Written with today’s teenagers in mind, English Goals prepares students to use English in the real world, taking them from pre-A1 to B1 Level.
Audrey Cowan | Paola Tite
ENGLISH GOALS
Audrey Cowan Paola Tite
ENGLISH GOALS
A 4-volume series with 8 units per level, English Goals develops grammar, vocabulary and the four skills in a balanced way so that students can instantly use language in real-life communication. Insights into mediation activities help the class face the many communication challenges of the 21st century. • It develops life skills with activities that encourage creativity, collaboration and communication through a range of real-life topics, motivating texts and captivating tasks.
• It meets the needs of every student with highly inclusive material (Simple Goals) ideal for mixed-ability classrooms. • More than 70 videos present vocabulary and key functional language in a natural context, helping students to improve their communication skills and enhance their fluency. • It introduces STEM education with engaging and fun activities which develop critical thinking, problem-solving, and analytical skills.
ENGLISH GOALS
• It helps students build their confidence to talk about and work with the 17 Sustainable Development Goals and it gives them the tools to deal with challenges inside and outside of the classroom.
STUDENT’S BOOK & WORKBOOK
1B
1B The digital version Speciallyof the book with designed interactive quizzes to boost confidence exercises, videos and audio in the classroom aligned to can be downloaded from your coursebook www.elionline.com/ digitalbooks
Equilibrium Eli Publishing’s equality project which promotes values of social justice and diversity, thus favouring a culture of inclusion
• VOCABULARY & COMMUNICATION VIDEOS
STUDENT’S BOOK & WORKBOOK
ELI Link, the app which allows you to listen, watch and do practice using your smartphone or tablet
• INCLUSIVE ENGLISH REVISION SECTION • LIFE SKILLS & MEDIATION ACTIVITIES
British English Pre-A1 A1 A2 B1
1B 6 l. S 1.r. AL 70 Is O -4 EL G H 36 IS -5 88 GL 8EN 97 BN IS
www.elipublishing.com ES1078_41
The pleasure of learning
Audrey Cowan Paola Tite
ENGLISH GOALS STUDENT’S BOOK & WORKBOOK
The pleasure of learning
1B
Welcome to
ENGLISH GOALS
The Student’s Book Vocabulary & Video The unit starts with the vocabulary presentation to practise the new words. The VIDEO will allow you to see the new words in a communicative context, helping you with the comprehension.
Simple Goals Refers to the inclusive English section Let’s All Revise at the end of the units.
Reading & Dialogue Work 4 pages to present the language, practise and produce with the Write and Talk about it activities • an original text with the language presentation of the unit
Focus on communication • presentation and exercises on real communicative functions
Focus on dialogues • a group of friends faces situations and typical teenage issues of your age
2 t wo
Audio track available on the DIGITAL BOOK and on ELI LINK
Video available on the DIGITAL BOOK and on ELI LINK
Grammar Workshop • grammar presentation tables with references to the Grammar Bank • exercises presented by level of difficulty
Video Workshop • a page focused on communication and oral production, animated by interesting and engaging VIDEOS
Life & Language Skills • Insights into culture and current affairs with activities focusing on language skills • K : preparatory activities for international certifications • Competences box with strategies and recommendations to develop language skills DIGITAL Student’s Book and BOOK Workbook in a digital version with interactive exercises, audios and videos. You can activate the karaoke option in the dialogues and the subtitles option in videos and import documents, images or links. Thanks to the additional resources, you can improve your knowledge of the English language and the English-speaking world.
Resources • Digital Mini Dictionary (with pictures) • Phonics poster with audio •M aps of the United Kingdom, the United States and the English-speaking world • Flashcards • Complete recording scripts • Complete videoscripts
three
3
Contents Unit
Vocabulary
Communication Grammar Workshop
5F ood & Drink
Food and drink
Ordering food
p. 6
Adverbs of frequency
Expressions with have
Countable and uncountable nouns
VIDEO At the café
some / any How much? / How many? Pronunciation The stressed syllable
6 My Town p. 18
Places in town
Asking and giving directions
Prepositions of place VIDEO London tour
like, love, hate + -ing Personal object pronouns The imperative Pronunciation The sound /eI/
Progress Check 5-6
p. 30
7 Hobbies & Talents
Free-time activities
Talking about ability
The modal verb can
Technology
Asking for permission/ Making a request
very well, well, quite well, (not) at all
Expressing opinions
Adverbs of manner
VIDEO Leila’s free time
p. 32
8 Sports Champions
Pronunciation The sounds /I/ and /i:/
Parts of the body
Apologising and justifying yourself
Sports VIDEO The human body
p. 44
Progress Check 7-8
p. 56
Simple Goals – Let’s All Revise!
