1
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Els De Clercq
Anneleen De Smet
Jessie Provost
Tina Raymaekers
Saartje Van Vlasselaer
Via www.ididdit.be heb je toegang tot het onlineleerplatform bij TRACK 1. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden. Kies je ervoor om je aan te melden met je Smartschool-account, zorg er dan zeker voor dat je e-mailadres aan dat account gekoppeld is. Zo kunnen we je optimaal ondersteunen.
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Let op: deze licentie is uniek, eenmalig te activeren en geldig voor een periode van 1 schooljaar. Indien je de licentie niet kunt activeren, neem dan contact op met onze klantendienst.
Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken.
In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be.
Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.ididdit.be.
© Uitgeverij VAN IN, Wommelgem, 2025
De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden.
Credits: p. 33 © Getty Images / CBS Photo Archive; p. 34 © Shutterstock / Tinseltown; p. 37 (onderaan rechts) & p. 38 (midden rechts) & p. 79 (struisvogelkop) © Shutterstock AI. This content was generated by an Artificial Intelligence (AI) system and has been approved by content review; p. 112 schilder © Shutterstock / aasstock; p. 119 Kenneth Choi © Shutterstock / Eugene Powers; Taylor Swift © Shutterstock / Brian Friedman; Ed Sheeran, Kevin Hart, Ryan Reynolds, Millie Bobby Brown © Shutterstock / DFree; Adele © Shutterstock / Fred Duval
Eerste druk 2025 Vormgeving en opmaak: Vrijdag Grafis ISBN 978-94-647-0736-6 Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic D/2025/0078/59 Zetwerk: banananas.net Art. 606949/01 NUR 110
KathOndVla
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STARTEN MET TRACK
Welkom in TRACK. We leggen graag even uit hoe je met dit boek aan de slag gaat.
1 / Op weg met TRACK
Het leerwerkboek bestaat uit een Introduction en
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Op de voorpagina van elke unit vind je terug wat je gaat leren om de taak aan het einde van de unit, de Check Out, goed te kunnen uitvoeren. Deze voorpagina toont je de weg die je zult afleggen.
In de Check In maak je kennis met het thema van de unit.
De Main Track is opgebouwd uit verschillende Steps. In elke Step leer je een afzonderlijke bouwsteen om de taak aan het einde van de unit te kunnen maken.
Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks op iDiddit. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.
In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.
Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – op jouw eigen tempo – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken. Je vindt deze oefeningen op iDiddit.
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas.
Als je alle bouwstenen in de vingers hebt, ben je klaar voor de Check Out, de communicatieve opdracht aan het einde van de unit. Hier pas je alles wat je geleerd hebt in de unit toe.
Reflection
8 Check your task by filling in the checklist.
Checklist: a family tree
1 Preparation
• I asked family members for photos or I browsed newspapers and magazines for photos.
2 Content and structure
• I made a family tree or collage.
• I wrote the names under each photo.
Elke Check Out gebruikt de OVUR-strategie: Orientation Action Preparation Reflection
• I described 4 family members and their looks.
We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit feedback.
• I compared 3 people.
3 Language
• I used the correct vocabulary to describe family relations.
• I used possessive adjectives and possessive pronouns correctly.
• I used comparisons correctly.
• I used ‘to have (got)’ correctly.
• I used correct spelling and punctuation.
• I paid attention to my pronunciation.
Trace your steps on iDiddit.
Na elke unit kun je noteren wat je succesvol hebt afgerond en wat je nog meer moet oefenen. Trace Your Steps staat op iDiddit.
2 / Nuttig voor onderweg
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen.
Omdat leerstrategieën ontzettend belangrijk zijn, vind je die ook in de Main Track terug wanneer je ze nodig hebt. Elke leerstrategie kun je via een handig schema of overzicht nog eens rustig bekijken in de Summary, ook als je er later nog eens gebruik van wilt maken.
Grammaticale regels staan altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Als er een icoontje naast het grammaticakader staat, vind je een instructiefilmpje over dit onderwerp op iDiddit. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.
Omdat je Engels wilt gebruiken in een realistische context, reiken we je ook veelgebruikte uitdrukkingen aan. Beluister de juiste uitspraak op iDiddit.
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De woordenschat van elke unit geven we je mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen.
Beluister de juiste uitspraak op iDiddit.
Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, reading, speaking, spoken interaction, writing, written interaction
writtEN INTERACTION watchING
3 / Fijn en handig voor onderweg
Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary
3
2
In de Did You Know -kaders vind je leuke weetjes en achtergrondinformatie.
De volgende iconen helpen je ook nog een eind op weg:
3
4
5
6
7
8
9
4
Hier hoort een luisterfragment bij.
Hier hoort een beeldfragment bij.
Als je dit icoon ziet, moet je iets online opzoeken.
Oefen je mondelinge vaardigheden met de speech coach op iDiddit.
Het onlineleerplatform bij TRACK
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Lesmateriaal
Je vindt hier het lesmateriaal per unit: het video- en audiomateriaal, nuttige links, maar ook de teksten die je met de readspeaker kunt laten voorlezen.
Woordenboek
Met het ingebouwde vertaalwoordenboek kun je onbekende woorden naar een uitgebreid gamma aan talen omzetten. Of gebruik het verklarende woordenboek om de betekenis te achterhalen.
Oefeningen
Maak digitale oefeningen op jouw niveau en krijg feedback aan de hand van theoriekaders en instructiefilmpjes. Je kunt de leerstof ook inoefenen op je eigen tempo en volgens je eigen noden in On Different Tracks
Opdrachten
De leerkracht kan opdrachten voor jou klaarzetten.
Resultaten
Als je digitaal geoefend hebt op iDiddit, vind je daar een overzicht van je resultaten. Je leerkracht kan hier ook feedback voor jou achterlaten.
Spreken en mondelinge interactie
De speech coach helpt je bij de juiste uitspraak en het voeren van gesprekken.
Je kunt jouw leerwerkboek ook als e-book bekijken.
De teksten in je leerwerkboek vind je ook terug op iDiddit. Daar kun je ze laten voorlezen met de readspeaker, woorden laten vertalen …
Dit icoontje geeft aan dat je een filmpje kunt bekijken.
Het luidsprekertje wijst op een geluidsfragment.
Soms heb je extra materiaal nodig bij een oefening.
De instructievideo geeft nog meer uitleg bij een grammaticakader.
Met de speech coach kun je extra oefenen op mondelinge vaardigheden.
Meer weten?
Ga naar www.ididdit.be
INTRODUCTION: NICE TO MEET YOU
check in
on different tracks main track
summary
Step: meeting and greeting someone
CHECK IN
My name is
1 Watch the short video and answer the questions.
a Who is in the video?
b What does he repeat again and again?
c How does he introduce himself?
d Is that his real name?
2 Discuss these questions.
a What is the word for a name given to a person instead of their real name?
b Do you have a nickname? If not, imagine you could give yourself a nickname, what would it be?
c Use an online name generator and find out what your perfect nickname is.
Did you know?
Names in English
A last name (US), or surname (UK), is your family name that you use in formal situations, or with people you do not know well.
Example:
– The artist’s first name is Marshall.
– His middle name is Bruce.
– His last name, also called surname or family name, is Mathers.
– His full name is Marshall Bruce Mathers.
– His nickname is Slim Shady
3 Now it is up to you. Say who you are and listen to your friend who will say who they are. Write the words you use in the text boxes.
Hi, my name is (first name) (surname).
My perfect nickname is Hi, my name is (first name) (surname).
My perfect nickname is
watchING
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SPOKEN INTERACTION
SPOKEN INTERACTION
MAIN TRACK
Step Who are you? Meeting and greeting someone
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1 This is Mrs. Thompson, an English teacher from Oxford.
a Listen to Mrs. Thompson who introduces herself to you. listening
Hello!
My name is Trina Thompson. My first name is Trina. My surname is Thompson. I am 28 years old.
I live on Baker Street in Oxford in the United Kingdom.
I have one brother and two sisters. I have one pet: a cat called Izzy.
My hobbies are playing tennis and padel. I like spending time with my family.
b What did Mrs. Thompson talk about?
brother/sister ( )
c Complete Mrs. Thompson’s introduction form with words from the previous exercise.
Trina
Thompson 28 Baker Street, Oxford playing tennis and padel spending time with family
2 How do you answer questions about yourself in English? Choose the right sentence. Hello!
I have … pets. I live in … My surname is … I like … How do you do?
a How to say what you like doing
b How to say what your hobbies are
c How to say your name
d How to say how many siblings you have
e How to say where you live
f The word you use to greet someone
g How to say how many pets you have
h How to say your first name
i How to say your surname or last name
j How to say how old you are
k How to greet someone in a very formal way
l How to end the conversation
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I have … brother(s) and ... sister(s). My name is … My hobby is / hobbies are … I am … years old. My first name is … Goodbye!
3 Now it is up to you! Complete the introduction form with your own information.
Hello!
My name is .
My first name is My surname is I am years old.
I live in .
I have brother(s) and sister(s).
I have pet(s): My hobbies are . I like .
4 Match the questions to the correct answer.
1 Where are you from?
2 How are you?
3 What is your name?
4 What are your hobbies?
5 How old are you?
6 Who are you?
5 Asking and answering questions.
I’m from London.
My name is Sally Lehman.
I’m fine, thanks. How are you?
I’m 27 years old.
I’m Jeff Baker.
My hobby is swimming.
a Preparation: decide who will be student A and B.
b Action: have a short conversation and follow this procedure:
Checklist: asking and answering questions
• Student A asks student B the questions on the next page.
• Student B answers the questions in full sentences.
• Student A writes down student B’s answers by using key words.
• Switch roles.
• Introduce your neighbour to your classmates by using the information you wrote down.
• Pay attention to your pronunciation!
SPOKEN INTERACTION
1 What is your first name? 2 What is your last name? 3 How old are you? 4 Where are you from?
5 How many siblings do you have?
6 How many pets do you have?
7 What is your hobby?
8 What do you like to do?
c Reflection: check your conversation!
6 Liar, liar, pants on fire! How well do you know each other?
a Two truths, one lie. Write down three things about yourself, but one thing is a lie. Use expressions from the previous exercises.
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b Now tell your classmates the three things about yourself. They have to guess what the lie is.
7 You are going to have a paper fight. Listen to the instructions! SPOKEN INTERACTION CHECK
SUMMARY
MEETING AND GREETING
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Word Translation My notes
an age een leeftijd an address een adres to be zijn
a boy een jongen a brother een broer
a first name een voornaam
a friend een vriend
a full name een volledige naam a girl een meisje to greet groeten a hobby een hobby to introduce voorstellen
a last name (US), surname (UK), family name een familienaam
likes vind-ik-leuks
to meet ontmoeten
a middle nameeen tweede voornaam nice to meet youaangename kennismaking
a nickname een bijnaam parents ouders
a pet een huisdier pleased to meet youaangename kennismaking siblings broer(s) en/of zus(sen) a sister een zus
USEFUL EXPRESSIONS
HOW TO meet and greet someone
1 Saying ‘hello’ in English
2 Introducing yourself/someone else in English
– Hello – Hi – Hey
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– Hello, my name is …
– Hi, I am …
– This is …
3 Giving extra information about yourself
– I am from … (= place)
– I am … years old. (= age)
– I live in … (= place)
– I have … brother(s) and … sister(s). (= siblings)
– I have … pet(s).
– My hobbies are …
– I like ...
4 Asking for extra information about someone else
– Who are you? / What’s your name? / Excuse me, you are?
– Where are you from?
– How are you?
– How old are you?
– How do you do?
– What are your hobbies?
– What do you like to do?
– How many pets do you have?
– How many siblings do you have?
5 Saying goodbye in English
– Goodbye / bye
– See you soon.
– It was nice to meet you.
– Talk to you soon.
– Talk to you later.
– See you later.
Keep in mind:
How do you do? This is very formal. It can be used when you first meet someone and shake the other person’s hand. The answer to ‘How do you do?’ is also ‘How do you do?’.
UNIT 1: EASY AS ABC
check in
Step 3: describing your classroom summary main track
Step 1: numbers and the alphabet
Step 2: sharing information trace your steps on different tracks
check out: my ideal classroom
CHECK IN
New at school
1 There are some new students in class and they would like to introduce themselves.
a Read the speech bubbles out loud. Then answer the questions. reading
Hi, my name is Gideon. I am 13 (thirteen) years old and my family is from Leeds. I now live close to the school here in Sheffield with my parents and brother. I really like listening to music. That is why my hobby is DJ’ing. This is a really big school with more than 1,000 (a thousand) pupils. It can be a bit scary sometimes.
Text 1
1 What is the boy’s name?
2 How old is he?
3 Where is his family from?
4 What is his hobby?
5 What does he like?
Text 2
1 What is the girl’s name?
2 How old is she?
3 Where is she from?
4 What is her hobby?
5 What does she like to do?
Hi, I am Adina. I’m 12 (twelve). My parents are from Medina. But I was born in London. I have 2 (two) sisters, Sanae and Aisha. My hobby is drawing and I like going to the cinema. I am new at this school and it is so much bigger than my old school. I hope I can find some new friends soon!
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b How do Gideon and Adina feel about the new school? Why?
2 You are at a new school too! How does it feel for you?
MAIN TRACK
Step 1 Tell me more Numbers and the alphabet
1 / Numbers
1 Meet Sam Brown’s family. Before you listen, follow the steps in the strategy on how to listen more effectively. listening
How to listen / watch more effectively
1 Read through the questions before you even start to listen/watch.
2 Make sure you understand all of the questions. If not, ask your teacher to explain what you don’t understand.
3 Highlight the most important part of the question.
4 Do you understand what the goal of this exercise is?
- Do you have to listen for main ideas?
- Do you have to listen for details?
- Do you have to draw a conclusion?
5 Make sure you know how often you will be able to watch/listen to the audio or video clip.
6 Take only short notes (keywords) if necessary and use a pencil! See p. 57
a Sam is going to introduce himself. Listen carefully and answer the questions.
1 What is Sam’s full name?
2 How old is Sam?
3 Where does Sam live?
4 Does Sam have any sisters or brothers?
5 What are Sam’s hobbies?
6 What does Sam like to do?
b Listen again and answer the questions. Use the table with the numbers if necessary.
1 How old is Sam?
2 How old are Kate and Lisa?
3 How old is Mike?
4 How old is Jack?
5 How old is Jill?
6 How many pets does Sam have?
7 How many fish does Sam have?
2 Take a look at Sam Brown’s other family members. Complete the sentences. Write their age in full.
1 Bella is years old.
2 Paige is years old.
3 Leo is years old.
4 Frank is years old.
5 Jenny is years old.
6 Louis is years old.
7 Fred is years old.
8 Ellen is years old.
9 Kyle is years old.
10 Maria is years old.
11 Hailey is years old.
12 Paula is years old.
3 Practise the numbers with numbers BINGO! Listen to the instructions.
2 / The alphabet
1 Listen to the conversation and answer the following questions.
a What is the conversation about?
b Who is the new student?
c Try to say each letter of his name correctly. listening
2 Look at the alphabet below and answer the questions.
a Say each letter out loud. Listen and repeat the alphabet.
b Which letter (or letters) do you think are difficult? Highlight them and repeat!
c Which letters sound the same? Complete the table.
d Which letters are vowels?
e Which letters are consonants? listening
f Listen and circle the letters you hear.
Did you know?
The letter y
The letter ‘y’ represents both vowel and consonant sounds and this depends on where in the word the y is.
‘Y’ is considered to be a vowel if ...
• the word has no other vowel: gym, my, fly
• the letter is at the end of a word or syllable: e.g. candy
• the letter is in the middle of a syllable: system
In the words cry, sky, fly, my and why, the letter ‘y’ is pronounced as the diphthong sound /aɪ/ (diphthong = ‘tweeklank’).
‘Y’ is considered to be a consonant when it begins a word or syllable, as in you or lawyer. It is then pronounced as /j/.
3 Write down your full name and spell it out loud to your neighbour. Then listen to your neighbour spell their name and write it down. Full name:
5 Complete the table with your information. Then ask your classmate, but they have to spell it out for you. Listen carefully and write down the letters your classmate says.
Can you spell… You A classmate
• your mother/father’s first name?
• your favourite teacher’s surname?
• the name of a town in the USA or in the UK?
• your favourite artist’s name?
• a name you really like?
Did you know?
When there is a pair of the same consonants in a word, e.g. ll in ‘all’, we say ‘double el’ instead of ‘el el’.
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CHECK 1
Step 2 Who are you? Sharing information
1 / About me
1 Listen to Lola and answer the questions.
a What is the text about?
b How many people are in the text?
c What is Laurie’s nickname?
d How many girls are in the text?
e Who is the boy in the picture? listening
2 Listen again and fill in the gaps while listening. listening
Hi! The girl on the right, that is ! am Lola. Well, to my friends am Lola. My real name is Laurie and my surname is Label. ’m 14 years old and I’m from Auckland, New Zealand.
Next to , with the skateboard, is my best friend Karen. always carries with . Karen is also 14 years old. are in the same class at school. ’re always together. ’s from Wellington. Her older brother also goes to school with , but never see . doesn’t think are cool enough to hang out with. always hangs out with his own friends. The boy in the picture is Dave. is 15 years old and from Queenstown. Dave and Karen are a couple. are so cute. ’re always together, but that’s not a problem for . am happy for ! What about ? Do have a best friend?
3 The words in exercise 2 are called personal pronouns. Do you know when you have to use which pronoun?
a Complete the table below. Check the text if necessary.
Personal pronouns as subject
SINGULAR
Personal pronouns as object
’m Sophia. This is .
’re my best friend. I can’t see . ’s got a new smartphone. I’ve got a new message from . ’s waiting for the bus. Can I invite ? ’s all right.
’re fine. Thank you.
Where’s my ticket? I can’t find .
We’re going out. You can come with .
Susan and Bree, ’re late again. Children, I’m talking to . ’re always doing different things. Spiders … I’m afraid of !
Keep in mind:
- ‘I’ g always a CAPITAL letter
- ‘he/him’ and ‘she/her’ g only for people and pets
- ‘it’ g for things and other animals
- ‘They’ is also a gender-neutral singular pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’ and ‘them’ as their personal pronouns.
b Who does the action? Underline the correct answer.
I can see him. He likes her
Subject forms (= e.g. ) do / do not do the action of the verb. Object forms (= e.g. ) do / do not do the action of the verb.
