English Goals is an innovative English language course for lower secondary school students. The syllabus aims to develop language skills and knowledge as defined by the Council of Europe in the Common European Framework of Reference for Languages (CEFR), taking students to B1 level of competences over the course of four years.
English Goals differs substantially from other courses on the market because it replaces an often slow-moving, fragmentary grammar-functions syllabus, with a more natural syllabus based on communication and ageappropriate vocabulary.
Components
For students
• Student’s Book & Workbook 1A
• Student’s Book & Workbook 1B
• Student’s Book & Workbook 2A
• Student’s Book & Workbook 2B
• Student’s Book & Workbook 3A
• Student’s Book & Workbook 3B
• Digital resources: Starter Unit (level 1), Revision Unit (levels 1-3), Culture, Global Goals in Action; Digital Mini Dictionary; Digital Grammar Bank
• Additional material can be downloaded from the website www.elipublishing.com – Student’s Resources
Each Student’s Book contains:
• Four units of twelve pages each
• Four units of 4 pages each of inclusive review for all (Simple Goals – Let’s All Revise!)
• 2 pages of Progress Checks every two units (levels 1 and 2) or 1 page of Progress check and 1 page of 2030 Agenda (level 3)
• Pronunciation Workshop at the end of the volume (levels 1 and 2)
Each Workbook contains:
• Four units of eight pages each
• Grammar Bank
• Verb Tables
For the teacher
• A Teacher’s Book + Tests & Resources for each year with notes on methodology, background information, teacher’s notes for each lesson, pathways for inclusion and flipped learning classes
• 4 digital posters (Phonetic chart, UK and Ireland map, United States map, English-speaking countries map)
• Digital Set of Flashcards
• Additional material can be downloaded from the website www.elipublishing.com – Teacher’s Resources
1 Introduction Course characteristics
English Goals is structured according to the most recent indications for the development of communication in a foreign language, in particular the indications of document P21 (Partnership for 21st Skills). As such, it has the following characteristics:
• a logical grammar and lexical path, which covers all the elements required in the lower Secondary School, but sequenced to best reflect the communicative style of the 11-14 year age group (from common and simple structures and vocabulary to more complex ones);
• a 21st-century Life Skills pathway, highlighting the skills needed to live and work in the 21st century, as established in 1993 by the World Health Organisation, for the purpose of developing socio-emotional skills, personal and relational skills useful to manage relationships between the individual and others in a positive way;
• the Linguistic Competence pathway, the ability of a student to use language in activities not totally controlled or guided, but with a strong element of personalisation, as in authentic tasks.
An innovative methodology
The methodology of English Goals is highly innovative. It aims to develop language skills and knowledge as defined by the Council of Europe, by covering all the elements required in the lower secondary school, but sequencing the grammatical and lexical pathway differently.
Communication is based on real communicative functions, and it is not simply a vehicle for grammatical structures, as often occurs in lower secondary school English courses. The communicative functions are introduced in photostory dialogues and they reflect real-life communication situations. They are then extrapolated and presented in clear and concise tables, to enable students to prepare for oral production activities.
Engaging content for students
Presenting interesting and compelling topics is the most effective way to engage students, keep them motivated and provide a platform for their creativity and communication skills. English Goals offers two types of content for this purpose:
• entertaining episodes that follow the narrative thread of a story based on situations relevant to this age group;
• real-life interviews and video blogs where British children express their opinions, preferences and ideas, and which stimulate students to carry out their own personal projects.
Particular attention is given to presenting a wide variety of authentic written texts (chats, blogs, websites, twitter feeds, articles, emails, text messages, labels, etc.) and oral material based on types of audio and visual texts (conversations, presentations, telephone messages, instructions, songs, jokes, etc.).
Video and digital components
The course makes full use of audiovisual elements by presenting a video at the beginning of each unit to introduce the new lexical group through images or significant contexts (second page, Focus on video), and in the Video Workshop page a video brings together the unit’s focus in interesting new situations, in order to generate a series of comprehension and production activities.
Inclusiveness
The 21st century skills curriculum is not only the basis for the development of productive Skills but also of the concept of inclusiveness proposed and exemplified in the Teacher’s Book.
In the Student’s Book inclusiveness is implemented in the presentation style of the subject and exercises through diagrams, tables, charts, comics, photos, cartoons, etc., in the different types of exercises and in differentiated learning for certain activities of language production. The Teacher’s Book offers more information on how to adapt various activities to different learning styles, especially for students with SLD (Severe Learning Difficulties or Specific Learning Disabilities).