pp. 58-73
Pronunciation Bank & Speaking Cards
p. 74
Workbook Units 5-8
pp. 76-107
Grammar Tables
p. 108
Grammar Bank
p. 110
STEM Goals
p. 114
4 four
Present continuous Present continuous with question words Pronunciation The unstressed syllable /@/
Video Workshop
Life & Language Skills
VIDEO I love pizza!
Reading Understanding an article about food waste
Speaking Completing a table and talking about preferences
Listening Understanding a recipe description Writing Writing ingredients and quantities of your favourite recipe Speaking – Oral presentation Describing a typical recipe of your own region
VIDEO M y favourite theme park
Reading Finding your way and recognising different places in a theme park
Speaking Designing and describing your ideal theme park
Listening Understanding a dialogue between two people who meet in a specific place Writing Writing a text message Spoken Interaction Leaving a voice message
VIDEO What’s that app?
Reading Understanding a passage about a weekend of a boy and his family
Speaking Describing apps
Listening Understanding a boy talking about his hobbies Writing Describing your ideal weekend Speaking – Oral presentation Presenting your ideal weekend
VIDEO We’ve got our team! Speaking Choosing people for a team
Reading Understanding an article about the English Olympic champion Jade Jones Listening Understanding the description of an athlete Writing Describing your favourite sportsperson Speaking – Oral presentation Presenting your favourite sportsperson
f ive 5
5
Food & Drink
breakfast
lunch
6 six
dinner
Vocabulary & Video Focus on words: Food and drink 1 Listen and repeat the words you hear. 2
Focus on VIDEO :At the café 4 Watch the video without the audio and tick (✓) who orders the fruit.
Listen and repeat. Then tick (✓) the foods and drinks that you see on page 6. ✓ sandwiches □ □ chips □ eggs □ pizza □ fruit juice □ yoghurt □ rice
□ ice cream □ cheese □ tea □ apple □ cherries □ porridge □ water
□ toast □ butter □ fish □ steak □ coffee □ carrots □ salad
3 Order the food from exercise 2 in categories.
1 □ Molly _______________________________ ______________________________________ 2 □ Leila _______________________________ ______________________________________ 3 □ Zac ________________________________ ______________________________________
Add 3 words per category with the help of a dictionary.
Dairy products
yoghurt,
5 eggs, Prote
Vegetables
in
Watch the video again. What did the friends order? Write on the lines above, then watch the video and check.
chips,
Talk about it 6 Pairwork Ask and answer questions about the foods and drinks you like.
Drink
rates Bread / Carbohyd sandwiches,
Simple Goals, p. 58
s
fruit juice,
apple,
Fr
What food do you like, Marco?
uit
I like steak and I love pizza!
What drinks do you like? I like fruit juice but I don’t like coffee.
seven 7
5
Reading I always have dessert Focus on texts 1 Read and listen to the article. Decide if the sentences are T (true) or F (false).
T
F
Tom has porridge for breakfast every day. 1 Matty has cereal every day. 2 Katarina sometimes has eggs for breakfast. 3 Tom prefers cold food for lunch. 4 Matty doesn’t like ice cream. 5 Katarina doesn’t eat dessert.
✓ □ □ □ □ □ □ □ □ □ □ □ □
What do professional athletes eat to stay in top form? Tom Daley and Matty Lee, Olympic diving champions, and Katarina Johnson-Thompson, Olympic heptathlon champion, talk about their daily diets.