How to refer to people and things
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GRAMMAR
In the Summary of this unit you can find more information about how to refer to people and things with personal pronouns. See p. 49
4 Replace the underlined part of each sentence by the correct subject pronoun.
1 Paul is singing. is singing.
2 The cats are eating. are eating.
3 My sister and I are playing a game. are playing a game.
4 Aicha and Fatma are best friends. are best friends.
5 Peter has got a sister. has got a sister.
6 The car is red. is red.
7 Polina is very kind. is very kind.
8 My brothers are older than me. are older than me.
9 Hannah and I like painting. like painting.
10 The window is open. is open.
5 Complete the following sentences with object pronouns.
1 Charlie doesn’t talk to Patricia and me. Charlie doesn’t talk to .
2 Play with the dogs. Play with .
3 Listen to mom and dad. Listen to .
4 Talk to Brian. Talk to .
5 Open the door Open
6 Dance with Lisa. Dance with .
7 Read the book Read
8 We are waiting for Jim and Mayra. We are waiting for .
9 Come with Youssouf and me. Come with .
6 Complete the sentences. Choose between subject or object pronoun.
1 are Sema and Azra. are sisters. Our parents love .
2 Oh no, you have horses. I don’t like . I think are scary.
3 Have you seen Aliou? I’ve got a book for . lent it to .
4 I am fine. What about ?
5 My favourite teacher is Miss Bayraki. is a great teacher. I really like .
2 / Who’s who?
1 Read the ad from ‘Find Teen Pen Pals’ and answer the questions. First read through the strategy below. reading
How to read a text more effectively
1 Read through the questions before you even start to read the text.
STRATEGY
2 Make sure you understand all of the questions. If not, ask your teacher to explain what you don’t understand.
3 Highlight the most important part of the question.
4 Do you understand what the goal of this exercise is?
- Do you have to look for main ideas?
- Do you have to look for details?
- Do you have to draw a conclusion?
a What is the text about?
b What is Ema’s real name?
c What is Ema‘s hobby?
d Where is Ema from?
e Who are Ema’s parents?
f How old is Ema?
g Who is Ema’s sister?
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Hi! My name is Ema Garcia and I am from California. My real name isn’t Ema, it is Emanuella. Ema is my nickname. I’m turning 13 in late October and am interested in sending letters to someone between 12 and 15. I've never had a pen pal before, so I don't care if you're experienced or not, but I'd like to learn together. Here are some things about me.
I am in love with music; I listen to music for most of the day and I’m one of those people who can listen to the same song over and over again.
I’m really bad at sticking with hobbies if there’s nobody in it with me. Hobbies that I have tried are skateboarding, journaling and gaming … but none of those ones have stuck. The ones that have stuck are photography, writing, drawing, and reading.
I am fond of animals, cats, dogs and rabbits. My parents are Diego and Martina. They aren’t married anymore but both are in new relationships. My parents still like each other, so they are not mean to each other. I only have one sister; her name is Clara. She is very sweet. This is kind of a lot. Sorry about that, but I hope to find someone interested in doing this with me!
You can reach out to me through Tumblr (@garciaema), email (Egarcia710@gmail.com), Instagram (e.garcia) and Discord (Skittles#1643)
Adapted from: findteenpenpals.com
2 Are these sentences true or false? True False
1 Ema’s birthday is in November.
2 Ema is in love with music.
3 Ema is bad at keeping hobbies.
4 Martina and Diego aren’t married anymore.
5 Clara isn’t very sweet. reading
3 Go back to the text about Ema’s family and answer the questions.
a Look at the underlined verbs. Which verb is used here?
b Complete the table. Use the text to help you if necessary.
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I I I’m I am notI’m not you you you you you he he he he he she she she she she it it it it it we we we we we you you you you you they they they they they In spoken English, we often use short forms (called contractions). e.g. I am here. = I’m here He is late. = He’s late The missing letter is replaced with (‘).
4 Complete the sentences using the correct form of the verb ‘to be’.
Hi, I Ali, and my surname Holmes. I 15 years old and I from Sydney. 1
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This Aya.
She from Tokyo.
She 14 years old.
Her surname Ito. 2
Keily 12 but Suzy and Emily 13 years old. 3
These girls Keily, Suzy and Emily. They all from Dublin. It such a cool city.
I Mert. I (-) an only child.
My sisters Fatma and Amine.
My brother Kerem.
We (-) from Belgium. We from Turkey.
This Tito Ramos. He (-) from Spain.
He from New Mexico. He (-) 14 years old. He 15.
This Ricardo. His family (-) from England. They from Granada in Spain.
Ricardo 12 years old. His parents 41 years old.
Hello, I Yasmina Amal. I from Birmingham. I (-) from Leeds. I (-) 14 years old. I 13. 8
Here Sophie and Kenny. They (-) from Ghent. They from Oxford. They (-) twins, but they both 16 years old.
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5 Use the student ID cards to introduce people. a Introduce the person or people on the ID cards. Write full sentences and use the verb ‘to be’. Writing
First name: Quan
Surname: Hoang
Age: 25
Country: Vietnam
Parents’ names: Mai and Sora
First name: Ayoub
Surname: Tahiri
Age: 15
Country: Morocco
Parents’ names: Fatima and Emir
First name: Amina
Surname: Tahiri
Age: 15
Country: Morocco
Parents’ names: Fatima and Emir
b Now write full sentences about yourself.
First name: Surname:
Age:
Country:
Parents’ names:
6 Have a conversation with 2 classmates.
a Preparation: decide who will be student A, B and C.
b Action: have a short conversation and follow these steps.
Checklist: introducing each other
• Student A introduces student B but gives the wrong information.
• Student B makes the sentences negative and corrects the information.
• Student C listens and checks whether students A and B are doing everything correctly.
• Switch roles twice more after your first conversation.
• Use the verb ‘to be’ in the positive and in the negative form correctly.
• Pay attention to your pronunciation!
c Reflection: check your conversation!
3 / Celebrity who’s who?
1 Who is the mystery celebrity? Listen to the conversation and answer the questions.
a How many questions does Uchi ask? 5 6 7
b Write down all the questions she asks in web. listening
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c Do you know who the celebrity is?
Mystery celebrity
2 Look at the questions that were asked in the previous exercise. How do you form questions with the verb ‘to be’? How do you give short answers? Complete the table.
The verb ‘to be’: questions and short answers
‘To be’ Personal pronoun Rest of the sentence Positive short answer (+)
Negative short answer (-) Ihappy? Yes, I . No, I. you from America? Yes, you . No, you . hemarried? Yes, he . No, he . shean actress? Yes, she . No, she . itheavy? Yes, it . No, it . we rich? Yes, we . No, we . you Spanish? Yes, you . No, you . theyfamous? Yes, they . No, they .
Asking questions with the verb ‘to be’: Yes, + subject + the rest of the sentence No,
How to refer to people and things
Check the Summary for a full overview of the verb ‘to be’.
3 Make questions with the verb ‘to be’ using these words.
1 your sister / to be / at home / ?
2 from Canada / to be / that new boy / ?
3 they / to be / British / ?
4 to be / the pupils in your class / nice / ?
5 cool / your teacher / to be / ?
6 to be / your favourite language / English / ?
4 Answer the questions with a short answer.
1 Is Mark happy? Yes, . / No,
2 Are they married? Yes, . / No,
3 Am I a student? Yes, . / No,
4 Are Tim and Sam friends? Yes, . / No,
GRAMMAR
See p. 50
5 Make 5 questions using the verb ‘to be’. Use the words from the box. boy – famous – happy – he – I – kind – sad – she – sister – they – you
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6 Answer the questions using short answers. First answer the questions yourself. Then ask the questions to your neighbour and write down their answer.
Questions Your answer Your neighbour’s answer
1 Are you bad at English?
2 Are you from Germany?
3 Is your teacher American?
4 Are your friends at home?
5 Are you a basketball player?
6 Is your father a good singer?
7 Is your school cool?
8 Are you bad at French?
9 Are you a football fan?
10 Is hip hop your favourite music?
7 Write questions and short answers about the people in the picture.
a Preparation: choose a person and read the information next to the picture.
Name: Sheila Tan
Age: 13 years old
Country: United states
Gender: female
Hobby: singing
Name: Marco Vergas
Age: 15 years old
Country: Spain
Gender: male
Hobby: cycling
SPOKEN INTERACTION
b Action: ask and answer questions about your person.
Checklist: asking and answering questions
• Ask 5 questions using the verb ‘to be’.
• Answer each question with a short answer.
• Pay attention to your spelling and punctuation!
Question Short answer
c Reflection: check your task!
8 Watch the video and answer the questions below. watchING
It is Shawn Mendes. 1
Who is the famous person in the video?
It is Justin Bieber. It is Drake.
2
Where are they?
They are on the bus.
They are in a car. They are in a taxi.
What is his job?
He is a singer
How is he doing?
He isn’t doing well. He is having fun. He is feeling ill.
He is an actor.
He is a dancer. 4
Why is he so popular?
He is a famous model.
He is a very good singer. 5
He is a very good football player.
9 Read the fact file about Shawn Mendes and answer the questions in full sentences.
Quick facts about Shawn Mendes
Date of birth 08/08/1998
Nick Name Mendes
Birth name Shawn Peter Raul Mendes
Gender male
Profession singer
Birth nation Canada
Place of birth Toronto
Nationality Canadian
Father/motherManuel and Karen Mendes
a What is his full name?
b What is his nationality?
c Who are his mother and father?
d When is his birthday?
e What is his profession?
f Where is he from?
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g Where was he born?
h How old is he?
Name Shawn Mendes
10 Look at the words in bold in exercise 9 and answer these questions.
a Write down the words in bold.
b What kind of words are these?
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c Why do you use these words?
d Complete the grammar box on how to ask questions with the verb ‘to be’. The verb ‘to be’: asking question word questions How you today? Where he from? Why I sad?
e When do you use these question words? Match the question word to their meaning. who to ask about a time what to ask about a reason when to ask about a place why to ask about manner where to ask about a person how to ask about a thing/animal
11 Use the correct question word to complete these questions.
1 are you?
I’m a new student.
2 ’s your name? My name is Shirley.
3 are you from?
4 are you today?
I’m from Mexico.
I’m fine, thanks.
5 are you in Belgium? Because my father works there.
6 is your favourite school subject? My favourite subject is mathematics.
12 Ask a classmate the questions in exercise 11. They will answer them. Then switch roles. SPOKEN INTERACTION
13 Play mystery guest with the class.
a Preparation: think of a (celebrity) mystery guest and write the name down.
Your mystery guest:
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b Action: play the game. You can use the following questions as examples.
- Is the mystery guest a boy or a girl?
- Is the mystery guest young?
- Is the mystery guest good at sports?
Checklist: playing mystery star
- Is the mystery guest famous?
- Is the mystery guest a TV-star?
- Are they an actor/ actress?
- Is the mystery guest from America?
- Is the mystery guest from Belgium?
• Ask yes/no-questions using the verb ‘to be’ if you are trying to guess the mystery star.
• Answer each question with a short answer.
• Pay attention to your pronunciation!
c Reflection: check your task! How many mystery stars did you guess?
CHECK 2
Step 3
School is … Describing your classroom
1 / My schoolbag
1 Watch the video. What is in the children’s schoolbags? Tick off the items that you see. a highlighter a hairbrush a folder a teacher notebooks a binder diaries a pencil pouch tabs an eraser a dictionary a calculator markers a ruler headphones a hole punch a backpack a pair of scissors a computer mouse an umbrella an organiser a (pencil) sharpener pens a zip-lock bag pencils paper a locker kit a planner dividers sandwiches a Chromebook coloured pencils (crayons) a glue stick
watchING
2 What is in this schoolbag? Name the items.
3 What is in your schoolbag? Tell a classmate about it!
4 Look at the classroom pictures. Name the items.
How to study vocabulary and grammar
If you have to study a lot of vocabulary and grammar in a new language, there are a few tips you can follow. Check the Summary of this unit. See p. 56
5 Choose words from exercise 4 for each column. Listen to your teacher pronounce these words. What sound do they start with? Write the words in the correct column.
6 Fill in the correct word in the grammar box.
How to use articles
If the following noun starts with a sound, we use ‘a’. e.g. a book, a chair, a unicorn …
a = B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, U, V, W, X, Y (the sound), Z
If the following noun starts with a sound, we use ‘an’.
e.g. an umbrella, an hour, an apple …
a = A, E, I, O, U
7 Write ‘a’ or ‘an’ in front of the following nouns. Pay attention to the sound the word starts with.
computer
organiser
2 / My classroom
1 Look at the words below and answer the questions.
a Compare the words on the left to the words in the right column. What is different?
b Look at the pictures in exercise 4 on p. 37. Add 3 more words to each column. notebooks glue sticky notes paperclip diaries pencil markers highlighter earbuds backpack
2 Complete the grammar box below.
How to talk about one or more things
Singular Plural Rules
a notebook a marker a pen two notebooks two two general rule: a diary a dictionary two diaries two noun ends in consonant + y:
a brush a pencil box two brushes two noun ends in sound (-s / -ch / -sh / -x or -z):
a woman a man a woman a child a person two women two men two women two children two people irregular nouns:
Note!
Sometimes a word is already in the plural, but you mean ‘only one of these’. In this case, we often use ‘a pair of’.
e.g. a pair of scissors a pair of compasses
To make these plural, the word ‘pair’ is made plural: e.g.
3 Write how many there are. Follow the example to write full sentences. Write the numbers in full. There are There is There are There are There are
4 What do you see in this picture? Write down the singular items with the correct article in the left column. Write down the plural items in the right column.
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5 Complete the sentences with the correct number and plural. For irregular plurals use the list on p. 52.
1 There are (23) (child) in the classroom.
2 There are (15) (crayon) in the pencil case.
3 There are (32) (tooth) in an adult person’s mouth.
Singular
Plural
4 There are (8) (tomato) in the fridge.
5 There is (1) laptop and there are (18) (tablet) in the classroom.
6 There aren’t (50) (mouse) in the cellar.
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7 There are (47) (loaf) of bread at the baker’s.
8 In winter, there aren’t many (leaf) on the trees.
6 Listen to the text about a classroom. Are the statements true or false? True False
1 There is a blackboard.
2 There are fifteen chairs.
3 There isn’t a map on the wall.
4 There are two bookcases.
5 There are two laptops. listening
7 Look at the sentences in exercise 5 and 6 and fill in the table.
In positive sentencesIn negative sentencesIn questions With singular words There There there …? With plural words There There any … there any …?
8 Read what Joan and Mary have in their schoolbags and classroom. Complete the sentences with the positive or negative form of ‘there is’/’there are’.
In my schoolbag, there (+) a calculator. There (-) a pair of scissors. There (+) a lot of crayons in my pencil box, but there (-) any chalk in my pencil box. There (+) 25 chairs in my classroom, but there (-) any whiteboards.
In my classroom, there (+) one clock on the wall, but there (-) a map on the wall. There (+) 20 desks in the classroom, but there (-) any bins. In my schoolbag, there (+) 3 highlighters, but there (-) any pencils.
9 Describe your classroom. One person starts by naming something in the room. The next person copies the sentence and adds a new item etc.
e.g. There is a teacher. – There is a teacher and a (digital) (white)board. – There is a teacher, a (digital) (white)board and a pencil case. – … speaking
3 / Classroom English
1 Read the text and then answer the questions.
a How many people are there in the text?
b Now read the text completely and say who uses the classroom expressions.
1 Please take a sheet of paper.
2 Could you repeat that please?
3 Can I have a sheet of paper?
4 Here you are.
5 Pay attention. reading
Ms Heart Good morning class. Let’s check your alphabet skills. Please take a sheet of paper. Pay attention and listen carefully. I’m going to spell some words. It’s up to you to write them down.
Akim Anne? Can I have a sheet of paper?
Anne Sure, here you are.
Ms Heart Peter, what are you doing?
Peter Sorry, Miss, I can’t find my pen. It’s in here somewhere.
Ms Heart Is there anyone who can lend Peter a pen?
Anne Yes, Miss. Here you are, Peter.
Peter Thanks, Anne!
Ms Heart So, can we start? The first word is R – U – L – E – R.
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Akim Excuse me, Miss. Could you repeat that a bit slower please?
Ms Heart Yes. That’s R – U – L – E – R.
2 Match these sentences with the correct classroom situation.
1 If you did not hear your teacher very well.
2 If you don’t know what to do with an exercise.
3 If you need help.
4 If you don’t understand a word.
5 If you want to know a word in English.
6 If you want to look up a word.
7 If you need to go to the toilet.
8 If you have to blow your nose.
9 If you want to use something that belongs to someone else.
10 If you give something to someone else.
Excuse me. Can you repeat that, please?
Can you help me, please?
How do you say … in English?
May I have a tissue, please?
Could you explain this exercise, please?
Could I borrow your …?
Excuse me. I don’t understand.
May I go to the toilet?
Can I use a dictionary, please?
Here you are.
3 Which classroom expression can you use with the following pictures? 1
4 2 5 3 6
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4 / My school is cool
1 Read the text and answer the questions.
a Are the statements true or false? Correct the false statements.
1 Boris is 14 years old.
2 The maths teacher is his favourite teacher.
3 The teachers are unfriendly.
4 He likes reading historical books.
5 He doesn’t like English. reading
My name is Boris Melnik and I am 14 years old. I live in Oxford, England, but I’m from Ukraine. I go to school by bike. School starts at 8:30 am. I have 6 lessons a day and one hour for lunch. My favourite subjects at school are history and music. I love to read historical books. We have a lot of teachers at school. The music teacher is the best teacher ever! She is still very young, but she is really funny and nice. That’s why we think she is great!
The teachers are very friendly, only our maths teacher isn’t. She’s a bit unfriendly. English and biology are some of my favourite subjects. I don’t really like French. It isn’t easy to remember all the words. And I also don’t like geography, because I don’t like reading maps.
b Mark all the school subjects in the text.
c Which subjects does Boris like?
d Which subjects doesn’t Boris like?
e Do you know any other school subjects?
2 Match the subjects with the correct picture.
a English b French c geography d history e ICT / computer studies f maths g music h PE / physical education
3 During which class do you use these items?
1 calculator – ruler – eraser
2 flute – piano
3 trainers – basketball
4 map – atlas
5 brush – paint – pencils
6 microscope – leaves
7 timeline – workbook
4 Write a short text about your school.
a Preparation: complete the graphic organiser: writing
My school is in
Subjects I like:
Subjects I don’t like:
Other things I like or don’t like:
teacher(s)
classroom(s) building(s)
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b Action: follow the steps below to write your text.
Checklist: my school
• Write a short text of about 30-40 words.
• Describe where your school is.
• Describe the subjects you like and don’t like.
• Describe other things you like or don’t like about your school.
• Pay attention to your spelling and punctuation.
c Reflection: check your text! Then read your text to a classmate and ask for some feedback.
