes – do homework – get dressed – get up – go home –go to bed – go to school / work – go to the bathroom – have breakfast – have dinner –have lunch – leave the house – read a book – take a
Then I In the evenings, I
4 Complete the sentences with the correct expression.
1 After a long day, you and fall asleep.
At 6 o’clock, I At 10 o’clock, I
2 When your alarm clock goes off in the morning, you and after that you
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 happy.
5 Parents and teachers are happy when you
5 What are your morning routines?
a Write down what you do every morning. WRITING
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 / I don’t shower every day
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 reading
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). I don’t play basketball; I’m not very sporty.
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.
Feather Friend
You like walking; 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 don’t like chasing animals; I just choose a spot and wait. I want to invest in a better camera. You don’t need an expensive one. My mum, on the other hand, owns an amazing camera, but she doesn’t let me use hers though. Bummer.
I spend time sleeping and I don’t do anything else. I’m sure it isn’t productive, but I enjoy it. My parents hate it; they always try to make me do things I don’t want to. They don’t listen to me at all. We don’t spend a lot of time together.
Adapted from: forum.choiceofgames.com
2 Look at the texts in exercise 1 in more detail and answer the questions.
a Highlight the verbs in the text in exercise 1. Highlight the positive sentences in one colour and the negative sentences in another colour.
b This text is written in the present – past – future tense. (highlight the correct option)
c How many verb forms are there in each negative form?
d What forms of the verb ‘to do’ do you see in the sentences?
e Use a verb from the text to write your own positive and negative sentences with each of the following subjects. Check the text to see what happens to the verb(s).
f Use a verb from the text to write your own positive and negative sentences with each of the following subjects. Check the text to see what you need to do with the verb.
3 Complete the grammar box with the words below. 3rd person singular – to do – don’t like – hobbies – like – present – s
How to talk about facts and routines
In English, the is used to talk about facts. For example: - to talk about what you or - your
In the positive form, changes. You have to add an to the base form of the verb.
In the negative form, you have to use another verb (= auxiliary verb): e.g. I don’t work – he doesn’t work.
You will find a full overview of the form of the present simple in the Summary See p. 94
4 The form of the present simple changes in the 3rd person singular. In general, we add -s to the base form of the verb. Write down the correct form of the given verb in the sentences below. If there is no verb, choose the correct verb from the box below first. Pay attention to your spelling!
to buy – to cry – to destroy – to dry – to eat – to have – to party – to push – to say –to sleep – to stay
InfinitiveExample Rule
to get to feed
Every weekday she up at 6 o’clock and her cat.
General rule: base form of the verb + s to brush to watch to relax
She dinner at 7 p.m. every day.
She brushes her teeth. She watches TV.
after hissing sounds (x, sh, ch ...): base form + to go to do
She just relaxes. She always her dirty socks under the bed.
Every Monday she dancing. She some work for school.
verbs ending in –o: base form + to carry She always the cat downstairs. She at weddings. Her mum the laundry in the garden. She all night long!
verbs ending in a + y:
InfinitiveExample Rule
to play On Wednesdays she tennis. My brother always my toys. My grandmother fruit at the market.
The dog inside at night. verbs ending in a + y: base form + to have She a dog and 3 cats. The verb ‘to have’ is irregular:
5 Complete the text with the correct verb in the positive form of the present simple. to describe – to draw – to have – to hope – to make (2x) – to play – to read – to think –to write – to bake – to try – to love
FairyGodfeatherFeather Friend
I many hobbies. One is flute. Flute is a very pretty instrument to play 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 and a lot. 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. My parents it when I to make new pies!
Adapted from: forum.choiceofgames.com
6 Complete the sentences with the verb in the correct form of the present simple.
1 Jamal’s father (to work) in a shopping centre.
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.
7 Every day he (to go) to work by bike.
8 His best friends, Arthur and Mo, also (to work) in the shopping centre.
9 But they don’t live nearby. They (to go) to work by car.
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.
7 Rewrite the sentences. Make the positive sentences negative and the negative sentences positive.
c Complete the table with the days of the week. Note that in English the days of the week are written with a capital letter.
d What does she usually do after school? Add the activities to the table.
1 5 10 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 often 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 every day. 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.
2 Check the verb forms in the text and answer the questions.
a What tense are all the verbs in?
b Why is this tense used here?
c Highlight the words in the text that show how often she does these things.
In English, the is also used to talk about . There are some words in English that tell you how often you do things: e.g. always, sometimes, often, regularly, never.
e.g. He always plays football at the weekend. They often go to the cinema.
Mamadou sometimes goes to the library.
Anas never sleeps in on a Sunday.
These words are called adverbs of frequency, and you write them before the main verb. There is one exception, the verb ‘to be’. Here you write the adverb after the form of ‘to be’: e.g. He is always late for school!
3 Write a text about your friend’s and your routine.
a Preparation: work with a partner. First complete the table below with routines. Write keywords. Avoid using the same routine more than once!
3 routines I have3 things I don’t do regularly 3 routines my friend has 3 things
b Action: now write your text.
Checklist: our routines
• Write 6 sentences about yourself – one sentence for each routine.
• Write 6 sentences about your friend – one sentence for each routine.
• Use the present simple correctly.
• Use the adverbs of frequency correctly.
• Pay attention to your spelling and punctuation.
Me:
My friend:
c Reflection: check your text, and then swap your paper with a classmate and give each other feedback. Has your classmate used the present simple correctly?
CHECK 2
Step 3 Let’s plan Asking and answering questions
1 / What do you do in a day?
1 Watch this interview and answer the questions.
a Who is answering the questions?
b What is the video about? watchING
c Complete her schedule.
Time What?
She and checks phone (calls, messages, messages, Instagram …).
10:15 She and Turns CNN on the TV.
10:21 She drinks a She has a and her teeth. 11:25 She the house and goes over her schedule.
They do the following things in the studio: warm up, harmonise, go over the setlist, practise, record and check.
15:00 - 15:40 They order They have
17:00 - 19:00 She at the rehearsal studio. She meets up with She goes to the She relaxes, gets ready for bed and watches 23:30
2 Discuss the following questions with a classmate.
a Do you ever use a schedule? Explain why or why not.
b Do you make your own schedule? Do you get any help making your schedule?
c Is it easy to follow a schedule?
d What can go wrong with your schedule?
3 Do you know how to read an analogue clock in English?
a Complete the clock with the correct information. Choose from the words below. big hand – hour hand – minute hand – second hand – small hand
SPOKEN INTERACTION
b Add the following words to the clock: half past – past – a quarter past – a quarter to – to
c Draw the hands on the clock below, so the clock shows a quarter past ten.
Did you know?
12 or 24 hours?
Some countries don’t use the 24-hour clock but use the 12-hour clock format. This means they are using the terms a.m. and p.m.
a.m. = ante meridiem = from midnight to noon
p.m. = post meridiem = from noon to midnight
e.g. 5 a.m. is 5 o’clock in the morning and 5 p.m. is 5 o’clock in the afternoon.
Note:
12 p.m. = midday = noon 12 a.m. = midnight
p.m. – 22:00 10:00 a.m. – 10:00 2:00 a.m. – 02:00
6:00 p.m. – 18:00 2:00 p.m. – 14:00
p.m. – 16:00 8:00 p.m. – 20:00
5 What time is it? Follow the teacher’s instructions to tell and write the time.
6 Link the questions to the correct answers.
1 When do you play tennis?
2What time is it?
3 When does the film start?
4What’s the time?
A I get up at six o’clock.
B It is three o’clock.
C I want to go shopping at five o’clock.
D The film starts at half past eight.
5 What time do you want to go shopping? E It’s five past four.
6Do you have the time? F I play tennis at four o’clock.
7Do you have the right time?
8 What time do you get up?
7 Complete the table about how to talk about time in English.
How to say what time it is
We usually say ‘ + the time’, or ‘ + the time’ when telling someone the time.
Some verbs are followed by a gerund in English. e.g. I enjoy jogging in the morning. We dislike sunbathing. They suggest going to the cinema. You imagine running that marathon. Please, stop playing that song!
HOW TO talk about facts and routines
I wake up at 6 a.m. every morning. Do you like playing videogames?
3rd p. sing.She He It owns lives runs an amazing camera. in London. in the family.
1st p. plur. We go shopping.
base form
base form + s
base form 2nd p. plur. You go to the cinema together.
3rd p. plur.Theyplay chess every weekend.
RULE: Subjectbase form of verb (!) 3rd p. sing. + s rest of the sentence.
Keep in mind:
Spelling and grammar exceptions
1 3rd p.sing. with verbs ending in Verb ends in Rule Examples -o add -es do g he does go g she goes a sibilant (ch, sh, s, x)add -es wash g he washes kiss g she kisses consonant + y y changes to -ie before -s worry g she worries carry g he carries
2 The verb ‘to have’ is irregular in the positive form: he/she/it has.
2 Negative sentences
To make a verb form negative in the present simple, the auxiliary verb ‘to do’ is used.
Subject Auxiliary verbVerbRest of sentenceForm of verb
1st p. sing.Idon’t playbasketball. don’t + base form
2nd p. sing. You don’t needan expensive camera.
3rd p. sing.She He doesn’t doesn’t let live me use it. in London. doesn’t + base form
1st p. plur. We don’t spenda lot of time together. don’t + base form
2nd p. plur. You don’t go to the cinema together.
3rd p. plur.Theydon’t listento me at all.
RULE: Subjectdon’t doesn’t base form of the verb rest of the sentence.
Keep in mind:
In the negative form, ‘to do’ has a long form and a short form: e.g. I don’t play. = I do not play. He doesn’t live in London = He does not live in London.
3 Questions in
the present simple Auxiliary verb SubjectVerbRest of sentenceForm of verb
1st p. sing.DoI needan expensive camera? do + base form
2nd p. sing.Do you playbasketball?
3rd p. sing.Does Does she he let live you use it? in London? does + base form
1st p. plur.Do we spenda lot of time together? do + base form
2nd p. plur.Do you go to the cinema together?
3rd p. plur.Dotheylistento you at all?
RULE: Do/doessubjectbase form of the verb rest of the sentence?
For more information about asking questions in English, see the next grammar section.
1 Facts
In English, the present simple is used to talk about facts For example:
- to talk about what you like or don’t like: e.g. I love reading. I don’t like chess.
- your hobbies: e.g. I enjoy playing video games. I play tennis.
