2
IN-ONE
©
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Track 2 in–one
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ISBN 978-90-306-9730-5
595305
9 789030 697305
vanin.be
Katholiek Onderwijs Vlaanderen OVSG
2-3 uur
©
VA N
IN
IN
VA N
2
©
IN-ONE
Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers
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IN
LET OP: ACTIVEER DEZE LICENTIE PAS VANAF 1 SEPTEMBER; DE LICENTIEPERIODE START VANAF ACTIVATIE EN IS 365 DAGEN GELDIG.
VA N
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.diddit.be. © Uitgeverij VAN IN, Wommelgem, 2020
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. 210 - All Of Me: Words & Music by John Legend & Tobias Gad © Copyright 2011 John Legend Publishing, BMG Sapphire Songs & Gad Songs. All Rights for John Legend Publishing & BMG Sapphire Songs Administered by BMG Rights Management (US) LLC All Rights for Gad Songs Administered Worldwide by Kobalt Music Group Ltd All Rights Reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited. p. 233 - From Matched by copyright © Ally Condie published by Dutton Books 2010. Reproduced by permission of Penguin Books Ltd. © 2011. p. 393 - Best Day Of My Life: Words & Music by Zachary Barnett, Matthew Sanchez, David Rublin, James Shelley, Michael Goodman & Aaron Accetta. © Copyright 2012 EMI April Music Inc., Sony/ATV Allegro, Needledown Publishing, Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works. All Rights for EMI April Music Inc., Sony/ATV Allegro & Needledown Publishing Administered by Sony/ATV Music Publishing. All Rights for Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works Administered by Kobalt Music Publishing Limited. All rights reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited.
Eerste druk 2020 ISBN 978-90-306-9730-5 D/2020/0078/119 Art. 595305/01 NUR 110
Vormgeving en opmaak: Vrijdag Grafis Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic
CONTENTS Check In 10 Main Track 11 Step 1: meeting and greeting someone 11 Step 2: giving and asking information about people 14 Summary 24 Grammar 24 – HOW TO refer to people and things 24 Vocabulary 26 – Numbers 26 – Meeting and greeting 26 Strategy 28 – HOW TO study vocabulary and grammar 28 – HOW TO listen/watch more effectively 29 Useful expressions 30 – HOW TO meet and greet someone 30 On Different Tracks 31 Check 1: meeting and greeting someone 31 Check 2: giving and asking information about people 35 Check Out: hi, my name is … 41 43
Check In
44
110 110 111 112 113 114 114
On Different Tracks Check 1: talking about daily routines and hobbies Check 2: talking about what you like and don’t like Check 3: asking and answering questions
115
120 124
Check Out: a regular week
130 133
Check In
134
Main track Step 1: talking about family Step 2: describing looks
136 136 144
Summary Grammar – HOW TO express possession – HOW TO talk about what you own Vocabulary – Family relations – Describing people – Other features Strategy – HOW TO be a good public speaker
151 151 151 153 154 154 155 156 157 157
45 45 53
Summary Grammar – HOW TO talk about one or more things Vocabulary – School necessities – Subjects at school Strategy – HOW TO use a dictionary Useful expressions – HOW TO ask for something in class
61 61 61 63 63 64 65 65 66 66
On Different Tracks Check 1: talking about family Check 2: describing looks
158 158 165
Check Out: a family tree
170
On Different Tracks Check 1: describing a classroom Check 2: spelling in English Check Out: c is for classroom
5 WHat's happening?
171
Check In
172
©
Main Track Step 1: describing a classroom Step 2: spelling in English
115
4 WHO'S WHO?
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2 R U READY?
Vocabulary – Daily routines – Hobbies – Time – Other words and expressions Strategy – HOW TO read a text more effectively
IN
1 Nice to meet you 9
67 67 71
Main track Step 1: talking about household chores Step 2: using the present continuous
173 173 178
75
3 Eat. play. sleep. repeat.
77
Summary 187 Grammar 187 – HOW TO talk about actions going on now 187 Vocabulary 189 – Chores 189 – Rooms 189
78
Main Track Step 1: talking about daily routines and hobbies Step 2: talking about what you like and don’t like Step 3: asking and answering questions
79
Summary Grammar – HOW TO talk about facts and routines – HOW TO ask questions
107 107 107 109
79 86 96
On Different Tracks 190 Check 1: talking about household chores 190 Check 2: using the present continuous 195 Check Out: a day in the life
201
three
Check In
Contents
Track
3
203
Check In
204
Main Track Step 1: describing emotions Step 2: using adjectives Step 3: giving advice
205 205 209 215
Summary 223 Grammar 223 – HOW TO describe people and things 223 – HOW TO express possibility and give advice 224 Vocabulary 225 – Emotions 225 Strategy 226 – HOW TO write a (formal) letter or email 226 On Different Tracks Check 1: describing emotions Check 2: using adjectives Check 3: giving advice
227 227 232 237
Check Out: writing a letter of advice
244
7 Once upon a time
245 246
Main Track Step 1: talking about the past Step 2: exploring the past simple Step 3: reading and building stories
247 247 261 270
Summary Grammar – HOW TO talk about more than one thing – HOW TO talk about the past Vocabulary – Words from the fairy realm Strategy – HOW TO build a story
277 277 277 279 282 282 283 283
On Different Tracks Check 1: talking about the past Check 2: exploring the past simple Check 3: reading and building stories
284 284 290 293
Check Out: my own fairy tale
298
© 8 Shop till you drop
300
Main Track Step 1: talking about clothes Step 2: making comparisons Step 3: buying things in a shop
301 301 311 318
SUMMARY Grammar – HOW TO describe people and things – HOW TO make comparisons Vocabulary – Clothes – Accessories – Shoes – Colours – Patterns – Materials
320 320 320 321 322 322 322 323 323 323 323
four
4
299
Check In
Track
Contents
324 324 325
On Different Tracks Check 1: talking about clothes Check 2: making comparisons Check 3: buying things in a shop
326 326 331 337
Check Out: going shopping
340
9 DIG IN!
341
Check In
342
Main Track Step 1: talking about (favourite) food Step 2: discussing quantity Step 3: giving (recipe) instructions
343 343 349 355
Summary 359 Grammar 359 – HOW TO talk about quantity 359 – HOW TO give instructions 361 Vocabulary 362 – Fruit 362 – Vegetables 362 – Meat and fish 363 – Wheat and dairy 363 – Dishes 363 – Drinks 364 – Snacks and sweets 364 Useful expressions 365 – HOW TO express your likes and dislikes (food) 365
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Check In
Useful expressions – HOW TO express your preferences – HOW TO buy something in a shop
IN
6 Life is a rollercoaster
On Different Tracks Check 1: talking about (favourite) food Check 2: discussing quantity Check 3: giving (recipe) instructions
366 366 370 372
Check Out: master chef
376
10 Talk to the stars
377
Check In
378
Main Track Step 1: describing people’s character Step 2: predicting the future Step 3: making plans
379 379 385 391
Summary Grammar – HOW TO talk about the future – HOW TO talk about plans and intentions Vocabulary – Signs of the zodiac – Characteristics Useful expressions – HOW TO express your opinion
396 396 396 397 398 398 398 400 400
On Different Tracks Check 1: describing people’s character Check 2: predicting the future Check 3: making plans
401 401 405 411
Check Out: predicting the future
415
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 tien units en elke unit is op dezelfde manier opgebouwd. 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.
UNIT 6: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions
main track
Step 2: using adjectives
In de Check In maak je kennis met het thema van de unit.
summary
CHECK IN When I was young, my grandma told me some stories 1
on different tracks check out: writing a letter of advice
Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling
1
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.
VA N
READING
Look at the images and match them with the corresponding fairy tale.
IN
trace your steps
2
MAIN TRACK
Once upon a time …
Step 1
Talking about the past
1 / Once there was… 3 1
4
What words do you associate with fairy tales?
SPOKEN INTERACTION
a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. People
Places
Things
5 2
6
Discuss these questions.
SPOKEN INTERACTION
two hundred and forty-six
a Do you know these stories? If so, tell a partner what they are about. b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?
246
UNIT 7:
ONCE UPON A TIME
Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.
CHECK 1, p. 115
2
watchING
Watch the opening scene of the series Once upon a time ... and answer the questions. a How does the story start?
b Where does it take place?
c Who is in the story?
d What happened?
two hundred and forty-seven
Step 3: giving advice
e Do you know this series? If so, do you like it?
In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.
UNIT 7:
ONCE UPON A TIME
247
©
GRAMMAR
SUMMARY HOW TO describe people and things Order of adjectives
That’s a nice fitted blue top! And I adore that short checked skirt.
I just love your long red dress.
USE Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 1 for more information (p. 29). FORM
Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.
When we use more than 1 adjective to describe something there is a certain order you should follow.
ON DIFFERENT TRACKS
1
Check 1 1
Talking about (favourite) food watchING
Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N° Name
Food group
1 2 3 5
nice
2
fitted
120
4
5
origin
6
7
material make/type
NOUN
blue
round
some
/ 12
3
size/age shape colour
delicious
6 Total:
opinion
a 2
one hundred and twenty
4
determiner
top
gold
Chinese
warm
woollen
earrings fortune
cookies
knitted
gloves
Keep in mind: – Opinion or attitude always comes first! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.
UNIT 3:
SHOP TILL YOU DROP
b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING Tucker – Tucker hates
because
+ Tucker loves
because
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. +
Journee + +
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
+
UNIT 9:
/6
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
DIG IN!
five
three hundred and sixty-six
366
Total:
Starten met Track
Track
5
Als je alle bouwstenen hebt doorlopen en ze voldoende hebt ingeoefend, dan ben je zeker klaar voor de Check Out, de taak aan CHECK OUT: MY OW N FAIRY TALE het einde van Orientation de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.
CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.
Preparation watchING
1
Watch the clip of this modern version of Little Red Riding Hood.
2
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects
Actions
You will write and tell your own version of Little Red Riding Hood.
Preparation
Use the story builder you will get to prepare your story.
5
6
WRITING
Write your story. Pay attention to the following. a Use the past simple correctly.
c Use the objects and the actions you picked.
b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
d Be creative!
7
Yes
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects
I think so
Orientation
No
4
1 Preparation • I completed the story builder. • I practised telling the story.
3 Reflect on your task by filling in the checklist. 2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.
Checklist: describing your holiday
5
one hundred and ninety-four
3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).
6
2 Content
7
• I wrote about 75dat words. We willen graag je vorderingen maakt • I included all the necessary elements. the rules for an informal or postcard. en dat•jeI respected reflecteert opwriting je taken ennoteleert uit 3 Language use feedback. • I used the correct vocabulary to describe the activities and the Trace your steps on diddit.
Focus on the words you filled in.
e Write a minimum of 100 words.
SPEAKING
You will tell your story to the class. This means you have to practise first.
Check your task by filling in the checklist. Yes
I think so
No
2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.
Feedback
Trace your steps on diddit.
Ten slotte kun je na elke unit je onlineportfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten. UNIT 4:
ONCE UPON A TIME
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3
d Be creative!
3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).
194
Trace your steps on diddit.
WRITING
c Use the objects and the actions you picked.
1 Preparation • I completed the story builder. • I practised telling the story.
one hundred and ninety-four
Feedback
I think so No Reflection
b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
Checklist: my own fairy tale
ONCE UPON A TIME
weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.
Yes
Write your story. Pay attention to the following. a Use the past simple correctly.
Reflection
Feedback
UNIT 5:
Action
Use the story builder you will get to prepare your story.
Action
Preparation
1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft first.
216
Actions
SPEAKING
Check your task by filling in the checklist. Checklist: my own fairy tale
Watch the clip of this modern version of Little Red Riding Hood.
2
Elke Check Out gebruikt de OVUR-strategie:
e Write a minimum of 100 words.
You will tell your story to the class. This means you have to practise first.
Reflection
Reflection
watchING
1
IN
4
Action
a Draw arrows to the words they say something about.
2 / Nuttig voor onderweg b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun
The subject (with ‘to be’, ‘to feel’)
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. c What do we call words that describe nouns? d Is it possible to use them with verbs as well?
4
Use the information from exercise 3 to fill in the grammar box.
GRAMMAR
How to describe people and things Adjectives tell us something more about
or are used with the verb
:
HOW TO describe people and things
Adjectives
e.g. I have a big problem = big describes how the problem is
2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
5
See p. 223
Grammaticale regels staan altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. 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.
SUMMARY
GRAMMAR
and with linking verbs, such as 1 Noun
Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.
I don’t want to go to school today. I feel tired.
Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs.
Dear Trevor,
OFF W E W ENT
there for you and to keep their agreements with you. If you aren’t getting what you want from your mates, then find some new mates. You deserve to be treated well. Taking back that kind of control in your life, is the best birthday gift you can give yourself.
USE
2111 Noun
e.g. I have a big problem = big describes how the problem is
I hope this helps.
2 To be e.g. John is so happy! = happy describes how John is feeling
e.g. I feel fine! = fine tells you how I feel
Adapted from: blog.anniefox.com
Keep in mind: Adjectives can be used to make comparisons (see Unit 3).
5
Complete the strategy box with information from exercises 3 and 4.
STRATEGY
How to write a (formal) letter or email When writing a letter of advice, you need to include: 1 a salutation: e.g.
UNIT 1:
2 a short introduction LIFE IS A 3ROLLERCOASTER a main message with:29
HOW TO write a (formal) letter or email Before writing
Why and what?
What are you writing about?
B some advice Be prepared
4 an ending: e.g.
Do you have the right email address?
5 your full name
Do you have the email address of the person you are sending the message to?
Keep in mind:
Will you write a formal or informal message?
– When you are writing (or talking) to a friend, a family member or someone you know well, you are using
2 While writing
language. You can use emoticons and abbreviations. There are also
certain words that you only use in
Be polite
language (e.g. dude, stuff, wanna, etc.).
When in doubt always use a formal register. Do not use emoticons and abbreviations.
– When you are writing (or talking) to someone who outranks you (e.g. a teacher) or someone
220
you don’t know well, you should use
KISS
language.
Respect all grammar and spelling rules, write complete sentences and be polite.
Keep it short and simple!
See p. 226
Pay attention to the structure
The subject reflects what the letter is about.
UNIT 6:
Salutation
LIFE IS A ROLLERCOASTER
Short introduction Thoughts on the problem Some advice
Ending (Full) Name
Terra@anniefox.com JasonReynolds@GoodGuymail.com Bad friends? Formal: Dear Mr Reynolds, Dear Jason, Informal: Hi / Hello Good Guy / Hey Jason I’m really sorry that you don’t have friends that you can count on. A real friendship is based on mutual trust, respect, honesty and open communication. Your relationship with your friends seems to be missing most of these key elements. I hope you’ve had the courage to tell your friends what you told me. If you haven’t yet told them how you feel, you absolutely should! If you aren’t getting what you want from your friends, then maybe you should try to find new ones. You deserve to be treated well. That is the best birthday gift you can give yourself. Formal: Yours sincerely, / Kind regards, / Best regards, Informal: Bye, / See you later, / See you, Formal: Terra Jones Informal: Terra
After writing
two hundred and twenty-six
226
six
6
Track
Starten met Track
1
Why are you writing?
A your thoughts on the problem
two hundred and twenty
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.
mutual: from both sides
Regards, Terra
3 Linking verbs
STRATEGY
UNIT 4:
LIFE IS A ROLLERCOASTER
Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking My guess is that your goal is to have friends that respect you, who you can count on to be verbs, such as ‘to feel’.
twenty-nine
UNIT 6:
It sounds like this has been going on for a while. I hope you’ve had the courage to tell your friends what you told me: that you don’t appreciate their setting up times to meet you and then not showing up. If you haven’t yet told them how you feel, you absolutely should! By not telling them you are sending them a message that you don’t mind being treated this way.
two hundred and eleven
pagenumber
226
©
I’m really sorry that you don’t have friends that you can count on. I don’t blame you for feeling sad or angry. A real friendship is based on mutual trust, respect, honesty and open communication. It sounds like the relationship you’ve got with your friends is missing most of these key elements.
Edit! Avoid mistakes by rereading your email. Use spell check. Hit the send button. UNIT 6:
LIFE IS A ROLLERCOASTER
3
3
Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.
SPOKEN INTERACTION
a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class.
Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.
Class favourite dishes
Class least favourite dishes
1
1
2
2
3
3
USEFUL EXPRESSIONS
How to express your likes and dislikes (food) Look, smell and taste: It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross …
It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).
Overall opinion: This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).
4
See p. 365
Discuss these questions with a partner.
SPOKEN INTERACTION
a Do you like pancakes? Why (not)? b What toppings do you like on your pancakes: sugar, whipped cream …? 5
READING
Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions.
De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen. a Write a short conclusion under each paragraph where it says ‘bottom line’.
a desk
a diary
a glue stick
a highlighter
chalk
a bookcase
a clock
a dictionary
a crayon
a divider
a hole punch
a map
a folder
a pair of scissors
a pen
a pencil
a pencil case (UK) / a pencil box/pouch (US)
a rubber (UK) / an eraser (US)
a ruler
a sheet/piece of paper
a stapler
sticky notes
a student/pupil
a teacher
anxious
paniekerig
appalled
verbijsterd
astonished
verbaasd
certain
zeker
cheerful
vreugdevol
concerned
bezorgd
confident
zelfzeker
delighted
blij
depressed
depressief
disappointed
teleurgesteld
enraged
razend
fulfilled
vervuld/volledig
glad
blij
happy
gelukkig
hateful
hatelijk
hopeful
hoopvol
in love
verliefd
miserable
ellendig
pleased
blij
sad
droevig
satisfied
tevreden
shocked
gechoqueerd
upset
overstuur
346
an umbrella sixty-three
a wastepaper basket / a wastebasket
boos
UNIT 2:
R U READY?
Different grades of maple syrup Better than medicine It contains some vitamins and minerals, but is also high in sugar The conclusion: it’s slightly ‘less bad’ than sugar What is maple syrup and how is it made?
UNIT 9:
DIG IN!
IN
a chair
a book
angry
My notes
two hundred and twenty-five
a calculator
a blackboard
Translation
three hundred and forty-six
a (ring) binder
Word
VOCABULARY
a backpack/schoolbag
b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use.
EMOTIONS
VOCABULARY
1 SCHOOL NECESSITIES
UNIT 6:
63
LIFE IS A ROLLERCOASTER
225
watchING
READING
SPEAKING
SPOKEN INTERACTION
WRITING
writtEN INTERACTION
VA
listening
N
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.
Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a Sagittarius Capricorn typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is (November 22 –solah shringar including bindi, chudi (December 22 –etc. 30 wearing the and kajal, December 21): January 19): TheySherwani are independent, but They are careerfor men friendly. They love oriented They Sherwani is asports long coat resembling achkan in styling.people. It is buttoned up to the collar, and it and outdoor activities. They are ambitious and comes below the knee. It adds to thehave charm and grace canusually be outspoken in their opinions about of men, especially the taller ones.about Indian men spend a lot on buying the sherwani forplan the special occasion of their opinions everything, everything.suit They they are quiet as well. carefully to achieve 35but wedding.
3 / Fijn en handig voor onderweg They seek the unknown all the Turban time.
attire: clothes, mostly formal bygone: belonging to or happening in the past Pisces (February 19 –state in the past Maharajas: the male ruler of an Indian March 20): Rani: a female Indian ruler or the wife of a male Indian ruler They are sensitive and reminiscent: makes you understanding. think of They splendour: brilliance cannot stand to see other people yards: a unit of measurement, equalsuffer. to 3 feet or It makes them angry 90 centimeters when things do not run smoothly. They are also unpredictable in their behaviour.
©
40
unpredictable and full of Source: www.culturalindia.net surprises.
6
Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.
their ambitions.
In India, one can spotAquarius many men wearing turbans. A turban is tied (January 20 –not February 18): it for the sake of fashion, but because Aquarians are intelligent has a lot of significance in the lives of and inventive. They are Indians. The hair turban isunusual a headdress full of ideas onof how to change that basically consists a long piecethe world. is They are great of unstitched cloth, which wrapped speakers and thinkers. around the head. They are friendly, but also
Go through the text again and write the names under the pictures.
Adapted from: en.islcollective.com
READING
3 2 text? Form groups and discuss b Do1you agree with what is written in the these questions. Use SPOKEN INTERACTION some of the expressions from the Summary on p.xx in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?
Did you know? Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.
In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.
Astrology is the study of how the positions of the stars and movements of the planets have an influence on events and on the lives and behaviour of people.
4
5
6
2 / What are people like?
De volgende iconen helpen je ook nog een eind op weg. 1
SPOKEN INTERACTION
Het luisterfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. one hundred and five
someone who isn’t afraid of danger
Het beeldfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. SHOP TILL YOU DROP e.g. Fire fighters are really brave! They aren’t afraid of fire.
UNIT 6:
UNIT 3:
105
TALK TO THE STARS
Als je dit icoon ziet, moet je iets online opzoeken. seven
two hundred and thirty-six
236
Pair up! You will get a stack of cards with character traits. Pick a card and use it in a sentence so your partner understands its meaning. If they do, keep the card. If they don’t, put the card back in the stack. Continue until all cards are gone.
Starten met Track
Track
7
het onlineleerplatform bij Track Leerstof kun je inoefenen op jouw niveau. Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.
IN
Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.
Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.
N
Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.
VA
Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.
Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier verzameld.
SUMMARY
The plural of nouns
Right, children, there are several stories you can choose from today. I want to hear Snow White and the Seven Dwarfs.
GRAMMAR
HOW TO talk about more than one thing
3 MEAT AND FISH
beef (steak)
chicken
lamb
pork (chops)
a sausage
veal
an anchovy
salmon
HOW TO build a story Before writing/speaking What will your write/speak about?
Plural
a book
two books
General rule: noun + -s
a story
two stories
If the noun ends in a consonant + -y: -y g -ies
a box
two boxes
if the nouns ends in a hissing sound (-s / -es / -x): noun + -es
When did it happen?
Who is the hero (= good) and who is the villain (= evil)?
(a loaf of) bread
cereal
cheese
How do they act?
an egg
2 Irregular plural
Vocabulary: • are there any special magical words?
Irregular
What do the characters look like? How do the other characters react?
Plural
Rule:
noun + -s
Rule:
-f or -fe g -ves
BUT: some words can have 2 plural forms: Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves
Explanation The form ending in -ves is often the ‘magical’ form.
UNIT 7:
ONCE UPON A TIME
rice
a sandwich
yoghurt
Grammar: • Use the past simple and check the irregular verbs. • Use linking words.
2 While writing/speaking
5 DISHES
Beginning Once upon a time Long, long ago
A long time ago Once there/There once was
1 Expressing likes
Middle bangers and mash
cake
fish and chips
277
a pie
a salad
scrambled eggs
Challenge What does the good character have to do?
ice cream
soup
UNIT 9:
DIG IN!
363
This is delicious. This is great/(very) good.
Twist What magic is involved?
I love it because … I like it because …
Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?
After writing/speaking Check your goal Was the audience interested?
Evaluate your writing/performance What went well?
3
… all the flavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.
It tastes better than it looks.
Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.
How can I improve?
UNIT 7:
ONCE UPON A TIME
283
2 Expressing dislikes It’s not that bad, but it could do with some seasoning. I don’t (really) like … because … I don’t like … at all because … I (really) hate …
… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird. three hundred and sixty-five
two halves two thieves two knives two wives
two hundred and eighty-three
Singular a half a thief a knife a wife
three hundred and sixty-three
Plural two cliffs two safes two giraffes two chefs
two hundred and seventy-seven
Regular
Singular
I don’t like Brussels sprouts because they are too bitter.
Check language
a cliff a safe a giraffe a chef
one dwarf one hoof one elf
This is delicious! All the flavours really come together.
Where did it happen?
Choose characters
1 Nouns ending in -f, -ff, -fe:
Singular
HOW TO express your likes and dislikes (food)
Choose setting
4 WHEAT AND DAIRY
Rule:
UNIT 9:
eight
8
Track
USEFUL EXPRESSIONS
Singular
1
Choose theme or plot
1 Regular plural
You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English.
STRATEGY
©
No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!
DIDDIT
DIG IN!
365
UNIT 1: NICE TO MEET YOU check in Step 1: meeting and greeting someone
N
VA
Step 2: giving and asking information about people
IN
main track
Š
summary
trace your steps
on different tracks check out: hi, my name is ...
CHECK IN My name is 1
Watch the short video and answer the questions.
watchING
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.
SPOKEN INTERACTION
a What is the word for a name given to a person instead of their real name?
IN
b Do you have a nickname? If not, imagine you could give yourself a nickname, what would it be?
c If you could give your mother/father/brother/sister/best friend/ … a nickname, what would it be?
VA
Did you know?
N
d Use an online name generator and find out what your perfect nickname is.
©
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 (s)he is. Write (
) the words you use in the text boxes.
Hi, my name is (first name) (surname).
Hi, my name is (first name) (surname).
ten
10
UNIT 1:
NICE TO MEET YOU
SPOKEN INTERACTION
MAIN TRACK Step 1 1
Who are you?
Meeting and greeting someone SPEAKING
Here are Gideon and Adina. a Read the speech bubbles out loud.
Hi, my name is Gideon. I am 13 (thirteen)
IN
years old and I’m from Leeds. I’m a
student and I go to a school in Leeds with
Hi, I am Adina. I’m 12 (twelve). My parents are from Medina. But I was born here in London.
©
VA
N
more than 1,000 (a thousand) pupils.
b Follow the example and introduce yourself. First write down your own information. Then read it out loud to a classmate. A photo of you!
eleven
UNIT 1:
NICE TO MEET YOU
11
2
READING
Read the sentences and do the tasks. a b c d e f g h
My name is (first name) (surname). I’m (age). I’m (first name) (surname). I’m fine, thanks. And you? I’m great. I’m from (place where you live). How do you do? I come from (place where you live).
a Write the correct letters behind the questions. You can use a letter more than once. The first one has been done as an example. Choose from the following sentences.
2 Where are you from?
a
3 How are you?
4 What’s your name?
c
5 How old are you?
6 Excuse me, you are?
7 How do you do?
IN
1 Who are you?
SPOKEN INTERACTION
©
VA
N
b Make a short conversation by asking a classmate the questions from the box above.
3
Answer the questions with a number from the box on the next page. Use a sentence to answer if you can. 1 How old are you when you start school?
between 4 and 5 years old
2 How old are you?
3 How old are you when you MUST go to school?
4 How old are you when you are allowed to drive a car?
5 How old are you when you are allowed to go out?
6 How old are you when you leave primary school?
7 How old are you when you leave secondary school?
8 How many brothers do you have?
9 How many sisters do you have?
twelve
12
UNIT 1:
NICE TO MEET YOU
SPEAKING
1
zero
one
two
6
eight 13
twelve
thirteen
18
19
eighteen
nineteen
24
25
twenty-four
twenty-five
30
twenty
forty
twenty-six 50 fifty
100 one / a hundred
fifteen 21 twenty-one
26
27 twenty-seven 60
sixty
200 two hundred
five 10
11
ten 15
20
40
90 ninety
14
5
eleven 16
17
sixteen
seventeen
22
23
twenty-two
twenty-three
28
29
twenty-eight
twenty-nine
70
seventy
250
two hundred and fifty
80
eighty
1,000
one thousand
10,000
ten thousand
N
thirty
9 nine
fourteen
4 four
8
seven 12
3 three
7
six
4
2
IN
0
Making small talk.
SPOKEN INTERACTION
VA
a Preparation: read the cue cards below carefully. Cue card A
1 Hi, my name is … What’s your name? 3 I’m from … , and you? 5 How old are you?
©
7 I’m …
Cue card B 2 Hi, I’m … . Pleased to meet you. Where are you from? 4 I’m from … . 6 I’m … , and you?
b Action: have a short conversation with 1 classmate first. Decide who will be A and who will be B. Then walk around the class and meet and greet at least 5 other classmates.
Use the useful expressions in the Summary on p. 30 to help you build the conversation.
USEFUL EXPRESSIONS See p. 30 thirteen
How to meet and greet someone
UNIT 1:
NICE TO MEET YOU
13
c Reflection: check your conversations by filling in the checklist. Checklist: small talk
Yes
I think so
No
1 Content and structure • I talked to at least 5 classmates. • I used the cue cards correctly. • I completed the information correctly. 2 Language • I spoke clearly. • I spoke fluently.
CHECK 1, p. 31
Tell me more
Giving and asking information about people
1 / Who’s who?
N
Step 2
IN
Feedback
VA
1 Read the text and answer the questions. Underline the verbs in the text. a The text is 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?
Hi! I am Lola. Well, for my friends I am Lola. My real first name is Laurie and my surname is Label. I’m 14 years old and I’m from Auckland, New Zealand. Next to me, with the skateboard, is my best friend Karen. She is also 14 years old. We are in the same class at school. We’re always together. She’s from Devonport. And the boy in the picture is Dave. He is 15 years old and from Grafton. Dave and Karen are a couple. They are so cute. They’re always together, but that’s not a problem for me.
fourteen
14
UNIT 1:
NICE TO MEET YOU
READING
2
Listen carefully to these teenagers and complete the gaps with the correct form of ‘to be’.
listening
1
am is Hi, I Ali, and my surname Holmes. I 15 years old and I from Sydney.
2 This Aya. She from Tokyo. She 14 years old.
IN
Her surname Ito.
3
These girls Keily, Suzy and Emily. They all from Dublin.
N
It such a cool city.
Keily 12 but Suzy and Emily
3
VA
13 years old.
Complete the table. Use the texts from exercises 1 and 2 to help you if necessary. the verb ‘to be’: positive form
©
Personal pronouns
PLURAL
Short form
I
I am
I’ m
You
you
you’
He
he
he’
She
she
she’
It
it
it’
We
we
we’
You
you
you’
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 ‘ (= ). fifteen
SINGULAR
Long form
UNIT 1:
NICE TO MEET YOU
15
4
WRITING
Introduce someone else. a Preparation: choose 2 people to introduce. Look at the words in the box and make sure you understand them. boy – boys – friends – girl – girls – parents – pupil – teacher b Action: write down at least 5 sentences (or 25-30 words) to introduce your 2 people. Use the verb ‘to be’.
Checklist: introduce someone else 1 Content and structure • I wrote 25-30 words. • I introduced 2 people. • I used some words from the box.
IN
c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback too. Yes
I think so
No
VA
Feedback
N
2 Language • I used ‘to be’ correctly. • I used correct spelling and punctuation.
©
2 / Excuse me?
How to listen/watch more effectively
STRATEGY
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 fragment. See p. 29 6 Take only short notes (keywords) if necessary and use a pencil!
sixteen
16
UNIT 1:
NICE TO MEET YOU
1
listening
What are Jessie, Viola, Lee and Annabelle talking about? a First read through the strategy on how to listen or watch more effectively on p. 16. b Then listen and indicate the correct answer(s). 1 The girls can wear
N
VA
3 The sultan arrives with
IN
2 Lee has to wear
2
listening
Fill in the gaps while listening.
OK, listen to me for a second. I’m going to explain the scene. I play the Sultan. Lee,
©
Jessie
you you play the king and Viola and Annabelle, play the women of the village.
Viola
Right, and what do have to wear? Do the girls in the play wear jeans?
Jessie
Of course don’t. The story is situated in India and is a long, long time ago. No jeans!
Lee
So, as a king, have to wear a crown.
Annabelle … and wear robes and sandals. And what about ? What do I have to wear?
Viola
Don’t ask . Ask Mr Thornbee. knows everything.
seventeen
UNIT 1:
NICE TO MEET YOU
17
Jessie
Sure, but let’s concentrate on the script now. Viola and Annabelle, stand near the water.
Viola
Ok, and what are doing?
Lee
are singing a lovely song when the Sultan arrives in town.
Annabelle Is on foot or on horseback? Lee
am on horseback of course!
Jessie
Of course, because is a Sultan!
Viola
The Sultan stops his horse because can hear singing and then Annabelle stops singing
3
IN
because sees .
Do you know what the correct personal pronoun is?
a Complete the grid below. Check the text if necessary. Personal pronouns as subject
N
me This is .