5 Pair up and interview a classmate.
a Preparation: your teacher will give you a piece of paper with questions. Fill in the list with questions for yourself (= your answer).
b Action: interview your classmate and report your interview to another pair of students. Follow these steps.
Checklist: an interview about school
• Ask each question on your worksheet.
• Write down your classmate’s answers.
• Switch when you are done.
• Sit with another pair of students and tell them what your partner answered (at least 5 things!).
• Pay attention to your pronunciation.
c Reflection: check your interview and conversation!
CHECK 3
SPOKEN INTERACTION
SUMMARY
HOW TO refer to people and things
Hi, I am Tamara. Are you Taryll?
No, I’m not I’m Jon and this is Taryll.
Personal pronouns and the verb ‘to be’
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Hi Tamara! I’m Taryll, but Jon already introduced me He’s very nice.
1 Personal pronouns
Personal pronouns as subject
I am Tamara.
SINGULAR
PLURAL
Personal pronouns as object
This is me
You are Jon. I love you
He has many friends.
She is nice.
I like him
He likes her
It is all right. They hear it
We are fine.
You know us
Jon and Taryll, you are late again! They miss you
They are happy. You like them
Keep in mind:
– ‘I’ g always a CAPITAL letter
– ‘he/him’ and ‘she/her’ g only for people and pets
– ‘it’ g for things and other animals
– ‘They’ is also a gender-neutral singular pronoun, compared to pronouns like ‘he/him’ or ‘she/ her’ which are gendered terms. Some people use ‘they’ and ‘them’ as their personal pronouns.
2 The verb ‘to be’
POSITIVE FORM
Long form
Short form
I am I’m
SINGULAR
PLURAL
SINGULAR
PLURAL
RULE
NEGATIVE FORM
Long form
Short form
I am not I’m not
You are You’re You are not You aren’t He is He’s He is not He isn’t She is She’s She is not She isn’t It is It’s It is not It isn’t
We are We’re We are not We aren’t
You are You’re
You are not You aren’t They are They’re They are not They aren’t
QUESTION FORM
AmIfrom Oxford?
Are you from Ghent?
Ishe14 years old?
Is she15 years old?
Is itfrom France?
SHORT ANSWER
Yes, I am. No, I am not. No, I’m not.
Yes, you are.No, you are not. No, you aren’t. No, you’re not.
Yes, he is. No, he is not. No, he isn’t. No, he’s not.
Yes, she is. No, she is not. No, she isn’t. No, she’s not.
Yes, it is. No, it is not. No, it isn’t. No, it’s not.
Are we from Spain? Yes, we are. No, we are not. No, we aren’t. No, we’re not.
Are you from Tokyo? Yes, you are.No, you are not. No, you aren’t. No, you’re not.
Are theyfrom America? Yes, they are.No, they are not. No, they aren’t. No, they’re not.
‘To be’subjectrest of sentence?Yes, subject + ‘to be’ (positive) No, subject + ‘to be’ (negative)
HOW TO talk about one or more things
Indefinite article a/an and plural of nouns
Excuse me, miss, is there a bin?
1 The indefinite article
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No, there isn’t.
Are there pens in your pencil case? Can I use one?
Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?
To talk about 1 thing, you use the indefinite article a or an a an a biro a binder a calculator a schoolbag a university an apple an hour an orange an orange juice an umbrella
If the following noun starts with a consonant sound, we use ‘a’
If the following noun starts with a vowel sound, we use ‘an’
2 The plural of nouns
To talk about more than one thing, you make a noun plural by adding an -s to the noun. Note that in English there is never an apostrophe (‘) to make a noun plural.
Singular Plural Rule
a marker a notebook a pen two markers two notebooks two pens
a diary a dictionary two diaries two dictionaries
a sandwich a pencil box two sandwiches two pencil boxes
Common irregular plural nouns:
man men woman women child children person people foot feet tooth teeth
Note the pronunciation of plural nouns:
Pronunciation Examples
/s/ after a heavy sound cats cups minutes
/z/ after a light sound shoes knives teachers
/ / after a hissing sound pages horses bridges
3 There is / there are
general rule: noun + s
If the noun ends in a consonant + y: -y g -ies
if the nouns ends in a hissing sound (-s / -es / -x): noun + es
To make sentences with singular and plural words, you can use there is or there are In positive sentencesIn negative sentencesIn questions
With singular words There is a book.There isn’t a book.Is there a book?
With plural words There are two books. There aren’t any books. Are there any books?
1 SCHOOL NECESSITIES
craft supplies
book
(a piece of) chalk
bookcase
dictionary
diary a backpack/ schoolbag a clock
highlighter
bulletin board
(ring) binder
bin (a pair of) compasses
crayon
desk
digital board
divider
hole punch
laptop
a pair of scissors a paper airplane a pen a pencil a paint brush
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a sheet/piece of paper a pencil case (UK) / a pencil box/pouch (US)
sticky notes a rubber a student/pupil a ruler a teacher a sharpener an umbrella
a stapler a protractor a (digital) (white)board
English
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2 SUBJECTS AT SCHOOL
HOW TO study vocabulary and grammar
LEARNING FROM CONTEXT
Word fields
Group words together that belong to the same word field: e.g. outdoor hobbies vs indoor hobbies
Make a word list, a word web, an image list ...
Understand the definition
Look for examples: do a simple online search and you will see the word in many different examples or contexts.
Look up unfamiliar words: make sure you understand the definitions of all your new words.
LEARNING FROM REPETITION
Write individual words down or use the words in your own sentences.
Use flash cards. They are an easy way to review your vocabulary and to separate words into different categories.
Read through your list or look through your word webs. Cover up one half and go through the other half.
Say the word out loud a few times. You can even record yourself or explain the words to other people.
Keep the (difficult) words visible: write them on sticky notes and hang them around your room.
LEARNING BY USING MEMORY TRICKS
Visual memory?
Draw a picture.
Auditory memory?
Replace the words in a song.
HOW TO listen / watch more effectively
Before listening watching
Topic
What do you know about the topic?
What words come to mind?
Type of text/video
What kind of text/video are you going to listen to/watch?
What do you already know about this type of text/video?
Task
Do you understand the task?
Read through the question and highlight key words.
1
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After listening watching
Check your understanding
Have you understood the main points? Read your notes. Have you completed the task? If possible, listen again to difficult passages.
2
While listening watching
Focus on what you hear/see
Think ahead: what might happen next?
Take short notes.
Ignore the words you think are less important.
Listen to the intonation and stress of the speakers.
Focus on key words and facts.
3
HOW TO ask for something in class USEFUL
1 Asking for help
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– Excuse me. Can you repeat that, please?
– Excuse me, miss, I don’t understand.
– Can you help me, miss?
– Could you explain this exercise, please?
– How do you say ‘boekentas’ in English?
– What does ‘chalk’ mean?
2 Asking for permission
– May I go to the toilet?
– Can I use a dictionary, please?
3 Asking for things
– May I have a tissue?
– Could/can I borrow your pen?
– Of course, open your book on p. 45.
– Okay, we will do the first exercise together, as an example.
– Sure, what do you want to know?
– You have to circle the correct words.
– In English, that is called a schoolbag.
– It means ‘krijt’, what you use to write on a blackboard.
– Of course.
– Sure, you can use an online dictionary to look up the word.
– Sure, here you are.
– Of course, here you go.
CHECK OUT: MY IDEAL CLASSROOM
Orientation
You will create your own ideal classroom!
Preparation
1 Think about 10 items that are absolutely necessary for you in a classroom.
a Write them down here.
b Highlight the first letter.
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c Find an image online of the items.
Action
2 Make a crossword puzzle with your 10 items. Describe your item without naming it. You can give the first letter. Add a picture of your item. Follow the example.
C is for . It is what we use to sit on.
3 Make your crossword on a separate piece of paper or find an online tool to help you.
4 Write a short text about your ideal classroom.
a Write a sentence for each of your items.
b Add a reason for choosing those items.
c Use the verb ‘to be’ and ‘there is’ / ‘there are’ correctly.
d Use the vocabulary for school supplies correctly.
e Pay attention to your spelling!
e.g. In my ideal classroom, there are laptops for everyone because then I’ll only need one thing for each lesson.
5 Give your crossword to a classmate to fill in. Fill in one of your classmates’ crosswords.
Reflection
6 Check your text before you hand it in to your teacher.
Checklist: describing my ideal classroom Yes I think soNo
1 Content and structure
• There are about 100 words in my text.
• I talked about the things in my ideal classroom.
• I gave reasons.
2 Language
• I used ‘there is’ and ‘there are’ correctly.
• I used ‘a’ and ‘an’ correctly.
• I used the vocabulary about school necessities correctly.
• I used correct spelling and punctuation.
Feedback
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Trace your steps on iDiddit.
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check in
Step 3: asking and answering questions
summary main track
Step 1: talking about hobbies
Step 2: talking about facts and routines
trace your steps on different tracks
check out: my week
CHECK IN
My day
1 Read the two texts and answer the questions.
a Look at the texts. Can you say what kind of texts they are? articles poems letters
b Using just one word, what are the texts about?
c Which text do you prefer? Why? reading
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Do you have the same hobby?
Hobbies are fun things, which you can do. They sure can while away the time for you.
A treasure hunt looking for that special find, Finish off a set or take you back in time.
It’s exciting to add to your collection, Praise you receive for beautiful confection.
Collecting stamps, crosses and poetry I write. I find hobbies can really enrich your life,
Build self-esteem and add to conversation. A hobby just may bring you elation.
By Jean E. Gorsey
Mix a pancake, Stir a pancake, Pop it in the pan; Fry the pancake, toss the pancake— Catch it if you can.
By Christina Rossetti
confection: a sweet food elation: extreme happiness to enrich: to improve self-esteem: believe in yourself to while away: spending time
MAIN TRACK
Step 1
Pastime
Talking about hobbies
1 / Guess the hobby
1 Take a separate piece of paper. Make a list of all the hobbies you can think of. Then follow the directions below (hobbies can be in more than one category).
a Underline the hobbies you do inside in one colour.
b Underline the hobbies you do outside in another colour.
c Circle the ‘creative’ or ‘artistic’ hobbies in one colour.
d Circle the ‘physical’ hobbies in another colour.
e Circle the ‘intellectual’ hobbies in a third colour.
f If you can think of other categories, use yet another colour.
g Make a hobbies mind map using your different categories.
2 Play the ‘Guess the Leisure Activities quiz’, and then add the hobbies from the quiz to your mind map.
3 Match the photos with the correct pastime, and then add the (missing) hobbies to your mind map from exercise 1.
going to the cinema
taking photographs going jogging cooking walking your dog horse(back) riding
crafting knitting drawing
playing video games / computer games watching television playing football / soccer painting listening to music playing the guitar
dancing archery swimming playing the drums reading a book crocheting
4 Do you know the verbs to describe what you like and don’t like?
a Complete the scale with the correct verb. Choose from: don’t enjoy – don’t like – enjoy – hate – like – love
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b Write 1 thing for each of the verbs. Use the vocabulary from the previous exercises for inspiration.
1 I love
2 I enjoy
3 I like
4 I don’t enjoy
5 I don’t like
6 I hate
c Tell a partner about the things you like and don’t like.
5 Verbs in English: answer the questions.
a Complete the text with the correct form of the verb ‘to paint’.
‘Many people enjoy hobbies like . They like pictures of nature or their pets. helps them relax and express themselves. Some even dream of becoming professional painters one day. When they , they feel happy and fulfilled.’
b What does the word ‘painters’ refer to?
c Is ‘painters’ also a verb?
SPEAKING
6 Complete the box about verbs in English. Add the different versions of the verb ‘to paint’ to the box.
How to use verbs in English
1 Base form
GRAMMAR
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The base form is the form of the verb that you see in the dictionary. It is the form from which all other parts of a regular verb are made.
e.g. be, like, play,
2 Infinitive
The infinitive is the verb with the word ‘to’ in front of it.
e.g. to be, to like, to play,
Some verbs are followed by an infinitive in English.
e.g. I choose to play basketball over volleyball.
I prefer to dance.
I hope to swim the North Sea one day. I want to walk the dog. I wish to get better at archery.
3 Gerund
A gerund is the -ing form of the verb that acts as (= zelfstandig naamwoord). It is used as a subject or an object in a sentence.
e.g. is my number one hobby. (subject)
e.g. I enjoy . (object)
Some verbs are followed by a gerund in English.
e.g. I enjoy jogging in the morning. We dislike sunbathing. They suggest going to the cinema. You imagine running that marathon. Please, stop playing that song! See p. 92
7 Complete the sentences with the correct form of the verb: gerund or infinitive.
1 I don’t want (to leave) yet.
2 We hope (to visit) the museum tomorrow.
3 I don’t like (to wait).
4 She suggests (to go) to the cinema.
5 They hate (to listen) to that radio station.
6 They choose (to eat) out in a restaurant.
7 The boys love (to play) soccer.
8 He enjoys (to have) a bath every evening.
8 Form groups and discuss the hobbies that people you know have. Use the activities from your mind map in exercise 1 as inspiration. Follow the example. e.g. My best friend likes cooking. I think my teacher likes reading.
2 / What teens like to do
1 Read the article, and then answer the questions.
a What hobbies do you recognise in the pictures with the article?
b What is the source?
c Who is the writer of the article?
d What is the purpose (= goal) of this article? to entertain the reader to inform the reader to instruct the reader to convince the reader
e Who would be interested in this article?
f Use curly brackets to show where the introduction of the article is. What information can you usually find here?
g Highlight some benefits mentioned in the introduction.
What are some hobbies that teens are interested in?
BY CHERYL STEPHENSON-HEARNS
Hobbies have many mental and physical health benefits, including more optimism, higher creativity and a better ability to deal with stress. Sharing hobbies with others also keeps teens socially engaged with people who have similar interests. Teens can be interested in almost unlimited hobbies. Here are some possible hobbies.
Music
Teens can enjoy music as a hobby in a number of ways. They can relax by listening to music or they can benefit intellectually by learning how to play an instrument. Teens can show their musical talents in school or community bands and choirs. If the teen is tech-savvy, computer programs allow users to create music recordings and mixes.
Sports
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Teens have many choices when it comes to activities. Indoor activities include gym memberships, yoga and dance classes. Outdoor activities range from skiing and snowboarding in winter to sailing and skateboarding in summer. Teens can also choose to participate in traditional team sports such as soccer, baseball, basketball and hockey. For non-traditionalists, they can join an ultimate frisbee or paintball team.
Some teens enjoy unwinding with a good book. The fantasy genre has become very popular in recent years. Other teens prefer to express themselves through creative art, spending time drawing, painting or sculpting. And what do you think about making jewellery or doing scrapbooking, or car modelling, cooking and baking? For those teens with a dramatic flair, there are often opportunities to act, sing or dance in theatre productions.
Social causes
Teens who want to make a difference in their communities can volunteer in hospitals, animal shelters, libraries and museums. Teens also have the option of taking part in ‘voluntours’, planned trips to exotic locations where they can view the sites while volunteering, for example, to teach English or to build homes and schools.
Technology
The technology available to teens gives them unlimited options for hobbies. Teens can create and maintain a blog or a vlog on a topic that interests them. They can also play video games, use social networking sites and even build robots and write programs to make them run. The Internet provides a world of opportunities for teens without even leaving their bedrooms.
Adapted from: www.livestrong.com
2 Complete the strategy box about reading strategies.
How to read a text more effectively
1 Befor e reading Orientation
– Look at and read first. – wrote this?
– is the text meant for?
– did they write it?
to be tech-savvy: knowing a lot about modern technology, especially computers to benefit: to be helped by someone an opportunity: a chance to unwind: to relax
Preparation
STRATEGY
– What do you need to do with the text?
– Why do you have to read it?
– What types of questions will you have?
See p. 104
3 Read the text, and then complete the table.
a How many topics does the writer talk about? Add them to the column on the left.
b Check each subsection to complete the column on the right. Look for synonyms, examples and explanations, etc.
or sculpting drama:
4 Are the statements true or false? Find proof in the text.
1 Sharing hobbies is good for your social skills.
2 Frisbee and paintball are traditional sports.
3 Teenagers can do hobbies at home. reading
5 Complete the strategy box about reading strategies with information from exercises 3 and 4.
How to read a text more effectively
2 While r eading Action
1 Global reading: Try to answer the WH-questions:
2 Reading for details: – Look for – Look for , synonyms or related words.
– Look for if a year, amount or date is asked.
STRATEGY
– Use a or a pencil to flag up the information you need. See p. 104
6 What do you prefer?
a Preparation: look at the activities in the text in exercise 1, p. 69. Highlight the one you like most. Think about why this is. Maybe these adjectives will give you some inspiration.
boring – calm – exciting – fun – happy – relaxing – sad – strange
b Action: write a short text about this. Use the writing frame and follow these steps:
Checklist: my preferred hobby
• Write at least 4 sentences.
• Talk about the activity you like most.
• Give at least 2 reasons. You can use the adjectives in a.
• Pay attention to your spelling! writing
From the activities mentioned in the text, I like [name topic] the most. This is a activity. The reasons why I like this are: (give at least 2) 1 2
I would like to try because (give a reason)
c Reflection: check your text! Next, read your text to a classmate. Do you like the same activities?
7 Pair up and play the miming game. Who can guess the most hobbies?
- Student A: act out the hobby on the card.
- Student B: guess the hobby that your partner acts out.
CHECK 1
SPOKEN INTERACTION
Step 2 Everyday routines
Talking about facts and routines
1 / What do you do every day?
1 Watch the video and answer the questions.
a What is this video about?
b Which country is the teenager from?
c How many days do you get to see?
d Are all the days the same?
2 Watch the video again and do the tasks below.
a Highlight the sentences that are true.
He has breakfast.He gets dressed.He has dinner. He brushes his teeth.
He puts on makeup. He goes to school by car. He listens to music. He goes to the bathroom.
He combs his hair.He takes notes.He has a shower.He wakes up. He goes back to bed. He doesn’t talk during class. He has lunch. His sister plaits her hair.
He doesn’t watch TV. He plays video games. His parents prepare lunch. He takes his backpack.
He leaves the house to go to school. He meets friends. His parents don’t drive him to school. The alarm goes off at 7 o’clock.
He gets up. He does homework. He puts on his shoes and jacket. He watches TV.
b Discuss these questions with a partner.
- At the end, he asks, ‘Why am I doing this?’ Why do you think so?