Development of competences
So far the EFL methodology has been based almost exclusively on teaching language structures with the PPP method (Presentation, Practice, Production) to which is added a rapid foray into the field of communication by developing production skills. More recent educational studies call for the development of 21st century skills, as a means of adapting school curricula to meet the digital reality in which the students move will work in as they become adults.
Teacher’s Book
Level 1A Student’s Book
Pages 6-7
Objectives
To elicit information from a picture
To learn vocabulary related to school objects
To elicit information from a video
Warm Up
Invite the class to look at the pictures on page 6 and list all the words that they know in English (for example laptop, pen) in order to check their knowledge and stimulate their interest.
Exercises 1-2
Audioscript/Answers
A book
B dictionary
C rubber
D pen
E exercise book
F ruler
G pencil
H pencil sharpener
I backpack
J calculator
K pencil case
L maths or geometry set
➜ Simple Goals
ex. 1 p. 58
Exercise 3
Students’ own answers
Exercises 4-5
Videoscript
In order to make the activity more inclusive, you can write on the board, in random order, the words that the students need to write in the table.
See Teacher’s Book page 145
A New School 1
Answers
Name School equipment
Jake a rubber, an exercise book, twelve coloured pencils, an Avengers pencil case
Molly a ruler, four blue pens, two exercise books, a French dictionary
Leila a geometry set, a French dictionary, a pencil case
Exercise 6
Audioscript/Answers
1 Okay, so that’s a ruler, four blue pens, two exercise books and a French dictionary
2 Okay, so that’s a geometry set, a French dictionary and a pencil case
Talk about it COMPENTENCES
Learning to learn Collect information, collaborate and communicate
Exercise 7
Students’ own answers
Additional material Digital Mini Dictionary, p. 2 Workbook, p. 76
Inclusive teaching exercises 1, 3, 4, 7
Focus on words: School equipment
1 Match the words to the objects (A-L) in the picture.
Vocabulary & Video 1
Focus on VIDEO :At the stationer’s
4 Watch the video without the audio and write what objects the students buy at the stationer’s.
2 Listen, check and repeat the school equipment vocabulary.
3 Game In pairs find an object in your classroom for each colour and write the name. You have two minutes!
a pencil case
Teacher’s notes
5 Watch the video again and check.
6 Listen and complete some sentences from the video.
1 Okay, so that’s a , four blue , two and a French
2 Okay, so that’s a geometry , a French dictionary and a
Talk about it
7 Pairwork Guess what is inside your partner’s backpack. Then open it and check!
Level 1A Student’s Book
Pages 8-9
Objectives
To learn vocabulary related to countries and nationalities
To learn subject pronouns and their use
To learn the affirmative form of the verb be and its use
To introduce yourself and another person
Warm Up
Ask the students to introduce themselves in English.
Exercise 1
Answers
Europe Germany, Spain, Greece
Asia Korea, Japan, India
Africa Senegal, Tunisia, Morocco
North America Canada, the USA
South America Chile, Argentina, Ecuador
Oceania Australia, New Zealand
Exercise 2
Audioscript
See Student’s Book page 8
Exercise 3
Answers
Name
Reading New friends
Focus on words: Countries and nationalities
Pairwork Complete the names of the countries for each continent.
Harry Manchester Great Britain
Malika Casablanca Morocco
Cezar and Ivan Constanta Romania
Alonso and Emerico São Paulo Brazil ➜ Simple Goals ex. 2 p. 58
I’m Cezar and he’s Ivan. We’re from Constanta in Romania. We’re Romanian.
Hi! I’m Emerico and he’s Alonso. We’re from São Paulo in Brazil. We’re Brazilian.
Harry Kerr.
British.
from Manchester in Great Britain.
Hi! I’m Malika. I’m from Casablanca in Morocco. I’m Moroccan.
Level 1A Student’s Book
Pages 10-11
Objectives
To learn vocabulary related to school subjects
To understand a simple dialogue through reading and listening, and to distinguish true / false information
To learn the negative and interrogative forms of the verb be
To learn to ask and answer questions about time and timetables
Warm Up
Ask the students which subjects they have at school today.