- things that are always true or true for a reason: e.g. The earth goes around the sun.
Keep in mind:
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 + gerund (verb -ing): e.g. I love watching films.
- verb + noun: e.g. I like dogs. I hate chores.
hate dont’t like don’t enjoy like enjoy love
2 Routines
In English, the present simple is also used to talk about routines or things that are done regularly. e.g. I wake up at 6 a.m. every morning. I always go to school by bus.
Keep in mind:
There are some words in English that tell you how often you do things: e.g. always, sometimes, often, regularly, never.
e.g. He always plays football at the weekend. They often go to the cinema.
Mamadou sometimes goes to the library.
Anas never sleeps in on a Sunday.
These words are called adverbs of frequency, and you write them before the main verb. There is one exception, the verb ‘to be’. Here you write the adverb after the form of ‘to be’: e.g. He is always late for school!
HOW
TO ask questions
Short answer
e.g. Yes, he is Yes/No, subject + verb 'to be'
e.g. Yes, he does Yes/No, subject + do/don’t
Short answer
Yes/no questions and question word questions
Long answer
e.g. Yes, Dan is famous. Yes/No, subject + verb 'to be' + r est of the sentence.
e.g. Yes, Dan likes his nickname. Yes/No, subject + main verb + r est of the sentence.
Long answer
e.g. In No vember. A helmet.
e.g. My birthday is in November. Subject + to be + r est of the sentence I need a helmet to play lacrosse. Subject + ( auxiliary ) main verb + r est of the sentence
Short answer
e.g. Dan ( does ). Subject + ( auxiliary 'do/does' ).
1 Yes/no question = gives a closed answer: yes or no
e.g. Is Dan famous?
Verb 'to be' + subject +rest of the sentence?
e.g. Does Dan like his nickname?
Auxiliary + ‘to do’ subject + base of + main verb r est of the sentence?
2 Ques tion word question = you want specific information: what, where, when, why, how
e.g. When is your birthday ?
Ques tion word + to be + rest of the sentence? What do y ou need t o play lacrosse?
Question word + auxiliary + subject + main verb + rest of the sentence?
Long answer
e.g. Dan plays Fortnite a lot. Subject + main verb + rest of the sentence
3 Subject question = you want specific information about the subject: who or what
Parts of speech an adverb an auxiliary verb a noun a question a verb
Other verbs to bake to brush to buy to carry to cry to describe to destroy to do to draw to dry to eat to feed to finish to get to go to have to help to hope to listen to live
to love to make to party to play to push to read to relax to start to stay to think to try to watch to write
- When we ask someone for a specific time of an event taking place, we use the question words when and what time
e.g. What time does the film start? When is the show?
- We use the preposition at when talking about the exact time.
e.g. It starts at 9 p.m.
2 Reading the clock
An analogue clock
- Step 1: First look at the big hand. g minutes Is it before or after the 6? Do you have to use ‘to’ or ‘past’?
- Step 2: Then look at the little hand g hour
- Step 3: What time is it?
e.g. It’s seven (minutes) past nine.
A digital clock
- Step 1: The first number is the hour.
- Step 2: The second number is the minutes.
- Step 3: What time is it?
e.g. It’s half past five.
It’s … o’clock
It’s five (5) to …
It’s ten (10) to …
It’s a quarter to …
It’s twenty (20) to …
It’s twenty-five (25) to …
It’s half past …
It’s five (5) past …
It’s ten (10) past …
It’s a quarter past …
It’s twenty (20) past …
It’s twenty-five (25) past …
HOW TO read a text more effectively
Before reading
1
The basics
Look at the picture(s).
Read the title(s) first.
Who wrote this? Who is the text meant for?
Why did he/she write it?
Ask yourself
What do you need to do with the text?
Why do you have to read it? What type of questions will you get?
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
Look for numbers if a year, an amount or a date is asked for.
After reading
Check your understanding
If possible, reread difficult passages.
Do you understand the main points?
What would you do differently next time?
Is the task complete?
3
Look for keywords, synonyms or related words.
Use a highlighter or a pencil to flag up the information you need.
CHECK OUT: MY WEEK
Orientation
You will describe a typical weekday and talk about your (weekly) hobbies and routines. Next you will present the task: as a diary entry (in writing) or as a vlog (speaking).
Preparation
1 Decide if you will present your week in writing or orally.
2 Plan your diary or vlog.
a On a separate piece of paper, make a draft of your week.
- Add the days of the week.
- Write which hobbies you do on which day (and at which time).
- Add other things you often do in each week.
- Give 2 things you don’t usually do in each week.
b Fill in what a typical weekday looks like. List different actions or activities on your draft paper as well. Use the schedule below.
SLEEP PLAY SOCIAL MEALS
SCHOOL HOMEWORK
OTHER WORK
Action
3 Follow these steps if you are presenting your regular week as a written diary.
4 Find pictures to describe your hobbies and routines or draw them yourself. Make a nice, creative diary entry! writing
a Write 1 paragraph (50-75 words) to describe your weekly hobbies and routines. What do you do? When do you do it? Add the day and time. Mention 2 things you don’t usually do. Use the information from your draft!
b Write 1 paragraph (50-75 words) to describe a typical weekday. Mention at least 5 things. Don’t forget to add the times!
5 Follow these steps if you are presenting your regular week as a vlog.
a Talk for about 2 minutes and describe your weekly hobbies and routines. What do you do? When do you do it? Add the day and time. Mention 2 things you don’t usually do. Use the information from your draft.
b Talk for about 1 more minute and describe a typical weekday. Mention at least 5 things. Don’t forget to add the time!
c Find pictures to describe your hobbies and routines or draw them yourself. Show them in your vlog.
d Record your vlog and send it to the teacher.
Reflection
6 Reflect on your task by filling in the checklist.
Checklist: my week
1 Preparation
• I made a draft about my typical week.
• I made a draft about a typical weekday.
2 Content and structure
• I wrote 1 paragraph (50-75 words) about my weekly hobbies and routines (for the diary entry).
• I talked for about 2 minutes about my weekly hobbies and routines (for the vlog).
• I added days and times.
• I mentioned 2 things I don’t usually do.
• I wrote 1 paragraph (50-75 words) about a typical weekday (for the diary entry).
• I talked for about 1 minute about a typical weekday (for the vlog).
• I mentioned at least 5 things I do in a day and added the time.
• I added 5 pictures or drawings.
• My diary entry looks nice and creative (for the diary entry).
• My vlog is fluent (for the vlog).
3 Language
• I used the present simple correctly.
• I used correct vocabulary to describe my hobbies and routines.
• I used correct spelling and punctuation (for the diary entry).
• I paid attention to my pronunciation (for the vlog).
Feedback
Trace your steps on iDiddit. speaking
UNIT 3: A DAY TO REMEMBER
check in
summary main track
Step 1: talking about dates
Step 2: describing events trace your steps on different tracks
check out: presenting a cultural event
The place to be
1 Check the tour posters on the next pages and answer the questions.
b Now switch partners and have another conversation about your plans and weekly routines. This time don’t look at the expressions in your book!
5 Go to the official bank holiday website and answer the questions.
a What can you find on this website?
b What is a bank holiday?
c What happens when a bank holiday is on a weekend?
d When are the official bank holidays for this year? Link the dates and the holidays and add the details that are missing.
1 January
April
May
May
August
11 November
25 December
26 December
Spring bank holiday
Boxing Day
Good Friday
Summer bank holiday
April Fools’ Day
Easter Monday
Early May bank holiday
Christmas
New Year’s day
reading
Saying goodbye
e What date and/or occasion could you not match up? What do you know about them?
f What day of the year do you like to celebrate the most?
g Which date is the most important to you?
6 Get out of your chair and get in line! Your teacher will tell you what to do. Follow the instructions. SPOKEN INTERACTION
7 Expand your English vocabulary with these idioms.
a Fill in the blanks to complete the idioms and expressions. Choose from the words below. day (2x) – days – Friday – Monday – moon – Sunday – Thursday – time (3x)
1 TGIF!
2 Blues
3 throwback
4 a driver 5 make someone’s
6 call it a
b Now link the idioms to their meaning.
7 It’s just one of those 8 all-in good 9 once in a blue 10 have the of your life 11 in the nick of
A being very happy that the week is over, thank God it’s
B to make someone very happy by doing something for them
C to have a brilliant experience, the best time ever
D someone who drives very slowly as if he or she only drives at weekends
E a feeling of sadness at the beginning of the week
F just in time, at the very last moment
G a day where everything seems to go wrong
H something will happen when the time is right; you just need to be patient
I a social media trend where people post old photos or memories, typically on Thursdays
J to stop working on something because you feel you have done enough
K something that happens very rarely 1234567891011
c Now use the idioms in a short conversation. Follow these steps:
- Pair up.
- Pick at least three idiom cards.
- Use the idioms in a conversation.
- Make sure you greet each other and say goodbye at the end. Use expressions from exercise 4.
2 / Eat that frog
1 Read the text below. Answer the questions.
a What type of text is this? a newspaper article a manual a blog a fan page
b What is the purpose of the text? to persuade the reader to inform the reader to entertain the reader to give an opinion
c Number all the tips.
d How many tips are there? There are tips.
e Take a closer look at the paragraphs. Where can you find the main idea for each paragraph? The main idea is usually
f Give every tip a title. Make sure the main idea of the paragraph is clear in the titles! reading
5 Tips for Getting Work Done Faster
By Jacob Dillon
Sometimes, you have lots of work to do but only so little time. Maybe you are so worried that you don’t know where to start. Perhaps you have tried your best but couldn’t do it all in time. We are here to give you tips on how to do more work within little time.
Sometimes you think all will be fine, the moment you work hard. Well, you aren’t totally wrong. But if you want to do more in little time, you should learn to work smarter, not harder. Enough of the talk, let’s go straight to the 5 tips.
Have a plan to follow by making a list of the tasks you want to do that day. The list will help you in two major ways. You will not forget any tasks and it you won’t get distracted as much because you still have plenty things to do. Make sure your to-do list is very practical. Don’t overload the list with a hundred tasks that you know you can’t do.
Start with the tasks that are the most difficult. You should make it a habit to arrange your tasks in the order in which you want to do them. A lot of people make mistakes by beginning with the simple tasks. When you start with the difficult ones, you will feel so happy after completing it and that way, it makes you even more productive. Next time you have a number of things to do, begin by eating the frogs you have on your list.
