GET STARTED WITH ON TRACK Welcome to ON TRACK for the third grade. We’d like to explain how to work with this workbook.
Get ON TRACK The workbook consists of six units, each of which is structured in the same way. On the first page of each unit, you will find a quote and photograph that should give you food for thought. You will also find an overview of what you will learn in order to complete the integrated language task at the end of the unit in the Last Stop.
‘IN SOME PARTS OF THE WORLD, STUDENTS ARE GOING TO SCHOOL EVERY DAY. IT’S THEIR NORMAL LIFE. BUT IN OTHER PARTS OF THE WORLD, WE ARE STARVING FOR EDUCATION ... IT’S LIKE A PRECIOUS GIFT. IT’S LIKE A DIAMOND.’ Malala Yousafzai
2.1.9 ⁄ COOKING TERMS
Each unit has a Main Track that offers different perspectives on a central theme. Here we will give you enough information and the right skills 2 Discuss these questions in your group. to successfully do the task in the Last Stop. a Have you heard (or read) any of these quotes before? Which one(s)?
MAIN TRACK MAIN TRACK
1 ⁄ HAVE YOU EVER SEEN THIS? 1.1 ⁄ HOW KIDS REACT
1 Watch the video of a couple of kids reacting to an invention from the past. How do they know what it is?
listening
1 ⁄ HAVE YOU EVER SEEN THIS? 1 (Dash 9)
Because it
2 (Samirah 8)
I used to have
3 (Lydon 11)
There are still
4 (Thomas 13)
From movies: my
.
like these.
of this kind. has one.
1.1 ⁄ HOW KIDS REACT 5 (Maxim 7)
I read
6 (Brooke-Monaé 8)
It looks like a
.
. It has a
and it has
. SPOKEN INTERACTION
2 Discuss these questions with a partner.
1 Watch the video of a couple of kids reacting to an invention from the past. How do they know what it is?
4
UNIT 4: WHOSE SCHOOL IS IT ANYWAY?
In this unit you will: listen to an American teenager who describes what her school is like; read an extract from the YA novel Winger and write what happens next; talk about good and bad experiences at your own school and schools in other countries; compare the educational system in Belgium with that of other countries; write an e-mail to a pen pal about your school.
SPOKEN BEAT / WHISK INTERACTION
BAKE
Keep in mind that you will be writing an e-mail to the principal of your school to suggest some improvements in the Last Stop of this unit.
BOIL
C
GRILL
P
SLICE
S
listening b Are you happy with your own name? Why (not)?
a How would you react?
b Do you know how this invention works? If so, explain it to your partner.
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c Have you ever seen/used one?
c If you could choose any other name for yourself, what would it be? Why would you choose this
d Have you got one at home? e Do you know someone who had or still has one at home?
1 (Dash 9)
Because it
3 Have you ever seen these items? Look at the pictures and choose 2. Answer the questions.
SPOKEN INTERACTION
2 Discuss these questions in your group.
a What do you think they are?
SPOKEN INTERACTION
a Have you heard (or read) any of these quotes before? Which one(s)?
2 (Samirah 8)
I used to have
b Have you ever seen these in real life? c Have you ever used them?
e If you have never used or seen these, what do you use instead?
4 (Thomas 13)
6
4
2
1
3
278
6 (Brooke-Monaé 8)
DRAIN
d Does a name say anything about your personality? If so, what?
3 Look at the other name quotes below. Use the words from the box to fill in the gaps. The context will help you.
From movies: my I read
5
c If you could choose any other name for yourself, what would it be? Why would you choose this name?
There are still
d Has anyone in your family ever used one of them? Who?
B
‘I’d love to work with an Asian guy named Wu pumped up and
d Does a name say anything about your personality? If so, what?
.
C
‘Must a name
– Thomas C. Haliburton
D
something?’
Alice asked doubtfully.
stick to
are the most adhesive.’
.’
– Jarod Kintz, There are Two Types of People in This World: Those Who Can Edit and Those Who Can’t
18/05/15 13:51
‘
people, and the most ridiculous
Hu, because just saying his name would get me all
It looks like a
reading
reading
Debbie Downer – doppelgänger – excited – identity – insisted – Just Hazel – label – mean – nicknames
a
UNIT 6: BORN TO BE WIRELESS
562215_01_OnTrack3-unit6.indd 278
SPOKEN INTERACTIONFRY
b Are you happy with your own name? Why (not)?
© Nijs, Jac de/Anefo
3 (Lydon 11)
5 (Maxim 7)
. Skills are very important name? when studying a 2 Discuss these questions in your group. like these. d Does a name say anything aboutskills your personality? If so, what? language. That’s why we mention the of this kind. a Have you heard (or read) any of these quotes before? Which one(s)? Look atexercises. the other name quotes below. Use the words from the box to fill in the gaps. we practise next to3 the The five b Are you happy with your own name? Why (not)? has one. The context will help you. skills are listening, reading, speaking, spoken c If you could choose any other name for yourself, what would it be? Why would you choose this . name? Debbie Downer – doppelgänger – excited – identity – insisted – Just Hazel – label – interaction and writing. . It has a and it has mean – nicknames
‘His [(Rumpelstiltskin)] feeling that his name, which is his
,
must be kept secret, or else he’ll be revealed
POUR
Of course it must,’ Humpty Dumpty said
to the world as the hunchbacked, shriveled,
with a short laugh; ‘my name means the
ROAST
ridiculous creature he knows himself to be.