What is your typical daily diet before a big athletics event? Breakfast Tom For breakfast, I always have porridge and green tea. Matty I usually eat some cereal and then some toast. Katarina I usually have granola and yoghurt with honey, but sometimes I have toast with scrambled eggs. Lunch Tom
I prefer a cold meal. I often have a chicken salad in the summer. Matty I sometimes have a hot meal, such as tuna pasta with cheese on top. Katarina I eat a light lunch – salad with marinated salmon, or a bowl of soup with bread. Dinner Tom
I’m always very hungry in the evenings! I love pasta but sometimes I have barbecued meat or fish. Matty I love moussaka, a Greek dish. I rarely eat dessert but I like ice cream. Katarina A typical dinner for me is chicken breast with vegetables, or noodles.
New Words daily ____________ cold meal ____________ light lunch ____________ hungry ____________ barbecued meat ____________ treat ____________ 8 eight
What’s your favourite treat? Tom For me, it’s tiramisu ice cream. Matty I’m afraid I haven’t got a favourite treat! Katarina I never eat cake and I don’t like any desserts, but I love snacks like cereal bars.
Simple Goals, p. 59
5 2 Complete the table with the three athletes’ favourite foods and drinks. Name Tom Matty Katarina
Breakfast porridge,
Lunch
Dinner
Favourite treat
Adverbs of frequency What are they for? We use adverbs of frequency to indicate the frequency of an action. 0% 100% never rarely sometimes often usually always Show me. I always have porridge. / I sometimes have a cold meal. / I never eat cakes. Underline other examples of adverbs of frequency in the text.
3 Add the adverbs of frequency and make sentences that are true for you.
I often play sports after school. 1 I _____________ watch television in the evenings. 2 I _____________ do my homework at school. 3 At weekends I _____________ get up early. 4 My family _____________ goes to Sicily on holiday. 5 My father _____________ cooks dinner for us. some / any What are they for? We use some and any to identify an undefined quantity (some in affirmative sentences, any in negative and interrogative sentences). Show me. I usually eat some cereal. I don’t like any type of salad. Underline other examples of some and any in the text.
Simple Goals, p. 59
4 Underline the correct alternative. Here’s some / any coffee for you, mum. 1 Have we got some / any cereal for breakfast? 2 My brother doesn’t want some / any salad. 3 There are some / any DVDs on the teacher’s desk. 4 I haven’t got some / any brothers or sisters. 5 Is there some / any fruit?
Talk about it 5 Pairwork What do you usually eat during the day? Complete the table from exercise 2 with your own answers.
What do you have for breakfast, Luca?
Do you drink any tea?
I usually have some cereal.
No, I don’t like it.
nine 9
Dialogue Work Do you want any chips? Focus on words: Expressions with have 1 Mediation How do you say the following expressions with the verb have in your language? 1 have breakfast ___________________ 2 have lunch ___________________ 3 have a break ___________________
4 have a party 5 have a snack 6 have dinner
___________________ ___________________ ___________________
Focus on dialogues 2
Read and listen to the dialogue. Underline the expressions with have. Molly Lunchtime at last! I’m really hungry! Zac Me too. Where do you usually have lunch, Molly? Molly I sometimes have a snack at the café in Grey Street but I usually go to the school canteen – the food is good. Come on, I’ll show you. What do you want to eat, Zac? Zac I don’t know. I like chicken… and fish… and pasta! Dinner lady Next, please! Zac Some chicken, please. Dinner lady How much chicken would you like? A big portion or a small portion? Zac A big portion, please.
Dinner lady Do you want any chips? Zac No, thanks. Have you got any potatoes? Dinner lady Yes, we have. How many potatoes do you want? Zac Er… five, please. And some carrots. Dinner lady Anything to drink? Zac Some water, please. Molly Wow! How many desserts have you got? Zac Only two! I love cheesecake but I love ice cream too! Molly Greedy! Let me taste that cheesecake…
New Words at last ______________ I’ll show you. ______________ Greedy! ______________ Let me taste ______________
10 ten
Simple Goals, p. 60
5 3
Read and listen to the dialogue again. Then tick (✓) the picture that corresponds to Zac’s lunch. A
Focus on communication Ordering food Questions Answers How much… would you like? A big portion, please. Do you want any…? Yes, please. / No, thanks. How many… do you want? Five, please. Vegetables? Yes, please. Anything to drink? Some water, please.
