On Track 2 inhoudsopgave

Starten met On Track

UNIT 1: EVERY CLOUD HAS A SILVER LINING At the end of this unit you will be able to:

the weather.

Welkom in ON TRACK. Om je geheugen op te frissen, leggen we graag nog evendescribe uit hoe je ermee talk about the seasons. talk about the months of the year. aan de slag gaat. write about your habits and about actions that are going on now.

1 / OP WEG MET ON TRACK

Keep in mind that you are going to make and present a weather report at the end of this unit.

Het leerwerkboek bestaat uit acht units en elke unit is op dezelfde manier opgebouwd.

MAIN TRACK

UNIT 1: EVERY CLOUD HAS A SILVER LINING

CHECK-IN

At the end of this unit you will be able to: describe the weather. talk about the seasons. talk about the months of the year. write about your habits and about actions that are going on now.

1 / THE SEASONS 1 Take a look at the photos. What is the same? What are the differences? Discuss with a classmate.

spoken interaction

Keep in mind that you are going to make and present a weather report at the end of this unit.

Aan het begin van elke unit vind je terug MAIN TRACK wat je gaat leren om de taak op het einde CHECK-IN van deze unit te kunnen uitvoeren.

1

1 / THE SEASONS

1 Take a look at the photos. What is the same? What are the differences? Discuss with a classmate.

spoken interaction

TRAINING

De Main track bestaat altijd uit drie onderdelen.

23 Talk about another destination you want to go to with your friend. Explain why you want to spoken interaction In de Check-in maak je kennis met het thema, go there. waarop jeandan grondig inand dea 24 You will receive identity card.

On the card isgaat your name,oefenen country and language spoken interaction 3 special ability. Walk around and introduce yourself to4 your classmates. Ask questions and write down the.information about at least three other students.

Training 2 Can you connect the seasons to the photos?

29 Sometimes we feel as if we are living in a fairy tale.

CHECK-OUT

a What fairy tale would you be in? b Complete the story builder about the character you are in that fairy tale.

2 names of the countries3and the nationalities.

25 1Look at the flags. Give the

2

Character’s name:

autumn – spring – summer – winter

Writing

What does the character look like?

Flag

Country

Nationality

Italy

Italian

4

seven

1

2

UNIT 1

7

How does the character act?

How do other characters react to this character?

4

3

2 Can you connect the seasons to the photos?

3

4

30 Complete the lyrics of the Taylor Swift song with the correct forms of the verbs. Afterwards, listen to the song and check your answers.

UNIT 1

SUMMARY

Today

Today

(to be) a fairytale

You

(to be) the prince

1 / THE PRESENT CONTINUOUS TENSE I used to be a damsel in distress 1.1 / FORMATION

You

(to pick up) me up at six

Today Negative am

He/she/it

is

You/we/they are one hundred and forty-two

142

(to take) me by the hand and

you

Full forms:

I

working.

7

PROGRESS CHECK

(to be) A Fairytale – Taylor Swift

GRAMMAR

Positive

listening

In de Check-out oefenen we nog eens alles om de Main track af te ronden.

I

(to be) a fairytale Questions am not

working.

Today He/she/it

working.

You/we/they are not I You

is not

working. Am I (to be) a fairytale X2 working. Is he/she/it

working? working?

working. Are you/we/they working? (to wear) a dress (to wear) a dark grey t-shirt

Short forms: De SummaryYougeeft kort en bondig (toweer (to tell) me I be) pretty Positive Negative Questions When I (to look) like mess forms welke Grammar en Vocabulary belangrijk I’m working.

I’m not working.

Noa short He’s/she’s/it’s working.

He/she/it working.

Today isn’t (to be) a fairytale zijn voor deworking. taaltaak.

You’re/we’re/they’re You/we/they aren’t working.

Dankzij de Progress check ontdek je wat je al goed kunt en waar je het best nog wat extra op kunt oefenen. Je leraar zal je aangeven welke oefeningen – helemaal volgens jouw tempo en niveau – je dan kunt maken in On different tracks.

ON DIFFERENT TRACKS 24 Complete the box with the correct word or draw the correct weather symbol.