3 Look at the other name quotes below. Use the words from the box to fill in the gaps. reading SPOKEN 2 Discuss these questions with a partner. The context will help you. ‘ stick to B INTERACTION a ‘I’d love to work with an Asian guy named Wu USEFUL EXPRESSIONS people,2.2 and⁄the most ridiculous a How would you react? SUMMARY Hu, because saying his name would get– me all – identity – insisted – Just Hazel – label – Debbiejust Downer – doppelgänger excited are the2.2.1 most ⁄adhesive.’ WRITING A RECIPE b Do you know how this invention works? mean – nicknames pumped up and .’ If so, explain it to your partner. – Thomas C. Haliburton – Jarod Kintz, There are Two Types of People in This 1 ⁄ GRAMMAR • Bake/grill/boil for [number] minutes until brown/soft 1: ME, MY SELFIE AND I c Have you ever seen/used one? World: Those Who Can Edit and Those Who Can’t • UNITFirst, take [number] [ingredients] and clean/cut/slice/dice … ‘ B • Garnish stick with to some … Have you got one at home? 1.1 d⁄ COUNTABLE AND UNCOUNTABLE NOUNS a ‘I’d love to work with an Asian guy named Wu Melt butter in a pan. people,•and the some most ridiculous • Preheat the oven at … Hu, because just saying his name would get me all e Do you know someone who had or still has one at home? Countable nouns can be counted using numbers. They haveTHE a singular WEATHER and a plural form. are the most adhesive.’ feeling that his D ‘His [(Rumpelstiltskin)] up and .’something?’ The singular form can use the indefinite article ‘a’ or ‘an’. ‘Must a name C pumped • Serve cold with … , SPOKEN – Thisomas C. Haliburton 3 Have you ever seen these items? Look at the pictures and choose 2. Answer the questions. name, which his INTERACTION – Jarod Kintz, Th ere are Two Types of People in Th is Alice asked doubtfully. • Serve hot with … e.g. a pear – two pears must be kept secret, or elseon he’ll be revealed plate a What do you think they are? World: Those Who Can Edit and Those Who Can’t • Serve a round/deep e.g. an apple – two apples Of course it must,’ Humpty Dumpty said • hunchbacked, Serve with …shriveled, to the world as the with a short laugh; ‘my name means the • Serves [number] Uncountable nouns cannot be counted with numbers. Uncountable nouns are used with a singular ridiculous creature he knows himself to be. shape I am – and a good handsome shape it verb. They usually do not have a plural form. ‘His [(Rumpelstiltskin)] feeling that his D And if that happens, disappear.’ 2.2.2he’ll ⁄ GOING SHOPPING namea name like yours, you something?’ C ‘Must is, too.aWith might be b Have you ever seen these in real life? his , Some nouns can be countable and uncountable. –name, Joan which Gould,isSpinning Straw into UNIT 2: ADVENTURE IS OUT THERE! UNIT 5: WTF? (WHERE’S THE FOOD?) Alice askedalmost.’ doubtfully. any shape, c Have you ever used them? Gold: What Tales About the Shopkeeper Customer must be keptFairy secret, or Reveal else he’ll be revealed Countable Uncountable Of course it must,’ Humpty said Transformations in a Woman’s Life – Lewis Carroll, Through the Dumpty Looking Glass Can I help you? • Do you have any …? to the world as the• hunchbacked, shriveled, d Has anyone in your family ever one oftoday. them? Who? ice cream He has already had an used ice cream I really love ice cream. with a short laugh; ‘my name means the • Here you go. • I’m looking for … coffee The teacher two coffees teachers drink too much coffee. ridiculous creature he knows himself to be. e If you have never usedhad or seen these, today. what do you useOur instead? • Sorry, we don’t have any left. • I would like … shape I am – and a good handsome shape it chocolate Belgium is famous for its chocolates. I am addicted to chocolate. And if that happens, disappear.’ • he’ll Anything else? / Would you like anything else? • How much is this / are thes is, too. With a name like yours, you might be • Would you like a bag? • Could I have the receipt, ple 6 Joan Gould, 4 ‘Seamus Rafael Goldberg. At the–Natick School.Spinning Doesn’t Straw soundinto right, E any shape, almost.’ 1.2 ⁄ QUANTIFIERS Gold: What Fairy Tales Reveal About the somehow,’ Dad said. 2 Transformations in a Woman’s Life – Lewis Carroll, Through the Looking Glass Quantifiers are CHECK 1 often used as a way of measuring uncountable nouns that do not have a plural. Yes, my name is Seamus — pronounced SHAY-mus — RafaelPROGRESS Goldberg. ON DIFFERENT The basic quantifiTRACKS ers are ‘some’, ‘any’, ‘a little’ and ‘a lot of’. Try being five with that name. They called me Seamus as a young kid, then shape I am – and a good handsome shape it
And if that happens, he’ll disappear.’
is, too. With a name like yours, you might be
– Joan Gould, Spinning Straw into Gold: What Fairy Tales Reveal About the Transformations in a Woman’s Life
any shape, almost.’
– Lewis Carroll, Through the Looking Glass
SUMMARY
‘Seamus Rafael Goldberg. At the Natick School. Doesn’t sound right,
E
IN YOUR ROOM
somehow,’ Dad said.
Yes, my name is Seamus — pronounced SHAY-mus — Rafael Goldberg.
1 ⁄ GRAMMAR
Try being five with that name. They called me Seamus as a young kid, then
Rafael, which is almost worse, until I was like ten. I picked Rafe when I was
1.1 ⁄ COUNTABLE AND UNCOUNTABLE NOUNS
in fifth grade, and I have
on it ever since.
– Bill Konigsberg, Openly Straight
Countable nouns can be counted using numbers. They have a singular and a plural form. The singular form can use the indefinite article ‘a’ or ‘an’.
SINGLE BED
TWIN BEDS
adhesive: sticky hunchbacked: with a bent or humped back shriveled: with lots of wrinkles
DOUBLE BED
e.g. a pear – two pears e.g. an apple – two apples
1
Uncountable nouns cannot be counted with numbers. Uncountable nouns are used with a singular verb. They usually do not have a plural form.
ice cream coffee chocolate
Countable He has already had an ice cream today. The teacher had two coffees today. Belgium is famous for its chocolates.
5
4
562215_01_OnTrack3-unit1-v6.indd 7
3
1
Uncountable I really love ice cream. Our teachers drink too much coffee. I am addicted to chocolate.
7
2
2
Some nouns can be countable and uncountable.
A HOTEL SUITE WITH
SHOWER (1) AND BATH (2)
A DOUBLE BED (1)
TOILET (3) TOWELS (4)
AND ENSUITE BATHROOM (2)
WASHBASIN (5)
24/04/15 09:26
1.2 ⁄ QUANTIFIERS
Quantifiers are often used as a way of measuring uncountable nouns that do not have a plural. The basic quantifiers are ‘some’, ‘any’, ‘a little’ and ‘a lot of’. In general, ‘some’ is used in positive sentences and ‘any’ is used in negative sentences and questions. e.g. Have you had any snacks today? e.g. I had some chocolates today, but I haven’t had any cookies.