’re my best friend.
I can’t see .
’s got a new smartphone.
I’ve got a new message from .
VA
PLURAL
SINGULAR
I ’m Sophia.
Personal pronouns as object
’s waiting for the bus.
Can I invite ?
’s all right.
Where’s my ticket? I can’t find .
’re fine. Thank you.
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’ always a CAPITAL letter - ‘he/him’ and ‘she/her’ only for people and pets - ‘it’ for things and other animals
b Who does the action? Underline the correct answer. I can see him.
Subject forms (= e.g. ) do / do not do the action of the verb.
He likes her.
Object forms (= e.g. ) do / do not do the action of the verb.
How to refer to people and things
GRAMMAR
In the Summary of this unit you can find more information about how to refer to people and things with personal pronouns. eighteen
18
UNIT 1:
NICE TO MEET YOU
See p. 24
4
listening
Listen to the song. a Answer the questions. 1 Do you hear a boy or a girl singing? 2 Tick the instruments you hear.
electric guitar
acoustic guitar
IN
flute
drums
bass guitar
VA
N
saxophone
piano
trumpet
3 What is the title of the song? 4 Do you like the song?
©
b Fill in the pronouns (= words we use in place of a full noun). Then listen to the song again and correct if necessary.
Lego House - Ed Sheeran I’m gonna pick up the pieces, and build a lego house When things go wrong can knock down
My three words have two meanings, There’s one thing on my mind ‘s all for And ‘s dark in a cold December, but ‘ve got you to keep warm And if ‘re broken will mend you and keep sheltered from the
nineteen
storm that’s raging on
UNIT 1:
NICE TO MEET YOU
19
‘m out of touch, I’m out of love ‘ll pick you up when ‘re getting down And out of all these things I’ve done think love better now I’m out of sight, I’m out of mind I’ll do it all for in time And out of all these things I’ve done think love better now
IN
© JStone
I’m gonna paint by numbers and colour in
If things go right can frame , and put on a wall
And ‘s so hard to say but ‘ve been here before
N
And I’ll surrender up my heart and swap for yours
‘m out of touch, I’m out of love
VA
‘ll pick you up when ‘re getting down
And out of all these things I’ve done think love better now
I’m out of sight, I’m out of mind I’ll do it all for in time
©
And out of all these things I’ve done think love better now
Don’t hold down think my braces are breaking and ‘s more than can take
And ‘s dark in a cold December, but ‘ve got you to keep warm And if ‘re broken will mend and keep you sheltered from the storm that’s raging on ‘m out of touch, I’m out of love ‘ll pick up when you’re getting down And out of all these things I’ve done think love better now I’m out of sight, I’m out of mind I’ll do it all for in time and out of all these things I’ve done think love better now
twenty
20
UNIT 1:
NICE TO MEET YOU
5
READING
Read the following texts and answer the questions: a How many people are mentioned all together? b What is Yasmina’s surname? c How old is Sophie? d Where is Yasmina from? e Who is 15 years old?
1
IN
This is Tito Ramos. He is not from Spain. He’s from New Mexico. He isn’t 14 years old. He’s 15.
2
VA
3
N
These are Sophie and Kenny. They are not from Ghent. They are from Oxford. They aren’t twins, but they are both 16 years old.
©
Hello, I’m Yasmina Amal. I’m from Birmingham. I'm not from Leeds. I’m not 14 years old. I’m 13.
First underline all the negative forms in the texts above. Then complete the table below. The verb ‘to be’ negative form Personal pronoun
Long form
Short form
I
I am not
I’m not
You SINGULAR
He She It We
PLURAL
You twenty-one
6
They
UNIT 1:
NICE TO MEET YOU
21
7
READING
Read the questions about Tito Ramos. a Check the text on p. 21 and underline the correct short answer. b Complete the rule. Question
Short answer
Is
Tito Ramos from Spain?
Yes, he is.
No, he isn’t.
Is
he
14 years old?
Yes, he is.
No, he isn’t.
Is
he
15 years old?
Yes, he is.
No, he isn’t.
Is
he
from New Mexico?
Yes, he is.
No, he isn’t.
Yes, subject +
No, subject +
rest of question + ?
GRAMMAR
IN
How to refer to people and things Check the Summary on p. 25 for a full overview of the verb ‘to be’.
8
Have a conversation with 2 classmates.
See p. 25
SPOKEN INTERACTION
a Preparation: decide who will be Student A, B and C.
N
b Action: follow this procedure.
VA
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 2 more times.
c Reflection: check your conversations by filling in the checklist. Checklist: making conversation
©
1 Content and structure • I had 3 conversations. • I used the expressions to meet and greet someone. 2 Language • I used ‘to be’ correctly: positive and negative. • I spoke clearly. • I paid attention to my pronunciation. Feedback
twenty-two
22
UNIT 1:
NICE TO MEET YOU
Yes
I think so
No
9
WRITING
Write questions and short answers about Sophie, Kenny or Yasmina. a Preparation: read the texts about Sophie, Kenny or Yasmina on p. 21 again. b Action: write at least 3 questions per person. Use the texts to get your information, and answer each question with a short answer.
IN
c Reflection: use the checklist. Then give it to a classmate who will give you some feedback. Checklist: questions and short answers
Yes
I think so
No
N
1 Content and structure • I wrote 3 questions about Sophie, Kenny and Yasmina. • I answered questions with short answers.
VA
2 Language • I used the verb ‘to be’ correctly. • I used the question structure correctly. • I used short answers correctly. • I used correct spelling and punctuation. Feedback
STRATEGY
©
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.
See p. 28
twenty-three
CHECK 2, p. 35
UNIT 1:
NICE TO MEET YOU
23
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’
Hi Tamara! I’m Taryll, but Jon already introduced me. He’s very nice.
VA
N
IN
GRAMMAR
SUMMARY
1 Personal pronouns
Personal pronouns as object
I am Tamara.
This is me.
You are Jon.
I love you.
He has many friends.
I like him.
She is nice.
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.
PLURAL
SINGULAR
©
Personal pronouns as subject
twenty-four
24
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
UNIT 1:
NICE TO MEET YOU
2 The verb ‘to be’ NEGATIVE FORM
Long form
Short form
Long form
Short form
I am
I’m
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
Am
I
from Oxford?
Are
you
from Ghent?
Is
he
14 years old?
Is
she
15 years old?
Yes, she is.
No, she is not. No, she isn’t. No, she’s not.
Is
it
from France?
Yes, it is.
No, it is not. No, it isn’t. No, it’s not.
we
from Spain?
Yes, we are.
No, we are not. No, we aren’t. No, we’re not.
you
from Tokyo?
Yes, you are.
No, you are not. No, you aren’t. No, you’re not.
Are
Are
Yes, I am.
No, I am not. No, I’m not. 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.
N
Yes, you are.
Are
they
from America?
Yes, they are.
No, they are not. No, they aren’t. No, they’re not.
‘To be’
subject
rest of sentence?
Yes, subject + to be (positive)
No, subject + to be (negative)
twenty-five
RULE
©
PLURAL
SHORT ANSWER
VA
SINGULAR
QUESTION FORM
IN
PLURAL
SINGULAR
POSITIVE FORM
UNIT 1:
NICE TO MEET YOU
25
1
2
3
4
5
zero
one
two
three
four
five
6
7
8
9
10
11
six
seven
eight
nine
ten
eleven
12
13
14
15
16
17
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
18
19
20
21
22
23
eighteen
nineteen
twenty
twenty-one
twenty-two
twenty-three
24
25
26
27
28
29
twenty-four
twenty-five
twenty-six
twenty-seven
twenty-eight
twenty-nine
30
40
50
60
70
80
thirty
forty
fifty
sixty
seventy
eighty
90
100
200
250
1,000
10,000
ninety
one / a hundred
two hundred
two hundred and fifty
one thousand
ten thousand
N
IN
0
VA
VOCABULARY
1 NUMBERS
2 MEETING AND GREETING Word
Translation
an age
een leeftijd een jongen
a first name
een voornaam
a friend
een vriend
a full name
een volledige naam
a girl
een meisje
an ID-card / identity card
een identiteitskaart
a last name (US), surname (UK), family name
een familienaam
a middle name
een tweede voornaam
a nickname
een bijnaam
parents
ouders
twenty-six
a pupil
een leerling
26
UNIT 1:
Š
a boy
  NICE TO MEET YOU
My notes
Translation
a student
een leerling, student
a teacher
een leerkracht
to greet
groeten
to introduce
voorstellen
to meet
ontmoeten
to be
zijn
pleased to meet you
aangename kennismaking
My notes
twenty-seven
Š
VA
N
IN
Word
UNIT 1:
  NICE TO MEET YOU
27
STRATEGY
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 up unfamiliar words: make sure you understand the definitions of all your new words.
IN
Look for examples: do a simple online search and you will see the word in many different examples or contexts.
N
LEARNING FROM REPETITION
VA
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.
twenty-eight
28
UNIT 1:
NICE TO MEET YOU
HOW TO listen/watch more effectively Before listening watching
1
Topic What do you know about the topic? What words come to mind?
Type of text/video What do you already know about this type of text/video?
Task Do you understand the task?
N
Read through the question and highlight key words.
IN
What kind of text/video are you going to listen to/watch?
2 While listening watching
VA
Focus on what you hear/see Think ahead: what might happen next?
Listen to the intonation and stress of the speakers.
Take short notes.
©
Ignore the words you think are less important.
Focus on key words and facts.
After listening watching 3 Check your understanding If possible, listen again to difficult passages. Have you completed the task?
Read your notes.
twenty-nine
Have you understood the main points?
UNIT 1:
NICE TO MEET YOU
29
USEFUL EXPRESSIONS
HOW TO meet and greet someone – Hello – Hi – Hey
1 Saying ‘hello’ in English
2 Introducing yourself/someone else in English
IN
– Hello, my name is … – Hi, I am … – This is …
3 Giving extra information about yourself
N
– I am from … (= place) – I am … years old. (= age)
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?
VA
– – – – –
©
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?’.
thirty
30
UNIT 1:
NICE TO MEET YOU
ON DIFFERENT TRACKS STRATEGY
Before you start, apply the following strategies
Read the first question of every check. Do you understand what you have to do? Do you have to work alone, with a classmate or with a group? It is a text (listening or reading) g use the strategy ‘how to listen/watch more effectively’. It is a writing or speaking exercise g check the checklist before you start. Reflect on your exercises when you are done. Use the correction key or give your exercises to the teacher for correction. Check what your next exercise will be.
Check 1 1
IN
1 2 3 4 5 6 7 8
Meeting and greeting someone
Have a conversation with a classmate.
SPOKEN INTERACTION
N
a Preparation: look at the 2 ID cards and choose 1. – Tick the ID card you are going to use.
Surname: Banks First name: Mel
VA
Surname: Taylor First name: Alex
Age: 12
Age: 13
Country: England
Country: Ireland
Parents: Birmingham
Parents: Dublin
©
– Prepare your conversation below. Include greetings and saying goodbye. Questions
Me: Alex / Mel
Hello, my name is Liam.
Hi Liam.
thirty-one
b Action: act out your conversation with a classmate.
UNIT 1:
NICE TO MEET YOU
31
c Reflection: fill in the checklist. Checklist: meeting and greeting
Yes
I think so
No
1 Content and structure • I used all the information from the ID card. • I asked questions about age and place. • I introduced myself correctly. • I said goodbye. 2 Language • I used a greeting and a way to say goodbye. • I spoke clearly. • I spoke fluently. • I paid attention to my pronunciation.
Score
<6
6–8
>8
Next exercise
ex. 2
ex. 3
ex. 4
Write questions in the first speech bubble of every cartoon strip. Then answer your question writtEN INTERACTION with your own information.
©
VA
N
2
IN
Feedback
thirty-two
32
UNIT 1:
NICE TO MEET YOU
Score
<6
6–8
Next exercise 3
ex. 3
SPEAKING
Make a paper fortune teller.
©
VA
N
IN
a Preparation: follow the instructions to fold your sheet of paper. Write the numbers from 1 to 8. Write the keywords for the questions in the flaps, under the numbers. – Surname? (Q: What’s your surname?) – First name? (Q: What’s your first name?) – Age? (Q: How old are you? – Town? (Q: Where are you from?) – Country? (Q: Where are you from?) – Lucky number? (Q: What is your lucky number?) – Age friend? (Q: How old is ...?) – How are you? (Q: How are you?)
b Action: play the game! Ask at least 4 questions and complete the grid. Answer classmate
thirty-three
Questions number?
UNIT 1:
NICE TO MEET YOU
33
c Reflection: use the checklist. Then give it to your classmate who will give you some feedback. Checklist: paper fortune teller
Me
Classmate
1 Content and structure • I made a fortune teller. • I asked and answered the questions. 2 Language • I used ‘to be’ correctly. • I used the sentence structure correctly. • I spoke clearly. • I spoke fluently. • I paid attention to my pronunciation.
Score
IN
Feedback
<5
≥5
Next exercise
Watch the video about The Middle and answer the questions. 1 Where do they live?
VA
2 What is she wearing?
N
4
Check 2, p. 35
3 Is she a real superhero?
4 The youngest’s name is … 5 What does he think of his mother? 6 What is for breakfast?
7 What is the big brother’s name?
©
8 How old is he?
9 What is the daughter’s name? 10 How old is she?
11 What is the father’s name? 12 What is the mother’s name? 13 Who works as a manager? 14 Who sells cars? 15 What is in the envelope?
Score
< 12
≥ 12
Next exercise
ex. 3
Check 2, p. 35
thirty-four
34
UNIT 1:
new ID card new driver’s license card
NICE TO MEET YOU
watchING
Giving and asking information about people
Check 2 1
Meet the Brown family. The Brown family at home Junior Brown is a teenager. He’s 14 years old and he’s from Edinburgh. Judy is his sister. She’s 10 years old. His father, Jack, is a house husband. He’s 39 years old. He’s at home now. Jill Brown, his mother, is a shop manager. She’s 35 years old.
READING
a Read the text and complete the grid with the correct information.
Age? Town? Sister or brother? First name father? Age mother?
N
Surname?
IN
First name?
WRITING
VA
b Write a similar text about yourself. – Preparation: make some notes about yourself in the grid. First name? Surname? Age?
Town?
Sister or brother?
First name father?
©
Age mother?
– Action: write a short paragraph (about 50 words). Make sure that you include 3 negative sentences, add 2 questions and the correct short answer.
thirty-five
UNIT 1:
NICE TO MEET YOU
35
– Reflection: fill in the checklist. Give it to your teacher who will give you some feedback. Checklist: introducing someone
Yes
I think so
No
1 Content and structure • I used the box to prepare my text. • I wrote a text of about 50 words. • I wrote 3 negative sentences. • I asked 2 questions. • I answered each question with a short answer. 2 Language • I used ‘to be’ correctly. • I used the correct question structure. • I used the correct structure for short answers. • I used the correct pronouns. • I used correct spelling and punctuation.
Score
< 13
13 –18
> 18
Next exercise
ex. 2
ex. 4
ex. 5
N
2
IN
Feedback
Use the verb ‘to be’ in these exercises.
a Complete the sentences with the correct form of the verb ‘to be’.
VA
b Make the sentences negative in the column on the right.
Positive form of ‘to be’
1 I … a girl.
friends forever.
7 I … a musician.
©
2 He … a bit angry.
3 Your mother … at work. 4 Trixi and Napa … my 2 cats. 5 The suitcase … in my room. 6 Aisha and Suzanne …
8 My green pen ... on your desk. thirty-six
36
Negative form of ‘to be’
UNIT 1:
NICE TO MEET YOU
Positive form of ‘to be’ 9 ... you from England? 10 We ... children.
Score
< 15
≥ 15
Next exercise 3
Negative form of ‘to be’
ex. 4
Complete the sentences using the correct personal pronoun.
me 1 I want that magazine. Can you give it to ? 2 Sandy is really happy! Her mum gave a new mobile phone!
My parents want to visit all.
IN
3 My parents love gardens. There are 5 gardens open to the public next week.
4 That’s a very difficult exercise. I can’t do .
5 Sandy didn’t ask Tony to that party. Sophie asked .
N
6 Where is Sandy? is with Dave.
7 Do you know where Tony is? Yes, is right over there.
VA
8 Do want to play with us? need another player. 9 I don’t think ’s very difficult to learn English. 10 My name is (write your name), ’m (write your age) years old. Score
<7
ex. 4
thirty-seven
©
Next exercise
≥7
UNIT 1:
NICE TO MEET YOU
37
4
Write a YouTube profile. a Preparation: read the text. Highlight 3 interesting facts in the text.
IN
N
VA
©
thirty-eight
38
UNIT 1:
NICE TO MEET YOU
READING
b Action: write a short paragraph (about 40 words) about MattyB. Make sure to introduce him correctly. Use ‘to be’ correctly. Also add 3 negative sentences.
WRITING
c Reflection: check your task by filling in the checklist. Checklist: writing a YouTube profile
Yes
I think so
No
IN
1 Content and structure • My text is about 40 words. • There are positive sentences, negative sentences and questions. 2 Language • I used the verb ‘to be’ correctly. • I used personal pronouns correctly. • I used correct spelling and punctuation.
VA
Score
N
Feedback
<7
All done!
thirty-nine
©
Next exercise
≥7
UNIT 1:
NICE TO MEET YOU
39
Read the profile of YouTuber Ethan Gamer and answer the questions. If the sentence is false, correct it, using ‘to be’.
IN
5
True
N
Statement 1 Ethan’s channel is about being the best gamer.
VA
2 Another name for his channel is EGTV.
3 Ethan is younger than 13.
4 All the videos are ‘R’-rated.
©
5 Ethan is American.
Score
<7
≥7
Next exercise
ex. 4
All done!
forty
40
UNIT 1:
NICE TO MEET YOU
False
READING
CHECK OUT: HI, MY NAME IS ... Orientation You will make a collage about: – yourself AND – your mother, father, brother or sister … OR a famous person, actor, singer …
Preparation 1
WRITING
Complete the grid with the information you want to share with the class. Me
Someone else
Name
IN
Age Town
N
School
VA
Friends
©
Extra information
2
Make drawings or look for photos or pictures to make your collage more beautiful.
Action Present your collage to the class. Use ‘to be’ and the personal pronouns correctly. Make sure to talk for about 2 minutes. Pay attention to your pronunciation.
forty-one
3
SPEAKING
UNIT 1:
NICE TO MEET YOU
41
Reflection 4
When you are done, don’t forget to fill in the checklist. Checklist
Yes
I think so
1 Content and structure • I mentioned two people (first and surname). • I mentioned my age and the other person’s age. • I added my town and their town. • I mentioned my school and their school or workplace. • My collage includes my name, my friend’s and their friends’. • I spoke for about 2 minutes.
IN
2 Language • I used all the information from my collage. • I used the verb ‘to be’ correctly. • I used personal pronouns correctly. • I paid attention to my pronunciation. • I spoke clearly.
N
Feedback
©
VA
Trace your steps on diddit.
forty-two
42
UNIT 1:
NICE TO MEET YOU
No
UNIT 2: R U READY? check in Step 1: describing a classroom
VA
Step 2: spelling in English
N
IN
main track
Š
summary
trace your steps
on different tracks check out: c is for classroom
CHECK IN School language 1
READING
Read the cartoon and answer the questions. a What is the cartoon about? b What class are the students in? c Why can’t the boy raise his hand?
© CollegHumor
©
VA
N
IN
2
Do you know of a funny or strange classroom situation? Tell the class about it.
forty-four
44
UNIT 2:
R U READY?
SPEAKING
MAIN TRACK Step 1
School is ...
Describing a classroom
1 / My schoolbag 1
Watch the video. What is in the children’s schoolbags? Tick off the items that you see. pens a zip-lock bag pencils paper a locker kit a planner dividers sandwiches a Chromebook coloured pencils (crayons) a glue stick
What is in this schoolbag? Try to name all these items.
©
VA
N
2
a calculator markers a ruler headphones a hole punch a backpack a pair of scissors a computer mouse an umbrella an organizer a (pencil) sharpener
IN
a highlighter a hairbrush a folder a teacher notebooks a binder diaries a pencil pouch tabs an eraser a dictionary
watchING
SPEAKING
Tell the class what is in your schoolbag.
forty-five
3
UNIT 2:
R U READY?
45
4
Look at the classroom picture. Give the following items the correct number.
9
1 18 17 27
8 20
19
24
25 16
2
10
6 11
28
13
22
3
7
15 5
23
14 4
a blackboard
18
a calculator
an umbrella
a glue stick
a hole punch
a pencil case
a bookcase
a chair
a diary
a rubber
a pen
a desk
a map
a stapler
a book
a ruler
chalk
a pencil
students
a highlighter a schoolbag
a teacher
a sheet of paper
a binder
a wastepaper basket
a dictionary
a pair of scissors
N
VA
5
26
12
IN
21
a clock
Can you give the items in the lunchbox their number?
2
1
4
©
3
a lunchbox a sandwich (sandwiches) an apple
5
a bottle of orange juice
6 7
a banana a cracker (crackers) an orange
8
6
What is in your lunchbox? Compare the contents with the lunchboxes of your classmates. Are they having the same thing for lunch or something else entirely?
forty-six
46
an egg
UNIT 2:
R U READY?
SPOKEN INTERACTION
7
Choose words from exercises 4 and 5 for each column. Listen to your teacher pronounce these words. What sound do they start with? Write them in the correct column.
8
a
an
a blackboard
an umbrella
Fill in the correct word in the grammar box below.
GRAMMAR
How to use articles
e.g. a book, a chair, a unicorn …
IN
If the following noun starts with a sound, we use ‘a’.
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 …
N
See p. 61
Write ‘a’ or ‘an’ in front of the following nouns. 1 a computer
6 pencil sharpener
2 organizer
7 eraser
3 ruler
8 pair of scissors
4 marker
9 crayon
5 orange folder
10 calculator
©
9
VA
a = A, E, I, O, U
10 Write ‘a’ or ‘an’. Pay attention to the vowel sound. Your teacher will read the words first. 1 a glue stick 2 pencil 3 old notebook 4 pencil box 5 expensive backpack 6 Chromebook 7 yellow highlighter 8 history book
forty-seven
9 ugly binder 10 English teacher
UNIT 2:
R U READY?
47
2 / My classroom 1
Look at the words in the left column. Compare them to the words in the right. What is different? notebooks sticky notes diaries markers earbuds
2
glue paperclip pencil highlighter backpack
Complete the grammar box below.
GRAMMAR
Plural
Rule:
a notebook
two
general rule:
a marker
two
a pen
two
a diary
two
a dictionary
two
VA
If the noun ends in a consonant + y:
a sandwich
two
if the nouns ends in a sound
a pencil box
two
(-s / -es / -x): See p. 62
©
What do you see in this picture? Write down the singular nouns with the correct article in the left column. Write down the plural forms in the right column.
forty-eight
48
N
Singular
3
IN
How to talk about more than 1 thing
UNIT 2:
R U READY?
Plural
an apple
apples
IN
Singular
Write how many there are. Follow the example to write full sentences.
VA
N
4
There is
©
There are twelve pencil cases.
There are
There are
listening
Listen to the text about a classroom. Are the statements true or false?
1 There is a blackboard.
True False x
2 There are fifteen chairs.
3 There isn’t a map on the wall.
4 There are two bookcases.
5 There are two computers.
forty-nine
5
There are
UNIT 2:
R U READY?
49
6
Look at the sentences in exercise 5 and fill in the grid. In positive sentences
In negative sentences
In questions
With singular words There is
…
There
…
there … ?
With plural words
…
There
any …
there any … ?
There
7
Describe your classroom. One person starts by naming something in the room. The next person copies that sentence and adds a new item etc. e.g. I see a teacher. – I see a teacher and a blackboard. – I see a teacher, a blackboard and a pencil case. – …
SPEAKING
8
Compare the 2 pictures. Follow this procedure:
WRITING
VA
N
IN
a Preparation: look at the 2 pictures and identify 6 differences. Mark them.
b Action: write sentences with ‘there is / there are’ or ‘there isn’t / there aren’t’. Write 2 sentences about the items that you can see, 2 sentences about the things that are missing, and 2 questions. You can use plurals as well. Follow the examples.
©
+ e.g. In both pictures there are two desks.
- e.g. There is no map on the right.
? e.g. Is there a chair missing? No, there isn’t.
fifty
50
UNIT 2:
R U READY?
c Reflection: check your text and fill in the checklist. Checklist: describing a classroom
Yes
I think so
No
1 Content and structure • There are 2 positive sentences. • There are 2 negative sentences. • There are 2 questions. 2 Language • I used ‘there is’ and ‘there are’ correctly. • I used the vocabulary about school necessities correctly. • I used correct spelling and punctuation.
IN
Feedback
3 / Classroom English 1
READING
Look at 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.
Ms Heart
2 Could you repeat that please?
3 Can I have a sheet of paper?
VA
N
1 Please take a sheet of paper.
4 Here you are.
5 Pay attention.
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
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.
Akim
Excuse me, Miss. Could you repeat that a bit slower please?
Ms Heart
Yes. That’s R – U – L – E – R. fifty-one
somewhere.
UNIT 2:
R U READY?
51
2
READING
Match these sentences with the correct classroom situations. 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.
1
Excuse me. Can you repeat that, please?
How do you say … in English? May I have a tissue, please?
IN
Can you help me, please?
Could you explain this exercise, please? Could I borrow your …?
May I go to the toilet?
N
Excuse me. I don’t understand.
VA
Can I use a dictionary, please? Here you are.
Which classroom expression can you use with the following items / pictures?
©
3
1
2
3
4
5
6
fifty-two
52
UNIT 2:
R U READY?
7
8
9
CHECK 1, p. 67
Step 2
ABC, simple as 1, 2, 3 Spelling in English
1
IN
1 / GR8 2 C U
Read the beginning of the book ttyl by Lauren Myracle and answer the questions.
READING
a What sort of conversation are the main characters having?
N
b Do the characters write in a formal or an informal way? How do you know this?
VA
c What are the nicknames of the 2 characters?
d What do you think ‘defunkify’ means?
©
e What did Angela give Maddie? Why?
f Can you write the standard English words for these abbreviations? Tip: say them out loud. – wh-hoo to u 2:
– did u get:
– kinda:
– we’re gonna have:
– r we?:
– ur brown as a berry:
– good 2 c u:
fifty-three
– cuz even tho school’s started …:
UNIT 2:
R U READY?
53
Tuesday, September 7, 5:39 PM hey, mads! 1st day of 10th grade down the tube – wh-hoo!
mad maddie:
hiyas, angela. Wh-hoo to u 2.
SnowAngel:
did u get the daisy i put in your locker?
mad maddie:
i did
mad maddie:
what’s the story?
SnowAngel:
i just know that the end of the summer always throws u into a funk, so i wanted to do something to defunkify u.
mad Maddie:
u wanted to DEFUNKIFY me?
SnowAngel:
so that’s why i gave u the daisy, to remind u of picnics and hanging out at the pool and going to tuckaway with zoe’s parents. happy, smiley, daisy kinda stuff, u know?
mad maddie:
oh. well, thanks.
SnowAngel:
cuz even tho school’s started, nothing has to change. u, me, and zoe – we’re gonna hava a great year. :D
mad maddie:
r we?
mad maddie:
god, I’m already depressed just from watching everyone compare tans.
SnowAngel:
why did that depress u? ur brown as a berry.
mad maddie:
all day long there was far 2 much squealing going on, 2 much ‘ooo, u look fabulous!’ and ‘it’s so good to c u!’
VA
N
IN
SnowAngel:
but why is that bad?
mad maddie:
cuz it’s so fake. all that clique stuff, i hate it. i hate feeling like everyone knows the secret handshake but me.
SnowAngel:
well, at least u and zoe r in the same homeroom. i am insanely jealous. *shakes fist at sky*
mad maddie:
i’ll c u in math, tho. whoopee.
SnowAngel:
and thank god all 3 of us have the same lunch period. *raises champagne glass* TO THE WINSOME THREESOME! BFF!
mad maddie:
cheers
©
SnowAngel:
Send
Cancel
~
Source: Lauren Myracle, ttyl, p. 1
2
Listen to the medley. a Try to complete the gaps with the letters you hear.
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54
UNIT 2:
R U READY?
listening
SPOKEN INTERACTION
b Discuss these questions with a partner. – Have you heard these songs before? – What do you think these songs are about? – Which one do you like best? Why?
You went to school to learn, girl Things you never, never knew before got before except after And why two plus two makes four Now, now, now I’m gonna teach you All about love, dear, Sit yourself down and take a seat
All you gotta do is repeat after me , easy as one, two, three Or simple as do re mi , one, two, three, baby, you and me girl , easy as one, two, three Or simple as do re mi , one, two, three, baby, you and me girl
club down in
old Soho rink champag ne and it tastes just lik e cherry cola cola She walked up to me and sh e asked me to dance Where you d
I asked her h
in a dark
she said Lola Lola la-la-la-la
Lola – The
Yeah, yeah, yeah, yeah
Gloria – Van Morrison
VA
brown voice
er name and
Lola
Kinks
Find out what it m
eans to me
Take care,
Respect – Aretha
Noah & the
Franklin © Hulton-Deutsch Collection/CORBIS
©
nd , my f rie money and sense than way ot more yo ur own in Yo u’ve g o g u o and y ot heart Yo u’ve g ck again ow w ill co me ba e n ay don’t hav ur o w n w W hat yo u go in yo u o y d n a ot heart Yo u’ve g
Whale
Well, it’s on’n’n’on’n’on on’n’on, The beat don’t stop until the break of dawn. I said , a with a double , I said I go by the unforgettable name Of the man they call the Master Gee. fifty-five
n– Life goes o
h, yeah
, , , yeah, yea And her name is , oria) (Gl oria) (Gl ht (Gloria) I'm gonna shout it all nig day (Gloria) I'm gonna shout it ev’ry
N
I met her in a
IN
ABC – Glee Cast
Rapper’s Delight – Sugarhill Gang UNIT 2:
R U READY?
55
2 / The alphabet 1
In text messages, we don’t always use the regular spelling. Read the expressions and match them with their meanings.
1 Best Friends Forever 2 Be right back
1 CU 2 RUOK
3 Oh My God
3 OMG 4 See you
4 LOL 5 BFF
5 Are you ok?
6 BRB
IN
6 Laughing Out Loud
7 DIY
7 For Your Information
8 FYI
2
N
8 Do It Yourself
listening
Now listen how these special words are pronounced.
VA
a Write down which abbreviation you hear after each number. The first one is given. BFF – BRB – CU – DIY – FYI – LOL – OMG – RUOK
1 CU
5
2
6
3
7
4
8
©
b Where can you find these abbreviations? In books In letters In text messages
3
Create your own text message. Use some of the abbreviations from exercise 1. Use your phone to send it to a friend and see if you get a reply!
writtEN INTERACTION
4
Can you say each letter correctly?
listening
a Listen and repeat the alphabet. A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
b Which letter (or letters) do you think are difficult? Highlight them and repeat! fifty-six
56
UNIT 2:
R U READY?
listening
5 Which letters sound the same? a Complete the table. /eɪ/
/iː/
/e/
/aɪ/
/juː/
/əʊ/
/ɑː/
Like in day
Like in see
Like in bed
Like in why
Like in you
Like in no
Like in far
A
B
F
I
Q
O
R
b Which letters are vowels?
c Which letters are consonants?
Listen and circle the letters you hear. A
B
C
D
N
O
P
Q
E
F
G
H
N
7
R
S
T
U
listening
I
J
K
L
M
V
W
X
Y
Z
Complete the table with your information. Then ask your classmate, but he/she has to spell it. SPOKEN INTERACTION Listen carefully and write down the letters your classmate says.
VA
6
H
IN
Can you spell …
You
Your classmate
your favourite uncle’s first name? your favourite aunt’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?
fifty-seven
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’.
UNIT 2:
R U READY?
57
8
listening
Listen to the words that are spelled and write them down. 1
book
6
2
7
3
8
4
9
5
10
3 / Find it in your dictionary 1
Open your print dictionary at random, look at the pages and write these items down.