UNIT 8

two hundred and sixty-one

2

seven

autumn – spring – summer – winter 1

261

The present continuous tense is formed with the present simple of ‘to be’ and the present participle (verb + ing). The spelling of the present participle depends on the spelling of the verbs.

Infinitive

-ing form

Rule

to work

working

Add -ing to base form of the verb.

to take

taking

If a verb ends in -e, drop the -e and then add -ing.

to jog

jogging

If a verb is short and ends in one vowel and one consonant, double the consonant.

to die

dying

If a verb ends in -ie, replace the -ie by -y and then add -ing.

to travel

travelling

If a verb ends in -l, double the -l and then add -ing.

1

4

2

lightning

rain

5

3

6

cloudy

1.2 / USE

two

We use the present continuous tense to talk about things happening at the moment of speaking. e.g. I am studying English now.

You are reading a book at the moment.

Mother is preparing dinner in the kitchen right now.

2

25 Can you solve this ‘fallen phrase’ puzzle with the months of the year? All the letters have fallen out of the grid, but they are still in the right column. Figure out in which row they belong. row D

twenty-fou

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C

E

M

B

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19/05/16 08:18

Class:

Dear Listener, Every day, after school, I meet a group of friends at the local shops. They all smoke, but I don’t. They’ve started teasing me. I tried to smoke without inhaling, but I don’t really enjoy it. I’m finding it hard to say no.

Even though I’m fifteen years old, I can’t take the teasing.

Teacher’s opinion

Very well

Not yet

Name: Class:

Very well

My opinion

reading

Can do

1 Read these letters to a series of Agony Aunts. How are the people in the letters feeling?

Underline those lines that give this information.

Can do

EMOTIONS IN LETTERS AND SONGS

Na elke unit ga je in Track your TRACK YOUR PROGRESS progress na of je UNIT 3 alles beheerst.

Je kunt samen met je leraar 2 / MAYBE I CAN HELP? je persoonlijke 5 Look at Annie’s answer to ‘Tired of Being Made Fun Of’. evolutie opvolgen a What do you think of Annie’s advice? Do you agree with her? Talk about it with a classmate. spoken interaction Use the strategy on agreeing and disagreeing. You will find it in the summary of unit 2. en je werkpunten a Do you know these stories? b Does Annie use feeling words as well? Underline them. b Which one is your favourite? noteren. Track yourtheprogress c Read the extracts again and complete table below about the stories. kun je ookExtract online Extract 1 2 op diddit invullen When? zodat je meteen Where? oefeningen krijgt UNIT 3 Main character(s): bij je werkpunten.

Not yet

Number:

LAST STOP!

I CAN …

Grammar

I can form the degrees of comparison. (ex. 12, 13, 14, 16, 17, 18) I can describe outfits using adjectives. (ex. 13, 14, 15, 16, 17, 18)

Vocabulary

I can name shops and public services in town. (ex. 8, 11) I can describe why people visit public services. (ex. 11) I can describe what people are wearing. (ex. 2, 4, 5, 6, 7, 12, 15, 16, 17) I can describe the colours of items. (ex. 2, 4, 5, 6, 12, 15, 16, 17)

Yours hopefully, ‘Frustrated’

Reading

I can read for general and specific information. (ex. 2, 3, 12)

Listening

I can listen for general and specific information. (ex. 1, 7, 8) I can watch a fragment for specific information. (ex. 7, 10, 19)

Dear Coleen,

Op het einde van de unit vind je de Last stop.

Daar kun jeIt came alles wat je geleerd hebt in de unit to a head when my dad walked out on my sister’s wedding without saying a EXTRACT 1: word to her. To this day, he doesn’t have a clue that my sister is furious and hurt over toepassen.

Deze herken je ook aan de this.

They haven’tpagina spoken since.