Some objects will only slow you down by distracting you. For example, mobile phones, headphones, games... When you have your phone around you, you may be tempted to ‘quickly’ check your mails, scroll through some posts on social media ‘for only five minutes’, or reply to a friend’s message. All these things will slow you down.
Maybe you have a friend who is always inviting you out for a talk or games. You should learn to say no to unimportant invitations. Let’s say you have something to write on, and a friend is inviting you for a game, there’s nothing wrong in saying; “I’m sorry I can’t go with you now, I have an essay to write and if I can work on it now, I can come and join you in two hours’ time”.
Don’t switch from task to task. Multitasking will slow you down while giving you the impression that you are moving fast, not until you carefully analyse it. Each time you multitask and your brain switches to a new task, you will have to redo some things you already did on the first task. You can even get lost and have to start the task all over again. Instead of working on a second task as well, do one task at a time.
Conclusion
You don’t have to use all the 24 hours you have in each day. What you need is to use these tips that will help you do more in little time. We all have so many things to do within limited time. Don’t work harder, work smarter.
Adapted from: facilethings.com
to eat the frog: to complete your biggest, most difficult task first so that nothing worse can happen for the rest of your day.
an essay: a short piece of writing on a particular subject, often expressing personal views. a habit: something that you do often and regularly, sometimes without knowing that you are doing it.
2 Answer the questions about the text on getting work done faster. Use full sentences.
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 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.
5 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.
6 Eid Al-Fitr, also called the ‘Festival of Breaking the Fast’ or ‘Lesser Eid’, is a religious holiday celebrated by Muslims worldwide. It marks the end of the month-long dawn-to-sunset fasting of Ramadan. It is celebrated on a different day every year.
7 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.
8 Edinburgh Festival Fringe is the largest arts festival in the world. It has over 40.000 performances. The festival is most famous for comedy.
9 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.
10 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.
12 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 distributed the next day. ‘Boxing Day’ could have been named after this custom. Today there are no traditional Boxing Day customs. Most people spend the day eating the Christmas leftovers and maybe going for a walk or visiting friends and family.
2 Pair up, and then read the text you will get. Answer the questions below about your text.
a Complete the table with information from your text.
NAME(S) of holiday or celebration?
WHEN is it celebrated?
WHERE is it celebrated?
WHAT does it celebrate?
HOW do people celebrate it?
Think about food, a parade, dressing up, presents, do people get a day off work?
SYMBOLS of the celebration?
OTHER IMPORTANT INFORMATION?
reading
b Find the bold printed words in the text and read the paragraph again. Next write down the meaning of the words, using the information you found in the text.
TEXT 1: The history of St Patrick’s DayTEXT 2: The history of Guy Fawkes Night - shepherd: - refugees: - mischievous: - mistreated: - bonfire: - penny:
c Highlight the most important words in each paragraph.
d Complete the summary with information from the previous questions.
TEXT 1: The history of Saint Patrick’s Day is celebrated in and on . People celebrate the anniversary of the death of , who brought Christianity to Ireland.
In the morning people usually go to and then they and they eat
In there are big , anything and with a pot of gold are the main symbols for the event.
TEXT 2: The history of Guy Fawkes Night is celebrated in , especially in , on . People remember the from 1605 and celebrate the survival of King James.
All over the country people now have and . Models of Guy Fawkes, the , are burned on the bonfires. People often eat filled with butter and cheese, or toffee apples, or they toast . Kids used to go around in the days before Bonfire Night, taking their home-made Guys, and asking so they could collect to buy fireworks.
e Find another pair of students and tell them what the celebration in your text is all about. Use the summary you completed.
f Choose the images that go with each celebration. Note: not all images can be linked to these 2 celebrations.
c Which cultural event is your favourite? How do you celebrate it?
d Do you celebrate any other events? Who do you celebrate them with?
e Do you know of any special occasions that are celebrated in other parts of the world? What do you know about them? Have you taken part in one? What was it like?
f What day should be made an official day off? Explain why!
CHECK 1
SPOKEN INTERACTION
1 Look at the poster and answer the questions.
a What is the poster about?
b What is the event’s name?
c Where does it take place?
d What country is the event in?
e Which days are mentioned?
f When does the event take place?
g What is listed under each date?
2 Discuss these questions.
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)?
3 What information is mentioned on this poster? Complete the blanks. READING
Source: mainstreetwh.com
4 Answer the questions about the poster in exercise 3.
a What is this poster about?
b What kind of information is missing?
c Why do you think it is missing?
5 Giving your opinion about posters.
a Preparation: your teacher will give you some posters. Look at them closely, before ranking them. 1 is the one you like the most and 5 is the one you like the least. Think about the content and the lay-out.
b Action: explain your opinion to a classmate.
Checklist: giving my opinion
• Complete the writing frame. Write 5 full sentences.
• Explain to a classmate why you ranked the posters the way you did. Don’t read from your text.
c Reflection: check your task. Do you have the same opinion about the posters as your partner?
6 Use the information on the posters in exercise 5 and highlight the correct answer.
1 Kids mini games are held on Saturday 16th July / on Sunday 17th July.
2 Pancake Day is always on 21st February / on a Tuesday.
3 Comic Con is held in Downton Grand Junction, Colorado / at the University of North Florida.
4 Pride Youthspace is in Dublin / in Edinburgh.
5 Glastonbury Festival is from 21st until 25th June / from 21st until 25th July.
6 Homecoming is in the UK / the USA.
7 Pride Youthspace starts at 1 a.m. / at 1 p.m.
8 Comic Con was held in 2018 / in 2019.
9 Pancake Day is on 21st February / on 25th June.
10 The Highland Games on Sunday finish at 11 a.m. / at 5 p.m.
7 Check the sentences in exercise 6 and fill in the grammar box.
How to talk about when and where things happen
TIME PLACE GENERAL
– Centuries, decades, years, months, seasons, parts of the day:
e.g Selma was born 2010.
e.g. He wakes up early the morning.
e.g. Her birthday is winter.
– Days and dates:
e.g. We don’t go to school Pancake Day.
e.g. Haruo’s birthday is 25 March.
– Hours, noon, (mid)night:
e.g. The Highland Games finish 9 p.m.
e.g. We have lunch noon.
Keep in mind:
GRAMMAR
– Countries, cities and neighbourhoods:
e.g. She was born Belgium.
e.g. He lives Oklahoma City.
– Streets, avenues and parts of streets:
e.g. There are many shops Spring Street.
e.g. He lives Colonial Avenue.
e.g. The house is the corner.
– Address, specific location:
e.g. The Party is the Black Dog Ballroom.
e.g. The event takes place the World Trade Center.
SPECIFIC
• In British English you live in a street or avenue (vs. on a street in American English). ‘at the weekend’ is used in British English. ‘on the weekend’ is used in American English.
e.g. What did you do at the weekend?
8 Complete these sentences with the correct preposition. Choose ‘in’, ‘on’ or ‘at’. Underline the reason why you choose that specific preposition.
Halloween
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.
St. Patrick’s Day
4 St. Patrick’s Day is an Irish national holiday, but it is celebrated America too.
5 The monuments and the streets in Chicago light up green 17 March.
6 St. Patrick’s Day is not always a Sunday, but it’s always March.
Mardi Gras
7 The holiday of Mardi Gras is celebrated all of Louisiana, but especially New Orleans.
8 There are a lot of Carnival activities with a lot of parades and balls, especially the final week.
9 Many tourists center their Carnival season activities Bourbon Street but major parades start the Uptown and Mid-City districts and follow a route along St. Charles Avenue and Canal Street, the upriver side of the Spanish Quarter.
10 Promptly midnight, New Orleans police officers start clearing the streets. This announces the end of the Carnival.
St. George’s Day
11 St. George’s Day is 23 April. He died 303 AD. Although he is the patron saint of England, he probably never set foot England. He was born what is now Turkey and he is buried Israel.
9 Complete these sentences with the correct preposition. Choose ‘in’, ‘on’ or ‘at’. Underline the reason why you choose that specific preposition.
Thanksgiving is celebrated (1) the fourth Thursday (2) November (3) the USA. There are many similar stories about the origin of Thanksgiving as a holiday. (4) 1621 a group of pilgrims, who had moved from England and settled (5) Plymouth (USA), celebrated a good harvest with a native tribe who had helped them get through the previous winter by giving them food and protection.
Today, the holiday is celebrated with a big family dinner, American football, parades, and volunteering. The most typical food (6) a Thanksgiving dinner is a large roasted turkey, usually with cranberry sauce. The holiday is even nicknamed ‘turkey day’.
The day after Thanksgiving is known as Black Friday. (7) Black Friday, there are big sales; shopping for the Christmas season starts. Thanksgiving is also celebrated (8) Canada (9) the second Monday (10) October, originating back to the colonial period.
10 Read the posters in exercise 5 again. Tick off the box if the statement is true.
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 TIME PLACE
GENERAL
– Centuries, decades, years, months, seasons, parts of the day:
e.g. Selma was born in 2010.
e.g. He wakes up early in the morning.
e.g. Her birthday is in winter.
– Days and dates:
e.g. We don’t go to school on Pancake Day.
e.g. Haruo’s birthday is on 25 March.
– Hours, noon, (mid)night:
e.g. The Highland Games finish at 9 p.m.
e.g. We have lunch at noon.
– 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. There are many shops on Spring Street.
e.g. He lives on Colonial Avenue.*
e.g. The house is on the corner.
– 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:
• 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’ is used in British English. ‘on + the weekend’ is used in American English.
Keep in mind:
* In British English you live in a street or avenue (vs. on a street in American English).
to have the time of your life de tijd van je leven beleven
It’s just one of those days.
Het is weer zo’n dag. / Je hebt zo van die dagen … to make someone’s day iemands dag goed maken
Monday blues maandagblues in the nick of timeop het nippertje once in a blue moonheel zelden a Sunday drivereen zondagsrijder TGIF – Thank God it’s Friday! Gelukkig is het vrijdag!