Dialogue Work A new timetable
Focus on words: School subjects
1 Write the words under the pictures. Then listen, check and repeat. Maths • English • Geography • History • Science • Art • Music • French • Information Technology Physical Education • Design and Technology • Religious Education
Focus on dialogues
2 Read and listen to the dialogue. What’s the time?
Jake Hi Leila, I’m extremely late! Is it History now?
Leila No, it isn’t. It’s the Geography lesson.
Jake Geography? Aargh! When is the History lesson then? I’m lost!
Leila History is on Tuesdays and Fridays, Jake! Calm down!
Later with Molly, in the school hall
Leila Are the other students in the classroom, Molly?
Molly No, they aren’t.
Leila What time is it?
Molly It’s two o’clock.
Leila They’re late, as usual
Molly No, Leila! We’re early! We’re always early!
3 Read and listen to the dialogue again. Decide if the sentences are T (true) or F (false).
The friends are at school.
1 Jake is nervous.
2 The History lessons are on Thursdays and Fridays.
3 Leila and Molly are in the classroom at one o’clock.
4 The other students are late.
5 Leila and Molly are early for the lessons.
6 They are always late for school.
Exercise 4
Exercise 5
Is
Are
Are
Exercise 6 Students’ own answers
Exercise 7
Students’ own answers
Exercise 8 Answers
1 It’s on Monday at ten past eleven.
2 It’s at ten past eleven.
3 It’s on Monday at ten to ten and on Tuesday at ten to nine.
4 It’s at ten past twelve.
Talk about it COMPETENCES
Learning to learn
Collect information, collaborate and communicate
Mathematical competence
Interpret charts and models, interpret information and communicate
Exercise 9
Students’ own answers
Additional material
Grammar Bank, p. 110 Workbook, p. 77 Pronunciation, p. 74
Inclusive teaching
Negative It isn’t History now. They aren’t in the classroom. Interrogative Is it History now? No, it isn’t Are they in the classroom? No, they aren’t be – negative and interrogative forms
4 Underline the correct alternative.
The exercise book ‘m not / isn’t in my backpack.
1 Sarah and Matt isn’t / aren’t in my class.
2 I ‘m not / isn’t from China, I’m from Vietnam.
3 The boys isn’t / aren’t American, they’re from Australia.
4 You isn’t / aren’t eleven, you’re twelve.
5 Marco ‘m not / isn’t from Rome, he’s from Bari.
6 We aren’t / isn’t always late.
5 Complete the dialogues with the interrogative form of the verb be.
1 Mike Hi, Amy. Are you in my Maths class?
Amy No, I’m not. My Maths lessons are on Tuesdays and Fridays.
Mike 1 your teacher Miss Brandon?
Amy Yes, she is.
2 Katie 2 Grace and Jane in class 1R2?
Dan Yes, they are.
Katie 3 you in class 1R2 too, Dan?
Dan Yes, I am.
6 Answer the questions using the short answers.
1 Are you from Scotland?
2 Are you 12 years old?
3 Is P.E. (Physical Education) on Friday?
4 Is your backpack blue? Simple Goals, p. 60
exercises 1, 3, 4 Teacher’s notes
Focus on communication
Asking and telling the time
Questions Answers
What time is it? It’s two o’clock. When is the History lesson? It’s at ten past eleven. When is your tennis lesson? It’s at half past three on Saturday.
7 Pairwork Write three times in your notebook. Then take turns to ask and answer questions.
What time is it? It’s a quarter to eleven.
8 Look at Leila’s school timetable and answer the questions.
What time is Maths on Monday? It’s at ten to nine.
1 When is the Science lesson?
2 What time is History on Tuesday?
3 When is English?
4 What time is Music on Tuesday?
Name: Leila Morris Class: 7B2
Maths English Science Geography Tuesday English French History Music 08.50-9.50 11.10-12.10 Break 09.50-10.45 12.10-13.05
Talk about it
9 Pairwork Look at your school timetable. Ask and answer questions about the subjects. When is Italian? It’s on Monday at 10 and on Wednesday at 9. eleven
Level 1A Student’s Book
Pages 12-13-14
Objectives
To learn the correct use of subject pronouns
To learn to use the Present simple of the verb be (all forms)
To learn the correct use of possessive adjectives
To learn the rising and falling intonation in questions
Grammar Workshop
Subject pronouns
Remember that: We write I with a capital letter. You is for the second person singular, the second person plural, or the polite form. He is for boys. She is for girls. It is for things or animals. We is for the first person plural. They is for male or female people, things or animals.