TYPES
But, sometimes we can use ‘some’ in questions when offering/requesting. e.g. Would you like some more coffee?
And sometimes we can use ‘any’ in positive sentences when we mean ‘it doesn’t matter which’. e.g. You can come and ask for help any time! Note that in spoken English questions are sometimes shortened. e.g. ‘Any apples for me today?’ ‘I do have some nice ones, I think …’
Other quantifiers are ‘much’ and ‘many’. ‘Much’ and ‘many’ are used in negative sentences and questions. e.g. Are there many apples left in the fridge?
WIND
drizzle
snow
a breeze
light rain
frost
clouded / cloudy
a gale
moderate rain
hail
foggy
a storm
pouring rain
ice
dry
a hurricane
showers
freezing
monsoon
a blizzard
cold wet
We use ‘many’ before (countable) plural nouns and ‘much’ before (uncountable) singular nouns. e.g. How many eggs do we need? How much water do we need?
thunderstorm
101
257
562215_01_OnTrack3-unit5-v4.indd 257
SNOW
wind
partly clouded / cloudy
hot
We only use ‘much’ and ‘many’ in positive sentences when we use ‘so’, ‘as’ and ‘too’. e.g. I ate too many apples today. I had as many pears as apples in my bag. I have so much fruit in my cupboards I can’t eat it all alone.
RAINFALL
sunny
28/04/15 17:20
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24/04/15 10:38
After the Main Track you will find the Summary of the grammar, the vocabulary and the strategies you learned in the unit. We show the vocabulary in a very visual way.
1 Find a partner. Ask each other Have you ever …? questions about these subjects.
SPOKEN INTERACTION
a If the answer is positive, you want to get more information. Then you ask a follow-up question in the past simple tense. e.g. bump/head
Have you ever bumped your head? Yes, I have. When was that? When I fell off my bike.
1 Find a partner. Ask each other Have you ever …? e.g. Have you had any snacks today? questions about these subjects. e.g. I had some chocolates today, but I haven’t had any cookies. have/accident – eat/insects – make/pancakes – see/falling star – win/a prize – live/abroad – do/death ride – cook/dinner – boil/egg – call/a doctor – play/jungle speed – lie to/parents – break/an arm or leg – fail/a maths test
b Now write at least 4 sentences about what your partner told you.
SPOKEN E INTERACTION
© Nijs, Jac de/Anefo
At the end of the Summary you will also see a reference to the Progress Check. The Progress Check gives you the chance to discover what you can already do well ON DIFFERENT TRACKS 3 In general, ‘some’ is used in positive sentences and and ‘any’ is used in negative sentences and Rafael, which is almost worse, until I was like ten. I picked Rafe when I was what needs some more practice. 5 UNIT 5: WTF? (WHERE’S THE FOOD?) questions. ‘Seamus Rafaeland Goldberg. right, on it sound ever since. in fifth grade, I have At the Natick School. Doesn’t somehow,’ Dad said. – Bill Konigsberg, Openly Straight
562215_01_OnTrack3-unit5-v4.indd adhesive: 265 LAST STOP!
writing
sticky
Yes, my name is Seamus — pronounced SHAY-mus — Rafael Goldberg. UNIT 6: BORN TO BE WIRELESS hunchbacked: with a bent or humped Try being five with that name. They called me Seamus asback a young kid, then LAST STOP! shriveled: with lots of wrinkles In On Different Tracks you will get the chance to Rafael, which is almost worse, until I was like ten. I picked Rafe when I wasSTOP! LAST e.g. bump/head Have head? And sometimes weyou canever usebumped ‘any’ inyour positive sentences when we meanat ‘it doesn’t which’. SKYPING AROUND THE GLOBE on it ever since. in fifth grade, and I have practise yourmatter own pace and on your own level Yes, I and have. e.g. You can come ask for help any time! 7 UNIT 1: ME, MY SELFIE AND– Bill I Konigsberg, Openly Straight SKYPING AROUND THE GLOBE When was that? so you are fully prepared for the Last Stop. Yousticky are on holiday in a wonderful city somewhere in the world. adhesive: When I fell off my bike.
a If the answer is positive, you want to get more 278 But, sometimes we can use ‘some’ in questions information. Then you ask a follow-up question in the when offering/requesting. e.g. Would you like some more coffee? past simple tense. He/She has also …
TASK Date:
2 Write as many questions as you can for the following sentences. You want to know as many details as possible.
TASK TASK
e.g. X has already/never .... He/she did so when ...
writing
You are on holiday in a wonderful city somewhere in the world. You’re halfway through your holiday and you want to skype a friend who is somewhere else in the world. You don’t know who you will be talking to beforehand! 1 Have a conversation with you your friend.
e.g. The smartphone is on the table.
18/05/15 13:51
− Whose smartphone is it? − Why is it on the table? − Who put it there?
b Talk about 3 plans for the second week.
c Tell your friend what kinds of accommodation you stayed in last week. d Tell your friend where you will be staying next week.
Date:
1 Yusef has sent me an e-mail. 2 I downloaded a movie.
3 She has bought a new iPad.
Note that in spoken English questions are sometimes shortened. e.g. ‘Any apples for me today?’ ‘I do have some nice ones, I think …’ 7 have/accident – eat/insects – make/pancakes – see/falling star – win/a562215_01_OnTrack3-unit1-v6.indd prize – live/abroad – do/death ride – cook/dinner – boil/egg – call/a doctor play/jungle speed – Other quantifi ers are ‘much’ and ‘many’. ‘Much’ and ‘many’ are –used in negative sentences and BORN TO BE WIRELESS arm or leg – fail/a maths test questions. lie to/parentsUNIT–6: break/an e.g. Are there many apples left in the fridge? 4 My grandmother received a text message.
Date:
5 Her boyfriend buys his clothes online.
6 My grandfather used to listen to a walkman.
SPOKEN INTERACTION
writing
listening
a friend who is somewhere else in the world. You don’t know who you will be talking to beforehand! 1 Have a conversation with your friend. 7 1 Have aa conversation with yourthat friend. Discuss 3 must-sees you visited in the first week.