- Do you do those things in the morning too? What else do you do?
watchING
watchING
3 Complete the text using the correct verb. Choose from the box below. brush your teeth – choose clothes – do homework – get dressed – get up – go home –go to bed – go to school / work – go to the bathroom – have breakfast – have dinner –have lunch – leave the house – read a book – take a
Then I In the evenings, I
4 Complete the sentences with the correct expression.
1 After a long day, you and fall asleep.
At 6 o’clock, I At 10 o’clock, I
2 When your alarm clock goes off in the morning, you and after that you
3 It is important that you because it is the most important meal of the day.
4 If you twice a day, your dentist will be happy.
5 Parents and teachers are happy when you
5 What are your morning routines?
a Write down what you do every morning. WRITING
The first thing I do when I wake up is
After that I and then I
Before I go to school I never/always
b Find a classmate and tell them what you do and listen to their routine. speaking
2 / I don’t shower every day
1 Read the text and answer the questions.
a Who wrote this?
b Name 5 of their hobbies.
c How often do you think these people do these activities? just once often reading
ReinFrost
My hobbies are reading and watching TV shows. I also like swimming, just like my sisters. They also play chess every weekend.
Jeffrey_Foster
I enjoy sleeping and reading about older civilizations (Aztecs, Mayans,Romans etc). I don’t play basketball; I’m not very sporty.
CreepyPastaKitty
Apart from hanging out with friends and watching TV etc, my hobbies are: taekwondo, watching documentaries and experiencing new things. We sometimes go to a museum but I also have a lot of fun when we go shopping. That is something I do with my mother and sister. I like going for walks in the country, especially near my home village. My father and brothers also go horse riding. I play Pokemon, especially when I’m up for a challenge.
Feather Friend
You like walking; I enjoy walking too. I prefer walking in places where there’s water, like the beach or the river, or even in the rain. I love taking photos, particularly of birds. I don’t like chasing animals; I just choose a spot and wait. I want to invest in a better camera. You don’t need an expensive one. My mum, on the other hand, owns an amazing camera, but she doesn’t let me use hers though. Bummer.
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AAO
I spend time sleeping and I don’t do anything else. I’m sure it isn’t productive, but I enjoy it. My parents hate it; they always try to make me do things I don’t want to. They don’t listen to me at all. We don’t spend a lot of time together.
Adapted from: forum.choiceofgames.com
2 Look at the texts in exercise 1 in more detail and answer the questions.
a Highlight the verbs in the text in exercise 1. Highlight the positive sentences in one colour and the negative sentences in another colour.
b This text is written in the present – past – future tense. (highlight the correct option)
c How many verb forms are there in each negative form?
d What forms of the verb ‘to do’ do you see in the sentences?
e Use a verb from the text to write your own positive and negative sentences with each of the following subjects. Check the text to see what happens to the verb(s).
f Use a verb from the text to write your own positive and negative sentences with each of the following subjects. Check the text to see what you need to do with the verb.
3 Complete the grammar box with the words below. 3rd person singular – to do – don’t like – hobbies – like – present – s
How to talk about facts and routines
In English, the is used to talk about facts. For example: - to talk about what you or - your
GRAMMAR
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In the positive form, changes. You have to add an to the base form of the verb.
In the negative form, you have to use another verb (= auxiliary verb): e.g. I don’t work – he doesn’t work.
You will find a full overview of the form of the present simple in the Summary See p. 94
4 The form of the present simple changes in the 3rd person singular. In general, we add -s to the base form of the verb. Write down the correct form of the given verb in the sentences below. If there is no verb, choose the correct verb from the box below first. Pay attention to your spelling!
to buy – to cry – to destroy – to dry – to eat – to have – to party – to push – to say –to sleep – to stay
InfinitiveExample Rule
to get to feed
Every weekday she up at 6 o’clock and her cat.
General rule: base form of the verb + s to brush to watch to relax
She dinner at 7 p.m. every day.
She brushes her teeth. She watches TV.
after hissing sounds (x, sh, ch ...): base form + to go to do
She just relaxes. She always her dirty socks under the bed.
Every Monday she dancing. She some work for school.
verbs ending in –o: base form + to carry She always the cat downstairs. She at weddings. Her mum the laundry in the garden. She all night long!
verbs ending in a + y:
InfinitiveExample Rule
to play On Wednesdays she tennis. My brother always my toys. My grandmother fruit at the market.
The dog inside at night. verbs ending in a + y: base form + to have She a dog and 3 cats. The verb ‘to have’ is irregular:
5 Complete the text with the correct verb in the positive form of the present simple. to describe – to draw – to have – to hope – to make (2x) – to play – to read – to think –to write – to bake – to try – to love
FairyGodfeatherFeather Friend
I many hobbies. One is flute. Flute is a very pretty instrument to play and listen to. My sisters also . I am a beginner but I I’m good. Sometimes I use my imagination and up a song. One day I to play in the Symphony of the Mountains.
Cirrocumulus
I a lot in my free time, especially using charcoal or pencil. I also and a lot. Dark stories are my favourite, since you can be very colourful when you spooky situations. I have a lot of fun when I : I the best apple pie in the world. My parents it when I to make new pies!
Adapted from: forum.choiceofgames.com
6 Complete the sentences with the verb in the correct form of the present simple.
1 Jamal’s father (to work) in a shopping centre.
2 He (to be) the manager.
3 He (to start) work every day at 8:00 a.m.
4 I (to watch) a lot of DVDs. I love films.
5 He (to finish) work every day at 7:00 p.m.
6 He (to live) close to the shopping centre.
7 Every day he (to go) to work by bike.
8 His best friends, Arthur and Mo, also (to work) in the shopping centre.
9 But they don’t live nearby. They (to go) to work by car.
10 Arthur and Mo (to start) work at 9:00 a.m.
11 As he is the manager, Jamal’s father (to help) all the ...
12 ... other workers and (to tell) them what to do.
13 He really (to like) his job and ...
14 ... (to be) good at it.
15 My parents (to have) lunch at the shopping centre every Saturday.
7 Rewrite the sentences. Make the positive sentences negative and the negative sentences positive.
Positive
1Adam has breakfast very early.
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Negative
2 He doesn’t like skiing.
3 She doesn’t hate getting up early.
4My father watches TV a lot.
5 Erin doesn’t go to school by bus.
6I love singing.
7 We don’t want to go to the carnival.
8They meet up every Saturday.
8 Complete the conversations with the positive (+) or negative (-) form of the verbs in brackets.
Conversation 1: LISTEN
Stan: I love music. Not pop music. I (-) to pop music. I hate it.
I (+) to Mozart, Beethoven and composers, people like that.
Alwin: My mum (+) to Mozart when she wants to relax. I think that kind of music is boring.
Conversation 2: WATCH
Debbie: My brother Dave (+) television all the time. He (+) sports a lot: football, volleyball, tennis. Every kind of sport.
Stephen: And what about you?
Debbie: I (-) sport. Ever. I hate sports! I (+) my favourite YouTube channels in my bedroom.
Conversation 3: LIKE
Becky: My mum (+) cats but my dad (-) them.
He (+) dogs but my mum (-) them.
Jack: What about you?
Becky: I (-) cats or dogs – but I love spiders! I’ve got a tarantula at home!
3 / Ashley’s week
1 Read the text and answer the questions.
a Who is the text about?
b What is the text about?
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c Complete the table with the days of the week. Note that in English the days of the week are written with a capital letter.
d What does she usually do after school? Add the activities to the table.
1 5 10 Ashley always has a busy schedule. Every weekday she gets up at 6:00 a.m. and feeds her cat. She always carries the cat downstairs and lets it out. Then she takes a shower and gets dressed. She has breakfast at 6:45 a.m. She loves cornflakes. She always fills an extra large bowl and adds some cold milk. After breakfast, she goes to the bathroom and brushes her teeth, dries and checks her hair again and again and again … , puts on some make-up and adds the finishing touch, perfume. Jamal hates it when she does that. She always uses too much!
At 7:30 a.m. she leaves home to take the bus to school. The trip takes thirty minutes. At the bus stop she often meets up with her best friends and then they have to walk for another five minutes.
School starts at 8:30 a.m. Ashley isn’t that fond of school, but she doesn’t hate it either. At least her friends are there with her. School ends at 3:30 p.m. She takes the bus and arrives home at 4:20 p.m every day. That’s when the fun starts.
Every Monday she goes dancing. Every Tuesday she goes horse riding, and on Wednesdays she plays tennis and has another dance class. Thursday is a day with nothing to do but to take extra good care of her cat. And on Fridays she gets together with some friends and talks about everything, especially boys.
Most of the time she has dinner around 7:00 p.m., then she does homework, watches some TV and goes to bed at 10:00 p.m.
On Saturdays she often has a competition with her dance crew; she wants to become a professional dancer. If there isn’t a competition, she goes out in the evening.
Sunday is a quiet day. She just relaxes, does some work for school, plays with her cat and checks her social network sites.
2 Check the verb forms in the text and answer the questions.
a What tense are all the verbs in?
b Why is this tense used here?
c Highlight the words in the text that show how often she does these things.
d Complete the grammar box.
How to talk about facts and routines
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GRAMMAR
In English, the is also used to talk about . There are some words in English that tell you how often you do things: e.g. always, sometimes, often, regularly, never.
e.g. He always plays football at the weekend. They often go to the cinema.
Mamadou sometimes goes to the library.
Anas never sleeps in on a Sunday.
These words are called adverbs of frequency, and you write them before the main verb. There is one exception, the verb ‘to be’. Here you write the adverb after the form of ‘to be’: e.g. He is always late for school!
3 Write a text about your friend’s and your routine.
a Preparation: work with a partner. First complete the table below with routines. Write keywords. Avoid using the same routine more than once!
3 routines I have3 things I don’t do regularly 3 routines my friend has 3 things
b Action: now write your text.
Checklist: our routines
• Write 6 sentences about yourself – one sentence for each routine.
• Write 6 sentences about your friend – one sentence for each routine.
• Use the present simple correctly.
• Use the adverbs of frequency correctly.
• Pay attention to your spelling and punctuation.
Me:
My friend:
c Reflection: check your text, and then swap your paper with a classmate and give each other feedback. Has your classmate used the present simple correctly?
CHECK 2
Step 3 Let’s plan Asking and answering questions
1 / What do you do in a day?
1 Watch this interview and answer the questions.
a Who is answering the questions?
b What is the video about? watchING
c Complete her schedule.
Time What?
She and checks phone (calls, messages, messages, Instagram …).
10:15 She and Turns CNN on the TV.
10:21 She drinks a She has a and her teeth. 11:25 She the house and goes over her schedule.
They do the following things in the studio: warm up, harmonise, go over the setlist, practise, record and check.
15:00 - 15:40 They order They have
17:00 - 19:00 She at the rehearsal studio. She meets up with She goes to the She relaxes, gets ready for bed and watches 23:30
2 Discuss the following questions with a classmate.
a Do you ever use a schedule? Explain why or why not.
b Do you make your own schedule? Do you get any help making your schedule?
c Is it easy to follow a schedule?
d What can go wrong with your schedule?
3 Do you know how to read an analogue clock in English?
a Complete the clock with the correct information. Choose from the words below. big hand – hour hand – minute hand – second hand – small hand
SPOKEN INTERACTION
b Add the following words to the clock: half past – past – a quarter past – a quarter to – to
c Draw the hands on the clock below, so the clock shows a quarter past ten.
Did you know?
12 or 24 hours?
Some countries don’t use the 24-hour clock but use the 12-hour clock format. This means they are using the terms a.m. and p.m.
a.m. = ante meridiem = from midnight to noon
p.m. = post meridiem = from noon to midnight
e.g. 5 a.m. is 5 o’clock in the morning and 5 p.m. is 5 o’clock in the afternoon.
Note:
12 p.m. = midday = noon 12 a.m. = midnight
p.m. – 22:00 10:00 a.m. – 10:00 2:00 a.m. – 02:00
6:00 p.m. – 18:00 2:00 p.m. – 14:00
p.m. – 16:00 8:00 p.m. – 20:00
5 What time is it? Follow the teacher’s instructions to tell and write the time.
6 Link the questions to the correct answers.
1 When do you play tennis?
2What time is it?
3 When does the film start?
4What’s the time?
A I get up at six o’clock.
B It is three o’clock.
C I want to go shopping at five o’clock.
D The film starts at half past eight.
5 What time do you want to go shopping? E It’s five past four.
6Do you have the time? F I play tennis at four o’clock.
7Do you have the right time?
8 What time do you get up?
7 Complete the table about how to talk about time in English.
How to say what time it is
We usually say ‘ + the time’, or ‘ + the time’ when telling someone the time.
USEFUL EXPRESSIONS
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When we ask someone for a specific time of an event taking place, we use the question words and
We use the preposition when talking about the exact time. See p. 103
8 Talk and ask about time.
a Preparation: pair up and read the cue cards you will get. Choose who will be A and who will be B.
b Action: have a conversation with a classmate telling the time in English.
Checklist: telling the time
• Choose A or B to start with.
• Follow the cue card.
• Use expressions on how to tell time in English.
• Pay attention to your pronunciation.
• Switch roles and have the conversation again.
• Extra: add two of your own questions.
c Reflection: check your conversation.
2 / Time’s up!
1 Link the questions to the correct answers.
1who A… was your exam?
2what B… is your favourite colour?
3when C… do you say that?
4whereD… do you wake up every morning?
5 why E… can I buy the book?
6which F… is the largest city in the world?
7 how G… is at the door?
2 Read Lady Gaga’s schedule and answer the questions in full sentences.
a How many hours does she sleep?
b How many meals does she have a day?
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c How long does she perform on stage?
d When does she wake up?
e Who is Lady Gaga?
f What kind of work out does she do every day?
g Is this her usual schedule or her touring schedule?
h What does she do on the plane?
I Does Lady Gaga have a busy schedule?
Wow, Lady Gaga’s schedule looks crazy when she’s touring, but she still has time to squeeze in five meals and read some fan mail on the plane.
3 Read the questions and tick the answer for yourself. Report to a classmate.
1 Do you forget to do homework? Yes, I do. No, I don’t.
2 Does your best friend call you to remind you to do your homework? Yes, they do. No, they don’t.
3 Do you forget tests? Yes, I do. No, I don’t.
4 Does your coach call your parents to say you are late again? Yes, they do. No, they don’t.
5 Do you think you need a diary? Yes, I do. No, I don’t.
6 Why (not)? reading
4 Look at the questions and answer them with short answers (look at exercise 3).
1 Do you sleep in at the weekends?
2 Does your teacher wear glasses?
3 Do your parents work in your hometown?
4 Do you study beforehand for tests and exams?
5 Do you laugh a lot when you chat with your best friend?
6 Does your father prepare your lunch?
7 Do you have your own vlog?
8 Do you earn more than Mark Zuckerberg?
9 Does your grandmother know Minecraft?
5 Complete the grammar box.
How to ask questions
To ask questions in English in the present simple, we also use the auxiliary verb There are different types of questions:
1 Yes/no questions = the answer is or . e.g. Yes, she has a busy schedule.
Q: Rule:
2 Question word questions = give information about (= reason), (place), (thing), (time), (quantity).
e.g. She wakes up at 6 a.m.
Q: Rule: + + + +
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3 Subject questions = you ask about : who (= person) or what (= thing).
e.g. Lady Gaga eats 5 meals a day.
Q: Rule: + + ?
There is NO auxiliary verb!
Note: the verb ‘to be’ has different rules. Check the Summary of Unit 1 See p. 97
6 Look at Bridget’s diary. Make questions for the answers that are given.
1 The lunch is on Monday the 7th, at half past twelve.
2 The test is on Tuesday the 15th, at ten to three.
3 The party is on Friday the 12th, at nine o’clock.
4 She has to hand in her book report.
5 She has tennis practice on Wednesdays at two o’clock.
6 She has dinner with grandma on Sunday the 13th, at a quarter to six.
7 No, she doesn’t. She has tennis practice on Wednesdays.
8 No, she doesn’t. She only has lunch with her on Monday the 7th. reading
p.m. Mehmet’s birthday party
7th 14th 8th 15th 9th 16th 10th 17th 11th 18th 12th 19th
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p.m. Dinner with grandma
13th 20th
7 Work with a partner and play ‘Guess Who’.
a Preparation: pair up and read the instructions to the game you will get.
b Action: play the game.
Checklist: asking and answering questions
• Take turns by asking yes or no questions.
• Ask questions to find the person on the card.
• Pay attention to your pronunciation.
c Reflection: check your conversation.
CHECK 3
SPOKEN INTERACTION
SUMMARY
HOW TO use verbs in English
Do you like playing online games?
Yes, I love playing video games, especially Overwatch and Fortnite Battle Royale.
Verbs and verb complements
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Ugh! I don’t! I hate playing violent games. I want to try all sorts of sports, like tennis! I also love painting!
1 Base form
The base form is the form of the verbs that you see in the dictionary. It is the form from which all other parts of a regular verb are made.
e.g. be, like, play, paint
2 Infinitive
The infinitive is the verb with the word ‘to’ in front of it.
e.g. to be, to like, to play, to paint
Some verbs are followed by an infinitive in English.
e.g. I choose to play basketball over volleyball.
I prefer to dance.
I hope to swim the North Sea one day. I want to walk the dog. I wish to get better at archery.
3 Gerund
A gerund is the -ing form of the verb that acts as a noun (= zelfstandig naamwoord). It is used as a subject or an object in a sentence.
e.g. Painting is my number one hobby. (subject) I enjoy painting. (object)
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Some verbs are followed by a gerund in English. e.g. I enjoy jogging in the morning. We dislike sunbathing. They suggest going to the cinema. You imagine running that marathon. Please, stop playing that song!
HOW TO talk about facts and routines
I wake up at 6 a.m. every morning. Do you like playing videogames?
Present simple
1 Positive sentences
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I don’t! I hate getting up early.
Yes, I do. My father loves it too.
FORM
Subject Verb Rest of sentenceForm of verb
1st p. sing.I enjoy walking.
2nd p. sing. You like walking too.
3rd p. sing.She He It owns lives runs an amazing camera. in London. in the family.
1st p. plur. We go shopping.
base form
base form + s
base form 2nd p. plur. You go to the cinema together.
3rd p. plur.Theyplay chess every weekend.
RULE: Subjectbase form of verb (!) 3rd p. sing. + s rest of the sentence.
Keep in mind:
Spelling and grammar exceptions
1 3rd p.sing. with verbs ending in Verb ends in Rule Examples -o add -es do g he does go g she goes a sibilant (ch, sh, s, x)add -es wash g he washes kiss g she kisses consonant + y y changes to -ie before -s worry g she worries carry g he carries
2 The verb ‘to have’ is irregular in the positive form: he/she/it has.
2 Negative sentences
To make a verb form negative in the present simple, the auxiliary verb ‘to do’ is used.
Subject Auxiliary verbVerbRest of sentenceForm of verb
1st p. sing.Idon’t playbasketball. don’t + base form
2nd p. sing. You don’t needan expensive camera.