5 Reorder the dialogue.
□ A Yes, we have. How much pasta would you
B
like? A big portion or a small portion? 1 A Next, please! □ □ A Do you want any cheese? □ A Yes, we have. We’ve got apples, oranges and bananas. □ A Anything to drink? □ B An apple, please. □ B A small portion, please. □ B Some water, please. □ B Have you got any pasta? □ B Yes, please. And have you got any fruit?
Talk about it 6 Role play Student A works at the canteen and
asks Student B what he/she would like to order. Use the menu on page 74 and the following sentences to help you. Then swap roles. Next, please!
4 Answer the questions. Where does Molly usually have lunch? She usually has lunch at the school canteen. 1 Why does she like the canteen? 2 What does Zac like to eat? 3 Which vegetables does he choose? 4 What does he drink? 5 Why has he got two desserts? 6 Does Molly want some cheesecake? Simple Goals, pp. 60-61
Have you got any pasta? Yes, we have. How much pasta would you like? A big portion, please!
eleven 11
Grammar Workshop Adverbs of frequency 0%
never
____________
rarely
____________
sometimes
____________
often
____________
usually
____________
always
100%
Attention • We put adverbs of frequency after the subject and before the verb, but after the verb be. I always eat cereal for breakfast. She is always late for school. • Do not use don’t or doesn’t with never. They never drink coffee.
____________ Grammar Bank, p. 110
1
Translate the adverbs of frequency into your language. never 1 rarely 2 sometimes 3 often 4 usually 5 always
2
4
finish / lessons / We / at 1.00 p.m. / our / on Fridays / always We always finish our lessons at 1.00 p.m. on Fridays. 1 late / My / friend / sometimes / for / is / school 2 plays / Marta / rarely / computer games 3 grandparents / visit / you / at Christmas / often / Your 4 eggs / Simon / eats / never 5 Sarah / on Sundays / early / rarely / gets up 6 We / football / usually / play / on Saturday
_____________ _____________ _____________ _____________ _____________ _____________
Put the adverbs of frequency in the correct place.
5
Write sentences about Jade’s food habits. have a big breakfast / ●●●●●● I always have a big breakfast.
➔
I walk to school. (always) The teacher is late. (never) 1 Rob is late for lessons. (often) 2 Sam eats vegetables. (sometimes) 3 Mum goes out in the evenings. (rarely) 4 You drink coffee. (never) 5 I do my homework after dinner. (usually) 6 My dad cycles to work. (always) ➔
3
Reorder the words and write sentences.
●●●●●● have a snack at 11 ___________________________________ ●●● eat pasta for lunch ___________________________________ ●●●●● drink a smoothie ___________________________________ ●● cook dinner ___________________________________ ●●●● eat fish for dinner ___________________________________
Listen and check.
– have a cup of tea after dinner
___________________________________
6
Turn the sentences in exercise 5 into questions and give answers that are true for you. I always have a big breakfast. Do you always have a big breakfast? Yes, I do. / No, I don’t.
12 t welve
Simple Goals, p. 59
5 Countable and uncountable nouns
some / any
Look at the examples: I’ve got three sandwiches. I’ve got some bread. Countable nouns can be singular or plural (sandwich, sandwiches). Uncountable nouns are always singular (bread). Grammar Bank, p. 110
7
Complete with the words from the box. milk • biscuits • peas • bananas • pasta • oranges coffee • rice • carrots • sandwiches • fruit juice
Look at the examples: You need some eggs and some butter for the cake. I haven’t got any eggs or any butter. Have you got any sugar or any biscuits? We use some and any in front of plural or uncountable nouns. We usually use some in affirmative sentences and any in negative sentences and questions. Grammar Bank, p. 111
10
A Have we got some / any apples? B Yes, we’ve got some / any apples. A Is there 1 some / any butter? B Yes, we’ve got 2 some / any butter in the fridge. A Is there 3 some / any sugar? B Oh dear, there isn’t 4 some / any sugar. A Have we got 5 some / any eggs? B Yes, we’ve got 6 some / any eggs.
Food and drink
8
countable
uncountable
biscuits _____________ _____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________ _____________ _____________
11
Write ‘C’ (countable) or ‘U’ (uncountable).