2 the last word on the right-hand page: 3 a long word on one of the pages: 4 a short word on one of the pages: 5 an abbreviation:
IN
1 the first word on the left-hand page:
N
6 a word you know: 7 a word you don’t know: 8 the page numbers:
Connect each dictionary term with its definition. There is one definition you don’t need. 1 root word
a the way you say the word when you speak
2 pronunciation
b function of the word in speech, e.g. verb or noun
3 part of speech
c the meaning of the word
©
2
VA
9 a word you like or the funniest word:
d The word you are looking for
4 definition
e The history of the word
How to use a dictionary
STRATEGY
Most dictionaries have a print and an online version. Some even have (free) applications. Find the right entry in the dictionary and choose the meaning that fits the context.
3
Look at the print screen image of the Cambridge Learner’s Dictionary and answer the questions. a Indicate the dictionary terms from exercise 2 on the image.
fifty-eight
58
See p. 65
UNIT 2:
R U READY?
READING
IN
b What do you also see in the image?
N
VA
c Look up the words you wrote down in exercise 1 and listen to their pronunciation. Then repeat the words yourself. Look up the meaning of these words in a dictionary. Write it down in your own words. 1 alphabetically
2 history
Š
4
3 French
4 to repeat
5 an abbreviation
6 maths
7 science
8 pronunciation
9 physical education Look at the underlined words in the previous exercise. a What do they have in common? fifty-nine
5
UNIT 2:
  R U READY?
59
b Write down the other courses you have in school.
7
What things do you need for the different subjects? Make a list of at least 3 objects n eeded for each school subject. English
Maths
Art
Physical Education
Match the subjects with the correct picture. a English b French
IN
6
c geography d history
e ICT / computer studies f maths
2
3
4
VA
N
1
g music h PE / physical education
6
©
5
1
8
2
8
1
VI-18-013_Track_FrontCover_210x297mm_02.indd 2
3
4
5
6
7
14/02/2019 11:15
8
Work in pairs. You will get a stack of cards. – – – – –
Person A takes a card and spells a word. Person B writes it down. Do this with 10 words. Then reverse the roles (B spells, A writes it down). Who wrote the most words correctly? Then look at your list of words. Tick off the ones that you know. Use a dictionary (paper or online) to look up the meaning of the other words. Check with your partner if he/she knows what the words mean.
CHECK 2, p. 71 sixty
60
7
UNIT 2:
R U READY?
SPOKEN INTERACTION
SUMMARY
Excuse me, miss, is there a bin?
No, there isn’t.
GRAMMAR
HOW TO talk about one or more things Indefinite article a/an and plural of nouns
Are there pens in your pencil case?
VA
N
IN
Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?
1 The indefinite article
To talk about 1 thing, you use the indefinite article a or an.
©
a
an 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’.
sixty-one
a biro a binder a calculator a schoolbag a university
UNIT 2:
R U READY?
61
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
general rule: noun + s
a diary a dictionary
two diaries two dictionaries
If the noun ends in a consonant + y: -y -ies
a sandwich a pencil box
two sandwiches two pencil boxes
if the nouns ends in a hissing sound (-s / -es / -x): noun + es
Note the pronunciation of plural nouns: Examples cats
/s/ after a heavy sound
cups minutes shoes
/z/ after a light sound
knives
IN
Pronunciation
pages
/ / after a hissing sound
N
teachers horses
VA
bridges
3 There is / there are
To make sentences with singular and plural words, you can use there is or there are. In negative sentences
In questions
There is a book.
There isn’t a book.
Is there a book?
©
With singular words
In positive sentences
With plural words
sixty-two
62
UNIT 2:
R U READY?
There are two books.
There aren’t any books. Are there any books?
a (ring) binder
a calculator
a chair
a highlighter
a pen
a pencil
a divider
a hole punch
a pencil case (UK) / a pencil box/pouch (US)
a rubber (UK) / an eraser (US)
a wastepaper basket / a wastebasket
a map
sticky notes
a folder
a stapler
a sheet/piece of paper
a crayon
a dictionary
©
VA
a glue stick
N
a bookcase
a clock
a diary
chalk
a desk
a book
IN
a blackboard
a pair of scissors
a ruler
a student/pupil
a teacher
an umbrella
sixty-three
a backpack/schoolbag
VOCABULARY
1 SCHOOL NECESSITIES
UNIT 2:
R U READY?
63
English
German
Spanish
French
religion
history
2 SUBJECTS AT SCHOOL
art(s)
VA psychology
©
mathematics / maths
computer studies sixty-four
64
UNIT 2:
R U READY?
natural science
physical education
N
geography
IN
economics
Dutch
social science
food science
chemistry
physics
biology
STRATEGY
HOW TO use a dictionary Print or online? Print
Online
Check the spelling. e.g. flour or flower, plain or plane?
Download the app or go the website. www.dictionary.com www.merriam-webster.com www.oxforddictionaries.com www.dictionary.cambridge.org
Got it! Then what?
Check the spelling. e.g. flour or flower, plain or plane?
VA
N
– expression keyword e.g. teacher’s pet ‘teacher’ or ‘pet’
Found it!
©
Go to the right section of the dictionary.
I’m here. What now?
Choose the meaning that fits the context. e.g. plain white flour ✘ not beautiful: e.g. a plain face ✔ ordinary, not special
Check! ✔
Type in the word you want to know the meaning of.
Found it!
Choose the meaning that fits the context. e.g. plain white flour ✘ not beautiful: e.g. a plain face ✔ ordinary, not special
Got it!
Click on the pronunciation of the word.
hat G reat! I found w r. I was looking fo UNIT 2:
R U READY?
sixty-five
– conjugated verb base form e.g. writing write
Okay, then what?
IN
Find the root word. – plural singular e.g. dictionaries dictionary
65
1 Asking for help – 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.
– 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?
VA
2 Asking for permission
N
IN
USEFUL EXPRESSIONS
HOW TO ask for something in class
– Of course. – Sure, you can use your phone to look up the word.
©
– 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?
sixty-six
66
UNIT 2:
R U READY?
– Sure, here you are. – Of course, here you go.
ON DIFFERENT TRACKS Check 1 1
Describing a classroom WRITING
Write about the school items these teenagers have. a Preparation: look at the pictures. Write down 8 different items you see. Name 2 items that you can’t see in the picture.
VA
N
2
IN
1
I can see... 1 2 3
©
4
I don’t see...
5
1
6
2
7 8
b Action: use what you prepared to write 10 short sentences using ‘there is’ / ‘there are’. Don’t forget to use ‘a’ or ‘an’ correctly. sixty-seven
UNIT 2:
R U READY?
67
c Reflection: check your text by filling in the checklist. Checklist: describing school items
Yes
I think so
No
1 Content and structure • There are 5 sentences for each person. • There is at least 1 negative sentence per picture. 2 Language • I used ‘there is’ and ‘there are’ are correctly. • I used ‘a’ and ‘an’ correctly. • I used the vocabulary about school necessities correctly. • I used correct spelling and punctuation. Feedback
9 – 12
> 12
Next exercise
ex. 2
ex. 3
ex. 4
IN
<9
Write the correct article ‘a’ or ‘an’ in front of the following nouns. 1 a book
9 stapler
17 ruler
2 file
10 orange
18 lunch box
11 row
19 umbrella
12 blackboard
20 binder
3 elevator (US)
VA
4 item
N
2
Score
5 track
13 chair
21 lift
6 notebook
14 university
22 old stapler
7 teacher
15 textbook
8 glue stick
16 apple
23 expensive calculator
Score
< 14
©
Next exercise
3
14 – 18
> 18
ex. 3
ex. 4
SPEAKING
Describe a classroom at your school. a Preparation: think about a classroom at school and note down at least 5 items from that room. b Action: describe the room to a classmate. Use ‘there is’ / ‘there are’ and the vocabulary about school supplies correctly. c Reflection: can your partner guess which room it is? Score
sixty-eight
68
Next exercise
UNIT 2:
R U READY?
<7
≥7 ex. 4.
4
watchING
Watch the video. a Answer the questions. 1 What is the video about? 2 Where do you think this was filmed? 3 What does the teacher think of the boy? 4 Why does the boy dance on his way out of the room?
WRITING
IN
b Write down what you think about this scene. – Preparation: do you like this scene? Do you want to see the entire film?
I like / don’t like because
N
– Action: write a short paragraph (about 30-40 words) about what you think. Don’t forget to include things you see in the classroom. Use ‘there is’ / ‘there are’ and the vocabulary about school supplies for this. Use the writing frame below.
In this classroom there is / there are
VA
I want / don’t want to because
– Reflection: check your task by filling in this checklist. Checklist: giving your opinion
Yes
I think so
No
©
1 Content and structure • I used the writing frame. • There are about 30-40 words in my text. • I gave my opinion about the trailer. • I talked about the things in the classroom. 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.
Score
< 11
≥ 11
Next exercise
ex. 5
Check 2, p. 71
sixty-nine
Feedback
UNIT 2:
R U READY?
69
5
WRITING
Draw your ideal classroom. a Preparation: think about 5 items that are really necessary for you in a classroom. Write them down here. b Action: write a short text (30-40 words) about your ideal classroom. Also write your reason for choosing those items. Use ‘there is’ / ‘there are’ and follow the example. e.g. In my ideal classroom there are laptops for everyone because then I only need one thing for every lesson.
IN
c Reflection: check your text by filling in the checklist. Checklist: describing my ideal classroom
VA
N
1 Content and structure • There are about 30-40 words in my text. • I used the example for 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
Score
Next exercise
seventy
70
UNIT 2:
R U READY?
<7
≥7 Check 2, p. 71
Yes
I think so
No
Spelling in English
Check 2 1
1
6
2
7
3
8
4
9
5
10
Score
<7
>7
Next exercise
ex. 2
Look up the following words in a dictionary. Write a sentence as an example for at least 2 meanings of the word. The first one is done for you as an example. We used the online Cambridge Essential British Dictionary.
IN
2
listening
Listen and write down the words that are spelled.
1 a Player: Kevin De Bruyne is a football player. 2 They say that that boy is a player.
N
3 Where is the DVD player? b Bank:
VA
c Bat:
d Light:
©
e State: f Note:
Score
<4
4–5
Next exercise
ex. 3
ex. 5
seventy-one
UNIT 2:
R U READY?
71
3
Practise the alphabet. Write down 5 English words you know. Spell them to your classmate. Your classmate checks in a dictionary if the spelling is correct. If the spelling is correct, highlight , if it isn’t, highlight and correct it. Spelled OK?
Your items
listening
Written correctly?
Your classmate’s items
Score
<4
4–5
Next exercise
IN
4
ex. 4
Work with a partner and practise your word skills.
SPEAKING
a Preparation: take 5 cards from the stack of cards you will get.
WRITING
N
b Action: – Spell out the words. Your partner will write them down. Then take turns. – Look up the meaning of these words in a(n online) dictionary. – Make sentences with the words. Use your own words!
VA
c Reflection: check the task by filling in the checklist. Checklist: practising word skills
1 Content and structure • I can use the alphabet to spell the words. • I can use a dictionary to look up difficult words. • I can write 5 sentences using my own words.
©
2 Language • I used the words correctly in a sentence. • I used correct spelling and punctuation. Feedback
Score Next exercise
seventy-two
72
UNIT 2:
R U READY?
<7
>7 All done!
Yes
I think so
No
5
READING
Read the text about Mrs. Trumbo. a Answer the questions about the text. 1 Where does Mrs. Trumbo teach? 2 What does Mrs. Trumbo teach? 3 List 3 things the writer likes about Mrs. Trumbo. 4 What award do you think she is getting?
10
©
15
N
5
Seventh grade can be overwhelming for a lot of kids. It was for me, and still is. You know the feeling you get when you’re dreading going to your next class? You know when your stomach clenches into a little ball? Well, you won’t get that feeling going into Mrs. Trumbo’s classroom. Mrs. Trumbo doesn’t make her classroom feel like an old school classroom. You’ll want to run to Mrs. Trumbo’s classroom. That’s how fun and exciting she is. She is organized but at the same time she isn’t, and that’s what I like about her classroom. Mrs. Trumbo teaches reading and maths at South Junior High. She keeps the classroom alert and active. She lays down the law, but at the same time I can see she loves what she does for a living. I can relate to Mrs. Trumbo very well, which makes it a lot easier for me to learn in her classroom. When I look at Mrs. Trumbo I see a lot of actions and stuff I would do as a person. For example, she wears some interesting outfits. One day she will wear a big pendant on her neck with a shirt and matching pants. Another day she will wear just plain shorts and a patterned shirt with tennis shoes. I really liked one of her outfits when she wore a brown skirt down to her knees, with a wavy shirt and a decorative belt. I can really say she knows style. For a teacher that is pretty uncommon! Every day I look forward to seeing what she wears the next day, so I can get some new ideas for myself. The first day of school, I just knew Mrs. Trumbo was a magnificent teacher. I’m generally a lazy person, but what kid isn’t? The first week of school I was losing my grip on things. Mrs. Trumbo was the only teacher that didn’t let me. She gave me the impression that she can be really fun, but when it comes down to it she wants stuff to be done. Correctly and properly, that is. Mrs. Trumbo is teaching me a lot and I love being in her class. I’m sure other kids do too. She should win because she brings joy to South Junior High, and makes life interesting. She’s a great lady and deserves this award. There is so much more to Mrs. Trumbo, but there isn’t enough time in this world for me to say everything!
VA
1
IN
20
25
Adapted from: www.teenink.com
/ 6 seventy-three
Total:
UNIT 2:
R U READY?
73
b Look up words that are printed in bold in the text in a(n online) dictionary. If the word is part of a phrase or expression, look up the most important word. Word(s) in the text
Word I will look up
Meaning of word(s)
1 Dreading
2 Clenches
IN
3 Lay down the law
4 Pendant
6 Losing my grip
Total:
< 13
Next exercise
ex. 4
© UNIT 2:
R U READY?
/ 12
Score
seventy-four
74
VA
5 Uncommon
N
≥ 13 All done!
CHECK OUT: C IS FOR CLASSROOM Orientation You will create your own version of the alphabet.
Preparation 1
watchING
Watch the video. What is it about?
Action Make your own video, PowerPoint or Prezi presentation about at least 15 letters of the alphabet. – Use a picture for every item or show the actual item in your video. – Include at least 7 school items in your video or presentation. e.g. C is for classroom. – Use ‘there is’ and ‘there are’ at least 5 times. e.g. C is for classroom. There are 25 classrooms in this school. – If you make a video, record your own voice to say the items you are showing; e.g. A is for apple. There is an apple in my lunchbox. – Upload your video to the platform your teacher decides: e.g. SmartSchool, YouTube, SchoolOnline … – If you make a presentation in PowerPoint or Prezi, present your alphabet live. – Pay attention to your pronunciation.
seventy-five
©
VA
N
IN
2
SPEAKING
UNIT 2:
R U READY?
75
Reflection 3
Check your work by filling in the checklist. Checklist: my alphabet
Yes
I think so
1 Content and structure • There are15 letters. • There are 7 school items. • There are pictures / actual items for every letter. • My video / presentation is about 2 minutes. 2 Language • I used ‘there is’ and ‘there are’ correctly. • I pronounced all the items correctly. • I spoke loudly and clearly. • I paid attention to my pronunciation.
IN
Feedback
©
VA
N
Trace your steps on diddit.
seventy-six
76
UNIT 2:
R U READY?
No
UNIT 3: EAT, PLAY, SLEEP, REPEAT. check in Step 1: talking about daily routines and hobbies
N
Step 2: talking about what you like and don’t like
VA
Step 3: asking and answering questions
IN
main track
©
summary
trace your steps
on different tracks check out: a regular week
CHECK IN My day 1
What else do you do during the day? Write the words and/or draw the symbols. Use a dictionary if necessary.
seventy-eight
78
UNIT 3:
VA
©
N
IN
2
READING
Look at these symbols. What do they mean?
EAT, PLAY, SLEEP, REPEAT.
MAIN TRACK Step 1
This is my day
Talking about daily routines and hobbies
1 / Daily routines 1
Watch the extract and answer the questions.
watchING
a What does the girl do in the morning? Tick the left-hand boxes. does homework
listens to music
puts on make-up
changes clothes
has a shower
combs her hair
takes the dog out
brushes her teeth
goes (back) to bed
checks her phone
checks social media
wakes up
gets up
plaits her hair
takes care of her skin
wakes up her brother
meets friends
curls her hair
goes to school by bus
watches tv
has lunch
takes her backpack
does her homework
chooses clothes for the day
leaves the house to go to school
IN
has breakfast
N
goes to the bathroom
VA
b Watch the video again and put the activities in the right order: what do you see first (= 1) , second (= 2), etc.? Write the numbers in the right-hand boxes. c Do you do these things in the morning too? What else do you do? Discuss with a partner. Label these pictures. Choose from the options in exercise 1.
©
1
The girl
4
The boy
2
The boy
5
He
3
The girl
6
She
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
seventy-nine
2
SPOKEN INTERACTION
79
7
8
He
She
9
IN
10
She 3
She
Complete the sentences with the correct expression.
1 Before you fall asleep after a long day you .
you .
N
2 When your alarm clock goes off in the morning, you and after that
3 It is important that you because it is the most important meal of
VA
the day.
4 If you twice a day, your dentist will be pleased. 5 Parents and teachers are happy when you . 4
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 / Hobbies 1
a b c d
Vin Diesel Nicolas Cage Rosario Dawson Megan Fox
• • • •
eighty
80
listening
Listen and match a celebrity to a hobby.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
• • • •
Lord of the Rings fan Collecting Superman comic books Obsessed with Star Trek Playing Dungeons and Dragons
2
Match the pictures with the correct description.
1
3
2
5
4
IN
6
7
9
11
Š
13
12
15
14
going to the cinema
dancing
cooking
playing video games/ computer games
eating in a restaurant/ eating out
taking photographs
walking your dog
playing an instrument
going jogging
watching television
listening to music
swimming
playing football/soccer
sunbathing
reading a book
UNIT 3:
  EAT, PLAY, SLEEP, REPEAT.
eighty-one
2 10
VA
N
8
81
Did you know? Verbs in English • 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 • The infinitive is the verb with the word ‘to’ in front of it. e.g. to be, to like, to play
Discuss the hobbies that people you know have. Use the activities in exercise 2 as inspiration. SPOKEN INTERACTION Follow the example. e.g. I like jogging. My best friend likes cooking. I think my teacher likes reading.
3 / What teens like to do 1
N
3
IN
• Verbs also have -ing forms in English, like in exercise 2, e.g. being, playing, reading. This can make the verbs into nouns (= zelfstandig naamwoord) or adjectives (= bijvoeglijk naamwoord). If we use a verb as a subject or object in a sentence, we often use the -ing form. e.g. Sleeping is my number 1 hobby. I like reading.
Look at the article. Then answer the questions.
VA
a What hobbies do you recognize in the pictures with the article on p. 83?
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.
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READING
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.
1
5
IN
10
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 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.
N
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.
©
20
The arts 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.
VA
15
25
30
35
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
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.
eighty-three
Adapted from: www.livestrong.com
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2
Complete the strategy box about reading strategies.
STRATEGY
How to read a text more effectively 1 Before reading Orientation – Look at and
Preparation – What do you need to do with the text? – Why do you have to read it? – What types of questions will you have?
read first. – wrote this?
– is the text meant for?
See p. 114
– did he/she write it?
Read the full text. Complete the grid.
READING
IN
3
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. b
advantages
VA
•
N
a (topics)
•
Indoor: Outdoor:
• winter:
©
• summer:
drawing, painting or sculpting
drama:
• volunteering • ‘voluntours’ =
Examples • • •
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4
Are the statements true or false? Find proof in the text. Statement
True
False Proof
1 Sharing hobbies is good for your social skills.
2 Frisbee and paintball are traditional sports.
3 Teenagers can do hobbies at home.
Complete the strategy box about reading strategies with information from exercises 3 and 4.
How to read a text more effectively 2 While reading
IN
5
STRATEGY
N
Action 1 Global reading: Try to answer the WH-questions:
– Look for .
– Look for , synonyms or related words.
– Look for if a year, amount or date is asked.
– Use a or a pencil to flag up the information you need.
See p. 114
WRITING
What do you prefer?
©
6
VA
2 Reading for details:
a Preparation: look at the activities described in the text in exercise 1 and highlight the one you like best. Think of 2 good reasons for this. You can use these adjectives as inspiration: boring – calm – exciting – fun – happy – relaxing – sad – strange
b Action: use the writing frame to write at least 4 sentences about your number 1 activity. From the activities mentioned in the text, I like
the most.
This is a [name topic]
activity.
The reasons why I like this are: (give at least 2) 1 2 I would like to try eighty-five
because (give a reason) UNIT 3:
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c Reflection: fill in the checklist. Then read your text to your partner. Do you like the same thing? Checklist: my opinion about hobbies
Yes
I think so
No
1 Content and structure • I gave 2 reasons. • I also talked about what I want to try. 2 Language • I used the writing frame. • I used correct spelling and punctuation. Feedback
Play the miming game with your neighbour. Who can guess most of the hobbies/routines?
SPOKEN INTERACTION
Role a: act out the hobby/routine that is on the card. Role b: guess the hobby/routine that your partner acts out.
IN
7
My free time
Talking about what you like and don’t like
VA
Step 2
N
CHECK 1, p. 115
1 / I like watching TV shows 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
22.3k
63.6k
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).
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READING
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.
11.7k
Feather Friend Just like you, 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 wish I had a better camera.
12.2k
Adapted from: forum.choiceofgames.com
2
Highlight the verbs in the text in exercise 1.
3
What subjects are used in these sentences?
Complete the grammar box with the correct information.
VA
4
N
IN
AAO I spend time sleeping and nothing else. I’m sure it’s not productive, but I enjoy it.
36.4k
GRAMMAR
How to talk about facts and routines
To talk about what you , your and hobbies, the present simple tense is used in English. The form of the verb depends on the subject. Subject verb + rest of sentence
a lot in my free time. (to draw)
©
I
Form of verb
You
walking. (to like)
We
sometimes to a museum. (to go)
They
chess every weekend. (to play)
eighty-seven
Note that the verbs hate, love and like are often followed by the -ing form of the verb to describe your likes and dislikes. e.g. I like reading books. See p. 107
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5
Complete the text with the correct verb in the present simple form. to describe – to draw – to have (2x) – to hope – to make (2x) – to play – to read – to think – to write
FairyGodfeatherFeather Friend
I many hobbies. One is flute. Flute is a very pretty instrument to play
37.2k
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
26.4k
and a lot – what a surprise – dark stories are my favourite,
IN
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!
2 / Ashley’s week
Read the text and answer the questions.
VA
1
N
Adapted from: forum.choiceofgames.com
a Who is the text about?
b What is the text about?
©
c Complete the grid with the days of the week. Remember that in English the days of the week are written with a capital letter.
eighty-eight
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weekend
weekdays
d What does she usually do after school? Add the activities to the grid.
UNIT 3:
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READING
10
15
20
2
IN
5
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 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. 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.
N
1
Use the text about Ashley’s routines to answer the questions.
VA
a Look at the verbs in the text and underline them.
b Complete the sentences in the grid with a verb from the text in exercise 1. c Complete the spelling rules.
d Look at these verbs and add them to the grid.
©
to buy – to cry – to destroy – to dry – to eat – to have – to party – to push – to say – to sleep – to stay Infinitive
Example
Rule:
to get
Every weekday she gets up at 6 o’clock
General rule:
to feed
and her cat.
base form of the verb + s
She dinner at 7 p.m. every day.
to brush
She brushes her teeth.
after hissing sounds:
to watch
She watches TV.
base form +
to relax
She just relaxes.
She always her dirty socks
eighty-nine
under the bed.
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89
Infinitive
Example
Rule:
to go
Every Monday she dancing.
verbs ending in –o:
to do
She some work for school.
base form +
to carry
She always the cat downstairs.
verbs ending in
She at weddings.
a + y:
Her mum the laundry in the
garden.
She really loud!
to play
On Wednesdays she tennis.
verbs ending in
My brother always my toys.
a + y:
My grandmother fruit at the
base form +
IN
market.
The dog inside at night.
to have
She a dog and 3 cats.
The verb ‘to have’ is irregular:
3
Complete the grammar box.
N
GRAMMAR
VA
How to talk about facts and routines
In the the form of the present simple tense changes. In general we have to add -s to the base form of the verb. Subject He She It
verb
rest of sentence my toys. (to destroy) dinner at 7 p.m. (to eat) very easy. (to seem) inside at night. (to stay)
©
The dog
For a full overview of the correct spelling of the 3rd person singular in the present simple, check the Summary on p. 107.
4
Complete the sentences with the verb in the correct form of the present simple. 1 Jamal’s father (to work) in a shopping centre.
1 works
2 He (to be) the manager.
2
3 He (to start) work every day at 8:00 a.m.
3
4 I (to watch) a lot of DVDs. I love films.
4
5 He (to finish) work every day at 7:00 p.m.
5
6 He (to live) close to the shopping centre.
6
ninety
90
See p. 107
UNIT 3:
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7 Every day he (to go) to work by bike.
7
8 His best friends, Arthur and Mo, also (to work) in the shopping centre. 8
5
9 But they don’t live nearby. They (to go) to work by car.
9
10 Arthur and Mo (to start) work at 9:00 a.m.
10
11 As he is the manager, Jamal’s father (to help) all the ...
11
12 ... other workers and (to tell) them what to do.
12
13 He really (to like) his job and ...
13
14 ... (to be) good at it.
14
15 My parents (to have) lunch at the shopping centre every Saturday.
15
WRITING
What about your daily routine? It is probably not the same as Ashley’s.
to have dinner to read a book to do homework to go to bed to leave home to start school/work
N
to have a bath/take a shower to get up to get dressed to go to school/work to have breakfast to watch TV
IN
a Preparation: look at the infinitives below. Check the activities you do every day. Choose at least 5 from the list and add at least 3 others that are not mentioned. to have lunch to take the bus to brush your teeth
VA
b Action: write a short paragraph (30-40 words) about your routines. Pay attention to the form of the present simple.
©
c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: my daily routines
Yes
I think so
No
1 Content and structure • My text is 30-40 words. • I used 5 ideas from the list. • I added 3 other routines. 2 Language • I used the present simple correctly. • I used correct spelling and punctuation.
ninety-one
Feedback
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3 / I really don’t like spiders! Read the conversation below. Complete the table with what these people like and don’t like.
READING
Anthony O I really like doing adventurous things. And the best is playing video games. I don’t like reading at all. I really don’t want to spend my time reading books! I get enough of that at school.
52.3k
CuriusZ Oh, wow, Anthony! I don’t know how you can hate reading! My brother doesn’t enjoy it either but that is because he doesn’t know how cool the Harry Potter books are.
MissPatty
I agree with you, Anthony. I don’t like boring things either . Give me Fortnite, and I am a happy camper, but I enjoy all sorts of games.
27.6k
13.4k
IN
1
Ozzy I spend time sleeping and nothing else. I don’t like violent games!
CuriusZ
Re: OH! You don’t do anything else but sleep? Is sleeping a hobby? If so, that’s number one
20,5k
36.4k
N
on my list … and I also love napping. Especially if it’s a good epic Harry Potter-like dreams.
VA
Who Anthony O CuriusZ
MissPatty Ozzy
Do you know the verbs to describe what you like and don’t like?
©
2
a Complete the scale with the correct verb. Choose from: don’t enjoy – don’t like – enjoy – hate – like – love
b Write 1 thing for each of the verbs. Use the vocabulary from Step 1 as inspiration. 1 I love
2 I enjoy
3 I like
4 I don’t enjoy
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92
5 I don’t like
6 I hate
c Tell a partner about the things you like and don’t like.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
SPEAKING
3
Check the text in exercise 1 and answer the questions. a Highlight examples of verbs in the negative form. b What tense is used in the text? c How many verb forms are there in each negative form?
4
Complete the grammar box about the present simple in the negative.
GRAMMAR
How to talk about facts and routines
To make a verb form negative in the present simple, the auxiliary verb is used. The form of depends on the subject. auxiliary verb
I
main verb like
You He/She
know
It
seem
rest of sentence
IN
subject
reading.
anything about Harry Potter. easy.
We enjoy
violent games.
N
You They
Complete the text on the right with the correct form of the verbs in the text on the left. Her name is Victoria. She in
Manchester. She a cat and a dog. She to King David High School. In her free time, she sports and she films on Netflix. She books and she a lot. Sometimes, she to music but she computer games. She computer games – but she writing blogs!
ninety-three
My name is Victoria. I live in Manchester. I have a cat and a dog. I go to King David High School. In my free time, I play sports and I watch films on Netflix. I like books and I read a lot. Sometimes, I listen to music but I don’t play computer games. I don’t like computer games – but I love writing blogs!
©
5
See p. 107
VA
For a full overview of the present simple, check the Summary on p. 107.
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6
Complete the conversations with the positive or negative forms of the verbs. 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.
IN
Stephen: And what about you? Debbie: I (-) sport. Ever. I hate sports! I (+) my favourite YouTube channels in my bedroom. Conversation 3: LIKE
N
Becky: My mum (+) cats but my dad them. He (+) dogs but my mum (-) them.
VA
Jack: What about you?
Becky: I (-) cats or dogs – but I love spiders! I’ve got a tarantula at home! 7
Rewrite the sentences. Make the positive sentences negative and the negative sentences positive.
+
–
©
1 Adam has breakfast very early. 2
He doesn’t like skiing.
3
She doesn’t hate getting up early.
4 My father watches TV a lot. 5
ninety-four
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Erin doesn’t go to school by bus.
8
Describe the routines of a dancer.
watchING
a Preparation: watch the video. Write down keywords in the grid. 5 daily routines I see
5 daily routines I don’t see
b Action: use what you prepared to write 5 positive and 5 negative sentences. Use the present simple tense.
WRITING
The girl
IN
N
She doesn’t
VA
c Reflection: check your text by filling in the checklist. Then swap your paper with a classmate. Do you talk about the same routines in your text? Checklist: describing a dancer’s routines
Yes
I think so
No
©
1 Preparation • I wrote keywords about routines I (don’t) see in the video. 2 Content and structure • There are 5 positive sentences • There are 5 negative sentences. 3 Language • I used the present simple (positive and negative) correctly. • I used the vocabulary of routines correctly. • I used correct spelling and punctuation. Feedback
ninety-five
CHECK 2, p. 120
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95
Let’s plan
Step 3
Asking and answering questions
1 / What time is it? 1
Look at this empty diary of (fill in name) . You will receive symbols listening from your teacher. Pair up. Listen to your partner and match the activities to the correct time. SPOKEN INTERACTION
Daily Planner
20/02/ SCHEDULE 11:30 a.m.
05:00 p.m.
06:30 a.m.
12:00 p.m.
05:30 p.m.
07:00 a.m.
12:30 p.m.
06:00 p.m.
07:30 a.m.
01:00 p.m.
06:30 p.m.
08:00 a.m.
01:30 p.m.
08:30 a.m.
02:00 p.m.
09:00 a.m.
02:30 p.m.
09:30 a.m.
03:00 p.m.
07:00 p.m.
07:30 p.m.
08:00 p.m.
08:30 p.m.
N
10:00 a.m.
03:30 p.m.
09:00 p.m.
04:00 p.m.
09:30 p.m.
VA
10:30 a.m. 11:00 a.m.
2
IN
06:00 a.m.
04:30 p.m.
10:00 p.m.
What time is it?
a Draw the hands so the clock shows a quarter past ten. b Add the following words to the clock:
©
half past – past – a quarter past – a quarter to – to
It's …
o’clock 5
5 10
10 25
20
20 25
25 ninety-six
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Write the time in full.
1 2
2
5
3
6
7
1 It’s a quarter to two.
8
5 6
N
2 3
7 8
VA
4 4
4
IN
3
Read the text about a professional game developer and answer the questions.
READING
a What is the name of the game developer?
©
b Make his schedule. Summarize the activities. Use the planner on p. 99.