Once upon a time there were together infeeling a house of their own in the I love all threethree of thembears and try who not to lived take sides but I keep like I am in the middle. blauwe balk aan de zijkant van je pagina. woods. One of them was a little wee bear and one was a middle-sized bear and the other When my sister was pregnant, he made no effort in the space of eight months to contact her to see how

Writing

My father and his stories. son and daughter first marriage title no longer speakeach to each 5 Read the opening scenes of these Writefrom the his appropriate above story. other. For various reasons, they have pretty much been strangers all their lives.

reading

I can write a short text in which I describe what people are wearing. (ex. 12 b, 15, 17) I can write a short text in which I use the degrees of comparison to compare outfits. (ex. 14, 15, 17)

Speaking

I can describe a possible uniform for my school. (ex. 16)

Spoken interaction

I can describe which public services need to be visited before going on a holiday. (ex. 11)

spoken interaction

I can ask and say what people are wearing. (ex. 6, 15, 16, 17) I can take part in a shopping conversation as a customer or as a shop assistant. (ex. 9)

Dear Tired of Being Made Fun Of,

I can discuss the school uniform I designed with a classmate. (ex. 16)

Wow, that’s so rude and insensitive. It makes me angry just to think about people treating you that way! What you’re describing is harassment. And it’s against the law.

Every student has the right to go to school without being afraid, teased or harassed.

I ask for explanation when needed.

I keep to the deadlines.

Your parents should get in touch with the school principal as soon as possible. He I work actively in class. or she needs to know what is going on and your parents need assurances that it will I show respect for classmates and teachers. stop.

I collaborate well.

reading

I can discuss outfits with a classmate. (ex. 16, 17)

I AM …

Motivation Work attitude

Annie Fox

Social attitude

FEEDBACK

Name:

My conclusion

My question is: howhad do Imade assure the my dad and my brother and sister that I love them all dearly One day, after they porridge for their breakfast, and poured it but intothat their I am tired of being in theout middle? porridge bowls, theystuck walked into the woods while the porridge was cooling, so that they mightAlso, notisburn by beginning too because wereofpolite, there their any waymouths that I should try to get them to soon, talk or should I steerthey well clear this one?well-broughtup bears. And while they weren’t at home, a little girl called Goldilocks, who lived on the other side of the woods, passed by the house. She had to run errands for her mother but stopped Terra, and looked in at the window. And then she peeped through the keyhole, … at theHihouse I’m 21 and I can’t stop lying. My mum was an alcoholic so I spent a lot of my childhood living with my auntie and uncle. Everybody else seemed to have such a normal life, so I would lie to my friends and make out that my life was better EXTRACT 2:than it was.

Extract 3

one hundred and seventeen

was ashe great big bear.

They had amebowl of porridge: there a little bowl the little was getting on – and he each never asked how she was, either. She had was the baby and when myfor father wee bear andfound a middle-sized for the and big bowl for theHegreat rejected anda became depressed. eventually out through mebowl (two weeks aftermiddle-sized the birth), he feltbear big bear.

And were chairs. each had chair to sit in: a little chair for the wasthere quite hurt that,three as usual, he wasThey ‘the last one to findaout’. said he little wee bear and that a middle-sized chair middle-sized and aeither. big Ichair My sister is upset he hasn’t reached out tofor herthe but hasn’t made much bear of an effort feel likefor the greatI’m bigtrapped bear.between And they had each a bed sleeplove in: each a little thebutlittle bear and a two warring parties.

Theyto probably otherbed deepfor down havewee not been middle-sized bed for the middle-sized bear and a great bed for the great big bear. part of each other’s lives for a long time.

I am concentrated in the lesson.

Can you talk toTeacher’s your tips parents about this?

You should stay hopeful and keep me posted. I care about you.

In friendship, Annie

117

Adapted from: www.anniefox.com

6 Have a closer look at the sentences in which Annie gives advice.

d Answer the questions about the three extracts. Write full sentences.

a Copy the sentences here.

Date:

2 / NUTTIG VOOR ONDERWEG

1 Were the bears in the house when Goldilocks looked through the window?

No, they weren’t.

In deFor theloop van elke unit word je ondersteund door een aantal hulpmiddelen. last few years I’ve told people that my dad is a pilot, but the

2 ofWhere were the 3 bears then? b Have a look at the structure the sentences.

How are they formed?

lying is, youwas thenahave keep ait up.