2 Replace the highlighted words with the subject pronouns.
Molly and Leila are from London. they
1 Zac is a British student.
2 You and Marco are Italian.
3 Molly and I are in the classroom.
4 Geography is on Monday.
5 Giulia is my friend.
6 The headphones are for my mobile.
Yes, you are No, you aren’t
Yes, I am No, I’m not Is he / she / it?Yes, he / she / it is No, he / she / it isn’t
.No, we / you / they aren’t
3 Underline the correct full form of the verb be He is / am my friend Luca.
1 I am / are happy.
2 We is / are students.
3 It is / am a pencil case.
4 You are / is from France.
5 They is / are English.
6 She are / is in the classroom.
Grammar
Grammar
Exercise 4
Exercise 5
In order to make the exercise more inclusive, allow students to work in pairs before correcting together as a class.
1 isn’t 2 Are 3 Is
is 5 aren’t 6 isn’t
Exercise 6 Audioscript/Answers
We are early, we aren’t late.
1 I’m not Spanish, I’m Italian.
2 Joanna isn’t my sister. She’s my mum.
3 You aren’t from China. 4 Marina isn’t at home. She’s at school.
5 Amy and Mike aren’t in my class.
6 We’re 12 years old. We aren’t 10.
Exercise 7
1 Are, they are 2 Am, you aren’t
3 Is, it is 4 Is, it isn’t 5 Are, they are 6 Are, we aren’t ➜ Simple Goals ex. 5 p. 61
I from Britain.
3 We in class 1B. 4 They from South Africa. 5 It two o’clock.
5 Underline the correct alternative. What time are / is it?
1 Melissa aren’t / isn’t 12 yet.
2 Are / Am Harry and you in the same class?
3 Is / Are Copenhagen in France?
4 When are / is Physical Education? 5 Maths and Music isn’t / aren’t on Tuesday morning.
6 Hannah is English, she aren’t / isn’t from Greece.
6 Complete the sentences with the negative form of the verb be. Use the short form. Then listen and check. We are early, we aren’t late.
1 I’ Spanish, I’m Italian.
2 Joanna my sister. She’s my mum.
3 You from China.
4 Marina at home. She’s at school.
5 Amy and Mike in my class.
6 We’re 12 years old. We 10.
7 Complete the questions and the short answers with the verb be
‘Is Charlie from New York?’ ‘Yes, he is.’
1 ‘ Mae and Ben at home?’ ‘Yes, .’
2 ‘ I late?’ ‘No, .’
3 this music in your phone?’ ‘Yes, .’
4 this your ID card?’ ‘No, .’
5 ‘ dolphins mammals?’ ‘Yes, .’
6 ‘ you and your friends at school on Saturdays?’ ‘No, .’
Exercise 8
1 What is your brother’s name? 2 When is Linda’s birthday? 3 Which is your favourite colour? 4 How old is your best friend? 5 Who is the new boy in your class?
6 Why is the cat on the sofa?
Simple
Question words
Who is he?
Which is your pen?
What is it?
Where are you from?
When is the break?
Why are you here?
How are you?
How old are you?
8 Reorder the words and write the questions. History / book / my / is / Where / ? Where is my History book?
1 brother’s name / is / your / What / ?
2 birthday / Linda’s / When / is / ?
3 favourite / your / colour / is / Which / ?
4 best friend / is / How old / your / ?
5 is / in your class / the new boy / Who / ?
9 Read the answers. Then complete the interrogative sentences with the correct question words.
‘Who is she?’ ‘My teacher.’
1 ‘ ’s your name?’ ‘Francesca.’
2 ‘ are you from?’ ‘Rome.’
3 is your birthday?’ ‘In August.’
4 is your favourite subject, Maths or Science?’ ‘It’s Science.’
5 ‘ is your favourite singer?’ ‘Adele.’
6 ‘ is your mobile awesome?’ ‘Because it’s a smartphone.’
7 ‘ old are you?’ ‘I’m twelve years old.’
8 ‘ are you?’ ‘I’m fine, thanks.’
Grammar Bank, p. 110
Simple Goals, p. 61
Level 1A Student’s Book
Possessive adjectives
Singular Plural my our your your his/her/its their
Underline the correct alternative. They’re from the USA. Their / Our family is American.