3rd p. sing.She He doesn’t doesn’t let live me use it. in London. doesn’t + base form
1st p. plur. We don’t spenda lot of time together. don’t + base form
2nd p. plur. You don’t go to the cinema together.
3rd p. plur.Theydon’t listento me at all.
RULE: Subjectdon’t doesn’t base form of the verb rest of the sentence.
Keep in mind:
In the negative form, ‘to do’ has a long form and a short form: e.g. I don’t play. = I do not play. He doesn’t live in London = He does not live in London.
3 Questions in
the present simple Auxiliary verb SubjectVerbRest of sentenceForm of verb
1st p. sing.DoI needan expensive camera? do + base form
2nd p. sing.Do you playbasketball?
3rd p. sing.Does Does she he let live you use it? in London? does + base form
1st p. plur.Do we spenda lot of time together? do + base form
2nd p. plur.Do you go to the cinema together?
3rd p. plur.Dotheylistento you at all?
RULE: Do/doessubjectbase form of the verb rest of the sentence?
For more information about asking questions in English, see the next grammar section.
1 Facts
In English, the present simple is used to talk about facts For example:
- to talk about what you like or don’t like: e.g. I love reading. I don’t like chess.
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- your hobbies: e.g. I enjoy playing video games. I play tennis.
- things that are always true or true for a reason: e.g. The earth goes around the sun.
Keep in mind:
In English you can choose how you express what you like, dislike, love or hate. These verbs can have different complements (what follows the verb):
- love / like / dislike / hate / enjoy + gerund (verb -ing): e.g. I love watching films.
- verb + noun: e.g. I like dogs. I hate chores.
hate dont’t like don’t enjoy like enjoy love
2 Routines
In English, the present simple is also used to talk about routines or things that are done regularly. e.g. I wake up at 6 a.m. every morning. I always go to school by bus.
Keep in mind:
There are some words in English that tell you how often you do things: e.g. always, sometimes, often, regularly, never.
e.g. He always plays football at the weekend. They often go to the cinema.
Mamadou sometimes goes to the library.
Anas never sleeps in on a Sunday.
These words are called adverbs of frequency, and you write them before the main verb. There is one exception, the verb ‘to be’. Here you write the adverb after the form of ‘to be’: e.g. He is always late for school!
HOW
TO ask questions
Short answer
e.g. Yes, he is Yes/No, subject + verb 'to be'
e.g. Yes, he does Yes/No, subject + do/don’t
Short answer
Yes/no questions and question word questions
Long answer
e.g. Yes, Dan is famous. Yes/No, subject + verb 'to be' + r est of the sentence.
e.g. Yes, Dan likes his nickname. Yes/No, subject + main verb + r est of the sentence.
Long answer
e.g. In No vember. A helmet.
e.g. My birthday is in November. Subject + to be + r est of the sentence I need a helmet to play lacrosse. Subject + ( auxiliary ) main verb + r est of the sentence
Short answer
e.g. Dan ( does ). Subject + ( auxiliary 'do/does' ).
1 Yes/no question = gives a closed answer: yes or no
e.g. Is Dan famous?
Verb 'to be' + subject +rest of the sentence?
e.g. Does Dan like his nickname?
Auxiliary + ‘to do’ subject + base of + main verb r est of the sentence?
2 Ques tion word question = you want specific information: what, where, when, why, how
e.g. When is your birthday ?
Ques tion word + to be + rest of the sentence? What do y ou need t o play lacrosse?
Question word + auxiliary + subject + main verb + rest of the sentence?
Long answer
e.g. Dan plays Fortnite a lot. Subject + main verb + rest of the sentence
3 Subject question = you want specific information about the subject: who or what
e.g. Who plays Fortnite a lot?
Question word + main verb + rest of the sentence?
1 HOBBIES AND LEISURE ACTIVITIES
2 VERBS DESCRIBING DAILY ROUTINES
to wake up
to choose your clothes
to have breakfast
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to brush your teeth to take a shower to get up to take care of your skin to get dressed to comb your hair
to leave home to go to work / school to have lunch
to go home to take the bus to have dinner to have a bath
to go to bed
3 TIME AND DAYS OF THE WEEK
Word Translation My notes Days of the week
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Time and parts of the day sunrise morning noon = midday
a.m. = before noon
p.m. = after noon
What time is it?
What’s the time?
sixty seconds = one minute
fifteen minutes = a quarter of an hour
thirty minutes = half an hour
sixty minutes = an hour
4 OTHER WORDS AND EXPRESSIONS
Word Translation My notes
Verbs to express what you like to enjoy to hate to like to love
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Parts of speech an adverb an auxiliary verb a noun a question a verb
Other verbs to bake to brush to buy to carry to cry to describe to destroy to do to draw to dry to eat to feed to finish to get to go to have to help to hope to listen to live
to love to make to party to play to push to read to relax to start to stay to think to try to watch to write
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HOW TO say what time it is
1 Asking for or telling the time
- When we ask someone for a specific time of an event taking place, we use the question words when and what time
e.g. What time does the film start? When is the show?
- We use the preposition at when talking about the exact time.
e.g. It starts at 9 p.m.
2 Reading the clock
An analogue clock
- Step 1: First look at the big hand. g minutes Is it before or after the 6? Do you have to use ‘to’ or ‘past’?
- Step 2: Then look at the little hand g hour
- Step 3: What time is it?
e.g. It’s seven (minutes) past nine.
A digital clock
- Step 1: The first number is the hour.
- Step 2: The second number is the minutes.
- Step 3: What time is it?
e.g. It’s half past five.
It’s … o’clock
It’s five (5) to …
It’s ten (10) to …
It’s a quarter to …
It’s twenty (20) to …
It’s twenty-five (25) to …
It’s half past …
It’s five (5) past …
It’s ten (10) past …
It’s a quarter past …
It’s twenty (20) past …
It’s twenty-five (25) past …
HOW TO read a text more effectively
Before reading
1
The basics
Look at the picture(s).
Read the title(s) first.
Who wrote this? Who is the text meant for?
Why did he/she write it?
Ask yourself
What do you need to do with the text?
Why do you have to read it? What type of questions will you get?
2
While reading
Global reading
Try to answer the WH-questions: who / what / where / how / why / when?
Reading for details
Look for explanations and examples
Look for numbers if a year, an amount or a date is asked for.
After reading
Check your understanding
If possible, reread difficult passages.
Do you understand the main points?
What would you do differently next time?
Is the task complete?
3
Look for keywords, synonyms or related words.
Use a highlighter or a pencil to flag up the information you need.
CHECK OUT: MY WEEK
Orientation
You will describe a typical weekday and talk about your (weekly) hobbies and routines. Next you will present the task: as a diary entry (in writing) or as a vlog (speaking).
Preparation
1 Decide if you will present your week in writing or orally.
2 Plan your diary or vlog.
a On a separate piece of paper, make a draft of your week.
- Add the days of the week.
- Write which hobbies you do on which day (and at which time).
- Add other things you often do in each week.
- Give 2 things you don’t usually do in each week.
b Fill in what a typical weekday looks like. List different actions or activities on your draft paper as well. Use the schedule below.
SLEEP PLAY SOCIAL MEALS
SCHOOL HOMEWORK
OTHER WORK
Action
3 Follow these steps if you are presenting your regular week as a written diary.
4 Find pictures to describe your hobbies and routines or draw them yourself. Make a nice, creative diary entry! writing
a Write 1 paragraph (50-75 words) to describe your weekly hobbies and routines. What do you do? When do you do it? Add the day and time. Mention 2 things you don’t usually do. Use the information from your draft!
b Write 1 paragraph (50-75 words) to describe a typical weekday. Mention at least 5 things. Don’t forget to add the times!
5 Follow these steps if you are presenting your regular week as a vlog.
a Talk for about 2 minutes and describe your weekly hobbies and routines. What do you do? When do you do it? Add the day and time. Mention 2 things you don’t usually do. Use the information from your draft.
b Talk for about 1 more minute and describe a typical weekday. Mention at least 5 things. Don’t forget to add the time!
c Find pictures to describe your hobbies and routines or draw them yourself. Show them in your vlog.
d Record your vlog and send it to the teacher.
Reflection
6 Reflect on your task by filling in the checklist.
Checklist: my week
1 Preparation
• I made a draft about my typical week.
• I made a draft about a typical weekday.
2 Content and structure
• I wrote 1 paragraph (50-75 words) about my weekly hobbies and routines (for the diary entry).
• I talked for about 2 minutes about my weekly hobbies and routines (for the vlog).
• I added days and times.
• I mentioned 2 things I don’t usually do.
• I wrote 1 paragraph (50-75 words) about a typical weekday (for the diary entry).
• I talked for about 1 minute about a typical weekday (for the vlog).
• I mentioned at least 5 things I do in a day and added the time.
• I added 5 pictures or drawings.
• My diary entry looks nice and creative (for the diary entry).
• My vlog is fluent (for the vlog).
3 Language
• I used the present simple correctly.
• I used correct vocabulary to describe my hobbies and routines.
• I used correct spelling and punctuation (for the diary entry).
• I paid attention to my pronunciation (for the vlog).
Feedback
Trace your steps on iDiddit. speaking
UNIT 3: A DAY TO REMEMBER
check in
summary main track
Step 1: talking about dates
Step 2: describing events trace your steps on different tracks
check out: presenting a cultural event
The place to be
1 Check the tour posters on the next pages and answer the questions.
Questions Poster 1 Poster 2
a What is the subject of the posters?
b Which year is mentioned?
c Where do the concerts take place?
d How are the dates written?
e What else is mentioned?
f Where can you find more information? reading
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2 Discuss these questions.
a Which of these posters do you like the most? Why?
b Which of these concerts would you prefer to go to?
c What are your favourite songs by these artists?
d Have you ever been to a concert? What was it like?
e Who would you like to see live?
SPOKEN INTERACTION
MAIN TRACK
Step 1
1 / TGIF
Perfect timing Talking about dates
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1 Listen to the medley and complete the sentences with the missing words. listening
a That may be all I need
In darkness, she is all I see (all I see)
Come and rest your bones with me
Driving slow on morning
And I never want to leave
(Maroon 5 – Morning)
b You are my , you’re the best day of the week
So underrated and a brand-new start
Don’t care what all the kids say
You’ve got the key to my heart
(Imagine Dragons – )
c It’s not just picture-perfect dancing in a white dress
It’s not just rainy days when nothing stops the fighting
It’s not just highs and lows, and champagne toast
I’ve come to know that love’s not only the best days
Or the worst days
Love is the
Yeah, love is the
(Jake Scott – )
d Nothing here to fear
I’m just sitting around
Being foolish when There is work to be done
Just a hang-up call
And the quiet breathing
Of our Persian we call Cajun on a (Tori Amos – )
e I won’t wear makeup on
I’m sick of covering up
I’m tired of feeling so broken
I’m tired of falling in love
Sometimes I’m shy, and I’m anxious
Sometimes I’m down on my knees
Sometimes I try to embrace all my insecurities
So I won’t wear makeup on ‘Cause who I am is enough
(Jess Glynne – )
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f Every , , endless weekend on a wave
Every , , endless weekend on a wave
Every , , endless weekend on a wave
We want that weekend
It’s then... There’s , , What?
It’s then... There’s , , What?
It’s then... There’s , , What?
It’s then...
(Riton, Nightcrawlers – )
2 Listen to the song Lazing on a Sunday Afternoon by Queen. a Write the correct day for each activity. listening
b Now check your answers and pay attention to your spelling. What should you pay attention to?
Did you know?
When we talk about routines, we can use ‘On + day + s’.
e.g. On S aturdays he does the laundry
This means that he does the laundry every Saturday. e.g. On S aturday I am going to a friend’s house
This means that I am going to a friend’s house, but only this Saturday.
3 ‘On + Day’ or ‘On + Day + s’? Complete the sentences with the correct form. Check the information in the Did You Know-box!
1 Ennes has piano lessons (every Tuesday).
2 We have a family dinner (this Friday).
3 my brother plays Rugby (every Saturday).
4 They go to the farmer’s market (every Sunday).
5 Farid is turning 13 (this Wednesday).
6 Are you going to the school’s quiz (this Saturday)?
7 She takes a yoga class (every Monday).
8 The trash is collected (every Thursday).
9 Gustav and Hedda are getting married . (this Saturday).
10 We have English lessons (every Tuesday and Thursday).
4 Talk with some classmates about your own routines and plans. Use the information in the Did You Know-box and the expressions below.
a First follow these steps:
- Person A: Choose 1 expression from column A.
- Person B: Answer with an expression from column B.
- Person A: Choose 2 questions to ask your partner from column C.
- Person B: Answer your partner’s questions.
- Person A: Choose 1 expression from column D.
- Person B: Choose 2 questions from column C to ask your partner.
- Person A: Answer your partner’s questions.
- Person B: Choose 1 expression from column D. Then choose 1 expression from column E.
- Person A: Choose 1 expression from column E.
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SPOKEN INTERACTION
A B C
Starting the conversationResponding to a greetingAsking questions
• Hi, how are you today?
• Hello! How’s it going?
• I’m fine. Thanks!
• Great, thank you!
• I’ve been better, but thanks for asking.
• Not that great, I’m afraid.
• What are you doing today / this week / this weekend?
• How’s your week going so far?
• What do you usually do at the weekend?
• What does your typical week look like?
• What do you usually do on …days?
• How does your typical school day start?
D
Summarising or concluding the conversation
• I didn’t know you always … on …days.
• Wow! That sounds like a lot of fun.
• Sounds like a very busy week!
• You do a lot in a week!
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E
• Enjoy the rest of your day/week.
• I will let you get on with your plans now.
• Talk to you later!
• See you soon!
b Now switch partners and have another conversation about your plans and weekly routines. This time don’t look at the expressions in your book!
5 Go to the official bank holiday website and answer the questions.
a What can you find on this website?
b What is a bank holiday?
c What happens when a bank holiday is on a weekend?
d When are the official bank holidays for this year? Link the dates and the holidays and add the details that are missing.
1 January
April
May
May
August
11 November
25 December
26 December
Spring bank holiday
Boxing Day
Good Friday
Summer bank holiday
April Fools’ Day
Easter Monday
Early May bank holiday
Christmas
New Year’s day
reading
Saying goodbye
e What date and/or occasion could you not match up? What do you know about them?
f What day of the year do you like to celebrate the most?
g Which date is the most important to you?
6 Get out of your chair and get in line! Your teacher will tell you what to do. Follow the instructions. SPOKEN INTERACTION
7 Expand your English vocabulary with these idioms.
a Fill in the blanks to complete the idioms and expressions. Choose from the words below. day (2x) – days – Friday – Monday – moon – Sunday – Thursday – time (3x)
1 TGIF!
2 Blues
3 throwback
4 a driver 5 make someone’s
6 call it a
b Now link the idioms to their meaning.
7 It’s just one of those 8 all-in good 9 once in a blue 10 have the of your life 11 in the nick of
A being very happy that the week is over, thank God it’s
B to make someone very happy by doing something for them
C to have a brilliant experience, the best time ever
D someone who drives very slowly as if he or she only drives at weekends
E a feeling of sadness at the beginning of the week
F just in time, at the very last moment
G a day where everything seems to go wrong
H something will happen when the time is right; you just need to be patient
I a social media trend where people post old photos or memories, typically on Thursdays
J to stop working on something because you feel you have done enough
K something that happens very rarely 1234567891011
c Now use the idioms in a short conversation. Follow these steps:
- Pair up.
- Pick at least three idiom cards.
- Use the idioms in a conversation.
- Make sure you greet each other and say goodbye at the end. Use expressions from exercise 4.
2 / Eat that frog
1 Read the text below. Answer the questions.
a What type of text is this? a newspaper article a manual a blog a fan page
b What is the purpose of the text? to persuade the reader to inform the reader to entertain the reader to give an opinion
c Number all the tips.
d How many tips are there? There are tips.
e Take a closer look at the paragraphs. Where can you find the main idea for each paragraph? The main idea is usually
f Give every tip a title. Make sure the main idea of the paragraph is clear in the titles! reading
5 Tips for Getting Work Done Faster
By Jacob Dillon
Sometimes, you have lots of work to do but only so little time. Maybe you are so worried that you don’t know where to start. Perhaps you have tried your best but couldn’t do it all in time. We are here to give you tips on how to do more work within little time.
Sometimes you think all will be fine, the moment you work hard. Well, you aren’t totally wrong. But if you want to do more in little time, you should learn to work smarter, not harder. Enough of the talk, let’s go straight to the 5 tips.
Have a plan to follow by making a list of the tasks you want to do that day. The list will help you in two major ways. You will not forget any tasks and it you won’t get distracted as much because you still have plenty things to do. Make sure your to-do list is very practical. Don’t overload the list with a hundred tasks that you know you can’t do.
Start with the tasks that are the most difficult. You should make it a habit to arrange your tasks in the order in which you want to do them. A lot of people make mistakes by beginning with the simple tasks. When you start with the difficult ones, you will feel so happy after completing it and that way, it makes you even more productive. Next time you have a number of things to do, begin by eating the frogs you have on your list.
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Some objects will only slow you down by distracting you. For example, mobile phones, headphones, games... When you have your phone around you, you may be tempted to ‘quickly’ check your mails, scroll through some posts on social media ‘for only five minutes’, or reply to a friend’s message. All these things will slow you down.
Maybe you have a friend who is always inviting you out for a talk or games. You should learn to say no to unimportant invitations. Let’s say you have something to write on, and a friend is inviting you for a game, there’s nothing wrong in saying; “I’m sorry I can’t go with you now, I have an essay to write and if I can work on it now, I can come and join you in two hours’ time”.
Don’t switch from task to task. Multitasking will slow you down while giving you the impression that you are moving fast, not until you carefully analyse it. Each time you multitask and your brain switches to a new task, you will have to redo some things you already did on the first task. You can even get lost and have to start the task all over again. Instead of working on a second task as well, do one task at a time.
Conclusion
You don’t have to use all the 24 hours you have in each day. What you need is to use these tips that will help you do more in little time. We all have so many things to do within limited time. Don’t work harder, work smarter.
Adapted from: facilethings.com
to eat the frog: to complete your biggest, most difficult task first so that nothing worse can happen for the rest of your day.
an essay: a short piece of writing on a particular subject, often expressing personal views. a habit: something that you do often and regularly, sometimes without knowing that you are doing it.
2 Answer the questions about the text on getting work done faster. Use full sentences.
a What is the first tip?
b What is the second tip?
c What is the third tip?
d What is the fourth tip?
e What is the fifth tip?
f Which of these tips do you already to?
g Which of the tips are you going to give a try?
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h Can you come up with two more tips yourself?