Long,trouble long with ago, there kingto and queen. They were very sorry that they had no children, so Isorry that it cannot theirbeen biggest Last year met a lovely man and we be get told. It on really was well. We’ve seeingwish to have a baby. At last,

one hundred and twenty-two

122

saying: ‘My boy – I wasn’t there before, but I am here now. I am your long lost uncle.’ ‘Where were you all this time?’ asked Aladdin, but he didn’t wait for an answer and ran home, told his mother all about this newly found relative, and she prepared supper for them all.

GRAMMAR

3 What was their breakfast?

‘Should’ is a modal auxiliary verb. It is used to give advice, and it is always followed by the base form of the verb. To change advice you can replace by ‘must’ 4 What wasinto theobligation, biggest wish of the king‘should’ and queen? or ‘have to’. These forms are much stronger. e.g. You should stop smoking.

You have to listen to your parents.

Were alltoday. the fairies invited?

You must hand in your5assignment

two hundred and nine

209

one hundred and ninety-two

Vaardigheden zijn een each other for a few had months but I’m keeping him at arm’s length because however, the Queen a daughter, Aurora.

There was a very fine christening; and the reading he thinks is a pilot and obviously not. I’d already toldfind a fewin the whole kingdom (there Princess hadmyasdad godmothers all the he’s fairies they could belangrijk onderdeel bij of our mutual friends the same lie. were seven of them). Every fairy had a gift for her. It was the custom of fairies in those days.

In this way, theknow Princess all the perfections I don’t how to tellhad my boyfriend the truth withoutimaginable; looking weird. she was beautiful, sweet and Now het leren van een nieuwe AndWhen in the meantime, I can’t evenwas thinkover, about the introducing him toreturned my family to the King’s palace. There lovely. the christening company listening he’llfor findthe out fairies.

I’ve lied toAll himofand all ourhad friends. was abecause greatthen feast them a magnificent plate covered with solid gold; taal.

Daarom geven we on it wasI don’t a spoon, a knife and pure gold, know how to break thisfork cycle.(made Can youof please help me? set with diamonds and rubies). But while they were all sitting down at the table they saw a very old fairy named Maleficent elke come into the hall. She had not beenbij invited, becauseoefening for more than fiftyaan years she UNIT op 6 had not Writing left a certain tower, and she was believed to be either dead or enchanted. welke vaardigheid je aan het oefenen bent. De vijf EXTRACT 3: speaking vaardigheden zijn: speaking, A long time ago, in Persia, a poor boy called Aladdin was playing with his friends in the reading, streets of the city. He was not alone. listening, And then suddenly awriting, stranger came up to him and asked him if he was the son of Mustapha the Tailor. ‘I am, sir, or rather I was,’ replied spoken interaction spoken interaction . Aladdin Aladdin, ‘but he died a long while ago.’

When the stranger heard this, he embraced

7 Imagine you are the agony aunt. would you say to ‘Help’ and ‘Uh-oh’?

6 What Was Aladdin alone?

Grammaticale regels worden telkens in a Pick out one letter and give some advice to the author.

– You should explain the situation to your parents. een kader aangegeven, met een duidelijk 7 Who was Aladdin?

– voorbeeld erbij. Een samenvatting van alle – 8 Who was the man that Aladdin met?

– grammaticaregels van een unit vind je ook b Does your advice match with the tips from your fellow pupils? Discuss it in class. terug in de Summary.

Writing

spoken interaction

192

3 / FIJN EN HANDIG VOOR ONDERWEG Adapted from: www.storynory.com

GLOSSARY christening: to give a baby a name at a Christian ceremony affectedquestions. by magic 3 enchanted: Discuss the following fairy: an imaginary creature with magic powers, usually represented as a very a What are signs of the Zodiac? small person with wings b Do you believe the signs of the meanoranything? porridge: a breakfast made ofZodiac oatmeal, some other meal or cereal, boiled to a thick consistency in water or milk.

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

spoken interaction

c Do you know what your sign is?

DID YOU KNOW?

The word ‘nor’ is a negative conjunction. You can use the word ‘nor’ to connect two thoughts or items in a sentence that have an established negative tense. e.g. He can’t jump. Nor can she!