1 sugar fruit U
3 potato
7 cheese
9
4 water
12
5 egg
6 apple
Light breakfast at the hotel! Complete the dialogue with some or any. A Have you got any eggs? B We haven’t got any eggs, but there’s some porridge if you like. A Have you got 1_____________ coffee? B Yes, but there isn’t 2_____________ milk. A Are there 3_____________ sandwiches? B No, there aren’t, but you can have 4 _____________ bread and cheese.
orange C
2 snack
Underline the correct alternative. What can you make with these ingredients? Guess!
Listen and check.
8 pear
Write the plural forms of the countable nouns in exercise 8. oranges, ________________________________
Simple Goals, p. 61
thir teen 13
Grammar Workshop How much? / How many? Look at the examples: How much bread is there? How many apples are there? How much and how many are interrogative adjectives.
Grammar round-up 16 Complete the dialogue with the adverbs of frequency.
A What do you 1____________ have for breakfast, Paula? B I 2_____________ have toast and jam but 3 _____________ I eat cereal with milk. A Do you like coffee? B No, I don’t. I 4_____________ drink coffee! A Do you drink tea? B Yes, I 5_____________ drink tea in the afternoon. I 6_____________ have a snack when I come home from school.
Grammar Bank, p. 111
13
Underline the correct alternative. How much / How many bread have you got? 1 How much / How many potatoes are there? 2 How much / How many sugar do you want? 3 How much / How many butter do they need? 4 How much / How many tomatoes have we got? 5 How much / How many money have you got? 6 How much / How many people are there for dinner?
14
17 18
Complete the questions with how much or how many.
Mediation How do you say it in your language? 1 I eat rice and vegetables for dinner. 2 You never eat fresh fruit. 3 There is some ice cream in the fridge. 4 How many bananas are there? 5 I have toast and salad for lunch. 6 How much tea do you drink? 7 I never have a big breakfast. I always eat three biscuits and a cup of tea. 8 Do you like fruit? How much fruit do you eat per day?
14 four teen
Read the dialogue and underline the correct alternative. A What’s your favourite food, Tom? B My favourite food is pizza! I love pizza! A How 1much / many pizzas do you eat in one week? B I eat about four pizzas every week. We 2 never / always have pizzas for dinner on Saturday night and I 3 usually / rarely eat two! And I 4 often / never have a pizza on Tuesdays after football. A What type of pizza do you like? B I love pizza with ham, pepperoni or potatoes… A Is there 5 some / any type of pizza you don’t like?! B Yes, I don’t like 6 some / any pizzas with eggs on them. Yuk!
How many computer games have you got? 1 ___________ meals do you have each day? 2 ___________ tea do you usually drink? 3 ___________ films do you watch in one week? 4 ___________ porridge do you usually eat? 5 ___________ pens have you got? 6 ___________ money is there in your wallet?
15
Listen and check.
Pronunciation: The stressed syllable 19 Listen to the pronunciation of the
following words and underline the stressed syllable in each one. sandwich water chocolate
20
coffee
butter
yoghurt
Listen again and repeat. Pronunciation Workshop, p. 74
Simple Goals, p. 61
I love pizza! Video Workshop Episode 5 • Place: at the park • Situation: Jake, Molly, Leila and Zac talk about their favourite food
Focus on VIDEO 1 Watch the video. What do the friends talk about? Tick (✓) the correct answer. 1 □ favourite recipes 2 □ favourite foods 3 □ grocery shopping
2
Watch the video again and complete the table with the name of the foods for each friend. Name
Food
Jake Molly Zac Listen and decide if the sentences are T (true) or F (false). 1 Jake likes pizza with vegetables on it. 2 He doesn’t like desserts. 3 Molly’s favourite food is a famous British dish. 4 Leila never eats chocolate. 5 Zac’s favourite food is a famous American dish. 6 Chips and fries are the same thing.
Complete the video extract with the missing words. Then listen and check. Intvw. What’s your favourite food, Jake? Jake My favourite food? Pizza! I 1_____________ pizza! Intvw. Yeah? What type of pizza 2_____________ you 3_____________? Jake I like pizza with lots of ham and cheese! 4 Intvw. _____________ you 5_____________ desserts? Jake No, I 6_____________. I don’t 7 _____________ sweet things.