A Day In The Life – Professional Game Developer
5:00 a.m. Starting bright and early … Well, maybe not quite this early because at 5:00 a.m. I’ll be sound asleep.
UNIT 3:
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ninety-seven
Making games for a living is often seen as a dream job and, in my experience, it’s that and more! For the past 5+ years, I have been designing and developing video games from my home in Brisbane, Australia. This is my day as a professional game developer.
97
6:00 a.m. That’s more like it – 6:00 a.m. – I’m awake! The sun is rising over the city, and I always take a moment to appreciate the amazing view from my high-rise apartment. I’m much more productive when I start my workday early. I usually make a strong coffee then head straight to my desk to check my email.
7:00 a.m. By now, I have answered my most important emails and can start thinking about how the rest of my day will look.
7:30 a.m. Next, I skim news sites, forums, and answer questions from my 20,000+ social media followers.
8:00 a.m.
IN
After about 2 hours of light work, it’s time for breakfast. I usually have organic muesli, soy milk, fruit, and more coffee. I don’t like working when I eat, but I also don’t have space for a dining table in my apartment, so I often have breakfast at my desk.
9:00 a.m.
10:00 a.m.
N
Twice a week, I have an online meeting with my team at 9:00 a.m. During this meeting I get updates about our active projects, I test the latest games, and I give feedback. If it’s a day without a team meeting, I usually exercise or go for a walk around the city.
1:00 p.m.
VA
This is when the real work starts. I’m fully awake and in my best mental state. Most of my work from now until 1:00 p.m. involves designing, coding, and testing new games. Time for lunch. I usually have a salad wrap and fries while catching up on a TV show. Sometimes, I finish my day here if I feel like I have been productive enough.
2:00 p.m.
I like to wind down in the afternoon with light work. This is when I do tasks like blogging, research, organization and planning.
5:00 p.m.
©
I finish work at 5:00 p.m. if it’s a normal day. Sometimes I work late (7:00 p.m.) or very late (9:00 p.m.) if the work is interesting or I try to finish up a blog post.
6:00 p.m.
From this point onwards, I just want to relax and avoid work for the rest of the night. I have dinner, watch TV or a good movie, and maybe play some Xbox with friends.
10:00 p.m. Due to the difference in time zones, I often write emails or talk with clients/partners on Skype late into the evening. My evening is their morning.
10:30 p.m. Then … it’s time to get 8 hours of sleep and do it all again! So, that is a day in the life of a game developer. Thanks for reading! ninety-eight
Matthew Source: www.truevalhalla.com
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5
SPEAKING
Describe Matthew’s day. a Preparation: find a partner. Look over Matthew’s schedule. 6 a.m.
Matthew wakes up.
7 a.m. 7:30 a.m. 8 a.m. 9 a.m. 10 a.m. 1 p.m. 2 p.m.
Matthew works.
5 p.m.
IN
6 p.m. 10 p.m. 10:30 p.m.
N
b Action: decide who will talk about 6 a.m. to 10 a.m. and who will talk about 1 p.m. to 10:30 p.m. Tell each other what Matthew does every day. c Reflection: check your task by filling in the checklist.
Yes
VA
Checklist: describing a day
I think so
No
1 Content and structure • I used the diary to prepare. • I talked about 6 things Matthew does.
©
2 Language • I used the present simple correctly. • I said the time correctly. • I paid attention to my pronunciation. Feedback
2 / Do you have a diary? READING
Read this text and answer the questions. a What type of text is this? The text is there for entertainment. The text gives instructions. The text gives an opinion.
ninety-nine
1
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99
b Match the pictures to the correct step.
How to make your own diary Do you and your schoolmates regularly forget to do your homework? When do your parents tell you to do your homework? Do you forget to prepare for tests? How do you plan your free time? Does your coach call your parents to say you are late again? Why does your brother forget dentist appointments? If you don’t have a diary, it’s a good idea to start organizing your life. Part 1: choosing and decorating a diary A
IN
1 Find or buy a notebook. Think about the size that you want. If you want to include a lot of details, you’ll need a larger notebook. A small notebook is easier to carry and takes up less room in your backpack.
B
VA
N
2 How do you want to decorate the cover? Do you like stickers or are you more of a doodler? Write down what you need to buy. Do you keep pictures and fun text from magazines? Do you create collages from interesting materials?
©
3 Decorating the cover is one of the best ways to make your diary just for you. And the more you feel like your diary expresses your personality and creativity, the more you’ll want to use it. Plus, you’ll get to show off your beautiful work!
4 Write your name inside the front cover. Add information that will help someone return your diary if you lose it. Write your class schedule on the first page so you can check it easily when your friend calls you to make plans.
one hundred
100
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C
D
Part 2: listing your tasks E
6 Write on the left page ‘After School’ or ‘Upcoming Events’. This side is where you keep track of other activities, like band practice, sports, and dance class. Divide it up into days or list everything in the order that it occurs.
F
IN
5 Open to the second page. Lay the notebook flat so that you can see both sides. Divide the right page into 3 sections. Label each section with the day of the week and the date. This is where you write your homework assignments from that day. Use the margin or make a column on the right side to keep track of when your tasks are due.
G
VA
N
7 Write in your tasks. Do this every day. If you don’t have any, make a note of it so that you’ll know later that you didn’t just forget to write it down.
Part 3: the finishing touches
9 Use sticky tabs or flags to label the sections. It will be easier to use your diary if you can flip straight to the section you need.
1
2
3
4
5
H
I
6
7
UNIT 3:
8
9
EAT, PLAY, SLEEP, REPEAT.
one hundred and one
©
8 Add useful sections in the back of the notebook. Make a page of goals for the next few weeks or the semester, a page for the school calendar, and a page with contact information and birthdays.
101
2
Read the introduction of the text in exercise 1 again. a Highlight the questions. - If your answer is yes/no, use green. - If your answer is longer, use yellow. b Look at the questions you highlighted. - Write 2 of each in the correct column. - Write down the form of the verb.
3
Long answer
+ subject +
+ + subject +
+ rest?
+ rest?
IN
Form
Yes/no
Answer these questions for yourself. Report to a classmate.
N
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, he/she does. No, he/she doesn’t. No, I don’t.
VA
3 Do you forget tests? Yes, I do.
4 Does your coach call your parents to say you are late again? Yes, he/she does. No, he/she doesn’t. 5 Do you think you need a diary? Yes, I do. No, I don’t. 6 Why (not)?
©
4
Look at the answer to the yes/no questions. Write down the form. , subject + , subject +
5
one hundred and two
102
Look at the questions and answer them with short answers. 1 Do you sleep in at the weekends?
Yes, I do./No, I don’t.
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?
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
SPEAKING
6
7 Do you have your own vlog?
8 Do you earn more than Mark Zuckerberg?
9 Does your grandmother know Minecraft?
Read the text about DanTDM and make questions. Use the words in brackets.
READING
DanTDM: Everything You Wanted To Know
1 (who / to see / we / in this picture) It’s DanTDM.
IN
DanTDM is one of the biggest YouTubers in the world! Here’s how he went from Pokémon expert to Minecraft celebrity.
N
2 (who / to be / he?) He is our favourite Minecraft YouTuber! But he’s much more than just a blockhead. Here’s everything you want to know about Dan, his channel, his wife, and loads more!
VA
3 (where / to live?) He lives in Wellingborough, Northamptonshire in the United Kingdom. 4 (what / to stand for / DanTDM?) Dan’s full name is Daniel Middleton. His middle name is Robert. His full name is Daniel Robert Middleton.
©
5 (where / DanTDM’s nickname / to come from) It’s a mix of his real name and the name of his YouTube channel. Put ‘Daniel Middleton’ and ‘The Diamond Minecart’ together and you get ‘DanTDM’. He really loves his nickname. 6 Dan’s birthday is on 8 November.
(when / to celebrate / his birthday?)
7 (to have / brothers or sisters?) Yes, he does. He has a younger brother. He says his brother was his best friend growing up because they moved around a lot and both love video games. They started a band together in high school, and his brother first introduced him to Minecraft. Bonus fact: other YouTubers sometimes pretend to be Dan’s brother – even Dan himself!
one hundred and three
8 (why / to be / Dan’s hair blue?) Dan has dyed his hair many colours, from blonde to purple to turquoise. His hair is now pink and blue, because when he tweeted saying ‘5,000 LIKES and I’ll dye my hair Pink and Blue tomorrow’ he got 2,063 likes in 17 minutes!
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
103
9 (what / Dan / to play?) Dan mainly plays Minecraft, Roblox and Tomodachi Life on his channel, but he also plays Fortnite Battle Royale and indie games like Hello Neighbour! 10 (how much / Dan / to earn?) Dan earned over £12 MILLION last year from his channel, book, tour and all the other work he does. That makes him the highest earning YouTuber in the world, with a net worth – how much Dan is worth overall – of around £13 MILLION.
a blockhead: slang for ‘stupid person’ both: one and the other a celebrity: a famous person to dye your hair: to colour it to earn: to get money for a job you do to grow up: to become older to move around: to go from one house to another
Adapted from: www.beano.com
Complete the grammar box with information from the previous exercises.
GRAMMAR
IN
7
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:
.
N
1 Yes/no questions = the answer is or :
e.g. Yes, he really loves his nickname.
VA
Q:
Rule: + + + 2 Question word questions:
= give information about (= reason), (place), (thing), (time), (quantity).
©
e.g. He celebrates his birthday on 8th November. Q:
Rule: + + + +
3 Subject questions = you ask about : who (= person) or what (= thing).
e.g. Dan plays Minecraft and Fortnite a lot. Q:
one hundred and four
104
Rule: + + There is NO auxiliary verb! Mind: the verb ‘to be’ has different rules. Check the Summary of Unit 1, p. 25.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
?
See p. 109
8
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.
IN
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.
Monday
VA
8th
Tuesday
9th
14th
12.30 p.m. lunch with Sarah
N
7th
2.00 p.m. Tennis practice
Wednesday
Thursday
11th
tch 8.30 a.m. book report Du
17th
Thursday
9.00 p.m. M ehmet’s birthday party
18th Friday
19th
Saturday
5.45 p.m. Dinner with grandma
20th
Sunday one hundred and five
Sunday
16th
Wednesday
12th 13th
Tuesday
2.00 p.m. Tennis practice
Friday
Saturday
15th
3.50 p.m. English test
©
10th
Monday
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
105
9
Work with a partner and discuss the TV guide.
SPOKEN INTERACTION
a Preparation: look at the part of the TV guide you get. Some parts are missing. Your classmate has a different version. b Action: ask each other questions to complete your guide. e.g. What time does Eastenders start? c Reflection: can you complete the full TV guide? Check with your partner. Then fill in the checklist. Checklist: completing a TV guide
Yes
I think so
1 Content and structure • I asked questions about the missing information. • I answered in full sentences. • I found all the gaps in the TV guide.
©
VA
CHECK 3, p. 124
N
Feedback
IN
2 Language • I asked questions in the present simple correctly. • I answered my partner’s questions with the verb in the present simple. • I used expressions to tell the time. • I paid attention to my pronunciation.
one hundred and six
106
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
No
SUMMARY Present simple
GRAMMAR
HOW TO talk about facts and routines
I wake up at 6 a.m. every morning. I don’t! I hate getting up early. Do you like playing videogames?
N
IN
Yes, I do. My father loves it too.
FORM
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Negative (-)
Questions (?)
I
work.
do not/don’t work.
Do I work?
You
work.
do not/don’t work.
Do you work?
He/She/It
works.
does not/doesn’t work.
Does he/she/it work?
We
work.
do not/don’t work.
Do we work?
You
work.
do not/don’t work.
Do you work?
They
work.
do not/don’t work.
Do they work?
Subject + do(es)n’t/do(es) not + base form of the verb
Do(es) + subject + base form of the verb
Subject + base form of the verb (!) 3rd p. sing.: +s
©
Rule:
Positive (+)
VA
Subject
Spelling and grammar exceptions 1 3rd p.sing. with verbs ending in ... Verb ends in
Rule
Examples
-o
add -es
do go
a sibilant (ch, sh, s, x)
add -es
consonant + y
y changes to -ie before -s
he does she goes wash he washes kiss she kisses
one hundred and seven
worry she worries carry he carries
2 The verb ‘to have’ is irregular in the positive form: he/she/it has.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
107
USE Facts – To talk about something that is always true or true for a reason. e.g. The earth goes around the sun. – To talk about what you like and don’t like. e.g. I love reading. I enjoy playing games. Routines – To talk about something that is done regularly. There is often a time indication: every week, every day, often ... e.g. I wake up at 6 a.m. I go to school by bus every day.
©
VA
N
IN
Keep in mind: The verbs hate, love and like are often followed by the -ing form of the verb to describe your likes and dislikes. e.g. I like reading books.
one hundred and eight
108
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
FORM
Dan
e.g. Does
©
like
his nickname?
rest of the sentence?
famous?
UNIT 3:
plays
Fortnite a lot?
EAT, PLAY, SLEEP, REPEAT.
one hundred and nine
Question word + main verb + rest of the sentence?
e.g. Who
3 Subject question = you want specific information about the subject: who or what
is
famous.
likes
his nickname.
plays
IN Fortnite a lot.
Subject + main verb + rest of the sentence.
e.g. Dan
Long answer
I need a helmet to play lacrosse. Subject + (auxiliary) main verb + rest of the sentence.
e.g. My birthday is in November. Subject + to be + rest of the sentence.
Long answer
N
Yes/No, subject + main verb + rest of the sentence.
e.g. Yes, Dan
is.
does.
(does). Subject + (auxiliary 'do/does').
e.g. Dan
Short answer
e.g. In November. A helmet.
Short answer
Yes/No, subject + do/don’t.
e.g. Yes, he
Yes/No, subject + verb 'to be'.
e.g. Yes, he
Short answer
What do you need to play lacrosse? Question word + auxiliary + subject + main verb + rest of the sentence?
e.g. When is your birthday ? Question word + to be + rest of the sentence?
2 Question word question = you want specific information: what, where, when, why, how
Dan
Long answer
FORM
Yes/No, subject + verb 'to be' + rest of the sentence.
e.g. Yes,
2 ANSWER
VA
+ subject + base of + rest of the sentence? main verb
subject +
Verb 'to be' +
Auxiliary ‘to do’
Dan
e.g. Is
1 Yes/no question = gives a closed answer: yes or no
1 QUESTION
HOW TO ask questions Yes/no questions and question word questions
109
VOCABULARY
1 DAILY ROUTINES
waking up
getting up
brushing your teeth
choosing your clothes
taking care of your skin
getting dressed
N
leaving home
going to work/school
having lunch
©
combing your hair
VA
IN
having breakfast
going home
taking the bus
having a bath
going to bed
one hundred and ten
110
taking a shower
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
2 HOBBIES
cooking
dancing
eating in restaurants
going to the cinema
jogging
playing computer games
playing football (UK)/ soccer (US)
Š
swimming
playing an instrument
reading
sunbathing
taking photographs
watching television
one hundred and eleven
VA
listening to music
N
horse riding
IN
UNIT 3:
  EAT, PLAY, SLEEP, REPEAT.
111
3 TIME o’clock 5 to
5 past 10 past
10 to
25
a quarter to
a quarter past 20 past
20 to
25 past
25 to
Translation
o’clock
uur
five (5) past
5 over
ten (10) past
10 over
a quarter past
kwart over
twenty (20) past
20 over
VA
twenty-five (25) past
25 over/5 voor half
half past
half
twenty-five (25) to
25 voor
twenty (20) to
20 voor
a quarter to
kwart voor 10 voor
five (5) to
5 voor
©
ten (10) to
one hundred and twelve
112
UNIT 3:
My notes
N
Word
IN
half past
EAT, PLAY, SLEEP, REPEAT.
4 OTHER WORDS AND EXPRESSIONS Word
Translation
My notes
Days of the week Monday
maandag
Tuesday
dinsdag
Wednesday
woensdag
Thursday
donderdag
Friday
vrijdag
Saturday
zaterdag
Sunday
zondag Hoe laat is het?
What’s the time?
Hoe laat is het?
sixty seconds = one minute
60 seconden = 1 minuut
fifteen minutes = a quarter of an hour
15 minuten = een kwartier
thirty minutes = half an hour
30 minuten = een half uur
sixty minutes = an hour
60 minuten = een uur
a.m. = before noon
in de voormiddag
p.m. = afternoon
in de namiddag
noon
middag
VA middernacht
one hundred and thirteen
©
midnight
N
What time is it?
IN
Telling time
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
113
STRATEGY
HOW TO read a text more effectively 1
Before reading 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
Why do you have to read it?
IN
What do you need to do with the text? What type of questions will you get?
N
2 While reading Global reading
VA
Try to answer the WH-questions: who / what / where / how / why / when?
Reading for details
Look for explanations and examples.
Š
Look for numbers if a year, an amount or a date is asked for.
After reading
3
Check your understanding If possible, reread difficult passages.
one hundred and fourteen
Do you understand the main points?
114
Is the task complete?
What would you do differently next time?
UNIT 3:
  EAT, PLAY, SLEEP, REPEAT.
Look for keywords, synonyms or related words. Use a highlighter or a pencil to flag up the information you need.
ON DIFFERENT TRACKS Check 1
Write down which daily routine you see in these pictures.
up 1 getting
IN
1
Talking about daily routines and hobbies
3
4
VA
N
2
6
7
©
5
9 Score Next exercise
<5
10 5–7
>7
ex. 2
ex. 3
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
one hundred and fifteen
8
115
2
Look at these objects. Which hobby do they make you think of?
soccer 1 playing
3
4
5
6
7
8
9
10
Score
<7
≥7
Next exercise
ex. 3
N
3
IN
2
VA
a Complete the grid. Celebrity
Hobby
Celebrity
Justin Bieber Mila Kunis
Hobby Star Trek
Seth Meyers collecting snow globes
Tom Hanks
breeding dogs
©
Angelina Jolie
Katie Holmes
Johnny Depp
Will Smith
b Are the statements true or false? Give proof from the text. Statement 1 Taylor Swift likes Barbie Dolls.
one hundred and sixteen
116
READING
Read the text and answer the questions.
2 Seth Meyers, Tom Hanks and Will Smith like fencing. 3 Justin Bieber takes a long time to solve a Rubik’s cube.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
True False Proof
4 Fans of Star Trek are called Trekkies. 5 Angelina Jolie likes to collect books. 6 Chris Brown breeds cats. 7 Tom Hanks never uses his typewriters.
Hollywood’s strange hobbies
5
Want to know more about Johnny’s strange doll habit, Angelina’s dangerous collection and Tom Hanks’ odd obsession? Check out some of the coolest, strangest and quirkiest hobbies in all of Hollywood.
IN
1
Taylor Swift: Snow globes Singer Taylor Swift shared a photograph of one of her favourite holiday hobbies with fans on Instagram. In addition to writing songs about her ex-boyfriends, Swift enjoys homemade Christmas snow globes.
N
Johnny Depp: Barbie dolls Johnny Depp loves playing with Barbie dolls. Yes, you read that correctly. The actor says he picked up the hobby when his kids were young. Don’t worry, Depp fans … your idol is still kind of strange. He also collects pig skeletons for fun.
Tom Hanks: Typewriters Tom Hanks’ quirky hobby is actually pretty cool. The actor collects antique manual typewriters. ‘I have almost 200 old portable manual typewriters,’ he revealed during an interview. ‘Most of them are actually working and I keep them rotating.’
©
15
VA
10
Angelina Jolie: Antique daggers Beautiful, smart and dangerous? Angelina Jolie is certainly all three, but make sure you don’t mess with the mother of six. She collects first edition books and antique daggers.
Katie Holmes: Arts & crafts When she isn’t acting, Katie Holmes loves to do crafts with her daughter Suri, and also teaches the fashionable little one how to sew. ‘I like to do things like that with my daughter,’ she says.
25
Mila Kunis: Video games Mila Kunis really is every guy’s dream girl. She is beautiful, smart and obsessed with video games. The Black Swan actress once told Jimmy Kimmel that, among other geeky interests (including all things ‘Star Trek’), she is an avid World of Warcraft gamer.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
one hundred and seventeen
20
Seth Meyers: Comic books It doesn’t come as a huge surprise that SNL funny guy Seth Meyers is a geek. The actor’s favourite hobby is reading and collecting comic books. ‘I read and buy a lot of comic books,’ he told People magazine. ‘I’m a long-time X-Men fan. I’d love to say I buy them for aging value, but I mostly buy them to read.’
117
30
Will Smith, Tom Cruise and David Beckham: Fencing In an interview with Britain’s Daily Mirror, actor Will Smith revealed that he, Tom Cruise and David Beckham share a hobby. ‘We’ve got to watch our joints,’ Smith said. ‘Especially my knee.’ That is one fencing team we wouldn’t mind joining. Ben Stiller: ‘Star Trek’ Calling all Trekkies: Ben Stiller is one of you! The actor admits that he is a giant fan of all things ‘Star Trek.’ He revealed that his obsession began as a child and has followed him into adulthood.
40
Justin Bieber: Rubik’s cube It’s no secret that Justin Bieber can sing, but did you also know he can solve a Rubik’s cube in under two minutes? Chris Brown: Dog breeding Chris Brown sells American pit bull terriers for $1,000 each through a website called CB Breeds. The dogs come with a health guarantee and a ‘four generation pedigree’. Animal activists call Brown a ‘backyard breeder’ and want him to use his celebrity to promote animal adoption.
IN
35
Source: xfinity.comcast.net
Score
12 – 16
N
< 12
Next exercise
ex. 5
> 16 ex. 4
watchING
Watch the video of a girl’s daily routines.
VA
4
aging: growing old avid: enthousiastic, keen a geek: weird quirkiest: weirdest quirky: weird value: worth, what you should pay for it
a Check off the things you see her do in the morning: tick the left-hand boxes. b Put the things you see in the correct order. Write the numbers in the right-hand boxes.
©
has breakfast puts on make-up combs her hair wakes up goes to school goes to bed
Score
< 15
Next exercise
one hundred and eighteen
118
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
does homework gets ready for school brushes her teeth gets up plaits her hair has lunch ≥ 15 Check 2, p. 120
listens to music takes a shower checks social media chooses clothes for the day takes care of her skin has dinner
5
Unscramble each of the clue words to find a hobby. Collect the letters that appear in the grey boxes and try to find Ashley’s favourite hobby.
1
2
3
5 4
2 SORHE DIGNIR 3 KINSIG 4 GITKAN RASHHPOPGOT 5 NAPILYG PERMCUOT GASME
N G
F O O T B A L L
N
6 MIMIGNWS
I
IN
P L A Y
1 PINLYAG OBTFOLLA
7 RADNEGI
VA
8 GKCNIOO 9 NIGTAWCH SIVLEEITNO 10 GONGI TO HET MENIAC
7
8
©
6
9
Score Next exercise
≤7
one hundred and nineteen
10
>7 Check 2, p. 120
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
119
Check 2 1
Talking about what you like and don’t like WRITING
Write about Sheldon’s typical week. a Preparation: read Sheldon’s diary. • Name 3 things he likes. 1 2 3 • Complete the missing days of the week.
Here’s the weekly calendar
IN
Monday Oatmeal day for breakfast. Thai takeout night; Dinner: mee krob and chicken satay with extra peanut sauce The Cheesecake Factory; barbecue bacon cheeseburger
read dictionary ‘words starting with T’ Halo Night beginning at 8 p.m., and Comic Book Night
Big Boy night: pizza from Giacomo’s (sausage, mushrooms, and olives).
Mexican food Chinese food and Vintage Game Night
a bowl of cereal with 1/4 of a cup of 2% milk for breakfast + watching Doctor Who on BBC America. Sheldon’s laundry night, 8:15 p.m.
©
VA
N
Sunday
Howard and Raj: the morning: to the farmers’ market
Weekend
go to the movies Paintball (probably on Sunday)
unspecified evening: Wii Bowling night
one hundred and twenty
120
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
b Action: write a short paragraph (about 50 words) about Sheldon’s week. • Write 1 sentence for each day of the week. Use these verbs in your text at least once: to do – to eat – to have – to play – to watch • Write about 3 things he doesn’t do this week. • Use the present simple correctly.
IN
N
VA
c Reflection: check your task by filling in the checklist. Checklist: describing Sheldon’s week
Yes
I think so
No
1 Preparation • I filled in 3 things Sheldon likes. • I filled in the days of the week.
©
2 Content and structure • I wrote about 50 words. • I used the verbs. • I talked about what Sheldon does this week. • I wrote about what Sheldon doesn’t do this week. 3 Language • I used the present simple correctly for positive sentences. • I used the present simple correctly for negative sentences. • I used correct spelling and punctuation.
Score
< 12
12 – 16
> 16
Next exercise
ex. 3
ex. 2
ex. 5
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
one hundred and twenty-one
Feedback
121
2
Make the sentences positive or negative. +
–
1
They work very hard.
2
Alan flies to New York every year.
3
The teacher doesn’t prepare a new test.
4
Jody doesn’t carry heavy bags.
Peter doesn’t start work at 8 o’clock.
6
The pupils do their homework after school.
IN
5
Sam and Eva like reading books.
8
My brother and I play computer games every day.
9
We play chess at school every day.
Score
VA
10
Next exercise 3
N
7
<8
≥8
ex. 3
ex. 5
The man on the street doesn’t look very happy.
Complete the text with the missing days of the week.
©
If today is Thursday then tomorrow is (1) and the day after tomorrow is (2) . Yesterday was (3) and the day before yesterday
was (4). In 3 days’ time it will be (5). Score
<4
Next exercise
one hundred and twenty-two
122
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
4–5 ex. 4
Make the sentences positive or negative. My father prepares breakfast.
2
I don’t speak Italian.
3
She writes a letter every day.
4
Annie phones her boss before work.
5
Sue doesn’t go to school by bus.
6
The chef cooks very well.
7
We don’t eat pizza once a week.
8
Mum and dad like the waitress. Score
<6
6–7
Next exercise 5
My father doesn’t prepare breakfast.
1
Check 3, p. 124
What do you know about your teacher?
IN
4
WRITING
N
a Preparation: • write down 2 things you think your teacher likes, loves or enjoys.
VA
• write down 2 things you think your teacher doesn’t like or hates.
©
• write down 2 things you think your teacher does every week.
• write down 2 things you think your teacher doesn’t do every week.
b Action: write a paragraph (about 50 words) about your teacher. Use what you prepared. Pay attention to the use of the present simple and the spelling of the days. My teacher one hundred and twenty-three
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
123
c Reflection: check your text by filling in the checklist. Then read your text to a classmate. Do you know the same things about your teacher? Checklist: what my teacher likes and does
Yes
I think so
1 Preparation • I filled in the preparation. 2 Content and structure • I wrote about 50 words. • I talked about what my teacher likes and doesn’t like. • I wrote about what my teacher does and doesn’t do. 3 Language • I used at least 4 different verbs to describe likes and dislikes. • I used the present simple correctly for positive sentences. • I used the present simple correctly for negative sentences. • I used correct spelling and punctuation.
< 12
≥ 12
Next exercise
ex. 4
Check 3
VA
N
Score
Check 3 1
IN
Feedback
Asking and answering questions
Look at Cindy’s schedule.
a Write the questions for the given answers.
b Write 2 yes/no questions of your own and answer them with a short answer (9-10).
©
c Write 2 other question word questions and answer them (11-12). 1
Yes, she does. She has a lot of hobbies.
2 No, she doesn’t. She doesn’t go to school on Saturday and Sunday. 3 School starts at half past eight. 4 one hundred and twenty-four
124
She goes to school on weekdays. 5 She has a sleep in on Saturday morning.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
No
6 She plays the piano. 7 School ends at half past tree. 8 She goes to her grandparents. 9 10 11
12 Tuesday
school
school
12.00 p.m.
lunch break
lunch break
1.00 p.m. 2.00 p.m. 3.30 p.m. 6.00 p.m. 7.00 p.m.
Thursday
Friday
Saturday
school
school
school
sleep in
end of school, go home
lunch break
lunch break
lunch
school
school
horse riding
end of school
end of school
lunch at home
VA
8.30 a.m.
Wednesday
N
Monday
IN
school
school
end of school
end of school
homework
piano lessons
homework
homework
dinner
dinner
dinner
dinner
dance class
dance class
dinner
watch TV
watch TV
dinner
10.00 p.m.
go to bed
go to bed
go to bed
go to bed
go out s ometimes
go out s ometimes
go to bed
go to bed
≥9
Next exercise
ex. 2
ex. 3
watch TV go to bed
one hundred and twenty-five
homework
© watch TV
<9
lunch
visit g randparents
7.30 p.m.
Score
sleep in
hang out with some friends go out s ometimes to eat
02.00 a.m.
Sunday
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
125
2
Ask the questions that lead to the answers shown below. 1 Aidan likes pop music. 2 Juan and Cora come from Oviedo in Spain. 3 The children play in the swimming pool. 4 Philip rides his bike. 5 I go to the park on Saturdays.
They go to Rome because they like it there. 7 Collin repairs his car. 8
IN
6
Score
<6
Next exercise
ex. 3
Write the correct time (in full) under each clock. Then match it to the correct digital clock.
2
©
1
3
4
5
B
A
one hundred and twenty-six
126
≥6
VA
3
N
Erica goes to Scotland for a holiday every year.
UNIT 3:
C
D
Score
<8
≥8
Next exercise
ex. 4
ex. 6
EAT, PLAY, SLEEP, REPEAT.
E
What time is it on these clocks? Write the time in full.
It's 1 ten past two.
2
4
5
6
<4
Next exercise
4–5
N
Score
ex. 5
Make sentences using the given personal pronouns. You can only use each pronoun once. Write the time in full.
VA
5
3
IN
4
I – you – he – she – it – we – they
1 Mon – wake up – 6.45 a.m.
On Monday I wake up at a quarter to seven.
©
2 Tue – lunch – 12 a.m.
3 Wed – football practice – 2 p.m.
4 Thu – maths test – 1.50 p.m. 5 Fri – weekend – 5.30 p.m. one hundred and twenty-seven
6 Sat – dinner – 1.30 p.m. Score Next exercise
<4
4–5 All done!
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
127
6
Have a WhatsApp conversation with a friend.
writtEN INTERACTION
a Preparation: you want to hang out with a friend but you don’t know what he/she likes and when he/she has time. Think of 5 things you can ask your friend. b Action: write down 5 questions for your friend. Then switch papers with your friend and answer their questions. Tip: if you have WhatsApp, send the questions to your friend!
10:24
10:26
10:27
IN
10:28
10:29
N
10:30
10:31
VA
10:32
10:33
10:34
c Reflection: check your assignment by filling in the checklist. Yes
©
Checklist: a WhatsApp conversation 1 Content and structure • I sent 5 questions. • I answered 5 questions. 2 Language • I used the present correctly. • I used question words correctly. • I used expressions of time correctly. • I used correct spelling and punctuation. Feedback
one hundred and twenty-eight
128
UNIT 3:
Score
<8
≥8
Next exercise
ex. 7
All done!
EAT, PLAY, SLEEP, REPEAT.
I think so
No
7
Do the sentences start with ‘do’ or ‘does’? Give a short answer in the right column. Do
Does Short answer
1 you want to come? 2 she work with you? 3 I look good? 4 it rain every day? 5 you like me? 6 we leave soon? 7 they watch TV?
9 the party start at 6? 10 it look okay?
Score
<8
≥8
All done!
N
Next exercise
IN
8 he bother you?
one hundred and twenty-nine
©
VA
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
129
CHECK OUT: A REGULAR W EEK Orientation You will describe a typical weekday, your routines, hobbies and your weekly activities. You will have the choice on how you will present this task: as a diary entry (writing) or a vlog (speaking).
Preparation 1
Decide if you will present your week in writing or in speaking.
2
First prepare your diary or vlog:
Tuesday
VA
Wednesday
N
Monday
IN
a Use the empty diary to design your diary. Add your routines, hobbies and the things you do regularly. Don’t forget to add the time!
Thursday
©
Friday
Saturday
one hundred and thirty
Sunday
130
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
b Fill in what your weekdays look like. Indicate at least 10 different activities you do in a day. Use the schedule below.