2 Listen to the recording before watching the video, and answer the questions.
a Who is the extract about?
b What is special about them?
c Which of their magical talents would you like to have? Why? I would like to because
d Listen again and highlight the family members that are mentioned in the video. listening
great-grandfather grandfather
great-grandmother grandmother
father
sister nephew niece son daughter
brother-in-law
sister-in-law cousin cousin’s husband stepbrother brother me ex-wife wife
mother stepfather uncle aunt
e Listen again. Choose the most suitable family tree.
f Now watch the video and check if you chose the right option.
g Complete the correct family tree with the missing names. watching
3 Read the text and complete the sentences with the correct family relationship.
The Madrigals
The Madrigals (also known as La Familia Madrigal) are a magical and famous family featured in the 2021 Disney animated film, Encanto. They live in a magical house called the Casa Madrigal, which is located in the Colombian village of Encanto.
Abuela Alma is the matriarch of the Madrigal family. Her Pedro gave her a magical candle before his death. The triplets Julieta, Pepa, and Bruno are their . They have two and one
She has six : Dolores, Camilo, Antonio, Mirabel, Isabela and Luisa. She is their . Pedro was their Dolores, Camilo and Antonio’s is Pepa, and Félix is their . Mirabel, Isabela and Luisa are their They are (their) Julieta and Agustin’s
Bruno is also their . He is not married. Bruno has four (Dolores, Mirabel, Isabela and Luisa) and Camilo and Antonio are his
Source: disney.fandom.com
Did you know?
Collective nouns
matriarch: a woman who is the head of a family or tribe
A collective noun is a noun that represents a collection of individuals, very often people, such as:
• a team (e.g. eleven football players),
• a family (e.g. mother, father and children).
Each collective noun is a single ‘thing’, but consists of more than one individual. A collective noun can be singular or plural, grammatically speaking, depending on how you see the individuals in the group.
Note that as a general rule:
• British English treats collective nouns as plural, e.g. The family are arriving tomorrow;
• American English treats them as singular, e.g. The family is arriving tomorrow.
The collective noun ‘police’ is always treated as plural: e.g. The police are coming
4 Go back to the family tree in exercise 2. Do the tasks below.
a Indicate the correct statements based on the correct family tree.
Are there any other characters? Who? What are their roles?
Where does the story take place? What is the setting?
What do we know about the main character?
What happens to the main character?
How does the character feel? Explain.
What type of family is being described? Explain.
Would you like to know how this story ends? yes no
Why (not)?
b Form groups and compare your answers in exercise a. Use this information to link the different types of family below to their definitions. Search online if you need more information.
1nuclear family A
2blended family B
3 single-parent family C
4adoptive family D
Family includes not only parents and children but also other relatives, such as grandparents, aunts, uncles, and cousins, living together or in close proximity.
Consists of partners of the same gender who live together, and may raise children, either through adoption, surrogacy, or from previous relationships.
The family take in children not biologically related to them, and provide temporary care.
Or stepfamily, this results from the remarriage of a divorced or widowed person who brings children from a previous relationship into a new union. The family includes both biological and stepchildren.
5same-sex familyE
6extended family F
7foster family G
This family includes parents who look after children not biologically related to them. They legally embrace children as their own.
Consists of two parents (a mother and a father) and their biological or adopted children living together in a single household. It is often considered the traditional family structure.
Family is headed by one parent who may be divorced, separated, widowed, or choosing to raise children independently. The single parent assumes both caregiving and financial responsibilities.
10 Discuss your (extended) family with a partner.
a Preparation: read the questions below. Choose 4 questions you want to answer. Then swap books with a partner.
Are you an only child or have you got any older or younger brothers or sisters?
What does your family look like?
Who do you take after? Are you a chip off the old block? Explain.
Do you get on well with your brothers/sisters?
How many aunts and uncles have you got?
Are your great-grandparents still alive? And what about your grandparents? How old are they?
Do most of your relatives live near you? How often do you see them?
Which relations do you like best? Are there any people in your family who don’t get on?
Is anyone in your family doing anything interesting at the moment? What?
INTERACTION
1234567
SPOKEN
b Action: ask and answer questions about your family.
11 Write a short paragraph about yourself and your family. Include the answers to the questions in exercise 10. writing
CHECK 1
Step 2 My own family puzzle
Describing possession
1 / My mother’s eyes
1 Read the text on the next page and answer the questions.
a Complete the table.
Source
Title
Author Fiction / non-fiction
b Explain the title of the text.
c Is family important to the author? Highlight in the text why or why not.
d Which family member does the author describe? What does he like about them? Give at least one example.
LIVE WITHOUT
By Talontl SILVER, Pewaukee, Wisconsin
A piece of the puzzle
I cannot live without my family. Family is truly one of the most important things in the world, not because you live with them, but because of the traditions, jokes, and bonding you have done with them all your life. Family traditions are like no other; they really bring a strong bond to the family which helps them become inseparable. The way family supports one another is something that is so important. Parents are like training wheels, they support you until you are ready to go out by yourself.
I have one sibling, an older brother. My brother’s name is Logan. I can’t live without him. He is what motivates me to try my hardest in everything I do. He is smart and good with his words. The way he words his sentences about trying hard is beautiful. He works them in a way where that isn’t overwhelming and it feels like I can slowly work toward the goal.
Without my mom, I wouldn’t laugh the way I do. I definitely got my mom’s laugh because when I hear something funny I laugh so hard I fight for air. The difference is that I don’t turn bright red when I laugh. The way my mom laughs is like a tea kettle, the high-pitched noise that happens is too good not to laugh at. When I hear her laugh like a tea kettle, that’s how I know I made a good joke, well… in her opinion at least.
My dad is a quiet dude, he is not too tall and has salt-and-pepper hair with a beard. My dad taught me how to golf at a young age. I was never really into golf until 6th grade. I started playing for fun until 8th grade, then I played for my high school team. Having him watch me play in tournaments is very fun to see. I think he enjoys watching me knowing that he has taught me up to this point and how he gets excited when I play well. In my sophomore year, I was playing and ended up tied for first place and when I got home my dad was watching the live scoring on the TV while he was working. The most recent thing he taught me was how to drive a manual car. He taught me how to drive a 1992, blue, Dodge Stealth. Learning was hard, but eventually, I got the hang of it and now I am able to drive manual cars without a problem. My father’s patience is endless. Very understanding, very well-spoken, and he always finds a way to make people laugh.
I am truly grateful for my family because of the motivation and opportunities they have given me. Their presence in my daily life makes it all worthwhile.
Adapted from: www.teenink.com
2 Focus on the text in more detail and answer these questions.
a Two phrases are underlined. What do they express?
b Highlight another example like this in the text.
c Complete the grammar box below.
How to express possession
GRAMMAR
In English we can use the genitive ’s to express possession (of nouns). This -s is preceded by , e.g. my brother’s name.
Type of word
Rule
Example
Singular nouns My teacher’s name is Miss Jones.
Singular nouns ending in -s or -z Luis’ parents Diaz’s brother
Plural nouns ending in -s my grandparents’ only son
Irregular plural nouns the children’s parents
Keep in mind:
- When people’s names end in ‘s’, you can either add ’or ’s (Charles’ or Charles’s) and choose pronunciation accordingly, either /iz/ or /isiz/.
- 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. 172
3 Use the prompts to make sentences. Conjugate the verbs. Add genitive ’ or ’s where necessary.
1 Jack / grandparents / to live / in London
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
6 these / to be / our friends / cats
7 this / to be / our boss / car
8 jack / and / joe / bags / to be / stolen
9 where / to be / the ladies / bathroom
4 Write ’s, ’ or s where necessary.
1 Danny and Eve are husband and wife. Danny is Eve husband.
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.
5 Form groups of 3. You will receive 2 piles of cards (names and objects). Make genitives with the cards. Keep the cards if your answer is correct. Who can collect the most cards?
6 Some words are printed in bold in the text in exercise 1 (p. 154).
a What do these words express?
b Complete the grid with the correct possessive adjective from the text.
Personal pronounsPossessive adjectives
SINGULAR I mother you life he words she laugh it its clothes PLURAL we our boss you your children they presence
7 Complete the grammar box.
How to express possession
We can also express possession in English with possessive adjectives
They express that something or someone to someone. They are always used in combination with a noun e.g. my dog, your clothes See p. 172
8 Use a possessive adjective to correct these phrases. Follow the example.
1 The car (of my father):
2 The outfit (of my mother):
3 The cup (of you):
4 The game (of my niece and nephew):
5 The name (of me):
6 The family (of my sister and me):
7 The house (of us):
8 The tail (of the snake): his car
9 Use possessive adjectives to make this conversation work.
Hi, name is Alice.
Who is that cute girl in family photo?
No way! It's so cool that family has a family tree. brother and I are really curious about our grandparents and parents, but mum and dad can't find all the information …
Hey, I'm Aiden. That girl is sister Ruby. I don't think she looks cute at all. hair is funny and smile is weird in this photo.
That's too bad … Anyway, I'm a bit sorry that cat isn't in the tree. We couldn't take picture because she wouldn't sit still.
Oh, do you have a cat? I just love dogs!
See you later, Alice! And try to find some more information on family … 1 2 4 6 3 5 7
Okay, I'll try. See you!
That's the bell … I have to go.
10 Be careful not to mix up the following words! Complete the grid. they’re there their = = =
‘Where are my new shoes?’ in the living room.’
‘Where?’
‘Over ! Are you blind?’
‘Is that new car?’
‘Yes, they just bought it.’ it’s its = =
‘Whose cat is this?’
‘Oh, ours.’
‘Look at that cat! tail is so long!’ you’re your = =
‘ very nice, Miss!’
‘Oh, thank you!’
‘I think teacher is very nice.’ ‘I know!’
11 Complete the sentences with the correct words.
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.
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.
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.
2 / This is mine, where is yours?
1 Read the cartoon and highlight the words that indicate possession.
My phone is new and its battery doesn’t drain fast.
Well, mine is still better than yours.
2 Did you notice yet another way to indicate possession? Complete the grid with the missing words. Choose from the following words. hers – his – mine – ours – theirs – yours (2x)
Personal pronounsPossessive adjectivesPossessive pronouns
Another way to indicate possession in English is with possessive pronouns. We use possessive 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 See p. 172
4 Write sentences with possessive adjectives and possessive pronouns. Follow the example.
1 That pen belongs to me.
It’s mine. That is my pen.
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.
Did you know?
‘They’ is considered a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are generally seen as gendered terms.
‘They’ 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.
Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns.