Speaking 5 Life Skills: Interpersonal skills
Leila
3
4
T
F
□ □ □ □ □ □ □ □
Task – Talking about preferences In pairs, follow the instructions and complete the table. • Complete the table with the name of 6 English dishes you know. • Ask 6 classmates what they like and what they don't like. • Write the answers in the table. Then discover the favourite food of the class.
Food chicken steak
love
like
don’t like
□ □ □ □ f if teen 15
Life & Language Skills Before you read 1 Match. 1 60 2 24 3 4.2 million 4 22 million
a □ twenty-two million b □ four point two million c □ sixty d □ twenty-four
Reading 2 Look at the pictures. What does the word waste mean?
UK families waste 24 meals EVERY MONTH! British families waste £60 a month on food they don’t eat, says a new report. We throw away 24 meals a month in the UK, that’s 4.2 million tonnes of food and drink every year! The top three foods that British families usually waste are bread, potatoes and milk. We throw away 22 million slices of bread, 5.8 million potatoes and 5.9 million litres of milk every day. This food is often still good to eat, but it goes into the bin.
Why does this happen?
• A lot of consumers don’t understand the labels on food. They throw away food because the date on the packet is past, but food is usually still good 4 or 5 days after that date. • Some consumers say packets of food in supermarkets are too big. For example, bags of salad are too big for a family to eat before they go bad. • Supermarkets often sell food on ‘special offer’, so we buy 2 or 3 items instead of 1. But we throw away a lot of the extra food we buy on special offer!
we do? What can ✗ Don’t throw food away on the date on the packet. It is still good to eat! ✓ Check food looks fresh before you eat it. ✗ Don’t buy large packets of bread, fruit and vegetables. ✓ Buy small quantities and finish it before you buy more. ✗ Don’t buy extra food because there is a special offer. ✓ Buy only the quantity of food you need.
16 six teen
New Words throw away _____________ slices _____________ still _____________ bin _____________ happen _____________ packet _____________
5 3 Read the article. Decide if the sentences are T (true) or F (false).
T F 1 British families eat all the food they buy. □ □ 2 The food they throw away is always bad. □ □ 3 Consumers don’t always understand the labels on food. □ □ 4 The date on a packet of food is the date you buy it. □ □ 5 Consumers think packets of food in supermarkets are too small. □ □
Listening 4 Listen to the dialogue and tick (✓) what Leila and Molly are cooking. 1 □ a pizza 2 □ an omelette 3 □ a cake
5
Writing Writing competences Preparing a list of ingredients In order to write a recipe, you need to indicate the ingredients and quantities for its preparation. Useful language 100 grammes of butter, some milk, 6 teaspoons of jam
6 Read the ingredients to prepare this English
cake. Then translate the ingredients into your language. 1 flour 2 sugar 3 teaspoon 4 whipped cream
a □ _____________ b □ _____________ c □ _____________ d □ _____________
Victoria sponge cake
Look at the pictures and listen to the dialogue again. Then tick (✓) the ingredients that you hear.
Ingredients ■ 200 grammes of flour
■ 100 grammes of butter
■ 100 grammes of sugar ■ 3 eggs
■ some milk
■ 6 teaspoons of jam
■ 6 teaspoons of whipped cream
B
C
A
7 What is your favourite recipe? Write the ingredients. Then add a picture. Omelette Ingredients • four eggs • salt and olive oil...
D
E
F
Speaking – Oral Presentation 8 Life Skills: Effective communication
Give a presentation of your favourite recipe to the class. Explain why you like it.
G
H seventeen 17
6
A
My Town
B
C
E
D
F
I G
J
H 18 eighteen
Vocabulary & Video Focus on words: Places in town 1 Match the pictures (A-J) to the words (1-10). Then listen, check and repeat. F post office 1 □ 2 □ newsagent’s 3 □ park 4 □ comic book shop 5 □ bus stop
6
Focus on VIDEO :London tour 3 Watch the video without the audio and
write the names of the places you see in your notebook. Then compare with a classmate.
6 □ museum 7 □ stadium 8 □ stationer’s 9 □ station 10 □ café
2 Where can you find these things?
1 post office envelope postcard parcel stamp
2 tree lake ducks
3 coffee juice cake 5
4 pens pencils exercise books
magazines newspapers snacks
6 bus timetable passengers
football pitch seats sculptures fossils art
comic books stickers miniatures
Simple Goals, p. 62
1 Science _______________________________ 2 Olympic _______________________________ 3 St Pancras ______________________________ 4 _________________________________ Street 5 Regent’s _______________________________
page 18 and student B explains what you can do in that place. Then swap roles. The museum. You can see sculptures and fossils at the museum. The park.