3 Check the words printed in bold in exercise 2.
a Write down the words printed in bold in exercise 2 next to the corresponding number.
b What do these words mean? They represent , e.g. in dates, an order of events, a list of steps to follow …
4 Check the calendar, and then complete the sentences with the missing information. Pay attention to your spelling.
a There is a full moon on
b New Year’s Day is on
c Martin Luther King Day (USA) is on
d Memorial Day (USA) is on
e Labor Day (USA) is on
5 Make the cardinal numbers ordinal, as in the example.
a 1
b 7
c 19
d 23
e 41
f 5
95
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6 Look at these dates. Your teacher will say them out loud, but not in this order. Number them, and then say the dates out loud yourself.
Kenneth ChoiTaylor Swift Ed Sheeran Adele
20/10/1971
13/12/1989
17/2/1991
5/5/1988
Kevin Hart Ryan Reynolds Millie Bobby BrownRachel Renée Russell
7 Complete the calendar with the correct months.
2026
8 Complete the useful expressions box on how to write and say the date in English.
How to write and say the date
British English
In writing
In speaking
USEFUL EXPRESSIONS
American English
Examples 10 June 2026 10 / 06 / 2026 December 1st, 2026 12 / 1 / 2026
Rule: + + + +
Examples
Q: ‘What is the date?’
A1: ‘It's June the tenth, twenty twentysix.’
A2: ‘It's the tenth of June, twenty twenty-six.’
Rule: A1: + + +
Q: ‘What is the date?’
A: ‘It's December first, twenty twenty-six.’
A2: + + + + + +
9 Say your own birthday and those of your classmates. Do you know on which day of the week you were born?
10 Answer the following questions.
Question We write We say
a When do people celebrate Christmas?
b When is Valentine’s day?
c When is the first day of school?
d When is your best friend’s birthday?
e When is your father’s birthday?
f When is your mother’s birthday?
11 Answer the questions. Also look up which day of the week this is this year.
a When does spring start? On 21st
b When does summer start? On 21st
c When does the summer vacation end? On 31st
d When is Armistice Day? On 11th
e When do we celebrate April Fools’ day? On 1st
f When do the summer holidays start? On 1st
3 / This calls for a celebration!
1 Read the text and answer the questions.
a Highlight the special day, the country and the date in every paragraph.
b Complete the table.
When
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reading
Where
3rd Monday of JanuaryUSA
What
Boxing day
Eid al Fitr January
1st March
Thanksgiving July
Eisteddfod
1st Monday of September June/July
Fringe Festival
11 St Andrew’s day is Scotland’s official national day. In 2006, the Scottish Parliament designated St Andrew’s Day as an official bank holiday. It is also a national holiday in Romania. In Scotland and many countries with Scottish connections, St Andrew’s Day is marked with a celebration of Scottish culture with traditional Scottish food, music and dance. proefversie©VANIN
1 Martin Luther King Day: The Rev. Martin Luther King, Jr., an African-American man, is considered a great American because of his efforts to win civil rights for all people without any violence. People remember him on the third Monday of January, a national holiday in the US.
2 Burns Night is a celebration of Robbie Burns, a Scottish poet. In Scotland people have a special dinner on Burns Night, the 25th January. Men wear kilts and people listen to traditional bagpipe music, they dance, read Burns’ poetry and share a meal of haggis (a traditional Scottish dish of sheep heart, liver and lungs) with ‘neeps and tatties’ (turnips and potatoes).
3 People in Wales and those of Welsh origin celebrate the life of their patron saint, St David, and the Welsh culture on March 1st each year, called St David’s Day. Many people pin a daffodil or leek to their clothes, and some, especially children, wear traditional costumes.
4 Wimbledon in South West London is where one of four annual Grand Slam tennis tournaments is held. Wimbledon is linked to strawberries and cream. During the Wimbledon season, in June/July, the UK goes Tennis crazy.
5 Independence Day honours America’s birthday – the signing of the ‘Declaration of Independence’ on July 4, 1776. It is a day of picnics and patriotic parades, a night of concerts and fireworks. The flying of the American flag (which also occurs on Memorial Day and other holidays) is widespread.
6 Eid Al-Fitr, also called the ‘Festival of Breaking the Fast’ or ‘Lesser Eid’, is a religious holiday celebrated by Muslims worldwide. It marks the end of the month-long dawn-to-sunset fasting of Ramadan. It is celebrated on a different day every year.
7 The National Eisteddfod is Wales’ biggest arts and culture festival in August. You can listen to Welsh music, watch dance and theatre performances, listen to the Welsh language and sample Welsh food and crafts.
8 Edinburgh Festival Fringe is the largest arts festival in the world. It has over 40.000 performances. The festival is most famous for comedy.
9 Labor Day: The first Monday of September, this holiday honours America’s working people, typically with parades. For most Americans it marks the end of the summer vacation season, and for many students the opening of the school year.
10 Thanksgiving Day is the fourth Thursday in November, but many Americans take a day of vacation on the following Friday to make a four-day weekend, during which they often travel long distances to visit family and friends. The holiday dates back to 1621, the year after the Puritans arrived in Massachusetts.
12 Boxing Day is the day after Christmas day. It is a bank holiday in the UK. There are a few theories as to why it’s called ‘Boxing Day’ but no one is completely sure:
* In Britain ‘Christmas Box’ was a name for a Christmas present. Boxing Day was a day off for servants when they received a ‘Christmas Box’ from the master.
* A box to collect money for the poor was placed in churches on Christmas day. The money was distributed the next day. ‘Boxing Day’ could have been named after this custom. Today there are no traditional Boxing Day customs. Most people spend the day eating the Christmas leftovers and maybe going for a walk or visiting friends and family.
patriotic: loving your country
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Abridged from: studylinks.com
2 Pair up, and then read the text you will get. Answer the questions below about your text.
a Complete the table with information from your text.
NAME(S) of holiday or celebration?
WHEN is it celebrated?
WHERE is it celebrated?
WHAT does it celebrate?
HOW do people celebrate it?
Think about food, a parade, dressing up, presents, do people get a day off work?
SYMBOLS of the celebration?
OTHER IMPORTANT INFORMATION?
reading
b Find the bold printed words in the text and read the paragraph again. Next write down the meaning of the words, using the information you found in the text.
TEXT 1: The history of St Patrick’s DayTEXT 2: The history of Guy Fawkes Night - shepherd: - refugees: - mischievous: - mistreated: - bonfire: - penny:
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c Highlight the most important words in each paragraph.
d Complete the summary with information from the previous questions.
TEXT 1: The history of Saint Patrick’s Day is celebrated in and on . People celebrate the anniversary of the death of , who brought Christianity to Ireland.
In the morning people usually go to and then they and they eat
In there are big , anything and with a pot of gold are the main symbols for the event.
TEXT 2: The history of Guy Fawkes Night is celebrated in , especially in , on . People remember the from 1605 and celebrate the survival of King James.
All over the country people now have and . Models of Guy Fawkes, the , are burned on the bonfires. People often eat filled with butter and cheese, or toffee apples, or they toast . Kids used to go around in the days before Bonfire Night, taking their home-made Guys, and asking so they could collect to buy fireworks.
e Find another pair of students and tell them what the celebration in your text is all about. Use the summary you completed.
f Choose the images that go with each celebration. Note: not all images can be linked to these 2 celebrations.
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3 Discuss these questions:
a What cultural days do you celebrate?
b Do your classmates celebrate the same days?
c Which cultural event is your favourite? How do you celebrate it?
d Do you celebrate any other events? Who do you celebrate them with?
e Do you know of any special occasions that are celebrated in other parts of the world? What do you know about them? Have you taken part in one? What was it like?
f What day should be made an official day off? Explain why!
CHECK 1
SPOKEN INTERACTION
1 Look at the poster and answer the questions.
a What is the poster about?
b What is the event’s name?
c Where does it take place?
d What country is the event in?
e Which days are mentioned?
f When does the event take place?
g What is listed under each date?
2 Discuss these questions.
a Which food truck would you like to try and why?
b Would you like to go to a food truck festival? Why (not)?
c Are there any food truck festivals in your country?
d Do you like this poster? Why (not)?
3 What information is mentioned on this poster? Complete the blanks. READING
Source: mainstreetwh.com
4 Answer the questions about the poster in exercise 3.
a What is this poster about?
b What kind of information is missing?
c Why do you think it is missing?
5 Giving your opinion about posters.
a Preparation: your teacher will give you some posters. Look at them closely, before ranking them. 1 is the one you like the most and 5 is the one you like the least. Think about the content and the lay-out.
b Action: explain your opinion to a classmate.
Checklist: giving my opinion
• Complete the writing frame. Write 5 full sentences.
• Explain to a classmate why you ranked the posters the way you did. Don’t read from your text.
• Pay attention to your pronunciation.
Opinion
Explanation I love because I like because
I don’t mind because
I don’t like because
I hate because
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c Reflection: check your task. Do you have the same opinion about the posters as your partner?
6 Use the information on the posters in exercise 5 and highlight the correct answer.
1 Kids mini games are held on Saturday 16th July / on Sunday 17th July.
2 Pancake Day is always on 21st February / on a Tuesday.
3 Comic Con is held in Downton Grand Junction, Colorado / at the University of North Florida.
4 Pride Youthspace is in Dublin / in Edinburgh.
5 Glastonbury Festival is from 21st until 25th June / from 21st until 25th July.
6 Homecoming is in the UK / the USA.
7 Pride Youthspace starts at 1 a.m. / at 1 p.m.
8 Comic Con was held in 2018 / in 2019.
9 Pancake Day is on 21st February / on 25th June.
10 The Highland Games on Sunday finish at 11 a.m. / at 5 p.m.
7 Check the sentences in exercise 6 and fill in the grammar box.
How to talk about when and where things happen
TIME PLACE GENERAL
– Centuries, decades, years, months, seasons, parts of the day:
e.g Selma was born 2010.
e.g. He wakes up early the morning.
e.g. Her birthday is winter.
– Days and dates:
e.g. We don’t go to school Pancake Day.
e.g. Haruo’s birthday is 25 March.
– Hours, noon, (mid)night:
e.g. The Highland Games finish 9 p.m.
e.g. We have lunch noon.
Keep in mind:
GRAMMAR
– Countries, cities and neighbourhoods:
e.g. She was born Belgium.
e.g. He lives Oklahoma City.
– Streets, avenues and parts of streets:
e.g. There are many shops Spring Street.
e.g. He lives Colonial Avenue.
e.g. The house is the corner.
– Address, specific location:
e.g. The Party is the Black Dog Ballroom.
e.g. The event takes place the World Trade Center.
SPECIFIC
• In British English you live in a street or avenue (vs. on a street in American English). ‘at the weekend’ is used in British English. ‘on the weekend’ is used in American English.
e.g. What did you do at the weekend?
8 Complete these sentences with the correct preposition. Choose ‘in’, ‘on’ or ‘at’. Underline the reason why you choose that specific preposition.
Halloween
1 the 19th century, Halloween became an important holiday in North America.
2 Halloween is always 31 October.
3 the 1930s, trick or treating became popular the United States.
St. Patrick’s Day
4 St. Patrick’s Day is an Irish national holiday, but it is celebrated America too.
5 The monuments and the streets in Chicago light up green 17 March.
6 St. Patrick’s Day is not always a Sunday, but it’s always March.
Mardi Gras
7 The holiday of Mardi Gras is celebrated all of Louisiana, but especially New Orleans.
8 There are a lot of Carnival activities with a lot of parades and balls, especially the final week.
9 Many tourists center their Carnival season activities Bourbon Street but major parades start the Uptown and Mid-City districts and follow a route along St. Charles Avenue and Canal Street, the upriver side of the Spanish Quarter.
10 Promptly midnight, New Orleans police officers start clearing the streets. This announces the end of the Carnival.
St. George’s Day
11 St. George’s Day is 23 April. He died 303 AD. Although he is the patron saint of England, he probably never set foot England. He was born what is now Turkey and he is buried Israel.
9 Complete these sentences with the correct preposition. Choose ‘in’, ‘on’ or ‘at’. Underline the reason why you choose that specific preposition.
Thanksgiving is celebrated (1) the fourth Thursday (2) November (3) the USA. There are many similar stories about the origin of Thanksgiving as a holiday. (4) 1621 a group of pilgrims, who had moved from England and settled (5) Plymouth (USA), celebrated a good harvest with a native tribe who had helped them get through the previous winter by giving them food and protection.
Today, the holiday is celebrated with a big family dinner, American football, parades, and volunteering. The most typical food (6) a Thanksgiving dinner is a large roasted turkey, usually with cranberry sauce. The holiday is even nicknamed ‘turkey day’.
The day after Thanksgiving is known as Black Friday. (7) Black Friday, there are big sales; shopping for the Christmas season starts. Thanksgiving is also celebrated (8) Canada (9) the second Monday (10) October, originating back to the colonial period.
10 Read the posters in exercise 5 again. Tick off the box if the statement is true.
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1 There is a lot of text on the poster.
2 I can see what it is about without reading everything.
3 The graphics (pictures/drawings/colours) match the theme.
4 It is clear who it’s meant for.
5 I can easily see when it takes place.
6 The price is mentioned.
7 The necessary information is clearly visible.
8 The less important information is in fine print.
11 Go back to the poster in exercise 3, p. 127. What information should you put on an event poster? Complete the table.
1 the for the eventa fund raiser, a holiday, a birthday party …
2 the Who is organising the event?
3 the and When exactly does the event take place?
4 What can people expect? Games, films, food, drinks, music, etc.
5 the venue does the event take place?
6 other information
Comicon Glastonbury Pride Youthspace Pancake Day Highland Games Homecoming
12 Complete the rules on how to make a good (event) poster. Use the words below.
audience – match – necessary – short – simple – smaller – visuals
How to create an event poster
1 KISS! Keep it and !
- Put only the information (reason, host, time & place, price, activities, venue …) on the poster.
- Write less important information (organiser, allergens, contact info …) in print.
2 Make sure the visuals the theme.
- Don’t overdo it on the !
3 Think about your intended
- Use bigger fonts for older people.
- Use bright colours for young children.
13 Giving your opinion about posters.
STRATEGY
See p. 138
a Preparation: form groups and look closely at the posters your teacher will show you. Keep the strategy in exercise 12 in mind.
b Action: discuss the posters in your group. Follow these steps:
Checklist: giving my opinion
• Choose the best and the worst poster.
• Give at least 2 reasons why these posters are the best and the worst (keep the strategy in mind).
• Pay attention to your pronunciation.
• Choose the ‘bad’ poster and try to recreate it so it becomes a ‘good’ poster.
c Reflection: check your task. Is it clear what a good poster should and shouldn’t look like? SPOKEN
14 Watch the commercial and answer the questions. Use the correct prepositions.
a Complete the event box.
Title Place Date Time Special offer What to do Website
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b Draw an event poster using the information from the table in a.
CHECK 2
writing
HOW TO talk about when and where things happen
Prepositions of time and place
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We can use prepositions to talk about when (= time) and where (= place) things happen. To describe time and place, the prepositions in, on, and at go from general to specific TIME PLACE
GENERAL
– Centuries, decades, years, months, seasons, parts of the day:
e.g. Selma was born in 2010.
e.g. He wakes up early in the morning.
e.g. Her birthday is in winter.
– Days and dates:
e.g. We don’t go to school on Pancake Day.
e.g. Haruo’s birthday is on 25 March.
– Hours, noon, (mid)night:
e.g. The Highland Games finish at 9 p.m.
e.g. We have lunch at noon.
– Countries, cities and neighbourhoods:
e.g. She was born in Belgium.
e.g. He lives in Oklahoma City.
– Streets, avenues and parts of streets:
e.g. There are many shops on Spring Street.
e.g. He lives on Colonial Avenue.*
e.g. The house is on the corner.
– Address, specific location:
e.g. The Party is at the Black Dog Ballroom.
e.g. The event takes place at the World Trade Center.
SPECIFIC
There are special expressions:
• in + parts of the day: in the morning, in the afternoon, in the evening
• on time (= just at the right time)
• at + holiday without ’day’: at Christmas, at Easter
• ‘at + the weekend’ is used in British English. ‘on + the weekend’ is used in American English.
Keep in mind:
* In British English you live in a street or avenue (vs. on a street in American English).
1 MONTHS OF THE YEAR
Word Translation My notes
January januari
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February februari
March maart
April april
May mei
June juni
July juli
August augustus
September september
October oktober
November november
December december
2 OTHER WORDS
Word Translation My notes daily dagelijks
weekly wekelijks
(in the) morning’s ochtends (at) noon ’s middags
(in the) afternoon’s namiddags
(in the) evening’s avonds (at) night ’s nachts
calendar kalender
3 CELEBRATIONS
Word Translation My notes
bank holiday (officiële) feestdag
Boxing Day tweede kerstdag
celebration viering / feest
event evenement
holiday vakantie / feestdag
venue feestlocatie
4 IDIOMS AND EXPRESSIONS
Word Translation My notes all in good timealles op zijn tijd
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to call it a day dat volstaat voor vandaag
to have the time of your life de tijd van je leven beleven
It’s just one of those days.
Het is weer zo’n dag. / Je hebt zo van die dagen … to make someone’s day iemands dag goed maken
Monday blues maandagblues in the nick of timeop het nippertje once in a blue moonheel zelden a Sunday drivereen zondagsrijder TGIF – Thank God it’s Friday! Gelukkig is het vrijdag!
throwback Thursdayterugblik op donderdag
5 ORDINAL NUMBERS
1st – first 11th – eleventh 21st – twenty-first 40th – fortieth
2nd – second 12th – twelfth 22nd – twenty-second 50th - fiftieth
3rd – third 13th – thirteenth 23rd – twenty-third 60th – sixtieth
4th – fourth 14th – fourteenth 24th – twenty-fourth 70th – seventieth
5th – fifth 15th – fifteenth 25th – twenty-fifth 80th – eightieth
6th – sixth 16th – sixteenth 26th – twenty-sixth 90th – ninetieth
7th – seventh 17th – seventeenth 27th – twenty-seventh 100th – one hundredth
8th – eighth 18th – eighteenth 28th – twenty-eighth 1000th - one thousandth
9th – ninth 19th – nineteenth 29th – twenty-ninth 10,000th - ten thousandth
10th – tenth 20th – twentieth 30th – thirtieth 1,000,000th - one millionth
HOW TO write and say the date
Did you know that we celebrate Bonfire Night on 5 November?
British English
In writing
Examples 10 June 2026 10 / 06 / 2026
Rule: day + month + year
Examples Q: ‘What is the date?’
A1: ‘It's June the tenth, twenty twenty-six.’
In speaking
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A2: ‘It's the tenth of June, twenty twenty-six.’