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
5 Look around the classroom and choose 5 objects. Ask your classmates questions about them and use possessive adjectives and possessive pronouns. Make sure you get a negative answer. Follow the example.
b Highlight the categories they mention or discuss.
accessories complexion face moustache body type ears gender nose brands eyebrows hair style piercing cities eye colour hearing aids shoes clothes eye size make-up weight watching
2 Look at the pictures and match them with the correct words.
hair
bald long, straight hair medium-length, wavy hair short, curly hair bun
eyes
green eyes
blue eyes grey eyes brown eyes
one hundred and sixty-one
3 Complete the grammar box on how to describe people’s appearance.
How to describe people and things
GRAMMAR
To describe people’s appearance in English, we can use An is a word that describes people, things or places. In English they mostly appear the word they modify, as in the examples below.
3 People of all ages can get , but it is most common in teenagers.
4 Because my sight is not so good anymore, I have to wear
5 Maria has hair that shines like gold in the sunlight.
6 Mara’s hair is easy to comb because it is really
7 Fabiola’s eyes are like the colour of the sky.
8 Sarah has beautiful hair that reaches down to her shoulders.
9 Matthew has been losing his hair: he is now.
10 My grandfather has a long, white that he keeps neatly trimmed.
11 My little sister has to wear to straighten her teeth.
12 My brother exercises a lot in the gym and is very
8 Read the text and answer the questions.
a Which picture matches the description?
b Who is Lynn?
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.
c Highlight the forms of ‘to have got’ in one colour in the text.
d Highlight the forms of the verb ‘to have’ in another colour.
e Complete the grammar box with the missing forms of the verbs ‘to have got’ and ‘to have’.
She looks in the second picture. In the first picture, she looks
His hair is in his bitmoji. In real life, he is
The bitmoji on the right is or , while in reality he is
2 Read the short text below and answer the questions.
a Highlight the differences between the bitmoji and the real person in the text.
b Who is …
taller sillier more creative the shortest the fanciest the most beautiful reading
A bitmoji is like a funny cartoon version of a person. Comparing it to the real person is cool. The real person can be taller, and the bitmoji is usually the shortest, but they both have nice smiles. The bitmoji can seem sillier than the real person, but it’s also the most creative. When it comes to clothes, the bitmoji is definitely the fanciest with many clothes to choose from. People’s real clothes are usually more ordinary than the bitmoji’s clothes! The bitmoji can also show age differences, making the real person look older or younger than their bitmoji. And sometimes people build their bitmoji so that it looks nicer, or is more muscular than they really are … The real person is of course the most beautiful ��. But the best thing of all is that both the bitmoji and the real person are special in their own ways!
3 Check exercise 2 to answer these questions.
a What word is used in combination with words like ‘taller’ and ‘sillier’?
b What word is used in combination with ‘shortest’ and ‘most beautiful’?
Bitmoji Real person
c Complete the grammar box with the correct information.
How to make comparisons
Adjectives can be used in English to make comparisons. Degrees of comparison are used if we want to compare or
Comparative
- To compare 1 thing or person with another thing or person
10 That nice car outside is (expensive) car in the entire street.
11 Winter in Canada is (cold) winter in Brazil.
12 The old clock in the living room is (heavy) thing and impossible to move.
13 The red car is (expensive) the blue one.
14 Swimming is (easy) rock climbing.
15 Sarah is (happy) person I know; she laughs all the time.
5 Look at the pictures. Write sentences using the adjectives from the box to compare them. Write one sentence with a comparative and one with a superlative for each set of pictures.
colourful – good – heavy – light – long – short
ELSA
ZARA
6 Make and describe your avatar.
a Preparation: which categories are very important to make your avatar look like you? Write down some keywords. Think about hair, face, complexion, build, special features.
b Action: write your text below.
Checklist: describing your avatar
• Make an avatar and add a screenshot or drawing.
• Write about 50 words to describe yourself and your avatar.
• Make at least 3 comparisons between the avatar and the real you.
• Pay attention to your spelling and punctuation.
c Reflection: check your text! Then show your avatar to a classmate who will give you some feedback too.
CHECK 3
SUMMARY
HOW TO express possession
Possessive pronouns and adjectives and the genitive form
Milo is my dog. I love him. He’s mine! Is that your dog? No, that’s Milo. It’s his Milo is Jack’s best friend.
In English we can express possession with personal pronouns and adjectives and the genitive form
1 Personal pronouns and adjectives
PERSONAL PRONOUNS
I love my dog Milo.
You love your dog Milo.
He loves
She loves
It is showing his dog Milo. her dog Milo. its teeth.
– ‘They’ is also a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns.
– Possessive adjectives are always used in combination with a noun:
e.g. my mother, your dog, his 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
2 The genitive form
THE GENITIVE FORM
We use the genitive ’s to express possession (of nouns). This -s is preceded by an apostrophe, e.g. my brother’s name.
Type of word Rule
Singular nouns ’s
Singular nouns ending in -s or -z ’ or ’s
Plural nouns ending in -s’
Irregular plural nouns ’s
Keep in mind:
Example
My teacher’s name is Miss Jones.
Luis’ parents
Diaz’s brother
My grandparents’ only son.
The children’s parents.
– When people’s names end in ‘s’, you can either add ’ or ’s (Charles’ or Charles’s) and choose pronunciation accordingly, either /iz/ or /isiz/.
– 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!
3 Watch out for these forms!
they’re there their = they are = somewhere, a place = possessive adjective
it’s its = it is = possessive adjective
‘Where are my new shoes?’
‘They’re in the living room.’
‘Where?’
‘Over there! Are you blind?’
‘Is that their new car?’
‘Yes, they just bought it.’
‘Whose cat is this?’
‘Oh, it’s ours.’
‘Look at that cat! Its tail is so long!’ you’re your = you are = possessive adjective
‘You’re very nice, Miss!’
‘Oh, thank you!’
‘I think your teacher is very nice.’
‘I know!’
HOW TO talk about what you own
‘I’ve got 2 children: a son and a daughter. What about you? Have you got any children?’
The verbs ‘to have’ and ‘to have got’
‘No, I don’t have any children, but I have a dog!’
When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘to have got’.
TO HAVE
Personal pronoun (subject)Positive Negative
Question
I have don’t have Do I have?
You have don’t have Do you have?
He/she/it has doesn’t have Does he/she/it have?
We have don’t have Do we have?
You have don’t have Do you have?
They have don’t have Do they have?
TO HAVE GOT
Personal pronoun (subject)Positive Negative Question
I have gothaven’t got
You have gothaven’t got
Have I got?
Have you got?
He/she/it has got hasn’t got Has he/she/it got?
We have gothaven’t got Have we got?
You have gothaven’t got Have you got?
They have gothaven’t got Have they got?
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)
HOW TO describe and compare people and things
Adjectives and degrees of comparison
1 Adjectives
To describe people’s appearance in English, we can use adjectives. An adjective is a word that describes people, things or places.
– In English they mostly appear before the word they modify, e.g. long hair, short hair, blue nails.
– They are also used in combination with the word ‘to be’, e.g. My hair is long
2 Degrees of comparison
Degrees of comparison are used if we want to compare people or things.
Comparative
– To compare 1 thing or person with another thing or person
– Used with ‘than’
Superlative
– To compare 1 thing or person with all of their group - Used with ‘the’
The form of the comparisons depends on the number of syllables in the adjective. Comparative
1 syllable old young tall nice rule: -(e)r + than older than younger than taller than nicer than
2 syllables silly skinny common
Adjective ending in consonant + y rule: change -y to -i before adding -er sillier than skinnier than
Other adjectives rule: more + adjective + than more common than
>2 syllables creative beautiful rule: more + adjective + than more creative than more beautiful than
rule: the + (e)st the oldest the youngest the tallest the nicest
Adjective ending in consonant + y rule: change -y to -i before adding -est the silliest the skinniest
Other adjectives
rule: the + most + adjective the most common
rule: the + most + adjective the most creative the most beautiful
Keep in mind:
– Short adjectives ending in a short vowel + consonant = double the consonant.
e.g. big, bigger, biggest hot, ho tter, ho ttest – Short adjectives ending in -e = adjective + -r/-st
e.g. nice, nicer, nicest – There are irregular forms.
1 Decide if you want to do this task about your own family or an invented family.
2 If you do this task about your own family, ask your (grand)parents what they know about their relatives. Go through old photo albums or folders in your gallery and select some good photos (old and new!) of as many family members as you can.
3 If you do this task about an invented family, browse through newspapers, magazines, etc., or go online to find good photographs.
Action
4 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.
5 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.
– Compare 3 people using 5 different adjectives.
– Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.
6 Present your family to your group or the entire class.
7 While you are listening to your classmates’ presentations fill in the listening table you will get.
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.
• I compared 3 people.
3 Language
• I used the correct vocabulary to describe family relations.
• I used possessive adjectives and possessive pronouns correctly.
Step 3: using present simple and present continuous
summary main track
Step 1: talking about chores
Step 2: using the present continuous
trace your steps on different tracks
check out: a day in the life
CHECK IN
A role or just a normal chore?
1 Watch the video and answer the questions.
a Complete the text. watchING
Brooke Walker is interviewing ; she is a and the of online community She thinks kids need to and want to feel . She gives kids . It is based on the ‘ ’ children get in . Kids love this and it is a fun way to learn how to be .She wanted to take that idea and implement it in her home to teach her children and with one another and
b Who takes care of what? Match the roles with the explanation.
1the zookeeperA Writes notes of encouragement to the family members.
2 the news reporter B Keeps the bookshelf nice and tidy and chooses the bedtime story for the night.
3the cheerleaderC Takes care of the animals in the house; they are responsible for walking the dog and changing the litter box, etc.
4the DJ D Looks for things to highlight during the week, a birthday, for example. They also mention the people who are doing good things in the home.
5the librarian E Picks the music on car rides and can decide to start spontaneous dance parties in the house.
c What do we normally call things you have to do at home?
2 Do you agree with the statement: ‘It‘s smart to turn the names into roles; it turns the things they need to do into things they want to do.’ Tell the others why (not).
3 Do you have a chore to do at home that you don’t really like to do? Can you give it a creative name to describe it?
MAIN TRACK
Step 1 So little time, so much to do Talking
about household chores
1 Read the text and answer the questions. Indicate an example in the text.
a What type of text is this? How do you know?
b What is the text about?
c Who is talking about it? Find proof in the tekst.
d What is the writer’s opinion about it? Why?
e Find a good title for this text.
I really do hate housework, I find it such a chore, Just the thought of ironing, Makes me want to snore.