1 I’m Claire and her / my friend is Janine.
2 Paul and Samantha are in their / his class.
3 We are French: France is your / our country.
4 George and her / his family are in Morocco.
5 Dear friends, welcome to my / their blog.
6 Hi Philip, where is your / his backpack?
11 Complete the sentences with the possessive adjectives.
Is this your backpack, Tom? (you)
1 favourite school subject is Maths. (I)
2 best friend is Freddie in class 1T2. (he)
3 Is teacher Miss Smith this year? (we)
4 pencil case is blue. (she)
5 memory sticks are different. (they)
12 Mediation How do you say it in your language?
1 Luis and Bella are from the USA.
2 My backpack isn’t blue and white.
3 Are your pens on the desk?
4 Where is Laura? Is she in class 2A?
Grammar round-up
13 Complete the sentences with the words from the box.
How • am • I • my • you • Who • from • old She • you • We • are • is
Julie Hi, I am Julie and 1 am from France.
Steph Hi Julie, 2 name’s Steph and I’m
3 Germany. So, 4 you French?
Julie Yes, I am. 5 old are you, Steph?
Steph I’m fourteen years 6 , and you?
Julie I’m thirteen. This is my friend Rose. 7 is from France, too.
Rose Hi Steph, nice to meet 8
Steph Nice to meet you too. Are 9 in the same class?
Julie 10 are in year 3 but not in the same class. I’m in 3B and she 11 in 3A.
Steph 12 is your favourite teacher?
Rose Mr Severn. He’s so cool!
14 Complete Charlie’s post on Billie Eilish. Who is my favourite pop star? Billie Eilish! She’s 1 the USA, so she 2 American. 3 ’s her full name? It’s Billie Eilish Pirate Baird O’Connell. My favourite song is ‘Bad Guy’,4 ’s fantastic! 5 is 6 birthday? On 18th December, just like me!
Pronunciation: Intonation in questions
15 Listen to the following questions. Does the intonation rise or fall?
1 What’s your name?
2 How old are you?
3 When’s your birthday?
4 Who’s your Science teacher?
5 Where are you from?
16 Listen again and repeat.
Workshop, p. 74
Pronunciation
Grammar Bank, p. 110
Simple Goals, p. 61
Level 1A Student’s Book
Pages 16-17
Objectives
To understand a text taken from the web and be able to extract and correct information
To exctract information by listening to an interview
To complete a post
COMPETENCES
Learning to learn
Look for specific information
Collect and interpret information
Warm Up
Ask the students to look at the text and ask them what kind of text it is (web page/online post).
Exercise 1 Answers 1 London 2 Art, Music 3 America, France 4 green, blue, red
Life & Language Skills
Before you read
1 Pairwork Read the text quickly and find:
1 The name of a city:
2 Two school subjects: and
3 The name of two countries: and
4 Three colours: , and
Reading
2 Read the text and complete the table.
Reading competences
Look for specific information
• Do not try to understand every word of the text, it is not necessary.
• Read the text and underline every word that you think is relevant to the question.
What’s important in your life?
Send your photos to Blogspace Favourites!
Hi, I’m Molly. Who’s this? She’s my best friend, Leila. We’re from London. We ♥ fashion! Our favourite school subject is Art. My favourite colour is green, but Leila’s favourite colour is pink. What’s my favourite thing? It’s my blue backpack –it’s awesome! Why? Because it’s from America! Leila’s favourite thing is her pink wallet. It’s from France.
Hi, I’m Jake. I’m thirteen years old. I’m crazy about music and it’s my favourite school subject. What’s my favourite thing? It’s my blue smartphone! Why? Because all of my music, photos and videos are on it. It’s my life! My favourite colour is red, like the sun in the evening. And you, what’s your favourite thing?
Words
Molly Leila
Favourite thing Favourite colour
3 Correct the sentences.
Molly and Leila are from America. Molly and Leila are from London.
1 Molly and Leila’s favourite subject is Music.
2 Molly’s favourite colour is blue.
3 Leila’s wallet is American.
Exercise 2 Answers Jake Molly Leila
Favourite thing blue smartphone blue backpack pink wallet
Favourite colour red green pink
4 Jake is twelve years old.
5 His smartphone is green.
6 His favourite subject is Photography.
Exercise 3 Answers 1 Molly and Leila’s favourite subject is Art.