10 9
Watch the video again and complete the names of these famous landmarks in London.
Talk about it 5 Pairwork Student A shows a picture from
7
8
4
trains suitcases passengers
You can see ducks in the park.
nineteen 19
Reading I like playing it Focus on texts 1 Frieda and Johannes are passionate about video games and always write their reviews online. Read the texts quickly. Who says what?
1 difficult to draw + nice colouring tools ___________________________ 2 you need a new computer + easy to learn ________________________
Frieda, MEXICO
ECE
Johannes, GRE
ally like puter games, I re m co g in ay pl I love game, Sim playing this new them, but I hate s difficult for drawing and it’ e lik t n’ do I 4. City ort! The ation or an airp me to build a st because e OK, I love them ar s ol to g in ur colo aying alone! use, but I hate pl they are easy to oon and nds in the aftern ie fr g tin ee m e I lik together! playing games
My favourite game is Sim City 4. I like playing it because it’s intuitive. The gam e is different for each player because you make your own cities. In level 1 you build houses, schools, sho ps, then in level 2 you construct parks, a sports stad ium, a station, an airport… you decide! I don’t like using the colouring tools because my com puter is old and they don’t work, but Sim City 4 is really a fantastic game – I love it!
New Words build
_____________
colouring tools _____________ they don’t work _____________ together
20 t went y
_____________
Simple Goals, p. 62
6 2
Read and listen to the texts on page 20. Decide if the sentences are T (true) or F (false). T F ✓ Frieda thinks Sim City 4 is difficult. □ □ 1 The game is the same for all players. □ □ 2 Frieda’s computer is new. □ □ 3 Johannes loves drawing. □ □ 4 He doesn’t like the colouring tools. □ □ 5 He hates playing with friends. □ □
4 Change the sentences in exercise 3 so that they are true for you.
I _____________ playing football in the park.
Talk about it 5 Pairwork What games do you like or dislike?
Ask and answer questions using the examples below.
like, love, hate + -ing What are they for? The verbs like , don’t like , love , hate are usually followed by verbs in the -ing form (playing, cooking) to talk about our likes and dislikes. Show me. I like playing it. I don’t like using the colouring tools. I hate playing this new game.
card games
board games
computer games
Lego
collection cards
puzzles
Underline other examples of these verbs in the texts.
3 Complete the sentences with like, love, hate in
the correct form and the -ing form of the verbs in brackets. I like playing (
, play) tennis in the park.
1 My brother _____________ ( 2 The girls _____________ ( 3 We ____________ ( the weekend!
, read). , cook).
, do) our homework at
4 Sarah _____________ ( library.
, study) in the school
5 You _____________ ( morning.
, walk) to school in the
6 Carly _____________ ( her mum.
, go shopping) with
Simple Goals, pp. 62-63
What games do you like playing, Luca? I like playing with Lego and I like playing board games. I don’t like computer games.
t went y-one 21
Dialogue Work It’s in Castle Street Focus on words: Prepositions of place 1 Match the prepositions of place (1-8) to the pictures (A-H). Then listen, check and repeat. 1 □ in 2 □ on 3 □ under 4 □ behind 5 □ next to 6 □ between 7 □ opposite A near 8 □
A
B
C
D
E
F
G
H
Focus on dialogues 2 Read and listen to the dialogue. Underline the correct alternative. The newsagent’s / café sells school things. Ben Hi Jake, I’m at the comic book shop. Where are you? Jake I’m at the bus stop near the museum with Zac. I hate waiting for buses! Ben Don’t worry. Let’s meet at the café inside the leisure centre instead. Jake Where’s the café? I don’t know it. Ben It’s opposite the cinema. Jake Okay, but Zac needs some things for school. Let’s meet at half past four. Ben Sure. No problem. Bye. Jake What do you need, Zac? Zac A geometry set for Maths. Is there a stationer’s near here? Jake No, there isn’t. But I think there’s a newsagent’s near the post office. It sells school equipment. Let’s ask. Excuse me, where’s the newsagent’s? Girl It’s in Castle Street, opposite the Royal Bank. Go straight on, then turn right. It’s between the post office and the leisure centre. Jake Thanks a lot. Come on Zac, hurry up! We’re late! Run! New Words leisure centre _____________ sells _____________ hurry up _____________ Run! _____________ 22 t went y-t wo
Simple Goals, p. 64
6 3
Read and listen to the dialogue again. Then answer the questions. Where is Ben? He’s at the comic book shop. 1 Why are Jake and Zac late? 2 Where do Jake and Ben decide to meet? 3 What does Zac need from the newsagent’s? 4 Where is the newsagent’s?