I’d like my house real tidy, But lack the inclination, I really have to wonder, If mine’s the messiest in the nation.
On the rare occasion, That I make the house pristine, The husband and the kids come home, And ruin my tidy dream!
And then I must start over, It makes me want to cry, I wish we got on better, My hoover, mop and I!
Source: https://dizzypoet.blogspot.com
inclination: intention to start pristine: very clean
reading
2 Brainstorm!
a Write down all the chores you can think of on a piece of paper.
TIP: if you don’t know the name in English, first write it in a language you do know.
b Circle the chores you have to do at home with a coloured pen.
c Find a classmate. Ask them if they know the English for the chores you don’t know. If you both don’t know, look it up or ask the teacher.
d Circle the chore(s) your partner does around the house in a different colour.
e What do you have in common? Tell the class.
3 Read this note and answer the questions.
a Who wrote this note?
b Who is this note meant for?
c What is it about? reading
Dear kids,
I am out at work all day so I expect you to do some things around the house. clear the kitchen table unload the dishwasher do the laundry du st the furniture take out the dustbins tidy your bedrooms fold clothes
I hope all goes well. In case of an emergency, call me! Or if something goes really wrong, dial 999.
10 But what do I need for that? Answer the questions.
a Before you watch the video, look at the screenshot. What do you think the purpose of the video will be? to entertain to influence to persuade to give information to express feelings
b Can you think of items that will be presented in the video?
c Now watch the video. Circle the items that are mentioned/discussed in the video.
d Label the items that are mentioned. writing watchING
e What other items do you know? Write the names under the pictures.
f Explain the specific uses of the following numbers of cleaning supplies.
g What are some other supplies you need to do your chores at home? Make a list of the chores and the key equipment you need to do them.
11 Try to be the king or queen of chores.
a Make a list of the rooms in your house (see column 1: Room).
b Write down the chores you can do in the rooms (see 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 and places to do them?
e Write sentences about the chores you have to do at home and the places where you do them. Don’t forget to mention the equipment you need to use! writing
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. listening listening
2 Listen to the next part of the conversation and answer the questions. a Complete the conversation text with the missing words. listening
Mia Hi Lily! What’s up?
Lily Hi Mia! Erm … Is that a vacuum cleaner I’m hearing? Or are you TV?
Mia Erm … I’m not watching TV. I’m . I’m vacuuming the floor in the living room! Oh wait, I’ll turn it off.
Lily Oh yeah, the household chores. How are you getting on with them? Are Jack and Ella helping out? You aren’t fighting, the three of you, I hope?
Mia Well … yes, they are helping out! I actually got them to do a few things. Right now, Jack is in the storeroom taking out the dustbins and Ella’s in the utility room.
Lily 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 to Lily?
Jack It looks like you aren’t cleaning right now. Oh, hi Lily! What are you doing?
Lily Oh, I’m not cleaning. I’m just sitting here, listening to you two arguing about the chores your mum gave you.
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 … Wait, Ella isn’t doing anything at the moment, she’s a computer game.
Mia Don’t change the subject! 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 arguing? Please, stop! Anyway, I have to go. My dad is calling me. Bye!
Dad Hi Lily, how are you?
Lily Great, dad! Thanks. I was just talking to Mia. You know Mia, right? Jack’s sister? They are fighting because they have to do lots of chores.
Dad Really, now, there’s an idea …
Lily Dad … no!
b How does Lily contact Mia this time?
c Is Mia Happy about how the chores are going?
d Why does Lily end the conversation?
e Try to find synonyms for the underlined words in the text.
1 You are coping quite well.
2 Are you joking?
3 We all have to clean up our bedrooms.
4 You made that clutter.
3 Check the text again and describe what everyone is doing. Add the place where they are doing it. 1 Mia
Exception 2: to see > to put to stop to swim putting If a verb is short and ends in one vowel and one consonant, we the consonant (never double ‘x’ or ‘w’). to tie to lie to die tying If a verb ends in -ie, we replace the -ie by a and then add to travel to control to quarrel travelling If a verb ends in one vowel + l (even long verbs), we the -l and then add
7 What a mess!
a Look at these photos. What does Hannah need to do?
b Watch the introduction. Write down 5 things that Hannah is doing. watchING
8 Look at these pictures. What are these people doing? Write a sentence for each photo. Use the verbs from the box in the present continuous tense. Add where these people are doing this if possible. do – eat – make dinner – play – shop – sleep – watch – write
1 Check the text again in exercise 2 on p. 196 and answer the questions.
a Highlight examples of the present continuous in the negative form.
b Copy two examples here.
Subject
c How is the negative form of the present continuous formed? Complete the rule in the table in exercise b.
d Now complete the grammar box with the correct information.
How to talk about actions going on now
The present continuous tense in the negative form is formed with the verb and the main verb in
e.g. I am not talking.
The verb to be is the auxiliary verb and can be in the long form or in the short form:
e.g. He is not talking or He isn’t talking.
See p. 210
2 Describe what Jack is not doing right now, based on what you see in his bedroom. Follow the example.
(to vacuum / the carpet)
(to dust / the furniture)
(to clean / the windows)
(to tidy / the bedroom)
(to make / the bed)
3 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 up3 Rashida: to have a bath
4 Daisy: to mow the grass5 John: to load the dishwasher
6 Annie and Ramesh: to feed the pets
Jack is not vacuuming the carpet.
4 Mime the chores!
a Form groups.
b You will get a stack of cards. Take turns to take a card and mime the chore.
c The others will try to guess the chore you are doing.
d If you want to answer, use a sentence. Start by saying what the person who is miming is not doing, and then say what they are doing. e.g. You are not sweeping the floor, but you are doing the dishes.
3
/ What is going on?
1 Check the text in exercise 2 on p. 196 once more and answer the questions.
a Highlight examples of the present continuous in question form.
b Copy two examples here. Auxiliary verbSubject
c How is the question form of the present continuous formed? Complete the table in exercise b.
d Complete the table below with the correct forms. Then answer the questions with a short answer (both in the positive and in the negative).
QuestionsSubject-ing form
Short answer: positive Short answer: negative
you the bed? (to make) Yes, I No, I they TV? (to watch)
Yes, they No, they
Lily the floor? (to vacuum) Yes, she No, she
Jack the car? (to wash) Yes, he No, he
e Now complete the grammar box with the correct information.
How to talk about actions going on now
To form questions in the present continuous tense, we start with the verb followed by and the main verb
e.g. Are you talking?
You can answer a yes/no question with ; however, you have to repeat and the auxiliary verb
e.g. - Are you talking?
- Yes, I am. or No, I’m not.
2 Look at the pictures. Answer the questions. Follow the example.
b Action: ask each other questions about what people are doing and answer them. Follow these steps.
Check: Who is doing what?
• Person A starts by asking a question about someone in the other building.
e.g. Is Macy mowing the lawn?
• Person B answers the question with a short answer, and then says what this person is really doing.
e.g. No, she isn’t. Macy is cleaning the windows.
• Then person A asks who is doing the task they were asking about.
e.g. Then who is mowing the lawn?
• Then person B answers the question.
e.g. Roy is mowing the lawn!
• Repeat this procedure until you have asked and answered questions about every person in the pictures.
• Make sure to use the present continuous correctly.
• Use the correct vocabulary for all the chores.
• Pay attention to your pronunciation.
c Reflection: what does your partner say?
Do you know all the chores?
Can you use the present continuous correctly?
CHECK 2
Calvin
Elly
Jax
Jill
Stanley
Step 3 A day in the life of the busy house
Using
present simple and present continuous
1 Read the text, and then answer the questions.
a What is explained in each paragraph?
- Paragraph 1:
- Paragraph 2: - Paragraph 3:
b Highlight the verbs that are used in paragraph 1 and 2 in one colour and the verbs that are used in paragraph 3 in another colour. What do you notice?
c The verbs in paragraph 1 and 2 explain habits actions going on now
d The verbs in paragraph 3 explain habits actions going on now reading
This is Mr. Grant, his daughter Elly, and their playful cat, Whiskers. Mr. Grant works at a local office, and every morning, he drinks his coffee in the kitchen before he leaves the house for work. These are his regular habits, things he does every day.
Elly, on the other hand, goes to school by bike every day and does her homework in her bedroom after school. She usually plays the guitar in the evening. Her father plays the guitar very well too.
But right now, things are a little different. Look, Mr. Grant is reading a book in the living room and Emily is playing with Whiskers.
2 Use the information from exercise 1 to complete the grammar box below.
How to talk about facts, routines and actions going on now
e.g. He usually drinks his coffee in the kitchen before he leaves. We often use words like ‘usually’, ‘normally’, ‘often’, ‘every’, etc. in this case.
e.g. Mr. Grant works at a local office.
We use the present continuous to talk about (at the moment of speaking). e.g. Look, Mr. Grant is reading a book in the living room.
For a detailed overview of the form and use of the present simple and the present continuous, check the Summary
See p. 210
3 Complete the sentences with the correct form of the verb. Use either the present simple or the present continuous tense.
1 Every Saturday, I (to clean) my bedroom.
2 Right now, my sister (to vacuum) the living room.
3 My dad (to cook) dinner every evening.
4 Listen! They (to do) the washing up in the kitchen.
5 She usually (to do) the laundry on Sundays, but she (to do) it today because she’s busy tomorrow.
6 I never (to iron) my clothes; I just fold them.
7 At the moment, we (to rearrange) the furniture in the living room.
8 you usually (to make) your bed in the morning?
9 Right now, my brother (to take out) the trash.
10 My parents (to dust) the shelves every Friday.
11 At the moment, I (to sweep) the floor in the kitchen.
12 He always (to mop) the bathroom floor after his shower.
13 They rarely (to wash) the windows, but they (to do) it today.
14 Right now, we (to clean) the garage together.
15 Every evening, my family (to watch) TV after all the chores are done.
4 What do people usually do and what is everyone doing now? Pair up and play the chores game. SPOKEN INTERACTION
5 Andrew, Beryl and their friends do a lot of sports and activities. They have found some chores that will help them to stay fit. Talk about what they usually do and what they are doing in the house.
a Make sentences and use the correct present tenses. writing
1st p. sing.I am reading Heartstopper at the moment.
2nd p. sing. you are arguing with your brother.
3rd p. sing.she he it is is is mowing playing raining. the lawn. with his cat, Whiskers.