4 Describe yourself by writing a short paragraph (about 30 words). Add at least two positive and two negative character traits about yourself and explain why. Don’t forget to add your zodiac sign!

In de Did you know-kaders vind je leuke weetjes en achtergrondinformatie bij het onderwerp.

Writing

De volgende iconen helpen je ook nog een eind op weg:

CHECKLIST

Het luisterfragment dat hierbij hoort, vind je ook online terug.

Als je dit logo ziet, vind je bijbehorende oefeningen op diddit.

Het beeldfragment dat hierbij hoort, vind je ook online terug.

Als je dit logo ziet, moet je iets online opzoeken of vind je extra materiaal op diddit.

I wrote about 30 words to describe my character.

I wrote two positive character traits.

I wrote two negative character traits.

I wrote full sentences.

I added my Zodiac sign.

I checked my verb tenses.

I checked my spelling and punctuation.

4 / DIDDIT

5 Every sign of the Zodiac has certain character traits. a Scan the text to find your sign. Then highlight your sign and compare the character traits to what you have written about yourself in exercise 4. Discuss with your classmate. Does he/ she agree?

My zodiac sign is are

spoken interaction

Wil je nog meer? Neem dan je tablet of computer en verken ons onlineleerplatform diddit. Je ontdekt er naast beeld- en geluidsfragmenten ook oefeningen op jouw maat, zodat je de leerstof helemaal onder de knie krijgt. . In the text they say that

.

This is also how I am. / This is not how I am at all. (Cross out the wrong statement)

forty-one

three

On a scale from 1 to 10, this is how much I agree with the text (also say why):

UNIT 2

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STARTEN MET ON TRACK

3

19/05/16 08:18

CONTENTS Get back On Track

1

2

3

4

5

Every cloud has a silver lining 7 Main track Summary On different tracks Last stop!

Track your progress

7 24 28 36 37

Talk to the stars

39

Main track Summary On different tracks Last stop!

Track your progress

39 68 72 79 81

Shop 'till you drop

83

Main track Summary On different tracks Last stop!

Track your progress

83 99 104 114 117

Once upon a time

119

Main track Summary On different tracks Last stop!

Track your progress

119 149 153 158 160

5

Dig in!

Main track Summary On different tracks Last stop!

Track your progress

6

7

8

Life's like a rollercoaster

161 161 178 183 187 188

189

Main track Summary On different tracks Last stop!

Track your progress

189 203 205 209 212

Beautiful Britain

213

Main track Summary On different tracks Last stop!

Track your progress

213 232 234 239 240

Circus of life Main track Summary On different tracks Last stop!

Track your progress

241 241 264 268 274 276

four

4

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TRACK YOUR PROGRESS

Very well

Teacher’s opinion Can do

Very well

Not yet

Name: Class:

Can do

My opinion

Not yet

UNIT 1 I CAN …

Grammar

Vocabulary

Reading

Listening

Writing

I can use the present simple to talk about routines and habits. (ex. 15, 16) I can use the present continuous to talk about actions going on at the moment of speaking. (ex. 15, 16) I can decide when to use the present simple and when to use the present continuous. (ex. 15, 16, 20) I can use adjectives. (ex. 9, 10) I can use weather symbols and vocabulary. (ex. 8, 18) I can use the seasons. (ex. 1, 2, 4, 16) I can use the months of the year. (ex. 4) I can read a weather report and answer questions about it. (ex. 11) I can read a text and answer general and specific questions about it. (ex. 13) I can listen to a weather report and connect the correct information. (ex. 6) I can watch a weather report and answer general and specific questions about it. (ex. 5) I can answer true or false questions about a film extract. (ex. 14) I can write a paragraph about the weather. (ex. 10, 12) I can write a weather report. (ex. 21)

Speaking

I can write about the seasons. (ex. 17) I can write short text messages (using a phone) and describe photos. (ex. 22) I can talk about the seasons. (ex. 3, 9)

Spoken interaction

I can talk about the weather. (ex. 9, 11 c) I can describe the weather I see. (ex. 19, 22) I can describe what people are doing. (ex. 22) I can talk about the weather (forecast). (ex. 7) I can talk about the seasons. (ex. 1) I can talk about routines and about actions going on at the moment of speaking. (ex. 23)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