Name:
Name:
Questions: − Whose smartphone is it? − Why is it on the table?
Yes, I did. I think so. No, I didn’t. ✓ ? ✗
1 Preparation • I checked the internet/factsheet for interesting information about my city. • The weather conditions are realistic for my city. • I wrote my part of the conversation in bullets. • I practised what I wanted to say. 2 Content • I spoke for 3-5 minutes. • I discussed all the items: – 3 past and 3 future activities – accommodation – past weather and weather forecast
a Discuss 3 must-sees thatfor you visited in the first week. b Talk about 3 plans the second week.
3 Language use • I used the past simple correctly. • I used the future forms correctly. • I use the appropriate vocabulary. Feedback:
112
24/04/15 09:26
b Talk 3 plans for what the second week. c about Tell your friend kinds of accommodation you stayed in last w UNIT 2: ADVENTURE IS OUT THERE! c Telld your friend what kinds accommodation stayed Tell your friend whereofyou will be stayingyou next week.in last week.
562215_01_OnTrack3-unit2-v7.indd 112
04/05/15 21:28
d Telle your wherewhat you will stayingwas next week. Tellfriend your friend the be weather like last week and what th days. e Tell your friend what the weather was like last week and what the forec days. f The conversation should take 3 to 5 minutes.
UNIT 5: WTF? (WHERE’S THE FOOD?)
e.g. The smartphone is on the table.
You’re with halfway through your holiday and you want to skype hunchbacked: a bent or humped You are on holiday in a wonderful city somewhere in the world. back a friend who is somewhere else in the world. You don’t know 24/04/15 09:26 and you want to skype You’re halfway through your holiday shriveled: with of be wrinkles who youlots will talking to beforehand!
b give feedback on the skyping task.
Number:
e.g. How many eggs do we need? How much water do we need?
562215_01_OnTrack3-unit5-v4.indd 257
The conversation should take 3 to 5 minutes.
a fill in the information grid the teacher will give you.
Class:
UNIT 1: ME,everything MY SELFIE AND Iyou have The Last Stop combines learned in the unit in an integrated language task. You will also get the chance to evaluate yourself and your classmates. We use ‘many’ before (countable) plural nouns and ‘much’ before (uncountable) singular nouns. 28/04/15 17:21
2 Write as many questions as you can for the following sentences. You want to know as many details as possible.
f
3 What does the audience do? You will actively listen to the other students and:
Skyping checklist
b Now write at least 4 sentences about what your partner told you. writing We only use ‘much’ and ‘many’ in positive sentences when we use ‘so’, ‘as’ and ‘too’. e.g. X e.g. has already/never He/She hasas also … pears as apples in my bag. I have so much fruit in my I ate too many.... apples today. I had many 562215_01_OnTrack3-unit1-v6.indd 7 He/shecupboards did so when ... I can’t eat it all alone.
2
e Tell your friend what the weather was like last week and what the forecast is for the following days.
2 You get 15 minutes to prepare your side of the speaking exercise in bullet writing.
324
562215_01_OnTrack3-unit6-v4.indd 324
SPOKEN INTERACTION
a Discuss 3 must-sees that you visited in the first week.
Name:
562215_01_OnTrack3-unit6.indd 278 Questions:
3 In groups play the board game (game A: p. 325 – game B: page 326).
SKYPING AROUND THE GLOBE
257
writing
GET STARTED WITH ON TRACK f
The conversation should take 3 to 5 minutes. 2 You get 15 minutes to prepare your side of the speaking exercise in
2 You get 15 minutes to prepare your side of the speaking exercise in bulle 3 What does the audience do? You will actively listen to the other stu 28/04/15 17:20
3 What does audience do? You will to the other students a fillthe in the information grid theactively teacherlisten will give you. a fill bin the teacher will give you. giveinformation feedback ongrid thethe skyping task. b give feedback on the skyping task.
TRACK YOUR PROGRESS TRACK YOUR PROGRESS
very well
okay
should improve
very well
should improve
Teacher’s opinion
MY SKILLS
I can explain why I like one type of restaurant more than another. (5.2.1) Reading
I can find detailed information in a short informative text/an article on the internet. (1.2) I can derive the meaning from words from their context. (2.1) I can understand the gist of a newspaper article. (2.1) I can find detailed information in a newspaper article. (2.1) I can find detailed information in an infographic. (2.2)
MY SKILLS Listening / Watching
Teacher’s opinion very well
I can find detailed information in a song. (3.1)
okay
I can structure the order of a recipe that I saw in a cooking show. (4.1.2)
should improve
My opinion
I can understand the gist of a spoken text. (5.2.1)
very well
Name: Class:
I can find detailed information in a spoken text or a video. (1.1, 2.4, 3.1, 4.1.2, 5.1, 5.2.1)
okay
UNIT 5
Listening / Watching
should improve
At the end of the unit, you can Track your progress. This allows you and your teacher to track your personal progress while identifying the points where you need improvement. You can also Track your progress online on diddit, where you will get exercises specifically chosen for you.
okay
My opinion
UNIT 5
Name: Class:
I can find detailed information in a menu. (3.2, 4.2) I can understand the gist of an extract from a graphic novel. (2.5) I can find detailed information in a graphic novel. (2.5)
I can find detailed information in a spoken text or a video. (1.1, 2.4, 3.1, 4.1.2, 5.1, 5.2.1) I can identify the ingredients in a recipe. (4.1.1, 4.2)
Speaking
I can discuss my eating habits. (1.1, 3.2, 3.3.1)
I can give my opinion about other people’s eating habits. (1.1)
I can give a short presentation about a menu. (3.2)
Spoken Interaction
I can ask someone for something I need. (2.4)
I can understand the gist of a spoken text. (5.2.1) Writing
I can have a conversation with a classmate about what’s in my pencil case and school bag and about different types of food. (2.4, 3.3.1, 5.2.1) I can write a recipe. (2.2, 4.1.1)
I can structure the order of a recipe that I saw in a cooking show. (4.1.2) I can write a short text comparing two things. (5.2.1) I can give my opinion. (3.2, 5.2.1)
I can make a day menu that is both healthy and varied. (3.1)
I can find detailed information in a song. (3.1) UNIT 5: WTF? (WHERE’SITHElike FOOD?) one type of restaurant more I can explain why than another. (5.2.1) 275
562215_01_OnTrack3-unit5-v4.indd 275
Reading
Always ON TRACK
28/04/15 17:16
I can find detailed information in a short informative text/an article on the internet. (1.2) I can derive the meaning from words from their context. (2.1) I can understand the gist of a newspaper article. (2.1)
Along the way, you will be offered several lifelines.