1st p. plur. we are vacuuming the floor.
2nd p. plur. you are doing the dishes.
3rd p. plur.they are moving furniture.
RULESubject to be in present simple main verb in the -ing form rest of the sentence.
Keep in mind:
- You can use the long form or the short form: e.g. I am reading = I’m reading, or They are moving = They’re moving.
- Spelling of the -ing-form:
Infinitive-ing form
to workworking
to take taking
to jogjogging
to diedying
to traveltravelling
Rule
We add -ing to the base form of the verb.
If a verb ends in -e, we drop the -e and then add -ing.
If a verb is short and ends in one vowel and one consonant, we double the consonant.
If a verb ends in -ie, we replace the -ie by -y and then add -ing.
If a verb (even long verbs) ends in one vowel + l, we double the -l and then add -ing.
2/ Negative sentences
To make sentences negative in the present continuous, the verb ‘to be’ is used in the negative form.
SubjectAuxiliary verbMain verb
Rest of sentence
1st p. sing.I am notreading Heartstopper at the moment.
2nd p. sing. You are notarguing with your brother.
3rd p. sing.She He It is not is not is not mowing playing raining. the lawn. with his cat, Whiskers.
1st p. plur. We are not vacuuming the floor.
2nd p. plur. You are notdoing the dishes.
3rd p. plur.Theyare notmoving furniture.
RULESubject to be in the negative in the present simple main verb in the -ing form rest of the sentence.
Keep in mind:
You can use the long form or the short form:
e.g. I am not reading = I’m not reading She is not mowing = She’s not mowing or She isn’t mowing They are not moving = They’re not moving or They aren’t moving.
3/ Questions Auxiliary verb
1st p. sing.Am I reading Heartstopper?
2nd p. sing. Are you arguing with your brother?
3rd p. sing.Is Is Is she he it mowing playing raining. the lawn? with his cat, Whiskers?
1st p. plur. Are we vacuuming the floor?
2nd p. plur. Are you doing the dishes?
3rd p. plur. Are they moving furniture?
RULE To be in present simple subjectmain verb in the -ing form rest of the sentence?
Keep in mind:
- You can add a question word such as who, what, where, why, how: e.g. What are you reading now?
- You can answer a yes/no question with a short answer: e.g. Is Thomas paying attention in class?
+ Yes, he is.
- No, he isn’t.
The present continuous is used to talk about: actions going on now (at the moment of speaking) e.g. Look, Mr. Grant is reading a book in the living room.
vacuum cleaner detergent (US) / washing up liquid (UK) rubber gloves a garbage bag and a garbage bin (US) / a bin bag and a bin (UK)
warning sign
cleaning towel a window cleaner / squeegee
CHECK OUT: A DAY IN MY LIFE
Orientation
You are going to make a vlog about the household chores you and someone in your house usually does. You are also going to talk about activities that are going on at the time of filming your vlog.
Preparation
1 Think of 5 activities or household chores you usually do. Add the places where you do them and the equipment you need for that chore.
2 What does someone else usually do around the house? Add the places where they do those chores and the equipment they need.
Activities or chores someone else in my house usually does
Places where they do the activities or chores
Equipment they need for the chore
3 Write down 5 things that are going on in your house while you are filming your vlog. Who is doing them, and where and what are they using?
Activities going on in my house Who?
Places where they are going on What are they using?
4 Make a short video in which you share your information about the household chores you usually do and someone else in your house usually does. Invent a creative new name for these chores!
e.g. I usually clean the bathroom on Saturday. I do this in the bathroom. I’m the Shiny Scrubber! My father usually cleans the litter box on Sunday. He does this in the hallway, where the litter box is. We call him the Purr-fect Cleaner.
5 Add information about what is actually going on instead of the usual chores.
e.g. Right now, my father isn’t cleaning the litter box, but he is taking a shower in the bathroom.
6 Make sure to add some photos of the chores or to film some of what everyone is doing!
7 Send your video to the teacher.
Reflection
8 Reflect on your task by filling in the checklist.
Checklist: make a vlog about household chores
• I talked about 5 chores I usually do and 5 chores someone else in my house usually does and where this is done.
• I talked about 5 activities going on at the moment of speaking and where they are taking place.
• I talked about the equipment they use.
• I added visuals.
• I used the correct tenses to talk about the activities.
• I used the correct vocabulary to talk about the chores, the equipment and the places around the house.
• I added a new creative name for at least 1 task.
Step 2: using reading strategies trace your steps on different tracks
check out: comprehensive reading
Look what I can do!
1 Discuss these questions.
a Do you sometimes watch talent shows (e.g. on TV, a streaming platform, YouTube, etc.)?
b What kinds of talents do you mostly see in these shows?
c What is talent to you?
2 Can you match the celebrities to their special talent?
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
1 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.
building things – cooking – creating things (knitting / crochet / sewing / woodworking /…) –creative writing (stories / poems / songs) – explaining things – gaming – gardening – helping people – memorising things – planning – repairing things – taking care of people / animals –volunteering
2 Play ‘Pass the Preference’.
In turns, you are going to ask a classmate for their opinion about an activity. They will answer your question with the reason they like, dislike, hate or love the activity, and then ask another student a question.
e.g. A: Do you like cooking?
B: I love cooking because I like spending time in the kitchen and making combinations of different foods!
Do you like sewing?
C: I hate sewing because I can’t thread the needle.
Do you like gaming?
3 There are plenty of things you can be good at. You will get a stack of cards. Pick out any card you like and give it to the classmate you think deserves it. Greet your classmate and then tell them why you are giving them this card.
You are the best football player I know! You know every song by heart! You know so much! You are always there for me!
You always help me out when I have a question. You are so creative!
4 What talent is described in these sentences? Choose from the words below. gardening – housekeeping – interior design – make-up and hairdressing – programming –running – sewing – singing – woodworking – writing & drawing
1 Whenever my friends have a party to go to, they come to me. I like doing people’s hair and making them look pretty.
2 I am redecorating my bedroom. My parents say I can do whatever I want with it, so I spend a lot of time looking for nice pictures. I have a whole Pinterest board on how I want it to look.
3 Most people hate doing chores, but I love vacuuming, doing the laundry, washing the windows. It keeps me active, and the house is always tidy!
4 Our local library has a ‘coder dojo’; that’s where you will find me in my spare time. I just love making my own games, building websites and creating apps.
5 I was second in The Voice Kids but now everybody knows me as ‘Emma Bale’.
6 As soon as the weather clears up, you will find me in the garden. I love watching things grow, harvesting my own vegetables and growing the prettiest of flowers.
SPOKEN
7 As a child I already loved making up stories, drawing and playing pretend. I also took an online course in writing children’s picture books and my first book will be available next October.
8 For my birthday, I got a toolbox with a hammer, a saw, nails, etc. When I was young, I loved playing with Legos. Last weekend, I made a garden bench out of old pallets.
9 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!
10 My grandma taught me how to use a sewing machine and now I make my own clothes.
5 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.
c Is there anything that your partner highlighted that you didn’t know about yourself yet?
being creative being a great actor knowing a lot of languages taking great photographs being patient being good at making decisions being good with computers being able to work well under pressure being a wonderful musician being good at explaining things being honest being able to fix anything being a good technical thinker being good at telling stories thinking two steps ahead remembering a lot knowing how to solve any problem never giving up being careful taking the lead
6 Group all the skills and talents in a mind map. Use a separate piece of paper. Use the cards from exercise 3. Which ones are similar? Try to add more of your own or your classmates’ talents.
SPOKEN INTERACTION
2 / Let’s get to work!
1 Watch the video about Ed Sheeran and answer the questions.
a What is this video about?
b Describe the young Ed Sheeran in a few keywords.
c How did he overcome his ‘quirks’?
d What lesson does he want to teach us?
Did you know?
– Michael Phelps (swimming champion), Eminem (rapper) , 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.
2 Check the skills and talents mind map you made in exercise 6 on p. 223.
a What are 3 skills or talents you are good at?
b What are 3 things you would like to be better at?
c Is there anything from the mind map that you would consider turning into a career? If so, what would it take to achieve it?
SPOKEN INTERACTION
3 Not sure what you should be when you grow up?
a Take the career quiz that you will get to find out what would be a good job for you.
b Now read the results below. reading
You have mostly answered A: you are a CREATIVE ARTIST
You love being creative and using your imagination. You enjoy art class and like doing projects that let you express yourself. You are artistic and can work well on your own. You are good at: drawing, painting, writing stories or making comic books, creating new ideas and designs
Best jobs for you: artist – writer – graphic designer
You have mostly answered B: you are a CARING HELPER
You are kind and enjoy helping others. You like reading and learning about different places and animals. You are supportive and love taking care of people or pets. You are good at: helping friends and family, learning new things quickly, being a good listener.
Best jobs for you: nurse – veterinarian – teacher
You have mostly answered C: you are a SMART BUILDER
You are very curious and like to learn new things. You enjoy math and building things. You think carefully and like to solve puzzles. You are good at: solving problems and thinking logically, working with numbers, building and creating things.
Best jobs for you: engineer – architect – scientist
You have mostly answered D: you are an ORGANISED LEADER
You are responsible and like to get things done. You enjoy being part of a team and playing sports. You like to keep everything organised. You are good at: leading and organising activities, working with others, staying focused and determined.
Best jobs for you: manager – coach – event planner
4 Discuss your ideas about the job quiz.
a What do you think about the results? Prepare your opinion below. writing
I think the results of the test are
I completely agree / mostly agree / mostly disagree / completely disagree with the results. (highlight your choice) The job of looks the most interesting to me because
I think you need to have the following skills for this:
I already have those skills / I don’t have these skills now. (highlight your choice)
To improve, I think I need to
Other jobs that I could do with the skills I have are
b Find 2 or 3 classmates who had the same results. Discuss the results with them.
- Make a list of skills that are good to have for the jobs listed in your text. Make a separate list for each of the jobs listed.
- What other jobs require those skills?
- Add additional information to your own text if you learn something useful.
c Find a new group and discuss your results with them.