IN
SLEEP PLAY SOCIAL MEALS SCHOOL HOMEWORK OTHER WORK
Action 3
If you present your regular week in a written diary:
SPEAKING WRITING
a Write 1 paragraph (50-75 words) to describe your weekly hobbies and routines. What do you do? When do you do this? Add the day and time.
N
b Write 1 paragraph (50-75 words) to describe a typical weekday. Mention at least 10 things you do. Mention the time for at least 5 of them. Add 3 things you don’t do in a typical weekday.
VA
c Find at least 5 pictures to describe your hobbies and routines and add them to the diary entry. d Check exercise 1 on p. 99 if you want to make a creative diary to write your diary entry in. 4
SPEAKING
If you present your regular week in a vlog:
a Talk for about 2 minutes and describe your weekly hobbies and routines. What do you do? When do you do this? Add the day and time.
©
b Talk for about 2 minutes and describe a typical weekday. Mention at least 10 things you do. Add the time for at least 5 of these things. Add 3 things you don’t do in a typical weekday. c Find at least 5 pictures to describe your hobbies and routines and show them in your vlog.
one hundred and thirty-one
d Record your vlog. Send it to the teacher and/or show it in class.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
131
Reflection 5
Reflect on your task by filling in the checklist. Diary entry Checklist: describing a typical week
Yes
I think so
No
1 Preparation • I filled in the week diary. • I filled in the day schedule of a typical weekday. • I checked the words I needed. • I looked for 5 good pictures. 2 Content and structure • I wrote 1 paragraph (50-75 words) about my week. • I wrote 1 paragraph (50-75 words) about my typical weekday. • I mentioned 3 things I don’t do.
IN
3 Language • I used the present simple correctly. • I used correct words to describe hobbies and routines. • I used correct spelling and punctuation.
N
Feedback
Vlog
Checklist: describing a typical week
VA
1 Preparation • I filled in the week diary. • I filled in the day schedule of a typical weekday. • I checked the pronunciation of words I needed. • I looked for 5 good words.
©
2 Content and structure • I talked for 2 minutes about my week. • I talked for 2 minutes about my typical weekday. • I mentioned 3 things I don’t do. 3 Language • I used the present simple correctly. • I used correct words to describe hobbies and routines. • I paid attention to my pronunciation. Feedback
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Trace your steps on diddit.
UNIT 3:
EAT, PLAY, SLEEP, REPEAT.
Yes
I think so
No
UNIT 4: W HO'S W HO? check in Step 1: talking about family
VA
Step 2: describing looks
N
IN
main track
Š
summary
trace your steps
on different tracks check out: a family tree
CHECK IN My family 1
Look at this screenshot and answer the questions. a What website is this screenshot taken from? b What is the title of the video?
c What is the name of the vlogger?
d Why did she make this video?
e Do you think she has a popular channel? Why do you say so?
©
VA
N
IN
one hundred and thirty-four
134
UNIT 4:
W HO'S W HO?
READING
2
watchING
Watch the video and answer the questions. a Which is the most suitable family tree? Tick the box. x
x
x
x
IN
x
VA
x
N
x
x
Š
x
grandparents
brothers
mother
parents
son
sister
siblings
husband
daughter
child/children
brother-in-law
wife
partner
nephews
sister-in-law
grandfather
grandmother
niece
father
aunt
uncle
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b Highlight the family members that are mentioned in the video. Write their names next to the words if possible.
c Add the names to the family tree in exercise a.
UNIT 4:
  W HO'S W HO?
135
MAIN TRACK Me, my family and I
Step 1
Talking about family
1 / My family tree 1
Read Aiden’s email and answer the questions. a Complete the email with the correct words. Choose from the words in the box. You can use some words more than once.
From
Aiden@yahoo.co.uk
To
yoko@cali.com
Subject
My family
IN
aunt – child – cousins – daughter – father – mother – nephew – niece – sister – son – stepmother – stepsister – uncle
Dear Yoko,
Let me tell you about my family. I live with my and my big .
N
We live in London. My mum’s name is Carmen. She’s Spanish and she speaks English and Spanish. She’s a Spanish teacher. She’s short and slim; she’s got long, brown hair and brown eyes. Soon after my mother Carmen and Oliver got married, they had their
ToI
VA
first , my sister Ruby. She is 16 and she loves listening to music. A few years later,
From
came along. Things didn’t really work out, so they got divorced.
Subject
My father remarried to my . She’s really nice. My stepmother’s name is
Sophie. She already had a from her first marriage, my Lucie, who From To
is 5 years younger than me. Sophie and Lucie are French.
My father isn’t my grandparents’ only . They have another ,
©
Subject
my George. His wife is my Megan. I am their and Ruby is their . Their children are Samuel and Charlotte. They are my .
We really like meeting up with them. They also have a great dog. His name is Simba. Isn’t that a great name? Simba loves playing with his teddy bear. Although its clothes are completely ripped, Simba keeps carrying it around. Write soon and tell me about your family. Kind regards, Aiden
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136
UNIT 4:
W HO'S W HO?
READING
b Complete Aiden’s family tree. Give the correct word and the name of the person.
grandmother
VA
Aiden
N
IN
grandfather
c Look at the two phrases that are underlined. What do they express? d Highlight another example like this in the text. Then complete the grammar box.
GRAMMAR
How to express possession
In English, we can use the genitive to express possession (of nouns). This is preceded
©
by an , e.g. . Type of word
Rule:
Example
Singular nouns
+
My teacher’s name is Miss Jones.
Plural nouns and words ending in -s
+
My grandparents’ only son
Names ending in -s – Most names – Classical or religious names
+ ’s +’
Charles’s friend Jesus’ name
Irregular plural nouns
+
The children’s parents
- 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. 151
UNIT 4:
W HO'S W HO?
one hundred and thirty-seven
Keep in mind:
137
3
Check these pictures and write correct sentences. Use the genitive: ’s or ’.
It is the doctor and nurse job to help people.
My teacher job is great.
My grandparents names are Maria and Jackson.
James car is expensive.
This is our friends cat.
IN
2
This is everyone restroom.
Use the prompts to make sentences. Conjugate the verbs. Add genitive ’s where necessary. 1 Jack / grandparents / to live / in London
N
VA
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
©
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. 5 We are at Helen place.
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138
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.
UNIT 4:
W HO'S W HO?
5
Some words are printed in bold in the text in exercise 1 (p. 136). a What do these words express? b Complete the grid with the correct possessive adjective from the text. Personal pronouns
PLURAL
6
I
my mother
you
your family tree
he
wife
she
marriage
it
clothes
we
our cat
you
your family
they
children
IN
SINGULAR
Possessive adjectives
Complete the grammar box.
GRAMMAR
How to express possession
N
We can also express possession in English with possessive adjectives. They express that something or someone to someone.
VA
They are always used in combination with a noun.
e.g. my dog, your clothes
Use a possessive adjective to correct these phrases. Follow the example. 1 The car (of my father):
his car
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):
one hundred and thirty-nine
7
See p. 151
UNIT 4:
W HO'S W HO?
139
8
Use possessive adjectives to make this conversation work.
1
2
Hi, my name is Alice. Who is that cute girl
Hey, I'm Aiden. That girl is
in your family tree?
sister Ruby. I don't think she looks cute at all. hair is funny and smile is weird in this photo.
3 No way! It's so cool that family
4
has a family tree. brother and
That's too bad … Anyway, I'm a
parents and parents, but mum
bit sorry that cat isn't
and dad can't find all the information …
IN
I are really curious about our grand
in the tree. We couldn't
take picture because
5 Oh, do you have a cat?
7
VA
I just love dogs!
©
Okay, I'll try. See you!
9
one hundred and forty
140
N
she wouldn't sit still.
6 That's the bell … I have to go. See you later, Alice! And try to find some more information on family …
Be careful not to mix up the following words! Complete the grid. they’re
=
there
=
their
=
it’s
=
its
=
you’re
=
your
=
UNIT 4:
W HO'S W HO?
‘Where are my new shoes?’ ‘ in the living room.’ ‘Where?’ ‘Over ! Are you blind?’ ‘Is that new car?’ ‘Yes, they just bought it.’ ‘Whose cat is this?’ ‘Oh, ours.’ ‘Look at that cat! tail is so long!’ ‘ very nice, Miss!’ ‘Oh, thank you!’ ‘I think teacher is very nice.’ ‘I know!’
10 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.
IN
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’.
N
1 The shops are closed; Sunday. 2 The cat is drinking milk.
VA
3 The dog is wagging tail.
4 time to go, before too late. 5 Turn the box on side.
2 / Mine is better!
READING
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.
one hundred and forty-one
©
1
UNIT 4:
W HO'S W HO?
141
2
Did you notice the other way to indicate possession? Complete the grid with the missing words. Choose from the following words. hers – his – mine – ours – theirs – yours (2x)
SINGULAR
PLURAL
3
Possessive adjectives Possessive pronouns
mine
I
my
you
your
he
his
she
her
it
its
we
our
you
your
they
IN
Personal pronouns
/
their
Complete the grammar box.
GRAMMAR
How to express possession
N
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
VA
used in combination with a noun.
e.g. Is this my schoolbag? No, it’s not yours. It’s mine. It’s not yours schoolbag. It’s mine schoolbag.
Write sentences with possessive adjectives and possessive pronouns. Follow the example. 1 That pen belongs to me.
That is my pen.
It’s mine.
2 That dog belongs to them.
4 That pencil case belongs to the teacher.
5 This house belongs to me and my family.
6 This hole punch belongs to you.
©
4
See p. 151
3 This house belongs to that girl.
Did you know? one hundred and forty-two
142
In English ‘they’, ‘their’ and ‘theirs’ sometimes refer to the singular. It 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. ‘They’, ‘their’ and ‘theirs’ are often used as gender-neutral words. This is nothing new. In fact, 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
UNIT 4:
W HO'S W HO?
5
Look around the classroom and choose 5 objects. Ask your classmates questions about them SPOKEN INTERACTION and use possessive adjectives and possessive pronouns. Make sure you will 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 S tudent 1: Is this Bruno’s pen? (point at pen) Student 2: No, it’s not his. It’s mine. 6
Reply to Aiden’s email (exercise 1, p. 136).
writtEN INTERACTION
a Preparation: pretend you are Yoko. Choose at least 5 people (family members) to talk about.
IN
b Action: write your email (about 70 words). – Start with ‘Dear + name’ and end with ‘Kind regards’ or ‘All the best’ + your name on a separate line. – Describe your relation to 5 of your family members and give some information about them. – Use possessive pronouns, possessive adjectives and the genitive correctly.
To Subject
From
To
VA
N
From
Subject
©
From
To
Subject
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UNIT 4:
W HO'S W HO?
143
c Reflection: check your email by filling in the checklist. Then give your text to your classmate who will give you some feedback too. Me
Checklist: my daily routines
Yes I think so
Classmate No
Yes I think so
No
2 Language • I used the genitive correctly. • I used possessive adjectives and pronouns correctly. • I used vocabulary to describe family correctly. • I used correct spelling and punctuation.
Step 2
You’re beautiful! Describing looks
Look at the pictures and match them with the correct words.
©
1
VA
CHECK 1, p. 158
N
Feedback
IN
1 Content and structure • I talked about 5 family members. • I described my relationship to these family members. • I wrote about 70 words. • I started and ended the email correctly.
Hair
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144
short, curly hair
UNIT 4:
W HO'S W HO?
bald
long, straight hair
medium, wavy hair
Eyes
green eyes
blue eyes
grey eyes
brown eyes
short and stocky
tall and thin
overweight
pointy chin
beard and moustache
chubby cheeks
VA
muscular
N
IN
Height and build
high forehead
one hundred and forty-five
Š
Special features
UNIT 4:
  W HO'S W HO?
145
2
READING
Read the text and answer the questions. a Which picture matches the description? 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.
2
4
©
3
VA
N
IN
1
one hundred and forty-six
146
b Highlight the forms of ‘have got’ in blue in the text. c Highlight the forms of the verb ‘to have’ in green. d Complete the grammar box with the missing forms of the verbs ‘have got’ and ‘to have’.
UNIT 4:
W HO'S W HO?
GRAMMAR
How to talk about what you own
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
Negative
have
don’t have
I You He/she/it We
don’t have
You
have
don’t have
They
have
don’t have
Positive
Negative
Personal pronoun (subject) I You
have got
He/she/it
IN
To have got
haven’t got hasn’t got
We have got
haven’t got
They
have got
haven’t got
N
You
VA
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.
Have got
To have
WRITING
one hundred and forty-seven
Write 3 sentences with the verb ‘have got’ and 3 sentences with ‘to have’, explaining why the others can’t be the people from the text.
©
3
See p. 153
UNIT 4:
W HO'S W HO?
147
4
WRITING
Describe Aiden’s looks. a Preparation: write down the words that describe his hair, eyes, height and other features.
EYES:
HEIGHT:
FEATURES:
IN
HAIR:
I think Aiden takes after
N
b Action: use your keywords and write a short paragraph (about 40 words) to describe Aiden’s looks. Who does he take after (look at the family tree on p. 137)? Use ‘have got’ and ‘to have’ correctly. because she/he also
VA
has got and has
. and so does Aiden.
©
c Reflection: check your text by filling in the checklist. Checklist: describing Aiden 1 Content and structure • I wrote about 40 words. • I described Aiden’s looks. • I mentioned who he takes after.
one hundred and forty-eight
2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I used correct spelling and punctuation.
148
Feedback
UNIT 4:
W HO'S W HO?
Yes
I think so
No
5
Describe a few people.
SPOKEN INTERACTION
a Preparation: make some notes about the people you want to describe (keywords only). A person from your class A teacher
A famous person
Name Hair Eyes Height Features
b Action: describe each person to a classmate. Can they guess who you are talking about? Switch when you are done.
Checklist: describing people
IN
c Reflection: check your speaking task by filling in the checklist.
Yes
I think so
No
N
1 Content and structure • I described 3 people. • I described hair, eyes, height and other features. • I was accurate (my classmate could guess who it was).
VA
2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I used correct pronunciation. Feedback
SPEAKING
Who is the mystery person?
a Preparation: your teacher will give you one or two photographs. Make some notes to describe the looks of this person/these people (keywords only!).
©
6
Hair
Eyes Height
one hundred and forty-nine
Features Extra
UNIT 4:
W HO'S W HO?
149
b Action: – Sit in groups of 4 or 5 and describe your person to the group. – Talk in full sentences. – Use ‘to have’ and ‘have got’ correctly. – Pay attention to your pronunciation. – Before you start, check the Strategy in the Summary on How to be a good public speaker, p. 157. – If you are listening, write down the name of the person you think is being described. Photo Name 1 2 3 4
6 7 8 – Who knows the most mystery people?
IN
5
N
c Reflection: check your speaking by filling in the checklist. Checklist: describing mystery people
VA
1 Content and structure • I described hair, eyes, height and other features. • I was accurate (my partners could guess who it was). 2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I paid attention to my pronunciation.
©
3 Presentation • I was confident. • I spoke clearly. • I used good body language. Feedback
CHECK 2, p. 165
one hundred and fifty
150
UNIT 4:
W HO'S W HO?
Yes
I think so
No
SUMMARY Possessive pronouns and adjectives and the genitive form
No, that’s Milo. It’s his. Milo is Jack’s best friend.
Milo is my dog. I love him. He’s mine!
VA
N
IN
Is that your dog?
GRAMMAR
HOW TO express possession
In English we can express possession with personal pronouns and with the genitive.
Subject pronoun
Possessive adjective
Possessive pronoun
I love
my dog Milo.
He’s mine.
You love
your dog Milo.
He’s yours.
He loves She loves It is showing
his dog Milo. her dog Milo. its teeth.
He’s his. He’s hers. /
We love
our dog Milo.
He’s ours.
You love
your dog Milo.
He’s yours.
They love
their dog Milo.
He’s theirs.
Keep in mind: – Possessive adjectives are always used in combination with a noun: e.g. my mother, your 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. It’s not yours schoolbag. It’s mine schoolbag.
UNIT 4:
W HO'S W HO?
one hundred and fifty-one
©
PERSONAL PRONOUNS
151
THE GENITIVE FORM We use the genitive ’s to express possession (of nouns). This s is preceded by an apostrophe, e.g. Romy’s mother. Type of word
Rule:
Example
Singular nouns
+ ‘s
My teacher’s name is Miss Jones.
Plural nouns and words ending in -s
+‘
My grandparents’ only son
Names ending in -s – Most names – Classical or religious names
+ ‘s +‘
Charles’s friend. Jesus’ name.
Irregular plural nouns
+ ‘s
The children’s parents
©
VA
N
IN
Keep in mind: – 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!
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152
UNIT 4:
W HO'S W HO?
HOW TO talk about what you own
The verbs ‘to have’ and ‘have got’ ‘No, I don’t have any children, but I have a dog!’
IN
‘I’ve got 2 children: a son and a daughter. What about you? Have you got any children?’
When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘have got’. TO HAVE Positive
Negative
Question
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 They
N
I
VA
Personal pronoun (subject)
have
don’t have
Do you have?
have
don’t have
Do they have?
HAVE GOT
I
Positive
Negative
Question
have got
haven’t got
Have I got?
have got
haven’t got
Have you got?
has got
hasn’t got
Has he/she/it got?
We
have got
haven’t got
Have we got?
You
have got
haven’t got
Have you got?
They
have got
haven’t got
Have they got?
You
©
He/she/it
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)
UNIT 4:
W HO'S W HO?
one hundred and fifty-three
Personal pronoun (subject)
153
UNIT 4:
W HO'S W HO?
William a son
Jada a wife
Ebony Jamal a brother-in-law a sister-in-law
Shanila a mother-in-law
Logan a father-in-law
one hundred and fifty-four
154 Luke me
Priscilla a daughter
Terell a nephew
Jake a brother
IN
Aliyah a stepfather’s ex-wife
Jasmin a niece
Tiane Connor Malik a sister-in-law a half-brother a stepbrother
Sylvia a mother (mum)
John a stepfather
N
VA
Caitlin a sister
Marc a father (dad)
© Theresa a grandmother
George a grandfather
Bruce a cousin
Jenna an aunt
Maya a cousin’s partner
Hiro a cousin’s son
Kelly a cousin
Stephen an uncle
VOCABULARY
1 FAMILY RELATIONS
2 DESCRIBING PEOPLE HAIR
ginger hair
short hair
shoulder length hair
wavy hair
EYES
brown eyes
green eyes
blue eyes
grey eyes
©
curly hair
VA
long hair
straight hair
black hair
N
brown hair
IN
blond hair
HEIGHT AND BUILD
tall
short
slim, thin
stocky
muscular
overweight
UNIT 4:
W HO'S W HO?
one hundred and fifty-five
155
3 OTHER FEATURES Translation
My notes
a beard
een baard
cheeks
wangen
cheekbones
jukbeenderen
a (pointy) chin
een (puntige) kin
chubby
mollig
eyebrows
wenkbrauwen
a (high) forehead
een (hoog) voorhoofd
a moustache
een snor
a nose
een neus
©
VA
N
IN
Word
one hundred and fifty-six
156
UNIT 4:
W HO'S W HO?
STRATEGY
HOW TO be a good public speaker 1
Before presenting
Choose topic/subject What do you know about it? What words come to mind?
Know your audience Who are they? What do they (want to) know?
IN
Prepare what you want to say
Check the pronunciation of words.
N
Practice: in front of a mirror or with a partner.
2 While presenting
VA
Open strong
Be confident: stand up straight.
Be clear: strong points come first.
Inspire the audience Be enthusiastic.
Make eye contact.
©
Use cue cards, but don’t read.
After presenting 3 Check your goal
Does the audience know more about the subject?
one hundred and fifty-seven
Was the audience interested?
Evaluate your performance What went well?
How can I improve?
UNIT 4:
W HO'S W HO?
157
ON DIFFERENT TRACKS Check 1 1
Talking about family
Look at Sean’s family tree. Label the family relations in the family tree.
=3
9
2
8
IN
1
10
f 12 g
6
5
Sean
N
4
7
©
VA
11
1=
2=
4=
5=
6=
7=
9=
10 =
11 =
12 =
one hundred and fifty-eight
158
UNIT 4:
3=
8=
Score
< 10
≥ 10
Next exercise
ex. 2
ex. 3
W HO'S W HO?
2
Look at this family picture. Match the correct words with the people, depending on their relationship with Amy. There is more than one possible answer. Look at how old they are and where they are in the picture. aunt – cousin – father – grandfather – grandmother – mother – uncle
4 1
6
2 3
10 5
8
9
6
Score
Next exercise
<8
2
7
3 Amy
8
4
9
5
10
≥8 ex. 3
one hundred and fifty-nine
©
VA
1
N
IN
7
UNIT 4:
W HO'S W HO?
159
3
Complete the sentences with the correct possessive adjectives and possessive pronouns.
1
My name is Feng and this is my lovely family. Don’t they look perfect? darling wife Mae is on the other side of this picture. She is sitting next to son Huan and grandson Jin. son has a lovely wife. name is Jia. She is holding cute granddaughter. She is called Meili. She is just adorable. Every weekend they come to visit us. We love those moments.
2
I am Jack. This is me and family. husband
IN
Ashton is sitting on the other side. In between us, there's son Cameron. Isn’t he the best? He is so cool, definitely now that hair has been cut. We just love being dads. That boy really lights up lives.
N
We’re so happy he’s .
3
VA
Hello, name is Ugabe. I live in Kenya, together with family. I have five brothers and two sisters. I am so happy they’re . parents decided to have lots of children, which is quite normal in culture. families in Europe aren’t that big, right?
©
My parents are called Dalili and Aida. brothers are
4
called Adil, Gakere, Abdoulaye, Bumani and Betoto. names are probably different from . Anyway, what’s in a name?
Score
< 17
≥ 17
Next exercise
ex. 5
ex. 4
Introduce the Duke and Duchess of Cambridge’s family members. a Preparation: look at the British royal family tree. Imagine that you are the Duke or Duchess of Cambridge. Choose 10 family members. Circle them in the family tree.
one hundred and sixty
160
b Action: introduce 10 of the family members. Use at least 6 different possessive adjectives or pronouns and 2 genitives. Write on a separate piece of paper.
UNIT 4:
W HO'S W HO?
WRITING
IN N
VA
c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: the royal family
Me Yes I think so
Classmate No
Yes I think so
No
1 Content and structure • I introduced at least 10 family members.
©
2 Language • I used personal pronouns and possessive adjectives correctly. • I used the genitive correctly. • I used the present simple correctly. • I used correct spelling and punctuation.
Score
<6
6–8
>8
Next exercise
ex. 6
ex. 5
Check 2, p. 165
UNIT 4:
W HO'S W HO?
one hundred and sixty-one
Feedback
161
5
Complete the sentences. Use possessive pronouns or adjectives where necessary and use the genitive or plural correctly. 1
school is in another city. (Aisha and Mohammed)
2 We go to a nice school; teachers are very friendly. (we) 3 My car was not expensive. (parents) 4 I’d like you to meet Rob; he is an old friend of . (I) 5 Two students didn’t do mathematics homework. (two students) They copied . (I) 6 I have a new bike; colour is red. (bike) 7 iPad is new. (Jay) 8 I went to party last Saturday. (the party
9 That is the bag. (boy)
IN
of my friends)
10 These are the books. (boys)
11 – What colour is your jacket? (brother) – jacket is black. (brother)
Score
< 12
Next exercise
≥ 12
ex. 7
VA
6
N
12 This is Salvador Dalí; he’s an artist and paintings are great. (Salvador Dalí)
Complete the sentences with the correct genitive form: ’s or ’. 1 Anna is mother. (Emily)
2 These are our cds. (friends)
3 Let’s meet at for lunch. (Giovanni)
©
4 Where is the dressing room? (ladies) 5 This is our car. (boss) 6 My uncle is my dad. (cousin)
7 Did you read newspaper? (yesterday) 8 bags are at school. (Edanur – Semi) 9 Our grandparents live in an old home. (people) 10 That book is not to taste. (everyone) Score
one hundred and sixty-two
Next exercise
162
UNIT 4:
W HO'S W HO?
<8
≥8 ex. 5
7
Describe a famous family.
READING
a Preparation: read the text and answer the questions first. 1 Write the names of the families under the pictures. 2 Choose one family to make a family tree about.
2
© MAXPPP/Belga
1
IN
4
VA
N
3
From the Carter-Knowles family to the Beckhams. Check out Hollywood’s most famous family units!
©
Who the Pinkett-Smiths Who: What: Fresh Prince actor and mega-watt movie star Will Smith is married to actress Jada What Pinkett-Smith and they have two children together. 20-year-old Jaden Smith is an actor and singer, having appeared in ‘Karate Kid’ and ‘After Earth’ and on-stage with Justin Bieber.
Who the Beckhams Who: What: Legendary international football star, David Beckham, and super talented fashion What designer wife and former Spice Girl, Victoria Beckham, have been married since 1999 and have since gone on to have four children: their sons Brooklyn, Romeo and Cruz & their daughter Harper. After previously living abroad in places including Spain and LA, all 6 family members are currently residing in their London townhouse once more. Brooklyn, the eldest son of the Beckham family is a professional photographer and completed his education in photography from Parsons School of Design.
UNIT 4:
W HO'S W HO?
one hundred and sixty-three
His little sister Willow may only be 18, but she’s already had a hit single with ‘Whip My Hair’. Will’s eldest son Trey, from his previous marriage to Sheree Zampino is a professional DJ in Los Angeles. Music runs in the family!
163
Who the Carter-Knowles family Who: What: Beyoncé Knowles and Jay-Z (Shawn Carter) are the two halves to one whole of the What most powerful, iconic couples that have ever graced the entertainment industry. The duo dominates the world of music, fashion, and Hollywood. From their adorable family life with three children, daughter Blue Ivy and the twins Rumi and Sir, to their steamy collaborative music and shows, Queen Bey and Jay-Z are royalty in their own right. It’s no wonder that the general public can’t get enough of them! Oh and do you know Beyoncé’s super talented sister Solange? Who the Alba-Warrens Who: What: American starlet Jessica Alba met film producer Cash Warren, son of actor Michael What Warren, on the set of The Fantastic Four in 2004 and the two have remained one of Hollywood’s cutest couple ever since. They married in a low-key ceremony at Beverly Hills courthouse in 2008, the same year they had their first daughter gorgeous Honor bolsterous: noisy, energetic, rough Marie Warren, followed by little Haven brood: a person’s children Garner Warren. Adorable.
IN
Source: www.marieclaire.co.uk
humble: not proud or not believing that you are important a starlet: a young female actor a stir: an excitement
©
VA
N
b Action: 1 Make a family tree of one of your chosen families.
2 Write a short text about this family (about 50 words). Make sure the relationships are clear. Use possessive pronouns, adjectives and the genitive form correctly.
one hundred and sixty-four
164
UNIT 4:
W HO'S W HO?
WRITING
c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: describing a famous family
Yes
I think so
No
1 Content and structure • I answered the questions about the text to prepare. • I made a family tree. • I wrote a short text of about 50 words about one family. • I talked about 5 family members. 2 Language • I used correct possessive pronouns. • I used the genitive form correctly. • I used the present simple correctly. • I used correct spelling and punctuation.
Score
IN
Feedback
< 12
≥ 12
Next exercise
N
Describe 2 features of each of these people’s looks. You can talk about hair, eyes, height, build and special features.
3
2
©
1
4
5
6
7
Score
< 10
≥ 10
Next exercise
ex. 2
ex. 3
one hundred and sixty-five
1
Describing looks
VA
Check 2
Check 2
UNIT 4:
W HO'S W HO?
165
2
Read the descriptions and answer the questions. a Highlight all the words about people’s looks. b Write the words in the correct column. JAMES (17), student I’m a rather sporty and muscular person. I like running and archery, but I’m also very good at basketball. That’s because I’m very tall. I have blond, wavy hair and blue eyes. Girls seem to be r eally keen on that … SONJA (32), nurse
IN
My patients often say that I’m not much taller than their grandchildren. Although I am rather short, I’m still quite strong. I keep my brown hair very short. That’s easier for work. CANDICE (22), teacher
N
I have always been a rather stocky person. Although I do quite a lot of sports, I don’t really seem to get in perfect shape.
VA
Everybody always compliments me on my long, black hair. I always straighten it. OMAR (45), lawyer
My beard and moustache make me look much older than I am, my children often say. I actually like that look.
©
My hair used to be very dark brown, but it’s getting a bit grey now …
one hundred and sixty-six
166
Hair
Eyes
Build
Height
Special features
Score Next exercise
UNIT 4:
to be keen on: to like
W HO'S W HO?
< 10
≥ 10 ex. 3
3
Write a letter to a pen pal describing the looks of at least 2 people from your (imaginary) family.
writtEN INTERACTION
a Preparation: choose at least 2 of these people and make some notes in the grid.
Height Features Extra
N
Eyes
IN
Hair
From To
VA
b Action: write a short email (about 50 words) about the looks of 2 of the people in the photo. Use your keywords. Use ‘have got’ and ‘to have’ correctly. Make sure you have a good greeting and ending.
Subject
©
From
To
Subject
one hundred and sixty-seven
UNIT 4:
W HO'S W HO?
167
c Reflection: check your text by filling in the checklist. Checklist: describing people
Yes
I think so
No
1 Content and structure • I introduced at least 2 people. • I described their looks (hair, eyes, height, build, special features). • There is a good greeting and ending in my email. 2 Language • I used ‘to be’, ‘to have’ and ‘have got’ correctly. • I used the vocabulary to describe looks correctly. • I used correct spelling and punctuation.
4
IN
Feedback
Score
<8
≥8
Next exercise
ex. 4
ex. 5
Use ‘to have’ and ‘have got’.
Youseff
N
a Complete the sentences with the correct form of ‘have got’. Check the grid. Layla
Omar
Hajar
+
-
+
-
-
+
-
-
+
-
bicycle
+
+
-
-
brother
+
-
-
-
+
car
+
pet
VA
computer
1 Layla a bicycle but she a car. 2 Hajar a bicycle but she a car.
©
3 Omar and Layla a car, but Youseff one. 4 Youseff and Layla a computer but they a pet.
5 Omar a pet but . 6 Hajar a brother but Youseff one.
b Write 5 sentences (at least 3 negative) about the people in the grid. This time, use the correct form of the verb ‘to have’.
one hundred and sixty-eight
168
UNIT 4:
Meghan
Lois
Sean
Gigi
sister
+
+
-
+
brown eyes
+
-
-
+
long hair
-
-
+
-
beard
-
-
+
-
W HO'S W HO?
1 2 3 4 5 Score
< 14
Next exercise 5
≥ 14 ex. 5
Who is it? Work in pairs. Choose one of the pictures in front of you and start describing. Your partner will try to guess who you are describing.
SPEAKING
Score
IN
All done!
one hundred and sixty-nine
©
VA
N
Next exercise
UNIT 4:
W HO'S W HO?
169
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.
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 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. to find good photographs.
IN
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. – Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.
6
Present your family to your group or the entire class.
SPEAKING
7
While you are listening to your classmates’ presentations fill in the listening grid you will get.
listening
VA
N
WRITING
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. 3 Language • I used the correct vocabulary to describe family relations. • I used possessive adjectives and possessive pronouns correctly. • I used ‘to have (got)’ correctly. • I used correct spelling and punctuation.
one hundred and seventy
170
Feedback
Trace your steps on diddit.
UNIT 4:
W HO'S W HO?
Yes
I think so
No
UNIT 5: W HAT'S HAPPENING? check in Step 1: talking about household chores
VA
Step 2: using the present continuous
N
IN
main track
Š
summary
trace your steps
on different tracks check out: a day in the life
CHECK IN A note 1
READING
Read the note and answer the questions. a Who wrote this note? b Who is this note meant for? c What is it about?
IN
Dear kids,
I am out at work all day so I expect you to do some things around the house.
Love, Mum.
N
Thanks!
VA
1 clear the kitchen table 2 load the dishwasher 3 do the laundry 4 dust the furniture 5 take out the dustbins 6 tidy your bedrooms
©
I hope all goes well. In case of an emergency, call your grandmother . . . Or if something really goes wrong, dial 999..