I can find detailed information in a newspaper article. (2.1) I can find detailed information in an infographic. (2.2)
This audio track can also be found on diddit.
There are exercises on goin a menu. (3.2, 4.2) I can fididdit nd detailed that information I can understand the gist of an extract from a graphic with this subject. novel. (2.5)
This video track can also be found on diddit.
I can identify the ingredients If you see this icon, you need to lookin a recipe. (4.1.1, 4.2) I can discuss my eating habits. (1.1, 3.2, 3.3.1) Speaking something up onlineI can orgive find extra my opinion aboutmaterial. other people’s eating
I can find detailed information in a graphic novel. (2.5)
habits. (1.1)
I can give a short presentation about a menu. (3.2)
You can find useful information in the Summary of this or another unit.
3 Choose adjectives that say something about I can ask someone for something I need. (2.4) writing Spoken what type of person you are. Write these Interaction adjectives in the crossword below. If your I can have a conversation with a classmate about name has more than 10 letters, add boxes! what’s in my pencil case and school bag and about
different types of food. (2.4, 3.3.1, 5.2.1)
Writing
I can write a recipe. (2.2, 4.1.1) I can write a short text comparing two things. (5.2.1)
GRAMMAR
Ik had deze lay-out in Jamie Oliverstijl al ongeveer gemaakt voor OT5. Oké zo?
Grammar boxes will give grammatical rules, often with clear examples.
To help you do the exercises in a structured manner, NEWS&BLOGS FORUMS PROMOTIONS you can have a look at the Strategies.
jamieoliver.com HOME
RECIPES
Find a recipe, ingredient, dish type …
RESTAURANTS
VIDEOS
Home > Recipes > Pear crunch salad
Pear crunch salad +-----+-----+-----+-----+-----+
Serves 6 – Difficulty: super easy
Method
I can give my opinion. (3.2, 5.2.1)
My first name: I can make a day menu that is both healthy and varied. I Conditional sentences that express something possible or real are called (3.1) first conditionals. e.g. If I understand physics, chemistry and biology well, I will study science at 3 Write a short e-mail (30-50 words) in which you invite your science teacher(s) to help you university. writing organise the science fair. Use the strategy below.
Stay ON TRACK
Chicory (also known as endive) has quite a bitter taste, which contrasts perfectly with the sweetness of the pear and the creaminess of the cheese. It’s delicious with walnuts crumbled over the top too, if you like.
STRATEGY
2 Why is the future continuous used in these examples? II Conditional sentences that express something impossible, unlikely or unreal are called Writing a short e-mail second conditionals. e.g. If I understood physics, chemistry andbar. biology well (but unfortunately I don’t), I would – First(ly), complete the subject in the tool study science at university. – Second(ly), write the name of your science teacher in 'to' and add the name of your 3 Work with ateacher partner. what the=life of your partner willis besent liketo atsomeone the age ofelse 30.than Write English inPredict cc (carbon copy a copy of the message down least predictions using an appropriate future form. Then tell your partner what theatone yousix are sending your message to). 562215_01_OnTrack3-unit5-v4.indd 275 you think. • If your science teacher is a man, use Mr with his last name. • put If your science teacher is a woman, use Mrs or Ms with her fi last You can the if-clause first or last. If the conditional clause comes rst,name. we usually put a comma between the conditional clause and the main clause. We usually don't use a comma if – whatfiyou theNext, main introduce clause comes rst. want to do and why. e.g. Idown will study science at university I get good grades forhand physics, and biology. 4 Write list ofwhere adjectives on aifyou piece of paper and tochemistry your fair. teacher. He/she will – Also tell the him/her and when want to organise youritscience If youdistribute plan your all work will be easier to meet deadlines. randomly thewell, listsitin class. Can you guess who is being described? – Then ask for his/her help.
UNIT 5: WTF? (WHERE’S THE FOOD?)
SPOKEN INTERACTION
2
SPOKEN INTERACTION
Sometimes, we will give some extra information that will make it easier or more fun to stay on track. Finally, add your name under the salutation ‘yours sincerely’. 1.3–⁄ THEY CALL ME STICK 4 Complete the rule.
1 Pick out and discard any tatty watercress leaves, then place into a serving bowl. 2 Trim the bases of the chicory, then finely slice them and add to the bowl. 3 Cut the lemon in half. 4 Squeeze most of the juice into the jar, using your fingers to catch any pips. 5 Add the extra virgin olive oil to the jar with a tiny pinch of salt and pepper. 6 Put the lid securely on the jar and shake well. 7 Have a taste and see whether you think it needs a bit more lemon juice or oil – you want it to be slightly too acidic, so that it’s still nice and zingy once you’ve dressed your salad. 8 Remove the pear stalk and finely slice the pear into rounds (core and all), then use good knife skills to carefully cut the slices across into very fine matchsticks. 9 Scatter the pear over the watercress, then squeeze over the remaining lemon juice to stop the pear turning acidic: having a very sour taste brown. lid: what you use to close the jar 10 Crumble over the blue cheese. pip: seeds of fruit 11 Drizzle over the dressing and really gently toss tatty: old and in bad condition together so everything is nicely coated, then serve. zingy: with a sharp taste
ANDREW SMITH
For the texts and video or audio clips, you will find additional information in these boxes.
Some words in the authentic texts in this book require some explanation. This can be found in the Glossary.
c How much salt and pepper do you need? d How do you have to put the lid on the jar?
reading
reading
UNIT 1: ME, MY SELFIE AND I
a How does chicory taste? b What kind of cheese should you get?