Rule: A1: month + the + day + year
A2: the + day + of + month + year
Oh really, we always celebrate Halloween on October 31st.
American English
December 1st, 2026 12 / 1 / 2026
month + day + year
Q: ‘What is the date?’
A: ‘It's December first, twenty twenty-six.’
month + day + year
Keep in mind:
In writing
– We use capital letters for: days of the week and months of the year.
e.g. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
e.g. January, February, March, April, May, June, July, August, September, October, November, December
–
In British English, sometimes the last 2 letters (th, rd, st, nd) of the number as spoken are used in writing.
e.g. Today is 4th June 2026. It's on 1st June.
In speaking
–
In American English, the exception to the 'month first' rule is the US day of independence.
e.g. It's the fourth of July!
– Years are usually divided into two parts; the first two digits and the last two digits.
e.g. 1984: nineteen eighty-four, 2018: twenty eighteen
– For the years 2001 to 2010, the most common way of saying the year is two thousand and ‘number’.
e.g. two thousand and eight
– For the first years after 2010 you may hear two different alternatives:
e.g. 2012: twenty twelve OR two thousand and twelve
HOW TO create an event poster
Before writing 1
Do your research
What is the event or celebration about?
Who is the event or celebration for (target audience)?
Where does the event or celebration take place?
When is the event or celebration?
Choose a website or app
What program will you use to make the poster?
2 While writing
Content and structure
KISS! (Keep it short and simple)
• What (name of event or celebration)
Put only the necessary information on the poster.
Visuals
Theme and visuals
Colours
• Who (host)
• When (time)
• Where (place, address, venue)
• Price
• Activities
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Edit
After writing
Font
• Choose a theme and stick to it.
• Make sure the visuals match the theme.
• Don’t overdo it on the visuals or images.
• Choose a colour scheme and stick to it.
• Think about your target audience: bright or pale colours?
• Use a few (contrasting) fonts but don’t overdo it.
• Think about your target audience: small or big font?
• Write less important information in smaller print.
3
Avoid mistakes: reread your poster.
Evaluate your work
What went well?
What can you improve?
CHECK OUT: PRESENTING A CULTURAL EVENT
Orientation
You will create an event poster for a cultural event or celebration in an English-speaking country and present it.
Preparation
1 Choose a cultural event or celebration in an English-speaking country and do some research on it.
2 Complete the table below with information about the event you researched.
NAME(S) of holiday or celebration?
WHEN is it celebrated?
WHERE is it celebrated?
WHAT does it celebrate?
HOW do people celebrate it?
Think about food, a parade, dressing up, presents, do people get a day off work?
SYMBOLS of the celebration?
OTHER IMPORTANT INFORMATION?
3 Prepare a short 1-minute presentation about this cultural day.
4 Now brainstorm ideas about a special event you want to organise on this cultural day. Complete the table below with the necessary information.
WHAT (title of your event)
WHEN (date and time)
WHERE (venue)
WHAT to do (activities)
ENTRANCE FEE
SPECIAL OFFER
5 Prepare a short 1-minute presentation about your event.
Action
6 Make a poster for your event. Check the Strategy on p. 138 if necessary.
7 Present your cultural celebration and your special event.
Reflection
8 Check your work by filling in the checklist.
Checklist: presenting a cultural event Yes I think soNo
1 Preparation
• I chose a cultural event or celebration and did online research.
• I brainstormed ideas about a special event on my cultural day.
• I completed the writing frames with the necessary information.
2 Content and structure
• I mentioned all the necessary elements of the cultural event or celebration in my presentation.
• I mentioned all the necessary elements of my special event on my poster.
• My presentation is about 2 minutes long.
3 Language
• I used prepositions correctly to talk about place and time.
• I used the correct words for my cultural event or celebration.
• I used the present simple correctly.
• I spoke clearly.
• I paid attention to my pronunciation.
Feedback
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Trace your steps on iDiddit.
UNIT 4: FAMILY MATTERS
Step 2: describing possession check in
Step 1: talking about family
check out: a family tree summary main track trace your steps on different tracks
Step 3: describing and comparing appearances
CHECK IN
What’s my age again?
1 Watch the video and do the tasks below.
a Complete the table.
Type of video
Source
Name of the film
Main goal of the film to inform to give instructions to present information to persuade to entertain to report news
Where can you see the film?
b Would you like to watch this film? Why (not)?
I would / would not like to watch the film because WATCHING
2 Watch the video again and answer the questions.
a What is the name of the family?
b Do they get along very well? Why do you think so?
c What happens to them?
The Walkers get switched with another family.
The family members swap roles because of a strange phenomenon.
The family members decide to swap roles to see how the others’ lives are going and to help one another. WATCHING
3 Who is who before and after the switch? Complete the table.
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Before After
4 Discuss these questions.
a What are the names of your parents?
b How many children do they have (besides you)?
c Do you have any siblings?
d Do you sometimes wish someone would switch with you?
MAIN TRACK
Step 1 Me, my family, and I Talking about family
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1 Listen to your teacher and do the word race.
2 Listen to the recording before watching the video, and answer the questions.
a Who is the extract about?
b What is special about them?
c Which of their magical talents would you like to have? Why? I would like to because
d Listen again and highlight the family members that are mentioned in the video. listening
great-grandfather grandfather
great-grandmother grandmother
father
sister nephew niece son daughter
brother-in-law
sister-in-law cousin cousin’s husband stepbrother brother me ex-wife wife
mother stepfather uncle aunt
e Listen again. Choose the most suitable family tree.
f Now watch the video and check if you chose the right option.
g Complete the correct family tree with the missing names. watching
3 Read the text and complete the sentences with the correct family relationship.
The Madrigals
The Madrigals (also known as La Familia Madrigal) are a magical and famous family featured in the 2021 Disney animated film, Encanto. They live in a magical house called the Casa Madrigal, which is located in the Colombian village of Encanto.
Abuela Alma is the matriarch of the Madrigal family. Her Pedro gave her a magical candle before his death. The triplets Julieta, Pepa, and Bruno are their . They have two and one
She has six : Dolores, Camilo, Antonio, Mirabel, Isabela and Luisa. She is their . Pedro was their Dolores, Camilo and Antonio’s is Pepa, and Félix is their . Mirabel, Isabela and Luisa are their They are (their) Julieta and Agustin’s
Bruno is also their . He is not married. Bruno has four (Dolores, Mirabel, Isabela and Luisa) and Camilo and Antonio are his
Source: disney.fandom.com
Did you know?
Collective nouns
matriarch: a woman who is the head of a family or tribe
A collective noun is a noun that represents a collection of individuals, very often people, such as:
• a team (e.g. eleven football players),
• a family (e.g. mother, father and children).
Each collective noun is a single ‘thing’, but consists of more than one individual. A collective noun can be singular or plural, grammatically speaking, depending on how you see the individuals in the group.
Note that as a general rule:
• British English treats collective nouns as plural, e.g. The family are arriving tomorrow;
• American English treats them as singular, e.g. The family is arriving tomorrow.
The collective noun ‘police’ is always treated as plural: e.g. The police are coming
4 Go back to the family tree in exercise 2. Do the tasks below.
a Indicate the correct statements based on the correct family tree.
Alma and Pedro have 2 daughters-in-law.
Pepa has one brother-in-law.
Alma has 4 grandchildren.
Alma and Pedro have 2 grandsons.
Bruno has 2 siblings.
Mirabel is an only child.
b Correct the incorrect statements from a.
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5 Write 3 sentences with 3 more words from exercise 2d on p. 144. Form your sentences using the information from the family tree.
6 Match the correct words to the given definitions. Use the words from exercise 2d. Use the correct article if possible.
1 someone’s mother and father
2 your grandmother’s mother
3 the woman married to a person’s son
4 the woman a person divorced
5 your sister or brother’s daughter
6 your aunt and uncle’s children
7 your father’s new wife – not your biological mother
8 your mother’s sister
7 Match the pictures with the idioms they represent.
A The black sheep of the family
B A tiger mother
C Bob’s your uncle
D A mother hen
E A chip off the old block
F Blood is thicker than water.
G The apple of your eye
H It runs in the family.
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I The apple doesn’t fall far from the tree.
8 Read the following sentences about family. Match the idiom with the correct explanation.
1 Like her father, Hala has very little patience. She’s a chip off the old block.
2 Rachid’s only son was the apple of his eye
3
Ada is the black sheep of the family. She is an artist whereas everyone else in her family is into economics.
4 Families have their issues and problems, but blood is thicker than water
5 * How do I get to your house? - Well, take the first street to the right, walk about 50 metres and Bob’s your uncle.
6 I guess a love of music runs in the family.
7 Tanja took on the role of mother hen and offered her friends guidance and protection during their first day in the bustling city.
8 Layla proudly watched her child, like a tiger mother, as she aced the challenging math competition.
9 Jonah is as chaotic as his dad: the apple doesn’t fall far from the tree.
A
B
To be the outcast, the odd one out, unlike the others.
A person who closely resembles a parent, like father like son, to take after one of your parents.
C A skill or quality is present in many of your relatives.
D That they are very important to you and you are extremely fond of them.
E
A person who attends to the welfare of others, especially one who is fussily protective.
F There it is, there you have it, everything is or will turn out all right.
G The loyalty to one’s family is greater than the loyalty to anyone else.
H
A mother who is very determined that her child should be successful and makes them work very hard.
I To be very much like your parent(s) in a certain aspect of your personality.
9 You will get a text about a family. Read the text and answer the questions below.
a Complete the table below. If there is no information about the question in your extract, leave it blank.
Title book Author
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Who is the main character in this extract?
Are there any other characters? Who? What are their roles?
Where does the story take place? What is the setting?
What do we know about the main character?
What happens to the main character?
How does the character feel? Explain.
What type of family is being described? Explain.
Would you like to know how this story ends? yes no
Why (not)?
b Form groups and compare your answers in exercise a. Use this information to link the different types of family below to their definitions. Search online if you need more information.
1nuclear family A
2blended family B
3 single-parent family C
4adoptive family D
Family includes not only parents and children but also other relatives, such as grandparents, aunts, uncles, and cousins, living together or in close proximity.
Consists of partners of the same gender who live together, and may raise children, either through adoption, surrogacy, or from previous relationships.
The family take in children not biologically related to them, and provide temporary care.
Or stepfamily, this results from the remarriage of a divorced or widowed person who brings children from a previous relationship into a new union. The family includes both biological and stepchildren.
5same-sex familyE
6extended family F
7foster family G
This family includes parents who look after children not biologically related to them. They legally embrace children as their own.
Consists of two parents (a mother and a father) and their biological or adopted children living together in a single household. It is often considered the traditional family structure.
Family is headed by one parent who may be divorced, separated, widowed, or choosing to raise children independently. The single parent assumes both caregiving and financial responsibilities.
10 Discuss your (extended) family with a partner.
a Preparation: read the questions below. Choose 4 questions you want to answer. Then swap books with a partner.
Are you an only child or have you got any older or younger brothers or sisters?
What does your family look like?
Who do you take after? Are you a chip off the old block? Explain.
Do you get on well with your brothers/sisters?
How many aunts and uncles have you got?
Are your great-grandparents still alive? And what about your grandparents? How old are they?
Do most of your relatives live near you? How often do you see them?
Which relations do you like best? Are there any people in your family who don’t get on?
Is anyone in your family doing anything interesting at the moment? What?
INTERACTION
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SPOKEN
b Action: ask and answer questions about your family.
Checklist: discussing family
• Ask the 4 questions your partner indicated.
• Answer the questions your partner asks.
• Answer in full sentences.
• Pay attention to your pronunciation.
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c Reflection: check your task!
11 Write a short paragraph about yourself and your family. Include the answers to the questions in exercise 10. writing
CHECK 1
Step 2 My own family puzzle
Describing possession
1 / My mother’s eyes
1 Read the text on the next page and answer the questions.
a Complete the table.
Source
Title
Author Fiction / non-fiction
b Explain the title of the text.
c Is family important to the author? Highlight in the text why or why not.
d Which family member does the author describe? What does he like about them? Give at least one example.
LIVE WITHOUT
By Talontl SILVER, Pewaukee, Wisconsin
A piece of the puzzle
I cannot live without my family. Family is truly one of the most important things in the world, not because you live with them, but because of the traditions, jokes, and bonding you have done with them all your life. Family traditions are like no other; they really bring a strong bond to the family which helps them become inseparable. The way family supports one another is something that is so important. Parents are like training wheels, they support you until you are ready to go out by yourself.
I have one sibling, an older brother. My brother’s name is Logan. I can’t live without him. He is what motivates me to try my hardest in everything I do. He is smart and good with his words. The way he words his sentences about trying hard is beautiful. He works them in a way where that isn’t overwhelming and it feels like I can slowly work toward the goal.
Without my mom, I wouldn’t laugh the way I do. I definitely got my mom’s laugh because when I hear something funny I laugh so hard I fight for air. The difference is that I don’t turn bright red when I laugh. The way my mom laughs is like a tea kettle, the high-pitched noise that happens is too good not to laugh at. When I hear her laugh like a tea kettle, that’s how I know I made a good joke, well… in her opinion at least.
My dad is a quiet dude, he is not too tall and has salt-and-pepper hair with a beard. My dad taught me how to golf at a young age. I was never really into golf until 6th grade. I started playing for fun until 8th grade, then I played for my high school team. Having him watch me play in tournaments is very fun to see. I think he enjoys watching me knowing that he has taught me up to this point and how he gets excited when I play well. In my sophomore year, I was playing and ended up tied for first place and when I got home my dad was watching the live scoring on the TV while he was working. The most recent thing he taught me was how to drive a manual car. He taught me how to drive a 1992, blue, Dodge Stealth. Learning was hard, but eventually, I got the hang of it and now I am able to drive manual cars without a problem. My father’s patience is endless. Very understanding, very well-spoken, and he always finds a way to make people laugh.
I am truly grateful for my family because of the motivation and opportunities they have given me. Their presence in my daily life makes it all worthwhile.
Adapted from: www.teenink.com
2 Focus on the text in more detail and answer these questions.
a Two phrases are underlined. What do they express?
b Highlight another example like this in the text.
c Complete the grammar box below.
How to express possession
GRAMMAR
In English we can use the genitive ’s to express possession (of nouns). This -s is preceded by , e.g. my brother’s name.
Type of word
Rule
Example
Singular nouns My teacher’s name is Miss Jones.
Singular nouns ending in -s or -z Luis’ parents Diaz’s brother
Plural nouns ending in -s my grandparents’ only son
Irregular plural nouns the children’s parents
Keep in mind:
- When people’s names end in ‘s’, you can either add ’or ’s (Charles’ or Charles’s) and choose pronunciation accordingly, either /iz/ or /isiz/.
- If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher.
- An apostrophe is never used to make the plural of a noun in English! See p. 172
3 Use the prompts to make sentences. Conjugate the verbs. Add genitive ’ or ’s where necessary.
1 Jack / grandparents / to live / in London
2 today / lessons / to be / boring
3 his parents / neighbours / to be / American
4 his father / eyes / to be / blue
5 we / to go to / Angela / party
6 these / to be / our friends / cats
7 this / to be / our boss / car
8 jack / and / joe / bags / to be / stolen
9 where / to be / the ladies / bathroom
4 Write ’s, ’ or s where necessary.
1 Danny and Eve are husband and wife. Danny is Eve husband.
2 He has his mother eye
3 This bike belongs to Max. It’s Max bike.
4 My 2 brother live with my father.
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5 We are at Helen place.
6 My grandmother birthday is on 22 October.
7 The students books are on the teacher desk.
8 My grandparents live next to us. My grandparents house is next to ours.
9 Sam and Nelly have got one daughter. Mary is Sam and Nelly daughter.
10 My sister are older than I am.
5 Form groups of 3. You will receive 2 piles of cards (names and objects). Make genitives with the cards. Keep the cards if your answer is correct. Who can collect the most cards?
6 Some words are printed in bold in the text in exercise 1 (p. 154).
a What do these words express?
b Complete the grid with the correct possessive adjective from the text.
Personal pronounsPossessive adjectives
SINGULAR I mother you life he words she laugh it its clothes PLURAL we our boss you your children they presence
7 Complete the grammar box.
How to express possession
We can also express possession in English with possessive adjectives
They express that something or someone to someone. They are always used in combination with a noun e.g. my dog, your clothes See p. 172
8 Use a possessive adjective to correct these phrases. Follow the example.
1 The car (of my father):
2 The outfit (of my mother):
3 The cup (of you):
4 The game (of my niece and nephew):
5 The name (of me):
6 The family (of my sister and me):
7 The house (of us):
8 The tail (of the snake): his car
9 Use possessive adjectives to make this conversation work.
Hi, name is Alice.
Who is that cute girl in family photo?
No way! It's so cool that family has a family tree. brother and I are really curious about our grandparents and parents, but mum and dad can't find all the information …
Hey, I'm Aiden. That girl is sister Ruby. I don't think she looks cute at all. hair is funny and smile is weird in this photo.
That's too bad … Anyway, I'm a bit sorry that cat isn't in the tree. We couldn't take picture because she wouldn't sit still.
Oh, do you have a cat? I just love dogs!
See you later, Alice! And try to find some more information on family … 1 2 4 6 3 5 7
Okay, I'll try. See you!
That's the bell … I have to go.
10 Be careful not to mix up the following words! Complete the grid. they’re there their = = =
‘Where are my new shoes?’ in the living room.’
‘Where?’
‘Over ! Are you blind?’
‘Is that new car?’
‘Yes, they just bought it.’ it’s its = =
‘Whose cat is this?’
‘Oh, ours.’
‘Look at that cat! tail is so long!’ you’re your = =
‘ very nice, Miss!’
‘Oh, thank you!’
‘I think teacher is very nice.’ ‘I know!’
11 Complete the sentences with the correct words.
a Choose between ‘they’re’, ‘there’ and ‘their’.
1 you are! Your friends are waiting.
2 I don’t know where going.
3 are people waiting outside. not coming in.
4 Suddenly was music.
5 Where are the guests? over there.
6 If anyone calls, ask for number.
b Choose between ‘you’re’ and ‘your’.
1 This is book.
2 He’s from Chester and from Bristol.
3 Are these pencils?
4 Did you see sister yesterday evening?
5 new here. Here’s key.
6 teacher is ill.
c Choose between ‘it’s’ and ‘its’.
1 The shops are closed; Sunday.
2 The cat is drinking milk.
3 The dog is wagging tail.
4 time to go, before too late.
5 Turn the box on side.
2 / This is mine, where is yours?
1 Read the cartoon and highlight the words that indicate possession.
My phone is new and its battery doesn’t drain fast.
Well, mine is still better than yours.