2
What ‘emergency’ could there be? a Let your imagination run wild and think of 3 things that could go wrong. – –
one hundred and seventy-two
172
– b Report your ‘emergencies’ to a classmate.
UNIT 5:
W HAT'S HAPPENING?
SPEAKING
MAIN TRACK Step 1
Talking about household chores
Look at the pictures and match them with the questions. Write down the names of the people doing the chores (= tasks around the house).
Brenda
2 Who is clearing the table?
3 Who is making the bed?
4 Who is mowing the grass?
5 Who is loading the dishwasher?
6 Who is putting out the dustbins?
7 Who is tidying up the bedroom?
8 Who is cleaning the windows?
9 Who is vacuuming the carpet?
IN
1 Who is washing the car?
READING
VA
N
1
Things to do
JIM
BRENDA
APRIL
RACHID
GEMMA
MIKE
AYISHA
TIM
UNIT 5:
W HAT'S HAPPENING?
one hundred and seventy-three
©
MANDY
173
2
3
Listen to these sounds. What is going on? Circle the correct answer. 1 Someone is…
vacuuming the carpet.
mowing the grass.
2 Someone is…
washing the car.
taking a shower.
3 Someone is…
doing the washing up.
cooking dinner.
4 Someone is…
flushing the toilet.
cleaning the windows.
5 Someone is…
putting out the dustbins.
loading the dishwasher.
listening
What is happening in these pictures? Complete the sentences. Use the information from exercise 2.
2
IN
1
Gordon Ramsay is
4
VA
N
3
Ryan Gosling is
Martha Stewart and Snoop Dogg are
©
Mrs. Doubtfire (Robin Williams) is
4
Listen to the conversation between Mia and her best friend Lily and answer the questions. a What is the name of Lily’s father? b How is Mia feeling? Why?
one hundred and seventy-four
174
c Who are Jack and Ella?
UNIT 5:
W HAT'S HAPPENING?
listening
5 Listen again and mark the correct boxes. 1 Mia is calling Lily in the evening. 2 Lily’s mother has just left for work. 3 Mia has got a brother and a sister. 4 Mia likes helping Mum around the house. 5 Mum wants her children to help out around the house. 6 Mia is going to tell Jack and Ella which chores they have to do. 6
listening True False X
Look at the chores list in the Check In on p. 172. Use the ground plan to indicate where the household chores have to be done. Name the rooms. attic – bathroom – bedroom – cellar – dining room – hall – kitchen – living room 1 2
3
IN
3 4 5 6 7
6
7
N
8
VA
8
1
4
5
Try to be the king or queen of chores.
©
7
2
a Make a list of the rooms in your house (column 1: Rooms). b Write down as many chores as you can think of that you can do in those rooms (column 2: Chores). You only have 2 minutes! c Walk around the classroom for another minute and ‘steal’ ideas from your classmates. Add them to your list (column 3: More chores). d Who can come up with the most chores? Chores
More chores
one hundred and seventy-five
Rooms
UNIT 5:
W HAT'S HAPPENING?
175
Chores
More chores
8
VA
N
IN
Rooms
Write a note and a chores list for your brother or sister to do. a Preparation: – What chores do you really hate? Make a short list (at least 4). – Use the note in the Check In (p. 172) as an example for your note.
©
b Action: write your brother, sister or other family member a short note (about 50 words) with chores to do.
one hundred and seventy-six
176
UNIT 5:
W HAT'S HAPPENING?
writtEN INTERACTION
c Reflection: check your task by filling in the checklist. Checklist: writing a note
Yes
I think so
No
1 Content and structure • I checked the structure of my note. • I talked about at least 4 chores I hate. • I wrote about 50 words. 2 Language • I used the vocabulary to describe chores correctly. • I used correct spelling and punctuation. Feedback
watchING
Watch the video and answer the questions. a What is this video about? b Who is it meant for? People watching the news. Teenagers browsing the Internet. Cleaners.
IN
9
N
c How does she ‘solve’ her problem? Write down at least 5 tips.
VA
10 Discuss these questions.
SPOKEN INTERACTION
a Name the 3 tricks (exercise 9) that you like best.
©
b Do you think these tricks will work? What could go wrong?
one hundred and seventy-seven
CHECK 1, p. 190
UNIT 5:
W HAT'S HAPPENING?
177
Step 2
What is going on?
Using the present continuous
1 / Lily is talking to Mia 1
Read the conversation between Mia and Lily and answer the questions. a How does Mia contact Lily this time? b Is Mia happy about how the chores are going? c Why does Lily end the conversation?
1 You are coping quite well. 2 Are you joking?
IN
d Find synonyms in the conversation for the underlined words.
managing
3 We all have to clean up our bedrooms.
N
4 You made that clutter. Mia’s got an incoming Facetime call ... Hi Lily! What’s up?
Lily
Hi Mia! Erm… Is that a vacuum cleaner I’m hearing?
Mia Lily
VA
Mia
Yes, I’m vacuuming the floor in the living room! Oh wait, I’ll turn it off.
Oh yeah, the household chores. How are you getting on with them? Are Jack and Ella helping out?
Yes, they are! I actually got them to do a few things. Right now, Jack is in the storeroom taking out the dustbins and Ella is doing the laundry in the utility room.
Lily
Well done, Mia! You are managing quite well over there.
Mia
Yes, I am. Some things still need to be done, but we’ll get there. Oh, there’s Jack. He’s coming into the living room.
Jack
Okay Mia, the dustbins are gone! Am I off duty now?
Mia
No way, Jack! By the way, can’t you see I’m talking to Lily?
Jack
Oh, hi Lily! What are you doing?
©
Mia
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UNIT 5:
W HAT'S HAPPENING?
READING
Oh nothing really. I’m just sitting here, listening to you two arguing about the chores your mum gave you.
Jack
Sounds interesting …
Mia
Right, Jack, next on the list is …
Jack
What!? There’s more?
Mia
Of course! We all have to tidy up our bedrooms. So I guess you’d better start. You’ve got quite a lot of work, I suppose …
Jack
Are you kidding me?! My bedroom? But it looks as if a bomb has exploded in there. I’ll be tidying for ages …
Mia
Well, you should have thought about that before you made that mess! Come on! And don’t forget to finally take those empty boxes up to the attic.
Lily
Hey guys, are you fighting now? Please, stop! Anyway, I have to go. My dad is calling me. Bye!
IN
Lily
Mia and See you! Jack
Describe what everyone is doing during Lily and Mia’s Facetime conversation.
READING
N
2
1 Mia is vacuuming the carpet in the living room. 2 Lily
4 Ella 3
VA
3 Jack
Look at the verbs in the conversation and in your answers to exercise 2 and answer these questions. a What is the same in all the examples?
©
b What is described: states or actions? c Are we talking about the past, the present or the future?
Complete the grid with some more examples from the text in exercise 2. Subject
Full form +
I
am
You
are
Short form +
-ing form
He (Jack)
We
talking
You
logging on
They
hanging out
UNIT 5:
W HAT'S HAPPENING?
one hundred and seventy-nine
4
179
5
Use the information from exercises 3 and 4 to complete the grammar box.
GRAMMAR
How to talk about actions going on now
To talk about actions going on (or in the ), we use the present continuous in English. The present continuous is formed with the verb See p. 187
and the main verb in .
Fill in the grid below and try to find the spelling rules on how to form the -ing form of the verb. -ing form
to work
working
to read
reading
to cook
cooking
Spelling rules making
to drive
to ride
to put
putting
to stop
Exception 1: to be >
Exception 2: to see >
If a verb is short and ends in one vowel and one consonant,
we the consonant (never double ‘x’ or ‘w’).
to tie
tying
If a verb ends in -ie, we replace the -ie by a and
then add .
to die
travelling
If a verb ends in one vowel + l (even long verbs), we
to control
the -l and then add .
to quarrel
©
to travel
Work in groups. Everyone gets a card with a chore. Mime the chore and have your classmates guess what you are doing. e.g. ‘What am I doing?’ ‘You are sweeping the floor.’
one hundred and eighty
180
If a verb ends in , we drop the -e and then add .
to swim
to lie
7
We add -ing to the base form of the verb.
VA
to make
Rule:
IN
Infinitive
N
6
UNIT 5:
W HAT'S HAPPENING?
SPOKEN INTERACTION
Work in pairs. Look at the picture. Take turns describing what is happening. Describe as many actions as possible in 1 minute.
SPOKEN INTERACTION
one hundred and eighty-one
©
VA
N
IN
8
How many actions did your classmate describe?
UNIT 5:
W HAT'S HAPPENING?
181
9
Describe what is going on in this picture. Who is doing what? Where are they doing these chores? Include the names of the rooms. e.g. John is dusting the furniture in the living room.
SPEAKING
Cliff
Macy
Jenny
2 / Jack is not working very hard!
Describe what Jack is not doing right now, based on what you see in his bedroom. Follow the example.
©
VA
N
1
Roy
IN
John
is not vacuuming the 1 Jack carpet.
2
2
(to dust / the furniture)
3
(to clean / the windows)
4
(to tidy / the bedroom)
5
(to make / the bed)
Complete the grid with some examples from exercise 1.
one hundred and eighty-two
182
(to vacuum / the carpet)
Subject
Full form +
Jack
is not
He He
UNIT 5:
W HAT'S HAPPENING?
Short form +
-ing form vacuuming
WRITING
3
Use the information from exercises 1 and 2 to complete the grammar box.
GRAMMAR
How to talk about actions going on now We form the present continuous in the negative with the verb and
See p. 187
the main verb in .
Look at the pictures and the descriptions: they do not match up! Write down what is not happening in the picture and what is really going on. Follow the example.
IN
4
3 Rashida: to have a bath
N
2 Jim: to do the washing up
©
VA
1 James + Cindy: to mop the floor
4 Daisy: to mow the grass
5 John: to load the dishwasher
6 Annie + Ramesh: to feed the pets
1 James and Cindy are not mopping the floor. They are vacuuming the carpet. 2 3 4 5 one hundred and eighty-three
6
UNIT 5:
W HAT'S HAPPENING?
183
3 / What is going on? 1
Look at the pictures. Answer the questions. Follow the example.
2
1
a Is Jack mowing the lawn?
She is vacuuming the floor. b Is she doing the dishes?
a Ella, what are you doing?
b Is he washing the car?
No, she isn’t!
b Are you tidying up the kitchen?
IN
a What is Lily doing?
3
5
VA
N
4
a Is Grace making her bed?
b What is she doing?
©
Complete the grid with some of the answers in exercise 1. Questions Subject -ing form
Short answer: positive
Short answer: negative
you
the bed?
Yes, I .
No, I .
they
TV?
Yes, they .
No, they .
Lily
the floor?
Yes, she .
No, she .
Jack
the car?
Yes, he .
No, he .
one hundred and eighty-four
184
b Is the TV working?
2
a Are they watching TV?
UNIT 5:
W HAT'S HAPPENING?
3
Complete the box with the information from exercises 1 and 2.
GRAMMAR
How to talk about actions going on now
To form questions in the present continuous we start with the verb followed by the and the main verb in . See p. 187
You can answer a yes/no question with a .
4
WRITING
What is the life of a celebrity (not) like? a Preparation: look at the magazine cover. Choose at least 3 photos to write about.
Photo 1
VA
N
Photo 2
Photo 3
IN
b Action: – Write 2 sentences per photo about what is (not) going on in the photos. – Write 3 questions about the magazine cover and the articles in them. Answer them with a short answer. – Use present continuous: positive, negative and question forms.
Questions
©
c Reflection: check your work by filling in the checklist. Checklist: celebrity life
Yes
I think so
No
1 Content and structure • I wrote 2 sentences about 3 photos. (6 sentences) • I wrote 3 questions about the magazine cover and/or the articles. • I wrote 3 short answers, one for each of my questions.
one hundred and eighty-five
2 Language • I used the present continuous correctly. • I used short answers correctly. • I used correct spelling and punctuation. Feedback
UNIT 5:
W HAT'S HAPPENING?
185
©
VA
N
IN
CELEB LIFE
one hundred and eighty-six
186
CHECK 2, p. 195
UNIT 5:
W HAT'S HAPPENING?
SUMMARY Present continuous
GRAMMAR
HOW TO talk about actions going on now
N
IN
Is Maeve doing the dishes? No, she is not doing the dishes. She is mowing the lawn.
VA
FORM
The present continuous is formed with the verb to be in the present simple and the main verb in the -ing form. There are full and short forms: Full forms Subject 1st p. sing.
Negative (-)
Questions (?)
I am working.
I am not / I’m not working.
Am I working?
You are working.
You are not / aren’t working.
Are you working?
©
2nd p. sing.
Positive (+)
3rd p. sing.
She is working.
He is not / isn’t working.
Is it working?
1st p. plur.
We are working.
We are not / aren’t working.
Are we working?
2nd p. plur.
You are working.
You are not / aren’t working.
Are you working?
3rd p. plur.
They are working.
They are not / aren’t working.
Are they working?
Subject
Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I’m working.
I’m not working.
Am I not working?
2nd p. sing.
You’re working.
You aren’t working.
Aren’t you working?
3rd p. sing.
She’s working.
He isn’t working.
Isn’t he working?
1st p. plur.
We’re working.
We aren’t working.
Aren’t we working?
2nd p. plur.
You’re working.
You aren’t working.
Aren’t you working?
3rd p. plur.
They’re working.
They aren’t working.
Aren’t they working?
UNIT 5:
W HAT'S HAPPENING?
one hundred and eighty-seven
Short forms
187
Spelling of the -ing form: Infinitive
-ing form
Rule
to work
working
We add -ing to the base form of the verb.
to take
taking
If a verb ends in -e, we drop the -e and then add -ing.
to jog
jogging
If a verb is short and ends in one vowel and one consonant, we double the consonant.
to die
dying
If a verb ends in -ie, we replace the -ie by -y and then add -ing.
to travel
travelling
If a verb (even long verbs) ends in one vowel + l, we double the -l and then add -ing. USE
IN
The present continuous is used to talk about actions happening now (= at the moment of speaking). e.g. I am studying English now. You are reading a book at the moment. Father is preparing dinner in the kitchen right now.
©
VA
N
Keep in mind: You can answer a yes/no question with a short answer. e.g. Is Thomas paying attention in class? + Yes, he is. = Yes, subject + auxiliary verb – No, he isn’t. = No, subject + auxiliary verb + not
one hundred and eighty-eight
188
UNIT 5:
W HAT'S HAPPENING?
VOCABULARY
1 CHORES
to mow the lawn
to make the bed
to load the dishwasher
to clean the windows
to put out the dustbins
to cook
to tidy up
to wash the car
to hoover/to vacuum
VA
IN
to dust
to clear the table
N
2 ROOMS
2 a living room
3 an attic
4 a kitchen
5 a cellar
6 a bathroom
7 a bedroom
8 a hall
9 a storeroom/storage room 10 a utility room
3
6
7
8
2
1
4
9 10
5
UNIT 5:
W HAT'S HAPPENING?
one hundred and eighty-nine
©
1 a dining room
189
ON DIFFERENT TRACKS Check 1 1
Talking about household chores
Look at these chores and answer the questions. a Match the household chores with the pictures and write them in the table. There are more chores than pictures. clearing the table – cooking dinner – doing the washing up – dusting the furniture – loading the dishwasher – making the beds – putting out the dustbins – tidying up the bedroom – vacuuming the carpet – washing the car
2
5
6
3
4
N
IN
1
8
VA
7
b Write down where all these household chores take place. Where?
©
Chore
1 2 3 4 5 6 7
one hundred and ninety
190
8
UNIT 5:
Score
< 10
10 – 13
> 13
Next exercise
ex. 2
ex. 3
ex. 4
W HAT'S HAPPENING?
2
Read these descriptions and match them with the correct room in the house. attic – bathroom – bedroom – cellar – dining room – hall – kitchen – living room – storeroom – utility room 1 People wash themselves in this room.
2 Breakfast, lunch and dinner are prepared here.
3 Most people enjoy relaxing in this room in the evenings.
4 A lot of people keep extra food here.
5 The washing machine is typically found here.
6 When you enter the house, this is the first room you come to.
7 This room is mostly used to store boxes with old clothes and books, etc.
9 Most families sit down and eat together in this room.
IN
Score
<6
6–7
>7
Next exercise
ex. 3
ex. 5
ex. 4
Find a partner and mime 5 chores each. Ask your classmate what you are doing. Follow the example.
SPOKEN INTERACTION
N
3
8 Some people use this room to keep drinks and food cool.
VA
e.g. A: What am I doing? B: Are you making coffee? A: No, I’m not. (pupil A mimes the activity again.) / Yes, I am. Which mimes did you guess correctly? 1 2 3 4
Score
Next exercise
<6
≥6 ex. 4
one hundred and ninety-one
©
5
UNIT 5:
W HAT'S HAPPENING?
191
4
WRITING
Design your dream house.
VA
N
IN
a Preparation: draw a floor plan. Make sure there are at least 5 different rooms.
b Action: – Name all the rooms. – Make a list of at least 2 chores that you want someone else do for you in each room.
©
Rooms
List of chores
one hundred and ninety-two
192
UNIT 5:
W HAT'S HAPPENING?
c Reflection: check your work by filling in the checklist. Checklist: designing your dream house
Yes
I think so
No
1 Content and structure • My floor plan has at least 5 rooms. • I named all the rooms. • I gave at least 2 chores per room (10 in total). 2 Language • I used the correct vocabulary about rooms and chores. • I checked my spelling and punctuation. Feedback
Score
< 12
≥ 12
Next exercise
IN
5
Check 2, p. 195
Write a to-do list for Gillian.
writtEN INTERACTION
a Preparation: look at the pictures. What chores does Gillian’s mother want her to do?
VA
2
N
1
3
5
6
one hundred and ninety-three
©
4
UNIT 5:
W HAT'S HAPPENING?
193
b Action: complete the note Gillian’s mother gave her.
Dear Gillian, While I am away, can you help out by doing these things?
IN
Oh, and if you’ve got time left visit Grandma and see if she needs any help! Thanks, Mum
N
c Reflection: check your work by filling in the checklist. Checklist: writing a to-do list
VA
1 Content and structure • I completed the note. • I put 6 chores on the list.
2 Language • I used the correct vocabulary for chores. • I used correct spelling and punctuation.
©
Feedback
Score
<5
Next exercise
one hundred and ninety-four
194
UNIT 5:
W HAT'S HAPPENING?
≥5 Check 2, p. 195
Yes
I think so
No
Using the present continuous
Check 2 1
WRITING
What are they doing? a Preparation: look at the 2 pictures and find at least 4 differences between them.
Š
VA
B
N
IN
A
b Action: write down 8 sentences about what is (not) happening. Start with what they are not doing (from the first picture) and add what they are doing (in the second picture). Use the present continuous correctly. one hundred and ninety-five
UNIT 5:
  W HAT'S HAPPENING?
195
c Reflection: check your work by filling in the checklist. Checklist: describing differences
Yes
I think so
1 Content and structure • I wrote down 4 differences (8 sentences in total). 2 Language • I used the present continuous correctly (positive and negative). • I used the correct vocabulary. • I used correct spelling and punctuation.
Score
<6
6–8
>8
Next exercise
ex. 2
ex. 4
ex. 5
N
2
IN
Feedback
Complete these sentences with the correct forms of the verb ‘to be’.
VA
1 Jack getting ready for football practice.
2 Mum and dad changing their outfits before going to aunt Joan’s. 3 Ella cleaning out her saxophone.
4 I deciding what to write in my weekly planner. 5 We going to visit grandma tonight.
6 Clary’s mum marrying her stepdad?
©
7 I taking a selfie; I’m using Facetime! 8 Who you talking to? 9 Mum? Mum?! Muuuum! You listening to me! 10 you going to Abdoulaye’s birthday party tonight? Score
<6
Next exercise
one hundred and ninety-six
196
UNIT 5:
W HAT'S HAPPENING?
6–8
>8
ex. 4
ex. 3
No
3
WRITING
Multitasking: what is going on in the picture? a Preparation: look at the picture. Make a list of what the people are (not) doing.
dad
Ella
N
Jack
IN
mum
VA
Lily
b Action: – Write down 4 sentences about what is going on in the picture. – Write down 3 sentences about what is not happening in the picture. – Write down 3 questions about what is happening in the picture. Answer with a short answer.
©
one hundred and ninety-seven
UNIT 5:
W HAT'S HAPPENING?
197
c Reflection: check your work by filling in the checklist. Checklist: describing a picture
Yes
I think so
1 Content and structure • I made a list of actions going on in the picture. • I wrote 10 sentences (4 positive, 3 negative, 3 questions with short answers) about the picture. 2 Language • I used the present continuous correctly to talk about what is (not) going on. • I used short answers correctly. • I used the correct vocabulary about chores. • I used correct spelling and punctuation.
Score
< 11
Next exercise
≥ 11
All done!
What are they doing? Complete the sentences.
2
VA
1
N
4
IN
Feedback
©
Selena Gomez
3
one hundred and ninety-eight
Ben Affleck
198
UNIT 5:
W HAT'S HAPPENING?
Rihanna
4
The Minion
No
6
5
The dwarves
Jennifer Lopez
8
IN
7
Score
<6
ex. 5
What is your best excuse ever?
WRITING a Preparation: read the requests first. Think of possible things you are doing instead of your chores. 1 Can you take out the bins? 2 Please put your dirty glasses in the dishwasher. 3 After breakfast, don’t forget to clear the table! 4 Can you tidy up the living room before grandma arrives? 5 Will you help me clean the windows? 6 Can you wash the car for me? 7 Could you vacuum the hall after school? 8 We’ve got the neighbours coming over in an hour. Quick! Dust the furniture in the kitchen!
©
5
≥6
VA
Next exercise
Cody Simpson
N
Matthew McConaughey
b Action: write a paragraph (about 50 words) with your excuses for not doing these chores.
one hundred and ninety-nine
UNIT 5:
W HAT'S HAPPENING?
199
c Reflection: check your work by filling in the checklist. Checklist: finding excuses
Yes
I think so
1 Content and structure • My paragraph is about 50 words. • I reacted to all of the requests. 2 Language • I used the present continuous correctly. • I used the correct vocabulary about chores. • I used correct spelling and punctuation. Feedback
<7
≥7
Next exercise
ex. 3
All done!
©
VA
N
IN
Score
two hundred
200
UNIT 5:
W HAT'S HAPPENING?
No
CHECK OUT: A DAY IN THE LIFE Orientation You will be a reporter for a magazine and present a day in the life of a celebrity. The readers want to find out everything there is to know about this person.
Preparation 1
Browse some magazines or websites. Choose a celebrity you would like to write about. Name of celebrity: Look up (online) or cut out 5 typical paparazzi photographs of your celebrity. If you can’t find any, use a photo of their face and stick it onto an image of someone doing a chore.
3
Look up some extra information about your celebrity and compile it here.
Partner?
IN
2
Job?
VA
House?
N
Pets?
©
Extra?
Action 4
Write a caption (= 1 short line describing the photo) about what your celebrity is doing in each photograph (chores, daily routines, etc.). e.g. James Bond is doing the washing up.
5
Write a short article about your celebrity’s life. Talk about their age, house, partner or job, etc. Write about 100 words. e.g. Rocky Balboa is a boxing champion. He lives in Philadelphia.
6
Put your photographs, captions and article on a two-page spread. Make it look like it is for a real magazine! Be as creative as possible. Use p. 186 with Miley Cyrus as an example.
UNIT 5:
W HAT'S HAPPENING?
two hundred and one
WRITING
201
Reflection 7
Check your work by filling in the checklist. Checklist: writing an article
Yes
I think so
1 Content and structure • I used 5 paparazzi photos. • I wrote a good caption for each photo. • I looked up some extra information. • I wrote a text of about 100 words to describe the life of the celebrity. • I used the layout of a magazine. 2 Language • I used the correct tense to write about what is happening in the photos. • I used the correct tense to describe the daily life of a celebrity. • I checked my spelling and punctuation.
IN
Feedback
©
VA
N
Trace your steps on diddit.
two hundred and two
202
UNIT 5:
W HAT'S HAPPENING?
No
UNIT 6: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions
IN
main track
N
VA
Step 3: giving advice
Step 2: using adjectives
Š
summary
trace your steps
on different tracks check out: writing a letter of advice
CHECK IN How do you feel? 1
Match the art forms with their meaning and artistic fields. Choose from: literary arts – mixed art – performing arts – visual art Explanation
Artistic field
Where different artistic fields are combined Artistic fields like music, dance and theatre Artistic fields like painting, photography, sculpture, ceramics, drawing and architecture Artistic fields that are written, e.g. poetry
watchING listening
A
IN
Look at, listen to and watch these different art forms. a Write the correct art form. b Write the exact discipline form if you know it. c Describe how they make you feel.
B
To make a prairie it takes a clover and one bee, One clover, and a bee, And revery. The revery alone will do,
VA
If bees are few.
N
2
- Emily Dickinson (1830-1886)
a
a
b
b c
two hundred and four
204
3
D © kavzov / Shutterstock.com
©
C
© Anthony Mooney / Shutterstock.com
c
a
a
b
b
c
c
Discuss these questions. a Do you know any other emotions? b Do you know any other art forms? c Do you think it is difficult to say how you feel? Explain why (not)?
UNIT 6:
LIFE IS A ROLLERCOASTER
SPOKEN INTERACTION
MAIN TRACK I feel great!
Step 1
Describing emotions
1 Read these letters to ‘agony aunt’ Annie Fox and answer the questions.
READING
a What do you think an ‘agony aunt’ does? b How do all the writers of the letters feel? Good or bad? c Whose letter do you find the saddest? Why?
IN
Dear Annie,
Help
N
The problem is that I am extremely shy, and the two girls I like are intimidating, and I don’t know if they like me or not. The problem is that I go to private school, and everybody gossips, and if one says she won’t go out with me, they will tell everybody. One of the girls is popular, but nice, not mean, and the other one is part of a different group, but I like them equally. I am so desperate to have one of them as my girlfriend. I would like to know how to get either one of them to go out with me, or to ask me out, or to like me, or to show signs of liking me. I don’t know what to do.
VA
Annie Fox
I am a 13-year-old boy, and I really want a girlfriend. I have never had one; I have never kissed anybody. I have never been in love… I really want a girlfriend.
At the beginning of the school year I was doing pretty well and I cared about what I was doing and I was happy so I did well in school. Then my boyfriend and I broke up. I didn’t do my work because I was depressed. I couldn’t get him off my mind, and by the time I realized I needed to get back on track, it was too late.
©
Annie Fox
Dear Annie,
I got my report card today and it’s bad. I have a D, and 2 F’s. My ex really screwed up a lot for me. I know it’s not his fault; it’s mine for letting things go, but I was depressed and I know my parents are going to be disappointed in me. What should I tell them? Uh-oh
People are making fun of me, calling me: pig, gorilla, and fat... It makes me feel so miserable and I don’t know what to do. I tried talking to the teachers, but I am sad to find out that that hasn’t helped. The bullies are still teasing me. What should I do? Thanks, Tired of being made fun of.
two hundred and five
Annie Fox
Dear Annie,
Adapted from: www.anniefox.com
UNIT 6:
LIFE IS A ROLLERCOASTER
205
Match the emotions from exercise 2 with their opposites.
N
3
Underline the ‘feeling’ words in the letters, and then match them with these illustrations.
IN
2
joyful pleased/satisfied
VA
hopeful
glad
hateful
cheerful
4
listening
Listen to these people reacting to some situations. How are they feeling?
©
1 2 3 4 5
5
Look at the following words to describe feelings and put them in the correct category. Use a(n) online dictionary to help you if necessary. anxious – appalled – certain – cheerful – concerned – convinced – delighted – depressed – enraged – fulfilled – furious – hopeful – miserable
two hundred and six
206
Happy
Sad
Angry
Satisfied
Worried
Confident
Shocked
UNIT 6:
LIFE IS A ROLLERCOASTER
6
7
Use a thesaurus and look for 1 or 2 more synonyms and add them to the grid. Happy
Sad
Angry
Satisfied
Worried
Confident
Shocked
Complete the sentences using the correct ‘feeling’ word. 1 Those cheerleaders always seem so 2 You looked at his diary without asking and now you’re wondering why he’s so
?
3 My cat just died yesterday. I’m 4 I passed my French test! My parents will be 5 My aunt has to go to the hospital today for some tests. I’m really
IN
6 I’m allowed to go on a trip with my best friend next Saturday. I’m so
7 And then the headmaster, Mr Darcy, just kissed Ms Bennet in front of everyone!! We were all ! What on earth was he thinking!?
8 Have you seen Mr Clock? Apparently, someone hid all the balls, so the PE class is in ; he was ranting and raging.
N
detention today. I’ve never seen him so
9 Next weekend we are going away with my niece and nephews. I’m quite that it’s going to be a lot of fun.
Pair up and take turns telling each other how you feel when the following activities happen to you. Use the adjectives from the previous exercises. Not being able to sleep.
You meet your teacher in the shop.
Being teased.
Forgetting your mobile phone.
Watching TV.
Falling over during your break.
Eating your favourite meal.
Winning a prize.
Eating insects.
SPOKEN INTERACTION
two hundred and seven
Getting a present.
©
8
; I don’t want the
VA
10 Oh dear, I forgot my maths homework! I’m so teacher to be angry at me.
UNIT 6:
LIFE IS A ROLLERCOASTER
207
9
SPEAKING
Use this empty emoji to draw how you are feeling right now, and then describe it to a classmate and explain why you feel like this.
10 Play the emotions game with your classmate.
SPOKEN INTERACTION
a Roll the dice and move your token. b Then pick an emotion card and read the sentence on the board game in the correct emotion. 11 Pair up and interview a classmate.
IN
SPOKEN INTERACTION
a Preparation: fill in the list with questions for yourself (= your answer).
Your answer:
VA
N
b Action: – Interview your partner and complete the list with their information. – Sit together with another pair of students and tell each other what makes your partner afraid, excited, etc. • What are you afraid of? Is it something typical or do girls with ponytails scare you?
Your classmate’s answer:
• What made you very excited this past year? Are you often excited?
Your answer:
©
Your classmate’s answer:
• How do you act when you are very happy? Is it obvious to everyone how you are feeling?
Your answer:
two hundred and eight
Your classmate’s answer:
208
UNIT 6:
LIFE IS A ROLLERCOASTER
c Reflection: check your task by filling in the checklist. Checklist: how does that make you feel?
Yes
I think so
No
1 Preparation • I filled in all the questions about my own feelings. 2 Content and structure • I asked all the questions. • I answered all the questions my partner asked me and gave some extra information. • I explained how my partner feels to another pair of students. 3 Language • I used correct vocabulary to explain feelings. • I used correct basic grammar. • I spoke loudly and clearly. • I paid attention to my pronunciation.
IN
Feedback
©
VA
N
CHECK 1, p. 227
Step 2
Using adjectives
listening
Listen to the song ‘All of me’ and answer the questions. a Do you know this song? b How does the song make you feel? c Does your feeling change towards the end of the song? Explain.
two hundred and nine
1
How are you?
UNIT 6:
LIFE IS A ROLLERCOASTER
209
2
listening
Listen again and fill in the blanks.
All of me – John Legend 1
What would I do without
I can’t stop singing, it’s ringing, in my
your mouth
head for you
Drawing me in, and you kicking me out
5
You got my head spinning, no kidding, I
My head’s underwater
can’t pin you down
But I’m breathing fine
What’s going on in
35
that mind?