Work attitude

I keep to the deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

My conclusion

thirty-seven

FEEDBACK Teacher’s tips

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TRACK YOUR PROGRESS

Not yet

Teacher’s opinion Can do

Not yet

Very well

Name: Class:

Can do

My opinion

Very well

UNIT 2 I CAN …

Grammar

I can make predictions about the future. (ex. 7, 12) I can state facts about the future. (ex. 10) I can make plans for the future. (ex. 16 b, 17) I can use adjectives to describe someone’s character. (ex. 4, 5 a)

Vocabulary

I can describe someone’s character. (ex. 4) I can name the Signs of the Zodiac. (ex. 2, 3, 19)

Reading

I can read for general and specific information. (ex. 2, 5 b, 6, 16 a, 20) I can apply quick reading techniques. (ex. 19)

Listening

I can listen for general and specific information. (ex.1, 10) I can watch a video clip for general and specific information. (ex. 21, 24, 27)

Writing

I can write predictions about someone’s future. (ex. 8, 9, 28) I can write about someone’s future using palm reading. (ex. 25) I can write a short letter to myself about my future. (ex. 23) I can write about someone’s character. (ex. 3) I can write a plan. (ex. 17 a)

Speaking

I can predict someone’s future. (ex. 9 c, 14) I can say what is going to happen next. (ex. 15) I can say what is being predicted just by watching a fragment from a clip. (ex. 24) I can describe someone’s character. (ex. 5 c) I can talk about facts in the future. (ex. 13) I can talk about predictions in the future. (ex. 11) I can talk about plans in the future. (ex. 17 b, 22)

Spoken interaction

I can predict someone’s future using tarot cards. (ex. 26) I can discuss the meaning of the signs of the Zodiac. (ex. 3, 5 a, 5 e) I can discuss character traits. (ex. 5 d) I can discuss predictions. (ex. 14, 18)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

Work attitude

I keep to the deadlines.

Social attitude

I show respect for classmates and teachers.

I work actively in class.

I collaborate well.

FEEDBACK Teacher’s tips eighty-one

My conclusion

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TRACK YOUR PROGRESS

Very well

Teacher’s opinion Can do

Very well

Not yet

Name: Class:

Can do

My opinion

Not yet

UNIT 3 I CAN …

Grammar

I can form the degrees of comparison. (ex. 12, 13, 14, 16, 17, 18) I can describe outfits using adjectives. (ex. 13, 14, 15, 16, 17, 18)

Vocabulary

I can name shops and public services in town. (ex. 8, 11) I can describe why people visit public services. (ex. 11) I can describe what people are wearing. (ex. 2, 4, 5, 6, 7, 12, 15, 16, 17) I can describe the colours of items. (ex. 2, 4, 5, 6, 12, 15, 16, 17)

Reading

I can read for general and specific information. (ex. 2, 3, 12)

Listening

I can listen for general and specific information. (ex. 1, 7, 8) I can watch a fragment for specific information. (ex. 7, 10, 19)

Writing

I can write a short text in which I describe what people are wearing. (ex. 12 b, 15, 17) I can write a short text in which I use the degrees of comparison to compare outfits. (ex. 14, 15, 17)

Speaking

I can describe a possible uniform for my school. (ex. 16)

Spoken interaction

I can describe which public services need to be visited before going on a holiday. (ex. 11) I can ask and say what people are wearing. (ex. 6, 15, 16, 17) I can take part in a shopping conversation as a customer or as a shop assistant. (ex. 9) I can discuss the school uniform I designed with a classmate. (ex. 16) I can discuss outfits with a classmate. (ex. 16, 17)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

Work attitude

I keep to the deadlines.

Social attitude

I show respect for classmates and teachers.

I work actively in class. one hundred and seventeen

I collaborate well.