2 Did you notice yet another way to indicate possession? Complete the grid with the missing words. Choose from the following words. hers – his – mine – ours – theirs – yours (2x)
Personal pronounsPossessive adjectivesPossessive pronouns
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3 Complete the grammar box.
How to express possession
Another way to indicate possession in English is with possessive pronouns. We use possessive pronouns to express that something or someone to someone. They are never used in combination with a noun
e.g. Is this my schoolbag? No, it’s not yours . It’s mine See p. 172
4 Write sentences with possessive adjectives and possessive pronouns. Follow the example.
1 That pen belongs to me.
It’s mine. That is my pen.
2 That dog belongs to them.
3 This house belongs to that girl.
4 That pencil case belongs to the teacher.
5 This house belongs to me and my family.
6 This hole punch belongs to you.
Did you know?
‘They’ is considered a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are generally seen as gendered terms.
‘They’ replaces ‘he’ and ’she’ when we do not know the gender of the antecedent – the word the pronoun refers to – or when this is not important or non-binary.
Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns.
The Oxford English Dictionary mentions that singular ’they‘ already existed in 1375, where it appears in the medieval romance William and the Werewolf. Source: https://public.oed.com
5 Look around the classroom and choose 5 objects. Ask your classmates questions about them and use possessive adjectives and possessive pronouns. Make sure you get a negative answer. Follow the example.
e.g. Student 1: Is that your schoolbag?
Student 2: No, it’s not mine. It’s his/hers.
OR Student 1: Is this Bruno’s pen? (point at pen)
Student 2: No, it’s not his. It’s mine.
CHECK 2
SPOKEN INTERACTION
Step 3
You’re beautiful
Describing and comparing
appearances
1 / OMG! That’s me!
1 Watch the video and answer the questions.
a What is the video about?
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b Highlight the categories they mention or discuss.
accessories complexion face moustache body type ears gender nose brands eyebrows hair style piercing cities eye colour hearing aids shoes clothes eye size make-up weight watching
2 Look at the pictures and match them with the correct words.
hair
bald long, straight hair medium-length, wavy hair short, curly hair bun
eyes
green eyes
blue eyes grey eyes brown eyes
one hundred and sixty-one
3 Complete the grammar box on how to describe people’s appearance.
How to describe people and things
GRAMMAR
To describe people’s appearance in English, we can use An is a word that describes people, things or places. In English they mostly appear the word they modify, as in the examples below.
4 Match the images with the correct words.
long/short hair
nails
special features
accessories
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5 Skin complexion: write the correct word under each complexion. brown – dark brown – fair – medium – olive
high forehead pointy chinbeard and moustache
freckles braces pimples
head scarf glasses nose piercing
6 Watch the Bitmoji video again. Which of the words from exercises 2 and 4 (p. 161-162) are depicted in the video? Indicate them. watching
7 Complete the sentences with a suitable word from exercises 2 and 4. Don’t use a word more than once.
1 Roberto always helps me to get the books from the highest shelf. He is very
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2 Her hair is like the night.
3 People of all ages can get , but it is most common in teenagers.
4 Because my sight is not so good anymore, I have to wear
5 Maria has hair that shines like gold in the sunlight.
6 Mara’s hair is easy to comb because it is really
7 Fabiola’s eyes are like the colour of the sky.
8 Sarah has beautiful hair that reaches down to her shoulders.
9 Matthew has been losing his hair: he is now.
10 My grandfather has a long, white that he keeps neatly trimmed.
11 My little sister has to wear to straighten her teeth.
12 My brother exercises a lot in the gym and is very
8 Read the text and answer the questions.
a Which picture matches the description?
b Who is Lynn?
I have a lot of friends, but Lynn is my best friend. This is Lynn and me. We live in the same street and we do everything together. We’ve got some other things in common; we both like dancing and skateboarding and we have got long, straight hair. We don’t have any brothers or sisters. She is quite tall, but I am rather short. She has got dark hair and an olive complexion while I haven’t got dark hair at all. I’ve got fair hair and pale skin. While I have got blue eyes, she’s got brown eyes. I haven’t got a fringe like her.
We both like animals a lot. She has a dog, while I have a cat and a parrot. She doesn’t have a cat anymore. I used to have a dog, but now I don’t have one anymore. I plan on getting another puppy soon! We both have a hamster too.
c Highlight the forms of ‘to have got’ in one colour in the text.
d Highlight the forms of the verb ‘to have’ in another colour.
e Complete the grammar box with the missing forms of the verbs ‘to have got’ and ‘to have’.
How to talk about what you own
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GRAMMAR
When we are talking about possession, relationships or characteristics of people or things, we can use the verb , but also
To have
Personal pronoun (subject)Positive
I
Negative
You have don’t have He/she/it
We don’t have
You have don’t have They have don’t have
To have got
Personal pronoun (subject)Positive Negative
I
You have got haven’t got He/she/it hasn’t got
We
You have got haven’t got They have got haven’t got
Keep in mind: –
‘have got’ has a long form and a short form: e.g. I have got = I’ve got
She has got = she’s got
You have not got = you haven’t got
He has not got = he hasn’t got
– ‘don’t have’ and ‘doesn’t have’ are short for ‘do not have’ and ‘does not have’. In the positive we mostly use the full form.
9 Write 3 sentences with the verb ‘to have got’ and 3 sentences with ‘to have’, explaining why the others can’t be the people from the text.
To have got
To have
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10 Describe someone’s looks.
a Preparation: you will get a photo. Complete the grid with suitable words.
Hair
Eyes
Complexion
Special features
b Action: write a short paragraph about the looks of the person in your photo.
Checklist: describing looks
• Write about 40 words.
• Describe hair, eyes, complexion and special features.
• Use ‘to have’ and ‘to have got’ in your text.
• Pay attention to your spelling and punctuation.
c Reflection: check your text! Then sit with a classmate, read their text and give them some feedback!
WRITING
2 / He looks younger than he is
1 Look at the following pictures from the bitmoji video and complete the sentences. Choose from the following words.
bald(er) – much nicer – bigger – longer – more dangerous – more muscular –older – skinnier – thinner – younger
Grandma’s bitmoji looks She is much
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She looks in the second picture. In the first picture, she looks
His hair is in his bitmoji. In real life, he is
The bitmoji on the right is or , while in reality he is
2 Read the short text below and answer the questions.
a Highlight the differences between the bitmoji and the real person in the text.
b Who is …
taller sillier more creative the shortest the fanciest the most beautiful reading
A bitmoji is like a funny cartoon version of a person. Comparing it to the real person is cool. The real person can be taller, and the bitmoji is usually the shortest, but they both have nice smiles. The bitmoji can seem sillier than the real person, but it’s also the most creative. When it comes to clothes, the bitmoji is definitely the fanciest with many clothes to choose from. People’s real clothes are usually more ordinary than the bitmoji’s clothes! The bitmoji can also show age differences, making the real person look older or younger than their bitmoji. And sometimes people build their bitmoji so that it looks nicer, or is more muscular than they really are … The real person is of course the most beautiful ��. But the best thing of all is that both the bitmoji and the real person are special in their own ways!
3 Check exercise 2 to answer these questions.
a What word is used in combination with words like ‘taller’ and ‘sillier’?
b What word is used in combination with ‘shortest’ and ‘most beautiful’?
Bitmoji Real person
c Complete the grammar box with the correct information.
How to make comparisons
Adjectives can be used in English to make comparisons. Degrees of comparison are used if we want to compare or
Comparative
- To compare 1 thing or person with another thing or person
- Used with
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Superlative
- To compare 1 thing or person with all of their group
- Used with
The form of the comparisons depends on the number of syllables in the adjective:
Comparative
Superlative
1 syllable old young tall nice rule: -(e)r + than rule: the + (e)st
2 syllables silly skinny common
Adjective ending in consonant + y rule: change -y to -i before adding -er
Adjective ending in consonant + y rule: change -y to -i before adding -est
Other adjectives rule: more + adjective + than
Other adjectives rule: the + most + adjective
>2 syllables creative beautiful rule: more + adjective + than rule: the + most + adjective
Keep in mind:
Some adjectives are irregular: e.g. good - better - best bad - worse - worst
4 Complete the sentences with the correct form of the comparative or superlative.
1 Maria is (tall) her sister.
2 The elephant is (big) the giraffe.
3 Tom is (old) Jane.
4 My cat is (small) your dog.
5 The new video game is (cool), and has (good) features.
6 The mountain is (high) the hill.
7 Hajar is the (creative) artist in the gallery.
8 This book is (interesting) the one I read last week.
9 Lisa is (fast) her sister.
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10 That nice car outside is (expensive) car in the entire street.
11 Winter in Canada is (cold) winter in Brazil.
12 The old clock in the living room is (heavy) thing and impossible to move.
13 The red car is (expensive) the blue one.
14 Swimming is (easy) rock climbing.
15 Sarah is (happy) person I know; she laughs all the time.
5 Look at the pictures. Write sentences using the adjectives from the box to compare them. Write one sentence with a comparative and one with a superlative for each set of pictures.
colourful – good – heavy – light – long – short
ELSA
ZARA
6 Make and describe your avatar.
a Preparation: which categories are very important to make your avatar look like you? Write down some keywords. Think about hair, face, complexion, build, special features.
b Action: write your text below.
Checklist: describing your avatar
• Make an avatar and add a screenshot or drawing.
• Write about 50 words to describe yourself and your avatar.
• Make at least 3 comparisons between the avatar and the real you.
• Pay attention to your spelling and punctuation.
c Reflection: check your text! Then show your avatar to a classmate who will give you some feedback too.
CHECK 3
SUMMARY
HOW TO express possession
Possessive pronouns and adjectives and the genitive form
Milo is my dog. I love him. He’s mine! Is that your dog? No, that’s Milo. It’s his Milo is Jack’s best friend.
In English we can express possession with personal pronouns and adjectives and the genitive form
1 Personal pronouns and adjectives
PERSONAL PRONOUNS
I love my dog Milo.
You love your dog Milo.
He loves
She loves
It is showing his dog Milo. her dog Milo. its teeth.
We love our dog Milo.
You love your dog Milo.
They love their dog Milo.
Keep in mind:
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He’s mine
He’s yours
He’s his
He’s hers /
He’s ours
He’s yours
He’s theirs
– ‘They’ is also a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns.
– Possessive adjectives are always used in combination with a noun:
e.g. my mother, your dog, his family tree, his wife, her brother, its name, our father, their children
– Possessive pronouns are never used in combination with a noun:
e.g. Is this my schoolbag? No, it’s not yours , it’s mine
2 The genitive form
THE GENITIVE FORM
We use the genitive ’s to express possession (of nouns). This -s is preceded by an apostrophe, e.g. my brother’s name.
Type of word Rule
Singular nouns ’s
Singular nouns ending in -s or -z ’ or ’s
Plural nouns ending in -s’
Irregular plural nouns ’s
Keep in mind:
Example
My teacher’s name is Miss Jones.
Luis’ parents
Diaz’s brother
My grandparents’ only son.
The children’s parents.
– When people’s names end in ‘s’, you can either add ’ or ’s (Charles’ or Charles’s) and choose pronunciation accordingly, either /iz/ or /isiz/.
– If there are multiple nouns, add ’s only to the last noun.
e.g. Peter and John’s mother is a teacher.
– An apostrophe is never used to make the plural of a noun in English!
3 Watch out for these forms!
they’re there their = they are = somewhere, a place = possessive adjective
it’s its = it is = possessive adjective
‘Where are my new shoes?’
‘They’re in the living room.’
‘Where?’
‘Over there! Are you blind?’
‘Is that their new car?’
‘Yes, they just bought it.’
‘Whose cat is this?’
‘Oh, it’s ours.’
‘Look at that cat! Its tail is so long!’ you’re your = you are = possessive adjective
‘You’re very nice, Miss!’
‘Oh, thank you!’
‘I think your teacher is very nice.’
‘I know!’
HOW TO talk about what you own
‘I’ve got 2 children: a son and a daughter. What about you? Have you got any children?’
The verbs ‘to have’ and ‘to have got’
‘No, I don’t have any children, but I have a dog!’
When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘to have got’.
TO HAVE
Personal pronoun (subject)Positive Negative
Question
I have don’t have Do I have?
You have don’t have Do you have?
He/she/it has doesn’t have Does he/she/it have?
We have don’t have Do we have?
You have don’t have Do you have?
They have don’t have Do they have?
TO HAVE GOT
Personal pronoun (subject)Positive Negative Question
I have gothaven’t got
You have gothaven’t got
Have I got?
Have you got?
He/she/it has got hasn’t got Has he/she/it got?
We have gothaven’t got Have we got?
You have gothaven’t got Have you got?
They have gothaven’t got Have they got?
Keep in mind:
– ‘have got’ has a long form and a short form: e.g. I have got = I’ve got She has got = she’s got
You have not got = you haven’t got He has not got = he hasn’t got
– ‘don’t have’ and ‘doesn’t have’ are short for ‘do not have’ and ‘does not have’. In the positive we mostly use the full form.
– The ‘have got’ forms are more common in an informal style. The ‘have got’ form is also used more in British English than in American English.
e.g. How many sisters have you got? I’ve got 2 sisters. (BrE) How many sisters do you have? I have 2 sisters. (AmE)
HOW TO describe and compare people and things
Adjectives and degrees of comparison
1 Adjectives
To describe people’s appearance in English, we can use adjectives. An adjective is a word that describes people, things or places.
– In English they mostly appear before the word they modify, e.g. long hair, short hair, blue nails.
– They are also used in combination with the word ‘to be’, e.g. My hair is long
2 Degrees of comparison
Degrees of comparison are used if we want to compare people or things.
Comparative
– To compare 1 thing or person with another thing or person
– Used with ‘than’
Superlative
– To compare 1 thing or person with all of their group - Used with ‘the’
The form of the comparisons depends on the number of syllables in the adjective. Comparative
1 syllable old young tall nice rule: -(e)r + than older than younger than taller than nicer than
2 syllables silly skinny common
Adjective ending in consonant + y rule: change -y to -i before adding -er sillier than skinnier than
Other adjectives rule: more + adjective + than more common than
>2 syllables creative beautiful rule: more + adjective + than more creative than more beautiful than
rule: the + (e)st the oldest the youngest the tallest the nicest
Adjective ending in consonant + y rule: change -y to -i before adding -est the silliest the skinniest
Other adjectives
rule: the + most + adjective the most common
rule: the + most + adjective the most creative the most beautiful
Keep in mind:
– Short adjectives ending in a short vowel + consonant = double the consonant.
e.g. big, bigger, biggest hot, ho tter, ho ttest – Short adjectives ending in -e = adjective + -r/-st
e.g. nice, nicer, nicest – There are irregular forms.
e.g. good, better, best bad, worse, worst
Theresa a grandmother
Stephen an uncle
Jenna an aunt
Maya a cousin’s partner
Kelly a cousin
Hiro a cousin’s son
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George a grandfather
John a stepfather
Sylvia a mother (mum)
Bruce a cousin
Malik a stepbrother
Connor a half-brother
Tiane a sister-in-law
Jake a brother
Caitlin a sister
Aliyah a stepfather’s ex-wife a husband
Marc a father (dad)
Jasmin a niece
Terell a nephew
Luke me
Priscilla a daughter
Shanila a mother-in-law
Logan a father-in-law
Jada a wife
William a son
Jackie a sister-in-law
Jamal a brother-in-law
hundred and seventy-seven
2 OTHER FAMILY WORDS
Word Translation My notes
adoptive familyadoptiefamilie
blended family (nieuw) samengesteld gezin
child(ren)kind(eren)
extended familyuitgebreide familie
foster familypleeggezin
nuclear familykerngezin
parent(s)ouder(s)
partner partner
relativesfamilieleden
same-sex couple koppel van hetzelfde geslacht
siblings broers en/of zussen
single-parent family eenoudergezin
3 IDIOMS RELATED TO FAMILY
Idiom Translation Explanation
To be a chip off the old block.
The apple doesn’t fall far from the tree.
To be the apple of his eye.
To be the black sheep of the family.
Blood is thicker than water.
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Een aardje naar zijn vaartje hebben.
De appel valt niet ver van de boom.
Zijn/haar oogappel zijn.
Het zwarte schaap zijn.
Het bloed kruipt waar het niet gaan kan.
A person who closely resembles a parent; to take after one of your parents.
A person who closely resembles a parent; to take after one of your parents.
To be very important to someone and to be very fond of them.
To be the outcast, the odd one out, unlike the others of the family
The loyalty to one’s family is greater than the loyalty to anyone else.
Bob’s your uncle.Klaar is Kees. There it is, there you have it, everything will turn out all right.
To run in the family.
In de familie zitten.A skill or quality is present in many of your relatives.
To be a mother hen. Een moederkloek zijn. A person who attends to the welfare of others, especially someone who is very protective.
To be a tiger mother. Een tijgermoeder zijn. A mother who is very determined that her child should be successful .
4 DESCRIBING PEOPLE
EYES
HEIGHT AND BUILD
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blond(e) hair
OTHER FEATURES
ACCESSORIES
a beard braces cheekbones cheeks
a (pointy) chin eyebrows
(high) forehead a moustache
CHECK OUT: A FAMILY TREE
Orientation
You will make a family tree of your own family or an invented family. You will then present your family.
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Preparation
1 Decide if you want to do this task about your own family or an invented family.
2 If you do this task about your own family, ask your (grand)parents what they know about their relatives. Go through old photo albums or folders in your gallery and select some good photos (old and new!) of as many family members as you can.
3 If you do this task about an invented family, browse through newspapers, magazines, etc., or go online to find good photographs.
Action
4 Put the most suitable photos on a blank piece of paper.
– Make a family tree or a collage of photos and write the names of your ‘relatives’ (real or fake) under each photo.
– Match the names of your relatives with the correct vocabulary: mother, sister, stepbrother, etc.
5 Write a text (about 100 words) in which you introduce your (real or invented) family.
– Describe the looks of four family members in a few lines. Write about their hair, eyes, height, build and special features.
– Compare 3 people using 5 different adjectives.
– Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.
6 Present your family to your group or the entire class.
7 While you are listening to your classmates’ presentations fill in the listening table you will get.
Reflection
8 Check your task by filling in the checklist.
Checklist: a family tree
1 Preparation
• I asked family members for photos or I browsed newspapers and magazines for photos.
2 Content and structure
• I made a family tree or collage.
• I wrote the names under each photo.
• I described 4 family members and their looks.
• I compared 3 people.
3 Language
• I used the correct vocabulary to describe family relations.
• I used possessive adjectives and possessive pronouns correctly.
• I used comparisons correctly.
• I used ‘to have (got)’ correctly.
• I used correct spelling and punctuation.
• I paid attention to my pronunciation.
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