You’re and I’m out of my mind
I’m on your mystery ride Cause all of me, loves all of you
hit me, but I’ll be alright
Love your curves and all your edges
IN
10
And I’m so , don’t know what
All your imperfections
My head’s underwater
40
But I’m breathing fine
Give your all to me, I’ll give my all to you You’re my end and my beginning
You’re and I’m out of my
N
Even when I lose I’m winning
mind
Cause I give you all of me And you give me all of you, give me all of
Cause all of me, loves all of you
45
you, oh
VA
15
Love your curves and all your edges
Cards on the table, we’re both showing
Give your all to me, I’ll give my all to you
hearts
You’re my end and my beginning
Risking it all, though it’s hard
Even when I lose I’m winning
©
Cause I give you all of me And you give me all of you, oh
25
Cause all of me, loves all of you 50
Love your curves and all your edges All your imperfections
How many times do I have to tell you
Give your all to me, I’ll give my all to you
Even when you’re crying
You’re my end and my beginning
you’re too
Even when I lose I’m winning
The world is beating you down, I’m around through every mood
55
Cause I give you all of me And you give me all of you
You’re my downfall, you’re my muse two hundred and ten
210
30
My distraction, my rhythm
I give you all of me
and blues
And you give me all of you, oh
UNIT 6:
LIFE IS A ROLLERCOASTER
© A.PAES / Shutterstock.com
20
All your imperfections
3
Focus on the words you filled in. a Draw arrows to the words they say something about. b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun
The subject (with ‘to be’, ‘to feel’)
c What do we call words that describe nouns?
IN
d Is it possible to use them with verbs as well?
Use the information from exercise 3 to fill in the grammar box.
N
4
GRAMMAR
How to describe people and things
VA
Adjectives tell us something more about or are used with the verb and with linking verbs, such as : 1 Noun
e.g. I have a big problem = big describes how the problem is 2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
©
See p. 223
Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs. two hundred and eleven
5
UNIT 6:
LIFE IS A ROLLERCOASTER
211
6
Read the article about the most common teenage problems and answer the questions. a What is the main reason a teen’s self-image changes? b What are the main reasons why a teen gets bullied? c What is cyberbullying? d Highlight all the adjectives.
Most common teenage problems It’s no mystery that teenagers face real problems on a daily basis. During the most awkward growth stages of their lives, teens are expected to cope with hormones, puberty, social and parental forces, work and school pressures, as well as internal struggles. Self-esteem and body image
IN
Teenage boys and girls suffer through numerous body changes. Some feel too fat, too skinny, too short, too tall and spend time wishing their curly hair was straight or vice versa. As a teen’s body changes, a teen’s self-image changes. Trouble adjusting can affect selfesteem and body image. This all links to how others, particularly schoolmates, will view you. Bullying
N
Bullying affects millions of teenagers, causing thousands to fear going to school each day. Because adults in their lives don’t always witness the bullying, the children may not understand exactly how extreme it can get.
VA
Appearance and social status are two of the prime reasons teens are bullied, because the bully decides who fits in and who doesn’t. Some bullies physically attack their targets, while others take psychological control through gossiping or repeatedly spewing verbal insults. Cyberbullying is the latest evolution in bullying, consisting of cruel instant e-mail and text messages. Bullying in any form is relentless, causing a teen to live in a state of constant fear. Source: www.ehow.com
e Choose 5 adjectives that you find difficult and look up their meaning. Give either a synonym or the opposite/antonym of that adjective. Use a dictionary or thesaurus to help you if necessary.
©
Adjective
Meaning
two hundred and twelve
212
UNIT 6:
LIFE IS A ROLLERCOASTER
Synonym or antonym?
READING
7
Sometimes adjectives come from nouns or verbs. Do you know what the nouns or verbs are for these adjectives? Adjective
Noun
Adjective
happy
enjoyable
funny
satisfied
sad
worried
angry
cheerful
confident
annoyed
Verb
mad guilty Which part of speech do you need in these sentences: verb, noun or adjective? Underline the correct form. 1 He received good results; he is happy/happiness. 2 She is not happy/happiness at all; you can see the sad/sadness in her eyes. 3 Did you enjoy/enjoyable your holiday? 4 You don’t have to worried/worry; everything will be just fine. 5 She said ‘sorry’ for at least a million times already; she really feels guilt /guilty. 6 That boy has the confidence/confident to speak up against those older guys. 7 She’s completely losing it; you can see the mad/madness in her eyes. 8 Can you stop making that noise? It really annoyed/annoys me! 9 That last game was so much funny/fun to play! Let’s do it again.
9
Watch the video ‘Paintings come alive’ and describe what you see.
N
IN
8
VA
watchING
a Preparation: answer these questions about the video. It’s
Describe the water.
The water is
Describe the house.
The house is
Describe what you see on the table.
Describe what happens to the village and the room.
Describe the beach and the sea.
Give 3 (other) examples that can explain the title of this video.
two hundred and thirteen
©
What is the first thing you see?
UNIT 6:
LIFE IS A ROLLERCOASTER
213
Write 5 adjectives you would use with these images.
Write 3 nouns that you associate with these images.
b Action: use what you prepared to write a paragraph about what you saw (about 50 words). Underline the adjectives you used (at least 5).
IN
N
c Reflection: check your text by filling in the checklist, and then have a classmate read your text. They will give you some feedback too. Checklist: paintings come alive
VA
1 Preparation • I answered the questions. • I came up with 5 adjectives to describe the images.
©
2 Content and structure • My text is about 50 words. • I used the information from what I prepared to write the text. • I used at least 5 adjectives.
3 Language • I used the correct vocabulary. • I used adjectives and nouns correctly. • I used correct spelling and punctuation. Feedback
two hundred and fourteen
214
CHECK 2, p. 232
UNIT 6:
LIFE IS A ROLLERCOASTER
Me
Yes I think so
Classmate No
Yes I think so
No
WRITING
Step 3
Help! I need somebody Giving advice
1 / What’s up? 1
Read Annie’s answer to ‘Tired of Being Made Fun Of’ (p. 205) and answer the questions.
READING
a What do you think of Annie’s advice? Do you agree with her? b Does Annie use ‘feeling’ words as well? Underline them. annie@advice.com TiredOfBeingMadeFunOf No bullying!
Dear ‘Tired of Being Made Fun Of’,
IN
Wow, that’s so rude and insensitive. It makes me angry just to think about people treating you that way! What you’re describing is harassment. And it’s against the law. Every student has the right to go to school without being afraid, teased or harassed.
N
You mustn’t keep this to yourself. Can you talk to your parents about this? Your parents should get in touch with the school principal as soon as possible. He or she has to know what is going on and you need assurances that it will stop. Until that happens, you can ask a friend to walk to and from school with you, or you could ask an older brother or sister. This way you won’t be alone.
VA
You should stay hopeful! Keep me posted. Kind regards, Annie
Adapted from: www.anniefox.com
Look at the sentences in which Annie gives advice. a Copy the sentences here.
©
2
– – – – – –
b Look at the structure of the sentences. How many verbs are used in each sentence? two hundred and fifteen
c Which verbs are used?
UNIT 6:
LIFE IS A ROLLERCOASTER
215
d Complete the grammar box.
GRAMMAR
How to express possibility and give advice
The verbs , , and are called modal auxiliary verbs. They help other verbs and are always followed by the base form of another verb. These verbs have a special meaning: 1 prohibition = mustn’t: e.g. 2 possibility = can e.g.
= could e.g.
3 advice
=
should: e.g.
3
IN
To change advice into obligation, you can replace ‘should’ by ‘must’ or ‘have to’. These forms are much stronger. e.g. The principal has to do something about the bullies in his school. See p. 224 This harassment must stop! Read the following sentences. Complete with the correct modal verb using the modal meaning in brackets.
N
1 If someone is hurting you, you keep it to yourself. (prohibition) 2 If you need a pencil, you always ask a classmate. (possibility) 3 If you can’t swim, you take swimming lessons. (advice)
VA
4 You be on time every school day. (obligation) 5 You take that pen; it isn’t yours and you didn’t ask! (prohibition) 4
Complete the sentences with the correct modal verb. Choose between ‘should’, ‘can’, ‘could’, ‘must’ and ‘mustn’t’. 1 If you don’t like mushrooms, you always take them out. 2 You be on time or you’ll miss the bus.
©
3 That bike has a flat tire; you take it to the repair shop. 4 I think you and your parents do with some support. 5 You take action right now! If not, the consequences will be severe. 6 I don’t think you tell your mum about that broken mirror. 7 Leave that bike alone; you use it! It’s not yours and it’s broken anyway.
5
Imagine you are the agony aunt. What would you say to ‘Help’ and ‘Uh-oh’ (p. 205)? a Pick out one letter (p. 205). What would you tell the writer? Write sentences with modal auxiliaries. e.g. You should explain the situation to your parents.
two hundred and sixteen
216
WRITING
– – – b Does your advice match that of your classmates? Discuss!
UNIT 6:
LIFE IS A ROLLERCOASTER
SPOKEN INTERACTION
2 / Message in a bottle 1
READING
Read these letters and answer the questions. a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c Highlight the modal auxiliary verbs that are used in letter B. There is one auxiliary we have not yet seen before. Which one? What does it express? d What is the problem? e What part of the letter already gives you an idea about the problem?
IN
f Who is Annie? g What is letter B about?
graciejace@outlook.com annie@advice.com
©
A
VA
i Do you agree? Why (not)?
N
h What advice does she give?
Help! I have a clingy friend.
I’ve known Friend A for 4 years. I have another friend who I’m now closer to. Friend A just wants me to be friends with her alone. I have tried to include her with my other friend, or any of my friends but she never wants to do what we’re doing. She tries to squeeze in between me and whoever I’m sitting or standing next to. She over-compliments me on everything and it makes me embarrassed. She’s always hugging me and trying to hook arms with me. It bothers me a lot and it seems to be getting worse every day. I don’t want to be mean to her but I’m really getting so annoyed! What should I do? – Gracie Adapted from: blog.anniefox.com
UNIT 6:
LIFE IS A ROLLERCOASTER
two hundred and seventeen
Dear Annie,
217
B
annie@advice.com graciejace@outlook.com Re: Help! I have a clingy friend.
Dear Gracie, I understand your challenge. Friendships change. Sounds like this one has. Friend A likes you very much. That’s a good thing. She’s used to having you as her best and only friend. She may be clingy because she’s afraid she’ll lose the friendship. For some people, change can be a scary thing. Friend A may not feel confident and she may worry that others won’t want to be her friend. That’s kind of sad. But it is not your problem if she feels uncertain about her ability to make new friends. That’s something she has to figure out for herself. She can and she will!
IN
Let’s talk about what you can do to make this situation better. You are a kindhearted person. That’s a very good thing! But it’s also a very good thing to set boundaries for your friends and let them know what you want and need in the friendship. You have the right to spend time with people who want to spend time with you. You also have the right to demand more space than this girl is giving you.
VA
N
Now, as to what you should do? You have different options, really. You can stay silent, keep smiling, and pretend this doesn’t bother you. Or you can tell her you don’t want to be her friend anymore. Of course, you can also talk to her privately. Tell her that she is your friend and you also like to spend time with other friends. To make the best decision, think about what will be the most helpful to you, the girl and the friendship. Whatever you decide, don’t forget, you should always stay true to who you are. Kind regards, Annie
Adapted from: blog.anniefox.com
Look at letter B and put the following items next to the text.
©
2
1 (full) name 2 main message A: your thoughts on the problem 3 subject 4 short introduction 5 ending 6 salutation 7 main message B: some advice
two hundred and eighteen
218
UNIT 6:
LIFE IS A ROLLERCOASTER
READING
3
READING
Read this note and answer the questions. a How does T feel? b Why does T feel like this? c Who does T write this note to? d What can you say about how the note is written?
Hey J, SOOOO fed up with Jesse & Tim, dude! They’re always saying they’re doing this or that.
IN
They wanna meet up but then they never turn up. I’m so ANGRY!!! and it’s my b-day in 2 days. Dunno what to do???
N
T
©
VA
e Write ‘T’ a short note back and give him some advice. You can use the same type of language writtEN INTERACTION as T does.
READING
Read Terra’s answer to T’s letter and answer the questions. a What is Terra’s advice? b Do you agree with this advice? Why (not)? c If you look at this letter, how is it different from how Trevor wrote his note?
UNIT 6:
LIFE IS A ROLLERCOASTER
two hundred and nineteen
4
219
Dear Trevor, I’m really sorry that you don’t have friends that you can count on. I don’t blame you for feeling sad or angry. A real friendship is based on mutual trust, respect, honesty and open communication. It sounds like the relationship you’ve got with your friends is missing most of these key elements. It sounds like this has been going on for a while. I hope you’ve had the courage to tell your friends what you told me: that you don’t appreciate their setting up times to meet you and then not showing up. If you haven’t yet told them how you feel, you absolutely should! By not telling them you are sending them a message that you don’t mind being treated this way.
I hope this helps.
mutual: from both sides
Regards, Terra Adapted from: blog.anniefox.com
Complete the strategy box with information from exercises 3 and 4.
N
5
IN
My guess is that your goal is to have friends that respect you, who you can count on to be there for you and to keep their agreements with you. If you aren’t getting what you want from your mates, then find some new mates. You deserve to be treated well. Taking back that kind of control in your life, is the best birthday gift you can give yourself.
STRATEGY
VA
How to write a (formal) letter or email
When writing a letter of advice, you need to include: 1 a salutation: e.g.
2 a short introduction
3 a main message with:
A your thoughts on the problem
©
B some advice
4 an ending: e.g. 5 your full name Keep in mind:
– When you are writing (or talking) to a friend, a family member or someone you know well, you are using language. You can use emoticons and abbreviations. There are also certain words that you only use in language (e.g. dude, stuff, wanna, etc.). – When you are writing (or talking) to someone who outranks you (e.g. a teacher) or someone two hundred and twenty
you don’t know well, you should use language.
220
Respect all grammar and spelling rules, write complete sentences and be polite.
UNIT 6:
LIFE IS A ROLLERCOASTER
See p. 226
6
Write a letter of advice yourself.
writtEN INTERACTION
a Preparation: read these letters and choose one you want to respond to.
1
Hey Terra
I wanted to tell you that I’m having a lot of problems in my house. For example, yesterday my mom got all mad at me because someone took my brother’s bike. And my mom started to yell at me for no reason. Some of the words she said hurt my feelings. What should I tell her to stop yelling at me that way? The Girl That Gets Yelled At
2
Hey Terra
IN
Source: anniefox.com
VA
N
I need some serious help. I have had this crush on this girl for over a year but I don’t really know her. The only time I see her is at church and every time I talk to her it seems like I get on her nerves. I don’t know that much about her, but she is really fine (as in !@#$ she fine) and I’m afraid that she’ll get a boyfriend at her school. I’ve been trying to find out a way with my friend on how to express my feelings. I really wanna ask her out.
©
I hardly ever talk to girls and every time I talk to one, I always freeze up and say something stupid. I have never tried to make friends with any girl ever in my life. Also I’m 14 and (if she says yes) where could I take her on a date. PLEASE HELP! Big Crush
b Action: write your letter of advice. – Make sure that you use modal auxiliaries correctly. – Pay attention to the structure of your letter: there is a brief introduction, explain the situation and give your thoughts on the problem, and give advice. End the letter correctly. Don’t forget to use paragraphs. – Write about 75 words.
UNIT 6:
LIFE IS A ROLLERCOASTER
two hundred and twenty-one
Source: anniefox.com
221
IN
N
VA
c Reflection: use the checklist, and then share your letter with someone who chose the other letter. They will give you some feedback. Checklist: a letter of advice
©
1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used the correct register (formal). • I used modal auxiliaries correctly. • I used correct spelling and punctuation. Feedback
two hundred and twenty-two
222
CHECK 3, p. 237
UNIT 6:
LIFE IS A ROLLERCOASTER
Me Yes I think so
Classmate No
Yes I think so
No
SUMMARY Adjectives
GRAMMAR
HOW TO describe people and things
Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.
VA
N
IN
I don’t want to go to school today. I feel tired.
Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking verbs, such as ‘to feel’. USE
©
1 Noun
e.g. I have a big problem = big describes how the problem is
2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
two hundred and twenty-three
Keep in mind: Adjectives can be used to make comparisons (see Unit 8).
UNIT 6:
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223
HOW TO express possibility and give advice
Modal auxiliary verbs
It may be helpful for you to think about what kind of boyfriend you’re looking for. You can’t plan for it or schedule it. But know this: you shouldn’t rush anything. You should have faith that the right person will come along!
IN
Dear Annie, I’m a 14-year-old girl who never had a boyfriend before, but I really want one. The thing is, I’m kind of shy so I’m not that good at that sort of thing. What should I do?
FORM
VA
N
Modal auxiliary verbs are special helping verbs that can express a certain meaning. The verbs can, may, must, should and could are all modal auxiliary verbs: – They have only 1 form (never add -s, -ing or -ed!). – They are followed by the base form of another verb: e.g. You should have faith. – To form the negative, add ‘not’ after the modal verb: e.g. You should not/shouldn’t rush anything. – To form questions, use inversion (like for the verb ‘to be’): e.g. What should I do? USE
©
These verbs have a special meaning:
two hundred and twenty-four
224
Meaning
Modal verb
Examples
Advice
should shouldn’t
e.g. You should tell a parent. e.g. You shouldn’t do this alone.
Possibility
can could
e.g. You can always ask a friend if you are not sure. e.g. You could ask an older brother or sister.
Obligation
must
e.g. This harassment must stop!
Prohibition
mustn’t
e.g. You mustn’t keep this to yourself.
Keep in mind: – Some modal auxiliary verbs can have different meanings: e.g. If you don’t know the answer, you can look it up. = permission I can swim! = ability – To change advice into obligation, you can replace ‘should’ by ‘must’ but also by ‘have to’. These forms are much stronger. e.g. The principal has to do something about the bullies in his school.
UNIT 6:
LIFE IS A ROLLERCOASTER
angry
boos
anxious
paniekerig
appalled
verbijsterd
astonished
verbaasd
certain
zeker
cheerful
vreugdevol
concerned
bezorgd
confident
zelfzeker
delighted
blij
depressed
depressief
disappointed
teleurgesteld
enraged
razend
fulfilled
vervuld/volledig
glad
blij
happy
gelukkig
hateful
hatelijk
hopeful
hoopvol
in love
verliefd
pleased sad satisfied shocked
ellendig blij
droevig
tevreden
gechoqueerd overstuur
two hundred and twenty-five
Š
upset
VA
miserable
My notes
IN
Translation
N
Word
VOCABULARY
EMOTIONS
UNIT 6:
  LIFE IS A ROLLERCOASTER
225
STRATEGY
HOW TO write a (formal) letter or email Before writing
1 Why and what? Why are you writing? What are you writing about?
Be prepared Do you have the right email address? Do you have the email address of the person you are sending the message to?
IN
Will you write a formal or informal message?
2 While writing
Be polite
When in doubt always use a formal register.
VA
N
Do not use emoticons and abbreviations.
The subject reflects what the letter is about.
©
Salutation Short introduction
Thoughts on the problem Some advice
Ending (Full) Name
Keep it short and simple!
Pay attention to the structure
Terra@anniefox.com JasonReynolds@GoodGuymail.com Bad friends?
Formal: Dear Mr Reynolds, Dear Jason, Informal: Hi / Hello Good Guy / Hey Jason I’m really sorry that you don’t have friends that you can count on. A real friendship is based on mutual trust, respect, honesty and open communication. Your relationship with your friends seems to be missing most of these key elements. I hope you’ve had the courage to tell your friends what you told me. If you haven’t yet told them how you feel, you absolutely should! If you aren’t getting what you want from your friends, then maybe you should try to find new ones. You deserve to be treated well. That is the best birthday gift you can give yourself. Formal: Yours sincerely, / Kind regards, / Best regards, Informal: Bye, / See you later, / See you, Formal: Terra Jones Informal: Terra
After writing
two hundred and twenty-six
226
KISS
Edit! Avoid mistakes by rereading your email. Use spell check. Hit the send button. UNIT 6:
LIFE IS A ROLLERCOASTER
3
ON DIFFERENT TRACKS Check 1
Which feelings do these pictures show? Make antonym pairs with your answers. Note that you can only make 3 pairs!
1
2
5
6
VA
N
4
3
IN
1
Describing emotions
8
©
+7
Antonym pairs:
Score
<7
7–9
>9
Next exercise
ex. 2
ex. 3
ex. 4
UNIT 6:
LIFE IS A ROLLERCOASTER
two hundred and twenty-seven
227
2
Read these greeting card messages. How is the writer of these cards feeling?
On a silent night when friends are few, I close my eyes and think of you, a silent night, a silent tear, a silent wish you were here!
VA
N
TURNING 50? WON’T YOU BECOME GREY, WRINKLED AND OLD?
IN
May this New Year bring you pleasant memories and much happiness
©
Every day spent with you has me floating on air… and I couldn’t love you more!
two hundred and twenty-eight
228
Score
<5
Next exercise
UNIT 6:
LIFE IS A ROLLERCOASTER
≥5 ex. 3
READING
3
Write down your own messages for these feelings. Write 2 sentences per card, and then show your cards to the teacher for some feedback.
pleased
IN
sad
writtEN INTERACTION
N
©
VA
hopeful
Score
<6
≥6
Next exercise
ex. 4
Check 2, p. 232
two hundred and twenty-nine
happy
UNIT 6:
LIFE IS A ROLLERCOASTER
229
4
Each comic shows an emotion. Write down that emotion on the left of the arrow, and then write the opposite on the right of the arrow.
IN
n
VA
N
n
©
n
Score
<5
Next exercise
two hundred and thirty
230
UNIT 6:
LIFE IS A ROLLERCOASTER
≥5 Check 2, p. 232
5
Write fact files for paintings. a Preparation: browse the internet for 3 paintings that clearly express a different emotion.
WRITING
b Action: fill in these fact files about the paintings.
FILE A
FILE B
FILE C
Title:
Title:
Title:
Artist:
Artist:
Artist:
Feeling:
Feeling: Feeling:
Reason:
FILE B
FILE C
Title:
Title:
Artist:
Artist:
Artist:
Feeling:
Feeling:
Feeling:
Reason:
Reason:
VA FILE B
FILE C
Title:
Artist:
Artist:
Artist:
Feeling:
Feeling:
Feeling:
©
Title:
Reason:
Reason:
Reason:
two hundred and thirty-one
FILE A Title:
N
Title:
IN
FILE A
UNIT 6:
LIFE IS A ROLLERCOASTER
231
c Reflection: check your task, and then tell a classmate about your paintings. Do they agree? Checklist: describing paintings
Yes
I think so
SPEAKING
No
1 Preparation • I used my research skills to look up 3 paintings. 2 Content • I filled in everything in the fact files. • I gave good reasons for the feelings. 3 Language • I used good adjectives. • I paid attention to my pronunciation when I explained the paintings.
IN
Feedback
Score
Check 2
Check 2
Using adjectives
On the next page you will find the opening pages from the book Matched by Ally Condie.
VA
1
ex. 3
N
Next exercise
©
Matched, by Ally Condie, is the first book in the Matched trilogy. Cassia lives in a futuristic society in which the people’s lives are strictly controlled by the government. The government decides where they live, where they work, who they care about and even when they die. When they are 17, everyone is ‘matched’ or paired up with another boy/girl selected by the sorters (authorities). They normally do not know their Match ahead of time, but are shown their face over a television screen. a Answer the questions. 1 How is Cassia feeling? How does Xander know this? 2 Where are Cassia and Xander going? 3 What will happen there? two hundred and thirty-two
232
4 Highlight 5 adjectives in the text. Total:
UNIT 6:
/ 5
LIFE IS A ROLLERCOASTER
READING
‘What are you smiling about?’ Xander wonders as I smooth the folds of my green silk dress down neat.
1
‘Everything,’ I tell him, and it’s true. I’ve waited so long for this: for my Match Banquet. Where I’ll see, for the first time, the face of the boy who will be my Match. It will be the first time I hear his name. I can’t wait.
5
Perhaps Xander can hear my heart pounding, too, because he asks, ‘Are you nervous?’ ‘No,’ I say. But Xander is my best friend. He knows me too well. ‘You lie,’ he teases. ‘You are nervous.’ ‘Aren’t you?’ I ask. 10
‘Not me. I’m ready.’ He says it without hesitation, and I believe him. Xander is the kind of person who is sure about what he wants.
IN
‘It doesn’t matter if you’re nervous, Cassia,’ he says, gentle now. ‘Almost 93 percent of those attending their Match Banquet show some signs of nervousness.’ ‘Did you memorize all of the official Matching material?’ 15
‘Almost,’ Xander says, grinning. He holds his hands out as if to say ‘What did you expect?’. ‘So you’re in the minority,’ I say. ‘The 7 percent who don’t show any nerves at all.’ ‘Of course,’ he agrees.
N
‘How could you tell I was nervous?’
‘Because you keep opening and closing that.’ Xander points to the golden object in my hands. ‘My compact,’ I say.
VA
20
‘You look beautiful,’ Xander tells me, and I flush a little even though I’ve known Xander all my life. I feel beautiful, in this dress: ice green, floating, full-skirted. Al my life I have waited to walk up those clean marble steps and through the doors of the Hall, a building I have seen from a distance but never entered. ‘Cassia,’ my mother says, smiling at me. I blink and look up, startled. My parents stand up, ready to leave. Xander stands, too. I hear him take a deep breath, and I smile to myself. Maybe he is a little nervous after all.
©
25
‘Here we go,’ he says to me. His smile is so kind and good; I’m glad we were called up the same month. We’ve shared so much of childhood, it seems we should share the end of it, too.
30
I smile back at him and give him the best greeting we have in the Society. ‘I wish you optimal results,’ I tell Xander. ‘You too, Cassia,’ he says.
Adapted from: Ally Condie, Matched p. 1-5
1 Preparation: which adjectives did you highlight? Write them down here. You will have to use them in your text.
UNIT 6:
LIFE IS A ROLLERCOASTER
two hundred and thirty-three
WRITING
b What happens next?
233
2 Action: write the next paragraph (50-75 words) explaining what happens now to Cassia and Xander. Use the 5 adjectives you highlighted, plus, at least, 3 more in your text. You can write in the first person (as if you were Cassia).
IN
N
3 Reflection: check your text, and then give it to the teacher for some feedback.
VA
Checklist: writing what happens next
Yes
1 Preparation • I highlighted 5 adjectives in the text.
2 Content and structure • My text is 50-75 words. • I described what happens next. • I described the emotions Cassia and Xander have.
©
3 Language • I used at least 8 adjectives (5 from the text and 3 of my own). • I used correct basic grammar (‘to be’, the present simple). • I used correct spelling and punctuation. Feedback
two hundred and thirty-four
234
UNIT 6:
Total:
/ 10
Score
<9
9 – 12
> 12
Next exercise
ex. 3
ex. 2
ex. 4
LIFE IS A ROLLERCOASTER
I think so
No
2
Write your own greeting card.
writtEN INTERACTION
a Preparation: choose an occasion. Which 3 adjectives describe that occasion? b Action: write your greeting card (about 25 words). Use the adjectives from exercise a.
N
IN
VA
c Reflection: check your text by filling in the checklist. Checklist: writing a greeting card
Yes
I think so
No
1 Content and structure • I chose an occasion. • I linked the occasion to 3 adjectives. • My greeting card is about 25 words.
©
2 Language • I used at least 3 adjectives. • I used correct basic grammar (‘to be’, the present simple). • I used correct spelling and punctuation. Feedback
Next exercise
<7
≥7 Check 3, p. 237 two hundred and thirty-five
Score
UNIT 6:
LIFE IS A ROLLERCOASTER
235
3
READING
Read the greeting card messages below. a Match the wishes with the occasions. Choose from the list. birthday – driver’s license – Father’s day – funeral – graduation – wedding day Wish
Occasion
Blow out the candles and make a wonderful wish. Enjoy your day! I’m very sorry to hear about your loss. My condolences. Be safe! No kidding, pay attention to the road! Congratulations. I feel so lucky to have such an amazing dad! May this new diploma offer you new opportunities. Well done!
Score
IN
b Highlight all adjectives. < 10
≥ 10
Next exercise 4
ex. 4
Song lyrics search.
Title:
FILE B
FILE C
VA
FILE A
N
a Preparation: browse the Internet for song lyrics that express positive feelings.
Artist:
Title:
Title:
Artist:
Artist:
©
is about: Feeling: Feeling: What this song
b Action: – Find the adjectives in the song. – Find at least 5 adjectives, and then give the opposites/antonyms. Use a dictionary or thesaurus, if necessary. Adjective
two hundred and thirty-six
236
UNIT 6:
LIFE IS A ROLLERCOASTER
Opposite/antonym
READING
– Write 3 sentences. Be sure to use the antonyms of the adjectives. Highlight the adjectives in these sentences. c Reflection: use the checklist to check the task, and then ask your teacher for some feedback. Checklist: looking up song lyrics
Yes
I think so
No
1 Preparation • I found a ‘positive’ song. • I filled in the fact file about the song.
IN
2 Action • I found 5 adjectives and their opposites/antonyms. • I changed 3 sentences. Feedback
Next exercise
ex. 2
Check 3 1
≥8
N
<8
Check 3
VA
Score
Giving advice
Write a letter of advice.
writtEN INTERACTION
a Preparation: read the text on the next page and answer the following questions.
©
1 Who is writing about their problem?
2 How does she feel?
3 What major event has changed her life? 4 What seems to be the problem? two hundred and thirty-seven
5 What advice would you give her?
UNIT 6:
LIFE IS A ROLLERCOASTER
237
Hayden.Massie@outlook.com terra@anniefox.com Stuck in between
Dear Terra, I have just moved to a new school in a different district. I just recently found out that my best friend from my previous school was best friends with my new friend at my new school. Somehow, they were friends in preschool and lost touch. I’m spending a lot of time with my new friend and now the girl from my previous school is jealous. I’m so busy because I am at a new school and in a play and I don’t know when I can get the time to spend with her. Can you help me?
IN
Hayden Source: anniefox.com
N
b Action: write an answer to Hayden. Use the strategy ‘How to write a (formal) letter or email’. Write about 75 words.
VA
©
two hundred and thirty-eight
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UNIT 6:
LIFE IS A ROLLERCOASTER
c Reflection: complete the checklist, and then give it to your teacher for some feedback. Checklist: a letter of advice
Yes
I think so
No
1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used the correct register (formal). • I used modal auxiliaries correctly. • I used correct spelling and punctuation.
2
IN
Feedback
Score
<9
9 – 12
> 12
Next exercise
ex. 2
ex. 3
ex. 5
Read the letters on the next page and answer the questions.
READING
N
a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c What is the problem?
VA
d What is his ‘name’?
e Is that his real name? f Who is Terra?
g What is letter B about?
h What advice does she give?
©
i Explain the following words from the letters. Use a(n online) dictionary if necessary. – appealing: – courage: – foolish: – rejection:
two hundred and thirty-nine
j Label the different parts of letter B. 1 (full) name 2 main message A: your thoughts on the problem 3 subject 4 short introduction 5 ending 6 salutation 7 main message B: some advice
UNIT 6:
LIFE IS A ROLLERCOASTER
239
A
GoodGuy@GoodGuymail.com Terra@anniefox.com This amazing girl
Hey Terra, There is this girl at my school. I have had a crush on her since the start of the year, but I am too scared to talk to her. I am afraid of rejection because that happened to me before. I know I shouldn’t be, but I am. I am going to try to ask her out on Valentine’s Day. That is if I have the courage. My question is, if I don’t ask her out on Valentine’s Day, what should I do? Regards, Good Guy
B
Terra@anniefox.com GoodGuy@GoodGuymail.com Re: This amazing girl
Dear Good Guy,
IN
Source: anniefox.com
N
To spend your life shuttered in a ‘safe’ place where you’ll never be rejected may look appealing at first sight. But there’s a line from a song I know that goes: ‘Those who don’t try, never look foolish.’ If it’s your goal never to look foolish, then you can set up your life that way and never take a risk.
VA
I personally think you shouldn’t do that. I agree with you that you should ask the girl out. Every time you make a move in the direction of showing someone that you like them, you risk rejection. So what? What’s the alternative? Staying alone forever? So, ask her out, but not for Valentine’s Day. Valentine’s Day is a day for sweethearts. It doesn’t feel right to be asking someone out for the first time on that day.
©
Good luck!
Kind regards, Terra
Source: anniefox.com
Score
< 15
≥ 15
Next exercise
ex. 4
ex. 3
two hundred and forty
240
UNIT 6:
LIFE IS A ROLLERCOASTER
3
Read these letters to ‘agony aunt’ Annie Fox and answer the questions.