Main clause
STRATEGY
Source: www.jamieoliver.com
2 Read the recipe a second time and answer these questions.
If-clause
First conditionals: Smith isTHE the author 4 ⁄ Andrew NAVIGATING CITY of several Young Adult novels, Second conditionals: including the critically acclaimed Winger and The Marbury Lens. was bornAND in California butDIRECTIONS spent most of his formative years 4.1He ⁄ ASKING GIVING travelling the of world. 2014 he published Jungle, 5 Now add two yourIn own examples in theGrasshopper grammar box. andyou’re 100 Sideways Miles. When on holiday you go to cities you have never been to before. When you want to visit a Stickattraction, isthe thesentences. storyyou of Stark McClellan whodirections. is bullied for being tourist will have to ask for 6 Match ‘deformed’ – he was born with only one ear. His older brother 1Bosten I would fail there to defend him. But the boys can’t a if Idefend knew all chemical elements by heart. is always 2oneI another will passfrom their abusive parents. b if I didn’t study. 3 I will fail c if I studied. (but I don't!) Asking andpass giving directions 4 I would d if I study. Source: www.authorandrewsmith.com 5 I will surprise my chemistry teacher e if I don’t study. Asking directions Giving directions I would surprise mythe chemistry teacher f if and I know all chemical elements by heart. 1 6 Read the extract from novel Stick by Andrew Smith answer the questions. − Excuse me, could you tell me how to get to …? − Walk / drive past … Indicate in the text − I’m looking for …where you found the answer. − Take the first left / right. − Do you know where I can find …? − Go straight 2 3 4 5 ahead at … 6 a 1 Why is Stick called Stick? − How far is it to ...? − Cross the road / street. − It’s about one mile.
Once in a while, you will discover some fun facts in the Did you know boxes.
11
DID YOU KNOW?
Did you know that 1 mile is about 1.6 kilometres? The mile is often used in the UK and the USA. So when it is a 100-mile drive to your destination, it is actually 160 kilometres.
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e How do you have to shake the jar? f
How do you have to slice the pears?
UNIT 3: SCIENCE INSPIRES
g How do you have to toss the salad?
UNIT 5: WTF? (WHERE’S THE FOOD?)
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Last but not least, ON TRACK is complemented by diddit. Take your tablet or computer, and explore the digitalUNIT learning environment! You will not only find 3: SCIENCE INSPIRES all audio and video tracks, but also exercises specifically for you, so you will master the subject matter even faster. 90 UNIT 2: ADVENTURE IS OUT THERE!
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3
CONTENTS 1 Me, my selfie and I Main Track 1 Getting to know you 2 Hobbies and habits 3 Are nerds the new cool? 4 But first, let me take a selfie 5 Note to selfie 6 Selfies and dating, a perfect match? Summary 1 Grammar 2 Vocabulary On Different Tracks Last Stop! Track Your Progress
2 Adventure is out there! Main Track 1 Let’s go on an adventure 2 Where can I stay? 3 A mystery trip 4 Navigating the city 5 What is the weather like? Summary 1 Grammar 2 Vocabulary On Different Tracks Last Stop! Track Your Progress
3 Science inspires Main Track 1 Announcing your science fair 2 Getting inspired 3 Commenting on others 4 Writing and giving instructions 5 What if … Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress
4
5
6 6 14 19 27 37 41 43 43 45 51 59 63 65
66 66 79 85 90 94 96 96 99 103 112 113 115
116 116 122 124 127 135 139 139 140 142 144 156 161
4 Whose school is it anyway? Main Track 1 Typically high school 2 And the kids were all wearing Air Jordans 3 A different type of high school 4 My school is not your school 5 Tweeters speak out Summary 1 Grammar 2 Vocabulary On Different Tracks Last Stop! Track Your Progress
5 WTF? (Where’s the food?) Main Track 1 Breakfast 2 Snack time 3 Lunch 4 Let’s prepare dinner! 5 Taste this! Summary 1 Grammar 2 Vocabulary On Different Tracks Last Stop! Track Your Progress
6 Born to be wireless Main Track 1 Have you ever seen this? 2 Interview with a stranger 3 Digital natives versus digital immigrants Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress
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164 164 172 176 187 195 198 198 200 203 206 209 211
212 212 216 234 241 251 257 257 260 266 273 275 277
278 278 288 295 314 314 318 322 324 333 335
CONTENTS
TRACK YOUR PROGRESS very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 1 MY SKILLS Listening / Watching
I can summarise advisory steps in a webcast. (2.2) I can fi nd detailed information in a spoken text. (2.2) I can correct mistakes in a song. (4.1)
Reading
I can answer content questions about a reading text. (1.3) I can recognise an infographic and interpret the information. (4.4)
Speaking
I can discuss a webcast about bad habits. (2.2) I can discuss the dos and don’ts of selfi es and fi rst dates. (4.4, 6)
Spoken Interaction
I can take part in a class discussion about selfi es and fi rst dates. (4.4, 6)
Writing
I can write about a typical school day. (3.4)
MY COMPETENCES Grammar
I can express facts, habits, feelings and opinions using the present simple. (3.1, 3.2, 3.3) I can use time markers in sentences expressing routines and habits. (3.4) I can express actions going on now and future arrangements using the present continuous. (5) I can use pronouns. (4.2) I can use the genitive and the plural correctly. (4.2)
Vocabulary
I can use adjectives to describe personality. (1.2) I can describe hobbies. (2.1) I can describe bad habits. (2.2) I can use words related to social media. (4.1)
Functional practice & language strategies
I can fi ll in a fact fi le (personality, hobbies, bad habits,…). (2.3) I can make a word cloud. (2.3) I can start and end a conversation. (2.1) I can give short answers. (3.4) I can use appropriate phrases to agree and disagree. (4.4) I evaluate myself using checklists. I can use a spell checker.
UNIT 1: ME, MY SELFIE AND I
63
very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 1 MY ATTITUDES Motivation
I concentrate in class. I ask for explanations when needed.
Work attitude
I respect guidelines and deadlines.
Social attitude
I show respect for classmates and the teacher.
I work actively in class. I collaborate well.