FEEDBACK My conclusion

Teacher’s tips

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TRACK YOUR PROGRESS

Very well

Teacher’s opinion Can do

Very well

Not yet

Name: Class:

Can do

My opinion

Not yet

UNIT 4 I CAN …

I can use the past simple of ‘to be’. (ex. 7) I can use the simple past to complete a text. (ex. 7, 21, 30, 31, 34) I can recognise regular/irregular verbs in the simple past. (ex. 5, 12, 15, 17, 18) I can form questions for given answers in the past simple. (ex. 28) I can use linking words. (ex. 10, 32, 34, 36) Vocabulary I can use adjectives to describe a place, someone’s character. (ex. 11, 29, 32, 34, 35) I can describe fairy tale characters. (ex. 4, 5, 7) I can name well-known fairy tale characters. (ex. 2, 4) I can write dates in full. (ex. 28) I can read for general and specific information. (ex. 5, 12, 16, Reading 24, 27, 28, 35) I can put extracts of a text in a chronological order. (ex. 19, 35) I can match words that refer to the same story. (ex. 32) I can listen for general and specific information. (ex. 1, 3, 11, Listening 12, 13, 14, 22, 30, 34) I can watch a clip and find specific information. (ex. 1, 3, 11, 12, 13, 22) I can write a story in the past. (ex. 36) Writing I can write a diary entry from the perspective of a character in a fairy tale. (ex. 32 c) I can write a short summary of someone’s life in the past. (ex. 20) I can fill in a storybuilder of a fairy tale. (ex. 29, 32 e) I can invent a new ending to a story. (ex. 32 f) I can talk about past events. (ex. 2, 5, 33, 36) Speaking Grammar

I can ask questions about past events. (ex. 33) Spoken interaction I can discuss the ending of a fairy tale. (ex. 34, 36) I can talk about what stories I liked when I was a child. (ex. 2) I can retell a story I heard. (ex. 33, 34) I AM …

Motivation Work attitude one hundred and sixty

Social attitude

I am concentrated in the lesson.

I ask for explanation when needed.

I keep to the deadlines.

I work actively in class.

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK My conclusion

Teacher’s tips

160

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TRACK YOUR PROGRESS

Very well

Teacher’s opinion Can do

Very well

Not yet

Name: Class:

Can do

My opinion

Not yet

UNIT 5 I CAN …

Grammar

I can use ‘some’ or ‘any’ to talk about food. (ex. 6, 18, 25, 26) I can tell if a word is countable or not. (ex. 9) I can use 'much', 'many' and 'a lot of'. (ex. 9, 12, 14, 19, 26)

Vocabulary

I can give examples for each food group. (ex. 11, 20, 21) I can use the correct vocabulary to describe a picture or write a menu. (ex. 18, 23) I can name items of food and drinks. (ex. 11, 20, 21, 23)

Reading

I can read for general and specific information. (ex. 8) I can select or write a good title for a paragraph in a text. (ex. 15)

Listening

I can listen for general and specific information. (ex. 1) I can listen and say who is talking. (ex. 16) I can listen and correct false statements. (ex. 17)

Writing

I can write questions with ‘how much’, ‘how many’. (ex. 26) I can write a menu. (ex. 23)

Speaking

I can say if I like food or not and I can say why. (ex. 4)

Spoken interaction

I can talk about my favourite food. (ex. 3) I can ask and answer questions using ‘some’, ‘any’, ‘much’ and ‘many’. (ex. 7, 12, 18) I can order food in a restaurant or be a waiter in a restaurant. (ex. 22)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

Work attitude

I keep to the deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

one hundred and eighty-eight

I collaborate well.

FEEDBACK My conclusion

Teacher’s tips

188

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Very well

Can do

Teacher’s opinion Not yet

Very well

Not yet

Name: Class:

Can do

My opinion

UNIT 6 I CAN …

Grammar

I can recognise adjectives in sentences. (ex. 6, 10, 12, 15, 16, 20) I can recognise adverbs in sentences. (ex. 10, 12, 15, 16, 20) I can explain the differences between adjectives and adverbs. (ex. 12, 15, 16, 20) I can use the appropriate modal auxiliary when I give advice to other people. (ex. 6, 8, 13)

Vocabulary

I can talk about feelings. (ex. 1, 2, 3, 4, 5, 9, 13, 18, 19) I can describe situations that give me a certain feeling. (ex. 15)