4
Write the directions under the pictures. Then listen and check. go straight on • turn left • go past • cross the road take the second road on the right • turn right
go straight on
2 ______________ ______________
1 ______________ ______________
3 ______________ ______________
Focus on communication Asking and giving directions Questions Is there a stationer’s near here? Excuse me, where’s the newsagent’s? How do I get there?
Answers Yes, there is. / No, there isn’t. It’s in Castle Street, opposite the Royal Bank. Go straight on, then turn right.
6 Reorder the dialogue. 1 A Excuse me, where’s the station? □ □ A Bridge Street? Is it near the leisure centre? □ A Thanks a lot.
□ B It’s in Bridge Street. □ B You’re welcome. □ B No, it isn’t. It’s between the bank and the park. Talk about it 7 K Role play Student A looks at the map and
asks Student B how to get to the places below. Student B looks at the map on page 74 and answers. Then swap roles. Student A • post office / stadium / station / bus stop / newsagent’s
Excuse me, where’s the comic book shop? 4 ______________ ______________
5 ______________ ______________
It’s next to the cinema. Go straight on, then turn right.
Thanks a lot. You’re welcome.
5 Mediation Translate the indications in exercise 4 into your language.
CAFÉ
Simple Goals, p. 64
CINEMA
LIBRARY
1 _____________________________________ 2 _____________________________________ 3 _____________________________________ 4 _____________________________________ 5 _____________________________________ 6 _____________________________________
MUSEUM
COMIC BOOK SHOP
PARK
t went y-three 23
Grammar Workshop like, love, hate + -ing Look at the examples: Subject I She
verb like hates
-ing form playing shopping
How do you get the -ing form? • We add -ing to the base form of the verb eat ➝ eating shop ➝ shopping • We drop the final -e and add -ing dance ➝ dancing live ➝ living
1
Write the -ing form of the following verbs.
rest of the sentence sports. _________________________ here. _________________________
• We double the consonant in verbs ending in one vowel + consonant: stop ➝ stopping shop ➝ shopping
Grammar Bank, p. 111
3
walk walking __________
11 do
__________
2 make __________
12 run
__________
3 read
__________
13 visit
__________
4 go
__________
14 work __________
5 hurry __________
15 study __________
6 talk
16 get
1 play
2
__________
1 He ____________ (eat) bananas!
2 She ____________ (study) Maths.
3 They ___________ (swim) in the sea.
4 We ____________ (shop) with mum!
__________
7 shop __________
17 write __________
8 sell
__________
18 listen __________
9 eat
__________
19 learn __________
10 stay
__________
20 ride
__________
Complete the sentences with the -ing form. run • do • use • go • play • read • study • walk • help I love going to the cinema. 1 Do you like _____________ Minecraft? 2 I don’t like _____________ comics. 3 Who likes _____________ History? 4 Peter doesn’t like _____________ to school. 5 Paul hates _____________ experiments. 6 We don’t like _____________ social networks. 7 She loves _____________ in the park in the early morning. 8 I hate _____________ my little brother to do his homework!
24 t went y-four
Complete the sentences with the correct form of like/love/hate and the verbs in brackets.
4
Jennie and Oliver like doing different things. Look at the table and write questions and short answers following the example. Jennie
Oliver
read books play video games go to the cinema visit museums Does Jennie like reading books? No, she doesn’t. 1 ______________________________________ 2 ______________________________________ 3 ______________________________________ 4 ______________________________________ 5 ______________________________________ 6 ______________________________________ 7 ______________________________________ Simple Goals, p. 65