FEEDBACK
64
UNIT 1: ME, MY SELFIE AND I
TRACK YOUR PROGRESS very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 2 MY SKILLS Listening / Watching
I can structure a relatively easy spoken text. (4.2) I can interpret background information. (4.2, 5.1) I can follow directions on an authentic map. (4.2) I can stay focused on the listening task even if I do not understand all words or phrases. (4.2, 5.1) I can fi nd detailed information in a spoken text. (5.1) I can understand an authentic weather forecast. (5.1)
Reading
I can derive the key information of holiday descriptions on websites. (1.1) I understand the essence of a written article about a trip. (1.2, 2.2) I can derive the exact meaning of a word from the context. (1.1, 2.2) I can understand the main idea of an extract of young adult novel. (3.1) I can read a map and select detailed information from the map. (4.1, 4.2)
Speaking
I can express my likes and dislikes about holidays. (1.1, 2.3) I can discuss weather conditions for a given city. (5.1)
Spoken Interaction
I can have a conversation with a partner about his/her holiday. (1.1) I can ask for directions and understand directions given to me. (4.1)
Writing
I can fi ll in a contact form to request information. (1.1) I can book a holiday using a booking form. (2.3) I can write a weather forecast in bullets. (5.1)
MY COMPETENCES Grammar
I form and use the past simple correctly, both in regular and irregular verbs. (1.3) I use future forms correctly. (3.2)
Vocabulary
I use the appropriate vocabulary concerning holidays. (2.1) I use the vocabulary concerning traffi c correctly. (4.1, 4.2) I use vocabulary concerning types of weather correctly. (5.1)
UNIT 2: ADVENTURE IS OUT THERE!
113
Functional practice & language strategies
I use appropriate phrases to express my preferences, likes and dislikes. (1.1)
Sociocultural aspects of language
I understand that depending on the 'type' of English words can be spelled differently or that things can have a different name.
very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 2
I use certain strategies to make learning easier. (1.3) I use appropriate phrases to ask for and give directions. (4.1)
I understand that in some English-speaking countries people use miles and Fahrenheit instead of kilometres and Celsius.
MY ATTITUDES Motivation
I concentrate in class. I ask for explanation when needed.
Work attitude
I respect guidelines and deadlines.
Social attitude
I show respect for classmates and the teacher.
I work actively in class. I collaborate well.
FEEDBACK
114
UNIT 2: ADVENTURE IS OUT THERE!
TRACK YOUR PROGRESS very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 3 MY SKILLS Listening / Watching
I can understand people talking about inventions. (1.2, 2.2) I can stay focused on the listening task even if I do not understand all words or phrases.
Reading
I can fi nd detailed information in a fl yer. (1.3) I can understand the main idea(s) of comments. (3) I can understand the different steps of a manual. (4.1, 4.2.2) I can understand the main ideas of an information board. (4.3.1) I can stay focused on a reading task even if I do not understand all words or phrases.
Speaking
I can comment on others. (3) I can give instructions. (4.2.2) I can present an invention using an information board. (4.3.1)
Spoken Interaction
I can ask questions about someone’s project.
Writing
I can write the necessary information of a fl yer (date, place, location) correctly. (1.3)
I can reply to questions about my project.
I can write a short (formal) e-mail message. (1.3) I can write a personal comment. (3) I can write instructions. (4.2.2) I can complete information on an information board. (4.3.2) MY COMPETENCES Grammar
I can understand the difference between a noun, an adjective and a verb. (1.1) I can use the imperative to give instructions. (4) I can use conditional sentences in writing and speaking. (5)
Vocabulary
I can use words related to science. I can use linking words in writing and speaking. (3, 4)
UNIT 3: SCIENCE INSPIRES
161
Functional practice & language strategies
very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 3 I use strategies to structure an e-mail or a comment properly. (1.3, 3) I evaluate myself and my classmates using checklists. (1.3, 3, 4.3.2) I can give clear instructions. (4.2) I use certain strategies to make giving a presentation easier. (4.3.1, 4.3.2) I can use the following strategies (4.3.2): - I know how to prepare for my presentation; - I use the information from my information board; - I listen to words in an e-dictionary. I can use the following strategies: - I brainstorm about my writing first; - I use the given guidelines for an instruction, comment and formal e-mail; - I can use the spell checker; - I can use a dictionary. I use appropriate phrases to express my likes and dislikes. Sociocultural aspects of language
I understand that in the US a different measuring system is used. (1.2) I understand that depending on the 'type' of English, words can be pronounced differently. (4.3.2)
MY ATTITUDES Motivation
I concentrate in class. I ask for an explanation when needed.
Work attitude
I respect guidelines and deadlines.
Social attitude
I show respect for classmates and the teacher.
I work actively in class. I collaborate well.
FEEDBACK
162
UNIT 3: SCIENCE INSPIRES
TRACK YOUR PROGRESS very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
My opinion
okay
UNIT 4 MY SKILLS Listening / Watching
I can understand the main idea of a song and recognise specifi c words. (1.1) I can guess the meaning of a word in a song from the context. (1.1) I can answer short open questions about a fi lm clip. (1.2) I can recognise and identify school objects in fi lm clips. (3.2) I can summarise a short video I saw. (3.2.1) I can listen to an American student and answer questions about her typical school day. (3.3)
Reading
I can read and anticipate the lyrics of a song. (1.1) I can understand the gist of an article about a fi lm. (1.2) I can answer content-related questions about an article about a book/fi lm. (1.2) I can understand the main idea of an extract of a young adult novel. (3.1) I can answer some detailed questions about a young adult novel and speculate about the next part. (3.1)
Speaking
I can tell a story about a school experience. (3.1) I can discuss my school timetable. (4.1) I can make suggestions for improvement. (4.1)
Spoken Interaction
I can talk about schools in the USA and schools in Belgium with a partner. (1.1) I can discuss a negative experience at school with a partner. (2) I can share my opinion with others. (5)
Writing
I can discuss an experience at school. (2, 3.1) I can hypothesise and write a new scene for a book. (3.1) I can compare and contrast different video extracts (commercial, documentary, news item). (3.3) I can refl ect on my own ideas by brainstorming and using bullet points. (3.3) I can question my own ideas and write about them. (3.3) I can fi ll in a timetable. (4.1) I can make suggestions for improvement. (4.1) I can make comparisons between different educational systems. (4.3)
UNIT 4: WHOSE SCHOOL IS IT ANYWAY?