Reading

I can tell how people are feeling from their letters to an agony aunt. (ex. 9, 13) I can describe what emotion is in a song by reading the lyrics. (ex. 18)

Listening

I can recognise people’s feelings from the way they talk about what happened to them. (ex. 4) I can describe what emotion is in a song by listening to the music. (ex. 18)

Writing

I can write a letter in which I give someone advice about his or her situation/problem. (ex. 8, 13) I can write the sequel to a part of a book. (ex. 16) I can write a greeting card. (ex. 21)

Speaking

I can give advice to other people. (ex. 9) I can describe how I am feeling. (ex. 8, 14, 19) I can express my opinion on advice given by an agony aunt. (ex. 5)

Spoken interaction

I can discuss the advice given by an agony aunt with a fellow pupil. (ex. 5, 7, 9)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

Work attitude

I keep to the deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

two hundred and twelve

I collaborate well.

FEEDBACK My conclusion

Teacher’s tips

212

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Very well

Teacher’s opinion Can do

Very well

Not yet

Name: Class:

Can do

My opinion

Not yet

UNIT 7 I CAN …

Grammar

I can find past simple verb forms in a text. (ex. 7)

Vocabulary

I can describe and compare touristic places. (ex. 1, 8, 9) I can combine adjectives with their opposites. (ex. 10)

Reading

I can read a short text and answer questions about it. (ex. 6, 18, 20, 28)

I can match a description with a photograph. (ex. 3, 8, 17) I can read descriptions of cities and determine what city is described. (ex. 8) I can find adjectives that describe a city in a text. (ex. 10, 21) I can use a dictionary to find the meaning of a word. (ex. 9) Listening

I can listen to someone talking about a country and select what was mentioned. (ex. 13) I can listen to someone describing an activity and determine where they were. (ex.4) I can watch a promotional video and answer questions about it. (ex. 13, 15)

Writing

I can write a postcard from a holiday destination. (ex. 22, 23, 25) I can write titles or captions for a photo. (ex. 19, 26)

Speaking

I can describe touristic places. (ex. 12, 16, 24, 27) I can do a promotional speech for a certain city. (ex. 16, 29)

Spoken interaction

I can discuss photographs with my fellow pupils. (ex. 1, 5)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

Work attitude

I keep to the deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK My conclusion

Teacher’s tips

two hundred and forty

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Very well

Teacher’s opinion Can do

Very well

Not yet

Name: Class:

Can do

My opinion

Not yet

UNIT 8 I CAN …

Grammar

I can use ‘can’ to talk about ability. (ex. 11, 12, 13, 14, 24) I can ask questions using ‘can’. (ex. 29)

Vocabulary

I can talk about countries and nationalities. (ex. 20, 21, 22) I can match countries and their correct nationalities. (ex. 2, 3, 25) I can use the correct country and nationality. (ex. 2, 3, 4, 19, 20) I can label animals. (ex. 9, 10) I can name circus artists. (ex. 7, 8) I can use airport vocabulary. (ex. 15, 16)

Reading

I can look for general and specific information in a text. (ex. 1, 2, 5, 6, 22, 26, 29) I can guess if statements are true or false. (ex. 11) I can look for information in pictures. (ex. 16) I can put sentences in the right order. (ex. 15)

Listening

I can watch for general and specific information in an extract. (ex. 8, 9) I can answer questions about a text I have heard. (ex. 17)

Writing

I can write statements using the verb ‘can/cannot’. (ex. 12, 13, 14) I can write a text message about my favourite destinations. (ex. 22) I can write a formal e-mail. (ex. 27) I can describe an animal. (ex. 32)

Speaking

I can ask questions using ‘can’. (ex. 24, 29) I can talk about my favourite destinations. (ex. 23)

Spoken interaction

I can ask questions using ‘can’. (ex. 29) I can talk about countries, languages and abilities. (ex. 24)

I AM …

Motivation

I am concentrated in the lesson.

I ask for explanation when needed.

two hundred and seventy-six

Work attitude

I keep to the deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK My conclusion

Teacher’s tips

276

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