5 What jobs do you see in the pictures? Choose from the words below. cashier – coach – driver – housekeeper – post(wo)man (UK) / mail carrier (US) – programmer – secretary – shop assistant – waiter
SPOKEN INTERACTION
6 Match the job to the skill it requires by writing the letter next to the job title.
Job
1game developer
2actor
3singer
4teacher
5doctor
6nurse
7baker
8athlete
Skill
Amust be good at remembering large chunks of texts
B needs to understand the human body well so they can make a diagnosis
Cmust know how to cut and prepare meat
Dshould have good coding and programming skills
Emust know how to cook bread and cakes
Fmust be brave and protect the community
Gmust be able to teach and explain things clearly
Hneeds to stay calm in emergencies and help patients
9police officerIneeds to be helpful and friendly to customers
10butcher
Jshould be good at singing and performing
11shop assistantKneeds to train a lot and stay in shape
7
Step
2
Find out what you’re made of Using reading strategies
1 / Skimming or scanning?
1 Go through the strategy about skimming and scanning. Then say which reading technique you will use to find out the information below. reading
How to use reading strategies
Skimming and scanning a text
STRATEGY
Skimming and scanning are two reading strategies, but they have different purposes.
• Skimming is global reading to get the general idea. You browse through the text, looking at the pictures, reading only introductions, (sub)titles, bold words, conclusions, but no full sentences. You won’t know the details, but you will know the main points. This way you quickly find out what a text is about without having to read it entirely.
Skimming is usually what you do before reading a text, when you are looking for general ideas.
• Scanning is used to look up information or a detail in a text. For example, when reading a text in a history book and you need to fill out a fact file: What happened? Who was there? Where did it take place? What were the consequences?
Scanning is what you do after reading the whole text, when you need specific information.
Type of information
1the name of the author/writer of an article in the newspaper
2the main point of an article
3someone’s date of birth on a Wikipedia page
4the kind of text you are dealing with (a webpage, a poem, a recipe, etc.)
5the page number in the table of contents of your book to find the strategy box on ‘skimming and scanning’
6the name of the king at the time of the Battle of Hastings, in a history book
7when you are trying to decide if a webpage will have the information you are looking for
2 Look at the text on the next page and answer the questions.
a Who is the writer of the book?
b What is it about?
c Is this book fiction or non-fiction?
See p. 242
Skimming Scanning
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?
e What reading strategy did you use to find these answers?
Source: https://www.goodreads.com
3 Now read the text in detail and answer the questions.
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? reading
4 Answer the questions about the text on the next page.
a Who is the text about?
b What is this person famous for?
c Where or how did you get this information? reading
American gymnast Simone Biles was a bright, bubbly, bouncy little girl. She couldn’t sit still, and her favorite place to be was the trampoline in her grandparents’ backyard, where she flipped and twisted in the air for hours. Any move her siblings could do, she could do too.
Simone was born in Ohio, USA in 1997. When she was 6 years old, her day-care group went on a field trip to a gym. Simone loved watching the gymnasts train and perform. She couldn’t just watch them, though — she had to try their moves. She was so good that one of the coaches sent a letter home with her, inviting Simone to take gymnastics classes.
Simone loved the classes, and she was excellent at climbing, swinging, jumping, and tumbling. She had a lot to learn, though. Most of the gymnasts in her class had started lessons when they were toddlers. At 6, Simone was the oldest child in her class. That would change quickly.
poses with the five
Several times a year, the gym held exhibitions to demonstrate the gymnasts’ skills. At one of these, young gymnasts had to climb 10 feet up a rope, using just their arms and holding their legs straight in front of them. Simone was so strong that she climbed 15 or 20 feet into the air and had to be coaxed back to the ground.
The coaches could hardly keep up with Simone. When one girl performed a standing back tuck, Simone was sure she could do one too. Her coach didn’t believe her, so Simone tried the trick and nailed it on the spot.
At 9, Simone learned why she couldn’t sit still: She had ADHD (attention deficit hyperactivity disorder). Her brain moved fast and her body did too — which made it hard for her to concentrate in school but which also made her an amazing gymnast. ‘The challenges we face help define who we are,’ Simone wrote. ‘My challenge is also my superpower: ADHD.’ Simone’s superpower would help make her one of the most dynamic gymnasts ever seen.
GOAT: Olympic Medal Winner
Simone is one of the greatest athletes in history. At age 16, she won two gold medals at the Artistic Gymnastics World Championships, including the allaround (the total score from competing in all events). She has now over 40 medals, most of them are gold. That’s the most in world gymnastics history.
Simone competed in her first Olympics in 2016. She was the first female U.S. gymnast to win four gold medals in an Olympic Games. Since then, Simone has debuted moves never successfully done in competition, including a double-double dismount from the balance beam. The move became known as the Biles. Several signature moves have been named after Simone.
At the 2016 Olympics, in Rio de Janeiro, Brazil, Simone competes in the women’s vault final.
balance beam: ‘evenwichtsbalk’ bubbly: lively and cheerful coaxed: persuaded, charmed, lured to debut: to be the first at something to define: to specify (here: to make) dismount: the act of getting off of something GOAT: greatest of all times to nail something: to succeed at something on the spot: immediately standing back tuck: ‘staande achterwaartse salto’
FIVE GOLD MEDALS
Simone
gold medals she won at the Artistic Gymnastics World Championships in Germany, in October 2019.
TWISTS AND TURNS
Fast Facts
- Simone is the most decor ated female gymnast in America.
- One of her signature moves is a triple-double (double backflip with three twists in the air). It’s known as the Biles II.
- She is the fir st Black woman to win an Artistic Gymnastics World Championships all-around title — and she’s won this title five times.
- Simone is the fir st woman gymnast to win three consecutive all-around world titles.
- At the 2018 World Championships, Simone had a painful kidney stone. She still won gold and collected the all-around title.
Adapted from: timeforkids.com
5 Now read the text in detail and do the tasks below.
a Preparation: highlight the main ideas and look for topic sentences. Topic sentences are the most important sentences of a paragraph. They can give you the answer to the important WH-questions: who, when, where, why, what.
b Action: follow these steps to really understand what is in the text.
Checklist: understanding a longer written text
• Complete the graphic organiser with information from the topic sentences you highlighted.
• Complete the shorter version of the text with keywords.
• Pay attention to your spelling and punctuation.
Graphic organiser reading
, an American , was born in . When she was , she went on a field trip to a gym. She tried out the moves and she was she got invited to The coaches could with her. At age 9 she discovered that her challenge She has won more than , many of which are . Several moves have been
c Reflection: compare your graphic organiser and the text you completed with a partner’s. Do you have the same information? If not, what is different?
2 / How to find a talent
How to deal with difficult words in a text
1 Don’t stop reading when there is a word you do not understand.
3 Look for: synonyms – examples – a definition – a description – a word with the opposite meaning in the same sentence/paragraph.
4 Do you recognise 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.
6 Consult a dictionary or look it up on the internet See p. 244
1 Look at the text ‘How to find a talent’ on p. 234 and answer these questions.
a Look at the pictures. What do you see?
b Read the subtitles. What is this text about?
c Who is this text meant for?
d Based on your answers, can you complete this graphic organiser?
How to find a talent
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.
1 Stop waiting for talents to appear.
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.
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.
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.
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
2 Read the text in more detail and match the quotes from the text in column A with a sentence in column B.
A (from the text) B
A ‘Something you’d never experienced before.’ (l. 15)
1 Are you afraid to speak in front of a group?
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.
D Channel that obsession into learning about it. (l. 43)
E You’ve been missing out on your own successes. (l. 46)
F You have great curiosity in turning some of your abilities into skills. (l. 57)
4 You are good at perfecting things you have a natural talent for.
5 Something you haven’t done before.
6 Find out more about your interest.
reading
3 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. Word Meaning reading
My notes to act acteren to crochet haken to draw tekenen to garden tuinieren to help people mensen helpen housekeeping huishouden interior designinterieurontwerp to knit breien make-up and hairdressing make-up en kapsels to memorise thingsdingen onthouden photography fotografie to plan plannen to program programmeren to run (hard)lopen to sew naaien to sing zingen volunteering vrijwilligerswerk woodwork houtbewerking to write schrijven
2 SKILLS
Word Translation My notes
to be able to fix anything alles kunnen herstellen
to be able to work under pressure onder druk kunnen werken
to be a leader een leider zijn
to be careful voorzichtig / attent zijn
to be creative creatief zijn
to be good at making decisions goed beslissingen kunnen nemen
to be good at telling stories goed verhalen kunnen vertellen
to be a good technical thinker een goed technisch denker zijn
to be a wonderful musician een fantastisch muzikant zijn
to be good with computers goed met computers overweg kunnen to be honest eerlijk zijn
You want to know what type of text you are dealing with. You will get an overall idea of the structure of the text.
You want to know if the text is useful for you and/or you want to decide if you want to continue reading the text.
Reading strategies
Read the title, subtitles, introduction and conclusion of the text. Look at the photos and illustrations.
If there is a table of contents, go through it.
Check the following main elements of the text: source/author, target audience, text type, text goal and text structure.
2
Global reading
Goal
You want to know the subject and the main ideas of the text. You will get the answers to the WH-questions: who, what, where, why, how.
Reading strategies
Read the first and last sentences of each paragraph. Here you will often find the topic sentences: the most important sentences of a paragraph.
Determine the main idea of each section (or paragraph).
Scanning
3
Goal
You want to find an answer to a very specific question, or you want to find very specific information in a text.
Reading strategies
Check specific layout of the text, e.g. things in bold, a list of items, an enumeration, etc.
Read the part of the text that contains the information you need in more detail. Scan the text for specific keywords
4 Intensive reading
Goal
You want to understand the contents of a text fully and completely. You want to be able to understand the main ideas of a text and the supporting details.
You want to be able to make connections between the different parts of the text.
Reading strategies
First check the layout of the text (as you do for global reading).
Read the text in full thoroughly. Decide what the main idea is for each section and paragraph: identify keywords and topic sentences Formulate a question for each paragraph and try to answer it.
Determine what the most important ideas are and what is less important (supporting details).
Find linking words between the different parts of the text.
Make sure you understand everything. Find the meaning of difficult words if you need them to understand the sentence and/or paragraph.
- a definition - a description - an example - an image
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 still don’t understand.
Ask a peer or your teacher. Look up the word.
I get it!
No, I don’t.
Read on!
HOW TO summarise a text
Before writing
Read the text
1st time: skim the text
• Find answers to the WH-questions:
– Who?
– What?
– When?
– Where?
– How? – Why?
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)
You will read a text and organise or structure the information in it. Afterwards you will answer questions about another text, based on a summary of another text.