209
very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 4 I can write a formal e-mail. (4.3) I can express my opinion. (5) MY COMPETENCES Grammar
I can use the past continuous tense. (2) I can use the past simple and past continuous appropriately. (3.1)
Vocabulary
I can use words related to (American) schools. (3.2.1, 4.1)
Functional practice & language strategies
I use appropriate phrases to make suggestions. (4.1)
Sociocultural aspects of language
I can give a few differences and similarities between the American and the Belgian school system. (4.3)
I evaluate myself using checklists. (3.3, 4.3)
MY ATTITUDES Motivation
I concentrate in class. I ask for explanations when needed.
Work attitude
I respect guidelines and deadlines.
Social attitude
I show respect for classmates and the teacher.
I work actively in class. I collaborate well.
FEEDBACK
210
UNIT 4: WHOSE SCHOOL IS IT ANYWAY?
TRACK YOUR PROGRESS very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 5 MY SKILLS Listening / Watching
I can fi nd detailed information in a spoken text or a video. (1.1, 2.4, 3.1, 4.1.2, 5.1, 5.2.1) I can fi nd detailed information in a song. (3.1) I can structure the order of a recipe that I saw in a cooking show. (4.1.2) I can understand the gist of a spoken text. (5.2.1) I can explain why I like one type of restaurant more than another. (5.2.1)
Reading
I can fi nd detailed information in a short informative text/an article on the internet. (1.2) I can derive the meaning from words from their context. (2.1) I can understand the gist of a newspaper article. (2.1) I can fi nd detailed information in a newspaper article. (2.1) I can fi nd detailed information in an infographic. (2.2) I can understand the gist of an extract from a graphic novel. (2.5) I can fi nd detailed information in a graphic novel. (2.5) I can fi nd detailed information in a menu. (3.2, 4.2) I can identify the ingredients in a recipe. (4.1.1, 4.2)
Speaking
I can discuss my eating habits. (1.1, 3.2, 3.3.1) I can give my opinion about other people’s eating habits. (1.1) I can give a short presentation about a menu. (3.2)
Spoken Interaction
I can ask someone for something I need. (2.4)
Writing
I can write a recipe. (2.2, 4.1.1)
I can have a conversation with a classmate about what’s in my pencil case and school bag and about different types of food. (2.4, 3.3.1, 5.2.1) I can make a day menu that is both healthy and varied. (3.1) I can give my opinion. (3.2, 5.2.1) I can write a short text comparing two things. (5.2.1)
UNIT 5: WTF? (WHERE’S THE FOOD?)
275
very well
okay
Teacher’s opinion should improve
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should improve
Name: Class:
okay
My opinion
UNIT 5 MY COMPETENCES Grammar
I know the difference between countable and uncountable nouns. (2.2, 2.3) I can use quantifiers correctly. (2.3) I can use the quantifiers some, any, much and many correctly. (2.4) I can use comparatives and superlatives correctly. (5.2.1)
Vocabulary
I use the appropriate vocabulary concerning food. (1.1, 1.2, 2.2, 3.3) I can understand the difference between adjectives and adverbs and can use them correctly. (4.2)
Functional practice & language strategies
I can use appropriate expressions to go shopping. (2.4) I can use different expressions to give my opinion. (5.2.1) I use checklists to evaluate myself and my classmates. (2.2, 5.2.1) I use a dictionary or spell checker to avoid language mistakes. (2.2, 5.2.1)
MY ATTITUDES Motivation
I concentrate in class. I ask for explanation when needed.
Work attitude
I respect guidelines and deadlines.
Social attitude
I show respect for classmates and the teacher.
I work actively in class. I collaborate well.
FEEDBACK
276
UNIT 5: WTF? (WHERE’S THE FOOD?)
TRACK YOUR PROGRESS very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
okay
My opinion
UNIT 6 MY SKILLS Listening / Watching
I can fi nd detailed information in a spoken text and in videos about technology. (1.1, 1.3, 3.1, 3.3) I can link information from a video about technology to the correct speaker. (1.1, 2.1, 3.1) I can structure information from an interview. (2.2.1)
Reading
I can fi nd the main topic of a text and give my own preference and opinion. (1.2.1) I can interpret a cartoon. (3.1) I can fi nd detailed information in a written text about the types of digitals. (3.2) I can read and analyse infographics about social media. (3.3)
Speaking
I can give my opinion about the use of technology, the best phones, etc. (1.1, 1.2.1, 2.1, 2.2.1, 3.4) I can talk to my classmates about what technology I like and often use. (1.2.3, 3.4)
Spoken Interaction
I can interview a classmate about the use of technology in the classroom. (2.2.3, 3.2)
Writing
I can write a short paragraph expressing my opinion about digital technology. (3.1) I can describe what type of digital user I am. (3.2) I can write a short description of an infographic. (3.3) I can summarise a short text about phone screens. (3.4)
MY COMPETENCES Grammar
I can describe experiences in my or someone else’s life using the present perfect tense. (1.2.3) I can use past simple and present perfect simple appropriately. (1.2.2, 1.2.3) I can ask and answer open and closed questions. (2.2.2)
Vocabulary
I can use vocabulary related to (old and new) technology.
UNIT 6: BORN TO BE WIRELESS
335
Functional practice & language strategies
very well
okay
Teacher’s opinion should improve
very well
should improve
Name: Class:
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My opinion
UNIT 6 I can use appropriate expressions to give my opinion (see all previous units). I can use linking words to connect my ideas and sentences. (3.1, 3.2, 3.4) I evaluate myself using checklists. (2.2.3, 3.1, 3.2) I also check the work of my classmates using checklists. (2.2.3, 3.1, 3.2) I use a spell checker or dictionary. (3.1, 3.2) MY ATTITUDES Motivation
I concentrate in class. I ask for explanation when needed.
Work attitude
I respect guidelines and deadlines.
Social attitude
I show respect for classmates and the teacher.
I work actively in class. I collaborate well.
FEEDBACK
336
UNIT 6: BORN TO BE WIRELESS