READING
a Write down how these people are feeling.
1
I’m a 16-year-old girl and only 5’1’’ (5 feet and 1 inch) tall. People always make fun of me, especially guys. I sometimes even cry about it.
I have a boyfriend. He’s wonderful! The bad news is that any day now, I could get my first kiss… AND I DON’T REALLY KNOW HOW TO KISS! Oh my gosh…
IN
2
I’m 13. My two sisters are 2 and 3 and half, and my mum just told me yesterday that she was pregnant again! I just felt like crying because I don’t want another sibling.
N
3
WRITING
VA
b What advice would you give these teenagers? Write 2 tips for each of the teenagers. Use different modal auxiliary verbs (at least 3 in total). Letter 1
You
©
Letter 2
You
Letter 3 You
Score
<7
≥7
Next exercise
ex. 4
All done!
two hundred and forty-one
UNIT 6:
LIFE IS A ROLLERCOASTER
241
4
Complete the following sentences with the correct modal verb. 1 There is this TV show you see! (obligation) 2 There is this new comic you read. (advice) 3 If you don’t understand that task, you always ask for help. (possibility) 4 My mum is pretty strict. I go to bed at 10 p.m. (obligation) 5 You open that window! It’s too cold inside. (prohibition) 6 You remove that photo from your social media; it isn’t yours. (obligation) 7 You post photos of anyone else without their permission. (prohibition) 8 You talk to her; you can’t ignore her forever. (advice) 9 No worries. If there’s a problem, you always tell me. (possibility) 10 If you’re afraid of the dark, you always leave a light on. (possibility) Score
>7
IN
≤7
Next exercise 5
All done!
Read this fragment from Percy Jackson and the Olympians: The Lightning Thief. a Does it sound like Percy likes being a half-blood? Why (not)?
N
VA
b What advice does he give the reader?
I accidentally vaporized my pre-algebra teacher
L
ook, I didn’t want to be a half-blood. If you’re reading this because you think you might be one, my advice is: close this book right now. Believe whatever lie your mom or dad told you about your
©
birth, and try to lead a normal life. Being a half-blood is dangerous. It’s scary. Most of the time, it gets you killed in painful, nasty ways. If you’re a normal kid, reading this because you think it’s fiction, great. Read on. I envy you for being able to believe that none of this ever happened. But if you recognize yourself in these pages – if you feel something stirring inside – stop reading immediately. You might be one of us. And once you know that, it’s only a matter of time before they sense it too, and they’ll come for you. Don’t say I didn’t warn you. My name is Percy Jackson. I’m twelve years old. Until a few months ago, I was a boarding student at Yancy
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242
Academy, a private school for troubled kids in upstate New York. Am I a troubled kid? Yeah. You could say that. I could start at any point in my short miserable life to prove it, but things really started going bad last May, when our sixth-grade class took a field trip to Manhattan ... Source: Rick Riordan, Percy Jackson & the Olympians: The Lightning Thief
UNIT 6:
LIFE IS A ROLLERCOASTER
READING
c Write a letter of advice to Percy Jackson. – Preparation: consider how Percy feels about being a half-blood. What are some tips you could give him?
writtEN INTERACTION
1 2 3 – Action: use these tips to write your letter to Percy. Write about 75 words. Don’t forget to use modal auxiliary verbs correctly.
IN
N
VA
– Reflection: check your letter, and then ask your teacher for some feedback. Checklist: a letter of advice
Yes
I think so
No
©
1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used adjectives to describe how Percy feels. • I used the correct register. • I used modal auxiliaries correctly. • I used correct spelling and punctuation.
Score
< 11
≥ 11
Next exercise
ex. 3
All done!
two hundred and forty-three
Feedback
UNIT 6:
LIFE IS A ROLLERCOASTER
243
CHECK OUT: WRITING A LETTER OF ADVICE Orientation You are going to write an answer to an Agony Aunt’s letter.
Preparation 1
READING
You will receive 3 letters to a series of agony aunts. How are these people feeling? Underline these words.
Action Write an answer to one of the people in these letters and give them some advice. – Make sure you use at least 5 different adjectives. Underline them in your text. – Use modal auxiliary verbs correctly.
Reflection 3
Fill in the checklist to reflect on your work. Checklist: writing a letter of advice
IN
2
1 Preparation • I underlined the feeling words in the letters.
VA
N
2 Content and structure • I paid attention to the structure of my letter. • I used paragraphs. • My text is about 75-100 words. • I gave good advice.
3 Language • I used the correct vocabulary to talk about emotions. • I used at least 5 different adjectives. • I used modal auxiliary verbs correctly. • I used correct basic grammar (‘to be’, present simple). • I used correct spelling and punctuation.
©
Feedback
Trace your steps on diddit.
two hundred and forty-four
244
UNIT 6:
LIFE IS A ROLLERCOASTER
Yes
I think so
writtEN INTERACTION
No
UNIT 7: ONCE UPON A TIME check in Step 1: talking about the past
N
Step 2: exploring the past simple
VA
Step 3: reading and building stories
IN
main track
Š
summary
trace your steps
on different tracks check out: MY OWN FAIRY TALE
CHECK IN When I was young, my grandma told me some stories 1
Look at the images and match them with the corresponding fairy tale.
READING
IN
Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling
2
4
©
3
VA
N
1
5 2 two hundred and forty-six
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6
Discuss these questions. a Do you know these stories? If so, tell a partner what they are about. b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?
UNIT 7:
ONCE UPON A TIME
SPOKEN INTERACTION
MAIN TRACK Step 1
Once upon a time … Talking about the past
1 / Once there was… 1
What words do you associate with fairy tales?
SPOKEN INTERACTION
a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. Places
Things
N
IN
People
VA
©
Watch the opening scene of the series Once upon a time ... and answer the questions.
watchING
a How does the story start?
b Where does it take place? c Who is in the story? d What happened?
two hundred and forty-seven
2
e Do you know this series? If so, do you like it?
UNIT 7:
ONCE UPON A TIME
247
3
watchING
Watch the second scene and answer the questions. a What characters did you see? b Who was the prince looking for? c What happened to her? d How did he wake her up? e What is the first thing she said when she woke up? f Who interrupted the wedding?
IN
g What did she come for?
The story in Once upon a time ... is about Snow White and the Seven Dwarfs. Do you remember the plural of nouns in English? Complete the grammar box.
N
4
How to talk about more than one thing
GRAMMAR
VA
To talk about more than one thing, you make a noun plural by adding to the noun. Note that there is never an apostrophe (’) to make a noun plural in English. Singular a book a story a box
Plural
Rule:
two books
General rule:
two stories
If the noun ends in a consonant + -y:
two boxes
If the noun ends in a hissing sound (-s/-es/-x):
©
Most nouns ending in -f, -fe or -ff have a regular plural, e.g. cliff g cliffs. But sometimes the spelling of the root word changes: Singular
a half a thief a knife a wife
Plural
two halves two thieves two knives two wives
Explanation Some words ending in -f or -fe change the plural to
.
There are more exceptions and some words can have 2 plural forms: Singular two hundred and forty-eight
248
a dwarf a hoof an elf
Plural
Explanation
two dwarfs or dwarves The form ending in -ves is often the ‘magical’ form. two hoofs or hooves two elfs or elves
To learn more about (irregular) plural, check the Summary of this unit.
UNIT 7:
ONCE UPON A TIME
See p. 277
5
Rewrite the sentences with a noun in the plural. Use the numbers in brackets if there is one. 1 Aladdin is a thief. Aladdin is the king of 2 There was 1 bus for 1 child. (3-45) There were 3 There is a wolf in our neighbouring country. (11) There are more than 4 There is one good fairy to help the princess. (3-7) 5 Dobby is a house elf. All house serve their masters. Read the opening scenes of these stories and answer the questions.
IN
6
READING
a Write the appropriate title above each story. b Complete the grid below.
Extract 2
Extract 3
When?
Where?
VA
N
Extract 1
Main character(s)
EXTRACT 1:
UNIT 7:
ONCE UPON A TIME
two hundred and forty-nine
©
Once upon a time there were 3 bears who lived together in a house of their own in the woods. One of them was a little wee bear and one was a middle-sized bear and the other was a great big bear. They each had a bowl of porridge: there was a little bowl for the little wee bear and a middle-sized bowl for the middle-sized bear and a big bowl for the great big bear. And there were 3 chairs. They each had a chair to sit in: a little chair for the little wee bear and a middle-sized chair for the middle-sized bear and a big chair for the great big bear. And they had each a bed to sleep in: a little bed for the little wee bear and a middle-sized bed for the middle-sized bear and a great bed for the great big bear. One day, after they had made the porridge for their breakfast, and poured it into their porridge bowls, they walked out into the woods while the porridge was cooling, so that they might not burn their mouths by beginning too soon, because they were polite, wellbrought-up bears. And while they weren’t at home, a little girl called Goldilocks, who lived on the other side of the woods, passed by the house. She had to run errands for her mother but stopped at the house and looked in at the window. And then she peeped through the keyhole …
249
EXTRACT 2: Long, long ago, there was a king and a queen. They were very sorry that they had no children, so sorry that it cannot be told. It was their biggest wish to have a baby. At last, however, the Queen had a daughter, Aurora. There was a very fine christening; and the Princess had as godmothers all the fairies they could find in the whole kingdom (there were 7 of them). Every fairy had a gift for her. It was the custom of fairies in those days. In this way, the Princess had all the perfections imaginable; she was beautiful, sweet and lovely. When the christening was over, the company returned to the King’s palace. There was a great feast for the fairies. All of them had a magnificent plate covered with solid gold; on it was a spoon, a knife and fork (made of pure gold, set with diamonds and rubies). But while they were all sitting down at the table they saw a very old fairy named Maleficent come into the hall. She had not been invited, because for more than 50 years she had not left a certain tower, and she was believed to be either dead or enchanted.
IN
EXTRACT 3:
7
a christening: to give a baby a name at a Christian ceremony enchanted: affected by magic a fairy: an imaginary creature with magic powers, usually represented as a very small person with wings porridge: a breakfast made of oatmeal, or some other meal or cereal, boiled to a thick consistency in water or milk.
VA
Adapted from: www.storynory.com
N
A long time ago, in Persia, a poor boy called Aladdin was playing with his friends in the streets of the city. He was not alone. And then suddenly a stranger came up to him and asked him if he was the son of Mustapha the tailor. ‘I am, sir, or rather I was,’ replied Aladdin, ‘but he died a long while ago.’ When the stranger heard this, he embraced Aladdin saying: ‘My boy – I wasn’t there before, but I am here now. I am your long lost uncle.’ ‘Where were you all this time?’ asked Aladdin, but he didn’t wait for an answer and ran home, told his mother all about this newly found relative, and she prepared supper for them all.
Check the underlined verbs in extracts 1, 2 and 3 and answer these questions. a Which verb are these verbs from?
©
b When is this set? in the past
in the present
in the future
c Complete the grid with the missing forms. Positive form
Negative long form
I
Negative short form wasn’t
You He/she/it
were not was
We two hundred and fifty
250
You They
UNIT 7:
were
ONCE UPON A TIME
weren’t
8
Answer the questions about the extracts in exercise 6. Write complete sentences and use the past form of ‘to be’ in your answers.
READING
a Were the bears in the house when Goldilocks looked through the window? b Where were the 3 bears then? c What was their breakfast? d What was the biggest wish of the king and queen? e Were all the fairies invited?
IN
f Was Aladdin alone? g Who was Aladdin?
Read the speech bubbles.
VA
9
N
h Who was the man that Aladdin met?
a Complete the sentences with the past simple of the verb ‘to be’. b Who said it? The characters are taken from the stories in exercise 6.
I invited to the christening
little house. I wanted to go in and nobody
party for the king and queen’s
there. There 3 bowls
daughter. I furious and
©
I in the woods and I found this
with porridge. I tasted them all and
that’s why I put this terrible curse on
eventually ate the medium bowl entirely.
the young princess, Aurora;
It delicious. I very
and they able to prevent
tired so I went to bed and when I woke up,
this from happening.
there 3 bears, a little one,
By sunset on her sixteenth birthday,
a middle-sized one and a big bear.
she would prick her finger on the
They friendly, so I
spindle of a spinning wheel and die! two hundred and fifty-one
afraid of them.
UNIT 7:
ONCE UPON A TIME
251
Life in the city hard for us. We poor and hungry; we had to steal sometimes to survive. It always easy, we in trouble sometimes but I brave. I more than just a thief and one
day the people able to see that.
10 Look at the questions in exercise 8. Make 2 groups of questions and complete the grid. Tip: look at the answers! a
b
Answer
Type of question
IN
Questions
Example
N
Form
+ subject + rest?
QW* + + subject + rest?
VA
*QW = question word
11 Now use the information from the previous exercises to complete the grammar box.
GRAMMAR
How to talk about the past Past simple of ‘to be’
©
To talk about a past state, we use the verb ‘to be’ in the past simple tense. e.g. Once there was a king. Keep in mind:
– In the negative (–) you can use a long form and a short form.
e.g. I was not = You were not = – To form questions (?), there is inversion and you can answer with a short answer.
e.g. I was brave.
g Were you brave too?
g Was the queen happy too? No,
The king was happy.
See p. 279
two hundred and fifty-two
252
Yes,
UNIT 7:
ONCE UPON A TIME
12 Complete the grid with correct sentences: positive, negative or question. Positive sentence
Negative sentence
Question
1
Was the prince old?
2 Aladdin was his nephew.
3
Goldilocks wasn’t afraid.
4 The 3 bears were very nice.
5
Were the 3 fairies friendly?
7 You were a fan of fairy tales.
IN
6 The witch was good and brave.
2 / Modern versions of old fairy tales
watchING
Watch the extract from the film Beastly and answer the questions.
N
1
VA
a Who are the people in the pictures? Complete the fact file about these characters.
Character’s name
What does he/she look like?
©
How does the character act?
b Who do you think is the good and who is the bad character? Why do you think this? UNIT 7:
ONCE UPON A TIME
two hundred and fifty-three
How do other characters react to this character?
253
2
Read the text and decide which fairy tale was the inspiration for this story.
‘I am a beast. A beast. Not quite wolf or bear, gorilla or dog, but a horrible new creature who walks upright – a creature with fangs and claws and hair springing from every pore. I am a monster. You think I’m talking fairy tales? No way. The place is New York City. The time is now. It’s no deformity, no disease. And I’ll stay this way forever – ruined – unless I can break the spell. Yes, the spell, the one the witch in my English class cast on me. Why did she turn me into a beast who hides by day and prowls by night? I’ll tell you. I’ll tell you how I used to be Kyle Kingsbury, the guy you wished you were, with money, perfect looks, and a perfect life. And then, I’ll tell you how I became perfectly beastly.’ Source: www.alexflinn.com
watchING
Watch the next extract and answer the questions. a How did Kyle become ‘a beast’?
IN
3
b Are the statements true, false or not mentioned in this extract? Correct the false statements. True
N
Statement 1 Kendra suddenly appeared on the balcony.
VA
2 Kyle greeted Kendra.
3 Kendra asked why he was there.
4 Kyle replied that it was a joke.
©
5 Kendra cursed Kyle.
6 Kyle played with girls’ feelings.
7 Kyle cried when Kendra disappeared.
8 Kyle’s father travelled a lot.
two hundred and fifty-four
254
UNIT 7:
ONCE UPON A TIME
False
Not in text
4
watchING
Watch the clip again and answer the questions. a What is the conflict (= twist) in the story? Explain. b Why does Kendra curse him? c How can the spell be broken?
5
listening
Listen to the original story. a How does it end?
IN
b What is the last sentence?
6
N
Look at the sentences from exercise 3b on p. 254 and do the tasks. a Underline the verbs in the sentences.
VA
b To which time period do all the verbs refer?
past
present
future
c Write the base form of the verb in the right column. d Finally write down the rule on how to form the past simple from these regular verbs. Past simple Sentence
Base form of the verb
Kendra appeared on the balcony.
©
Kyla greeted Kendra.
Kendra asked Kyle something. Rule:
READING
Read the extract from the book Beastly and answer the questions. a Who is talking? I= b Where was he?
two hundred and fifty-five
7
c How did Kyle make himself invisible?
UNIT 7:
ONCE UPON A TIME
255
d Where did he want to go? e Why did he fear Sloan seeing him? f Why couldn’t he go in? g Why didn’t he want to go in anyway? h Did you read or see Beauty and the Beast when you were little? Yes, I did/No, I didn’t.
IN
i Did you enjoy the story? Why/why not?
That night, for the first time since moving to Brooklyn, I went out onto the street. I waited until night, and even though it was early October, I wore a big coat with a hood, which I pulled up 5 over my face. I wrapped a scarf around my chin and cheeks. I hurried close to the buildings, turning so people wouldn’t see me, ducking into alleys to avoid coming too close to anyone. I shouldn’t have to do this, I thought. I am Kyle 10 Kingsbury. I’m someone special. I shouldn’t have been reduced to skulking in alleyways, hiding behind garbage Dumpsters, waiting for some stranger to yell, ‘Monster’. I should have been with people.
VA
N
1
©
Yet, I hid and ducked and skulked and luckily went unnoticed. That was the weird thing. No one noticed me, even those who seemed to look right at me. Unreal.
15
I knew where I wanted to go. Gin Elliott, from my class at Tuttle, had the hottest parties at his parents’ place in SoHo when they were away. I’d been watching the mirror, so I knew they’d be away this weekend. They always stayed in the Hamptons over the weekend. I couldn’t go to the party – not as a stranger, and certainly not as myself, as Kyle Kingsbury reduced to nothing.
But I thought that maybe – just maybe – I could stand outside the party and watch people going in and out and who enjoyed getting drunk. I could watch them from Brooklyn, sure. But I wanted to be there. No one would recognize me. My only risk was that maybe someone would see me, that I would be captured, held as a monster, maybe made a zoo creature. Not a small risk. But my loneliness made me brave. I could do it. And still, as 25 people travelled to where they wanted to go, it seemed they were looking, but they never really saw me. 20
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256
UNIT 7:
ONCE UPON A TIME
Did I dare to take the subway? I did dare. It was the only way. I found the station I’d seen so many times from my window, and pushing back once again the thought of being placed in a zoo and having my friends come there on field trips to see me, I bought a MetroCard 30 and waited for the next train. When it arrived, it wasn’t crowded. Rush hour was over. Still, I sat away from the other passengers, taking the worst seat in back. I faced the window. Even so, a woman in a nearby seat moved away when I sat. I watched her, reflected in the windowpane, as she passed me, holding her breath. She would have been able to see my animal reflection if 35 she’d looked. But she didn’t look, just walked, lurching against the movement of the train, wrinkling her nose as if she smelled something bad. She went to the farthest part of the car to sit, but she didn’t say anything.
IN
Then I figured it out. Of course! It was warm. In my heavy coat and scarf, I looked like a homeless person. That’s what they thought I was, the people on the street and the train. 40 That’s why they hadn’t looked at me. No one looked at the homeless. I was invisible. I could walk the streets, and as long as I kept my face sort of hidden, no one would notice me. It was freedom, in a way. Braver, I looked around. Sure enough, not one eye met mine. Everyone looked at their books, or their friends, or just … away. Adapted from: Alex Flinn, Beastly
Check the text for the correct form of the past simple of the verbs in the grid. Complete the sentences and write down the rule on the right. Past simple
Base form Rule: of the verb
VA
Sentence
N stay
vowel + -y:
The people getting drunk.
enjoy
regular
I close to the buildings.
hurry
I a scarf around my chin and cheeks.
wrap
When it , it wasn’t crowded.
arrive
A woman in a nearby seat away.
move
As people , it seemed they were looking.
travel
©
They in the Hamptons.
9
consonant + -y: stressed vowel + consonant: verb ends in -e: vowel + -l:
Complete the sentences with the correct form of the verb in brackets in the past simple. Pay attention to your spelling! 1 He was very little. That’s why they (to call) him Little Thumb. 2 He (to enjoy) playing with his brothers and they never (to carry) him when they (to play) basketball. 3 He (to drop) a pebble while walking through the woods.
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4 He (to hurry) to the river side very early in the morning and (to fill) his pockets with pebbles. 5 His brother (to cry) when their parents were away. 6 He (to try) to bring them home again. 7 Little Thumb (to climb) up to the top of the tree and (to look) around, he (to turn) his head and (to notice) a glimmering light. 10 Not all verbs follow the regular ‘verb + -ed’ rule. Many verbs are irregular. Find the irregular past simple forms of these verbs in the text in exercise 7. Base form
Past simple
Base form know
find
make
IN
buy
Past simple
go
sit
have
think
hide
wear
How to talk about the past
VA
Past simple
N
11 Use the information from the previous exercises to complete the grammar box.
GRAMMAR
– We use the past simple to talk about actions and events that happened in the and that are completely .
– The past simple is often used to tell .
e.g. It all started in November 2014. Regular verbs
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Base form of the verb + -ed e.g. walk g walked
Irregular verbs
You have to learn them by heart (see list p. 281).
There are some spelling difficulties and some regular verbs don’t exactly follow the regular rule!
How to study vocabulary and grammar
See p. 279
STRATEGY
Knowing the irregular verbs by heart is an absolute must! You will find a list of irregular verbs in this unit on p. 281. two hundred and fifty-eight
258
– Divide the list into smaller parts (e.g. 7 verbs) and study one part every day. – There are a lot of (online) tools that can help you study. Try using an app like Quizlet to study irregular verbs and word lists, etc.
UNIT 7:
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See p. 281
12 Complete the extract from Beastly with the missing verbs in the past simple form. I’ve changed my name. There (to be) no Kyle anymore. There (to be) nothing left of Kyle. Kyle Kingsbury (to be) dead. I didn’t want his name anymore. I (to look up) the meaning of Kyle online, and that (to clinch) it. Kyle means ‘handsome’. I (to be). I (to find) a name that means ‘ugly’, Feo (who would name their kid that?), but finally (to settle) on Adrian, which means ‘dark one’. That (to be) me, the dark
IN
one. Everyone – by which I mean Magda and Will – (to call) me Adrian now.
I (to be) darkness. I (to live) in darkness too.
I (to start) sleeping during the day, walking the streets and riding
N
the subways at night when no one could really see me. I (to finish) the hunchback book – everyone (to die) – so I (to read)
The Phantom of the Opera. In the book – unlike the dorky Andrew Lloyd Webber musical
VA
version – the Phantom (not to be) some misunderstood romantic loser. He (to be) a murderer who (to terrorize) the opera house for years before kidnapping a young singer and trying to force her to be the love he was denied.
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13 You are a character in a fairy tale. Write what happened to you in your diary.
WRITING
fairy godmother
apple
woods
gingerbread house
witch
poor boy
stepsisters
ball
dwarfs
midnight
flying carpet
knight
lamp
genie
oven
mirror
1
3
2
4
b Action: choose one of the fairy tales and write what happened to you in your diary. – Write a paragraph of about 75 words. – Use the keywords.
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a Preparation: look at the keywords below. Group them and find the fairy tales in which these objects/people occur.
259
– Use the past simple and pay attention to the irregular verbs! Use at least 5 verbs from the box below. to appear – to be – to enter – to find – to fly – to go – to hide – to leave – to live – to put – to run – to sleep – to wake up
IN
VA
N
c Reflection: check your text by filling in the checklist, and then have a classmate give you some feedback too.
©
Checklist: diary of a fairy tale character 1 Content and structure • I chose 1 fairy tale to write about. • My text is about 75 words. 2 Language • I used the past simple correctly. • I checked the irregular forms. • I used the keywords correctly. • I used correct spelling and punctuation. Feedback
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CHECK 1, p. 284
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Me
Classmate
Yes I think so No Yes I think so No
Step 2
Happily ever after?
Exploring the past simple
1 / Careful what you wish for 1
READING
Read the story in the past simple and answer the questions. 1 Where were Aladdin and Abu? 2 What does the place look like? 3 Why were they there? 4 Who did they meet inside? 5 How did they find the lamp? 6 What went wrong inside?
IN
7 How did they get out? 8 What did the evil man do?
9 What happened when Aladdin rubbed the lamp?
Still disguised as an old man, Jafar led Aladdin and his friend Abu to the Cave of Wonders
N
1
in the middle of the desert. Sure enough, the Cave gave Aladdin permission to enter, (it didn’t give permission to Jafar), as long as he didn’t touch anything except the lamp. While Jafar was waiting outside, Aladdin and Abu nervously entered the Cave. There were mountains of gold and precious jewels, which could have made Aladdin and Abu very rich,
VA
5
beyond their wildest dreams. But they didn’t see the lamp. Aladdin and Abu searched through the vast Cave and met a shy Magic Carpet. It didn’t leave them alone and luckily the enchanted Carpet knew exactly where the magic lamp was. However, just as Aladdin collected the lamp, Abu took an enormous ruby. 10
The Cave was angry that its rule had been broken. It tried to trap Aladdin and Abu, but the Carpet came to their rescue.
©
Aladdin handed the lamp to Jafar and the evil man tried to give him his ‘eternal reward’– death! Abu managed to stop Jafar by biting his arm and stole the magic lamp back. Aladdin and Abu were still trapped inside the Cave, but were safe from Jafar for now. Aladdin
15
didn’t understand what was so special about the lamp, until he rubbed it. A Genie appeared and told Aladdin that he would grant him three wishes. Aladdin thought carefully about his wishes. He didn’t know it would work but he tricked the Genie into freeing him from the Cave. He didn’t lose a wish.
2
Do you recognize the irregular verbs? Tip: highlight the forms that you make mistakes on and study them again.
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Adapted from: Disney Princess Enchanted Character Guide
261
3
Find 4 negative sentences in the text and complete the grid below. Past simple Regular verbs
Positive sentence
Negative sentence
He touched something.
It gave permission. Irregular They saw the lamp. verbs He lost a wish. Rule:
Regular:
Irregular: unpredictable
Watch the extract of the life of the princess and the normal girl. Compare their lives before they met. Rewrite the positive and negative sentences.
watchING
N
IN
4
1
She danced well.
3
VA
2 She lived in the castle.
She wanted to go to the masquerade ball.
4 She didn’t go horseback riding.
5
She didn’t fall while dancing.
©
6
She didn’t fall off the horse.
7 (they / not / to play / the violin / well) 8 (they / not / to be / happy / with / their lives)
2 / From Sleeping Beauty and Cinderella to Maleficent and Cinder
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1 Watch the interview and answer the questions. a Who is there? b Why are they laughing?
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watchING
c Write down as many questions as you can. d Have you seen the film they are talking about? If so, what did you think of it?
‘little kids really didn’t like me’ When people found out you would be
READING
© Imaginechina/Corbis
Read the text below. Something went wrong with the layout of the interview. Highlight what the interviewer said and underline the questions.
IN
2
N
playing the role of Maleficent, people said: ‘Oh, she’s perfect for that!’ Did you know that? Did you take this as a
©
[Laughs] It is really funny when people say you’d be obvious for a great villain. She was just my favorite as a little girl. I was terrified of her but I was also really drawn to her. I loved her. I got a phone call from my brother who said ‘You got to get your name on the list for this!’ Were you like, ‘Geez, thanks a lot?’ Did you see it too? I didn’t at first. But what’s interesting about her that what I do relate to, and what I think everyone relates to, is she’s not what you think she is. You’ve got six kids at home. What did they think of their mom as this villain? I told my kids I was playing Maleficent and they went ‘She’s so scary!’ and I said ‘Let me tell you the real story but you can’t tell anybody’ so I put them in the room and I told them the [film’s] story. What did it feel like to be in Maleficent’s skin? Maleficent was always so elegant. She always was in control. And to play her was difficult. I worked on my voice a lot. She’s bigger than me. She’s on a different level of performance that I have never done. She’s very still. She’s very sure of herself, but I couldn’t figure out her voice, I kept playing with these different types of British
voices, making my voice darker and scarier. How did you ultimately find the right voice? I was giving my kids a bath, and I started making up other stories about Maleficent – and they weren’t really paying attention to me, as children often do. You can bore them to death, until I started to mess around with this playful [sing-songy] voice. Your daughter, Vivienne, played the toddler version of Aurora. How did that happen? We think it’s fun for our kids to have cameos and join us on set, but not to be actors. That’s not a goal for Brad and me at all. I think we would both prefer that they didn’t become actors. But she was 4 at the time and other 3- and 4-year-old [actors] really wouldn’t come near me. Big kids thought I was cool! But little kids really didn’t like me. So it had to be a child that really liked me and wasn’t afraid of my horns and my eyes and my claws. So it had to be Viv. What was it like freaking out those other kids? Honestly – did you like it? I had a friend come with their children, and when I met the kids, one of them froze and screamed so much that I had to go wait in my trailer. When [my son] Pax saw me for the first time, he ran away and
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compliment or an insult?
263
got upset and I actually found him crying. I had to take off pieces [of the make-up] in front of him to show him it was all fake. How did it feel carrying those massive horns on your head? It was pretty funny, because I kept on hitting my horns on things, the framing was very strange. They were actually kind of heavy. There had to be [lighter weight] ones that you could ride horse in because if you fall with something [heavy] attached to your head, that’s it – it could break your neck. What did Brad think of your costume?
I don’t know! You know, I never asked him. He thinks she’s cool. I loved being Maleficent. I was quite sad to put my staff down and put my horns away because somehow, she just lives in a different world. But I did have to take my staff home to practice walking with it in my cloak, and then I would go outside and scream at the bushes to expand my voice and play with my voice. So, mom was a bit nutso for a period.It’s good to know you still have that dark side if you need it. [Laughs] I know!
Source: www.ew.com
3
Are the following statements true, false or not mentioned? Correct the false statements. True
1 Vivienne played the toddler version of Aurora.
2 Angelina didn’t like Maleficent when she was young.
N
3 The children laughed when they saw Maleficent.
VA
4 Shiloh ran away when she saw Maleficent.
5 Brad didn’t like the costume.
6 Angelina didn’t tell her children she would be playing Maleficent.
©
7 Angelina didn’t take anything of the costume home.
Did you know? This text is an American text. The verb ‘to practice’ is used. – In American English the verb and the noun are both written with a ‘c’. e.g. to practice – a practice – In British English the verb and the noun are written differently. e.g. to practise – a practice
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False Not in text
IN
Statement
READING
4
Check the interview and sort the questions into yes/no questions and question word questions in the grid below. Tip: check the answers! Past simple Questions
Answers
Regular verbs Yes/no
No, not really, I had to take off the pieces so my own kid wouldn’t be afraid!
Question word
It was because she’s a kid who likes me and wasn’t afraid of the horns.
Irregular verbs Yes/no
Well, yes, it’s actually funny when people think you’d be a perfect villain. I didn’t at first, no.
IN
Question word
It was very difficult: she’s so elegant and so still. I don’t know, I never asked him.
Rule regular & irregular verbs:
What happens if you want to ask a subject question? Try to complete the grid below.
VA
5
N
Regular verbs
Questions
Answers
Angelina Jolie played Maleficent.
Irregular verbs
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Rule:
Everyone thought she was a great villain.
Turn these sentences into yes/no questions. 1 The frog jumped into the lake.
2 They visited the princess’ tower. 3 The evil queen looked after the baby. 4 She made the invitation cards herself.
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6
5 The wolf gave Little Red Riding Hood directions.
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7
Make good question word questions for the underlined parts. 1
Aladdin found the lamp in the cave.
2
Aladdin found the lamp in the cave.
3
The wolf ran after the little goats.
4 They left Hansel and Gretel in the woods. 5 The Big Bad Wolf felt tired after eating grandma. 8
Pair up. You will get a stack of cards. Your partner needs to find out what character you are by asking questions about what you did. Follow the example.
SPOKEN INTERACTION
e.g. Did you live in the woods? Yes, I did. / No, I didn’t. Not only Disney does retellings of fairy tales. Read this interview with Marissa Meyer to find out more.
IN
9
a Read the introduction. Who is Marissa Meyer?
N
b The questions in the interview are missing. Write the questions. Choose from the list. There is one extra question!
VA
Why did you make these changes? What did you have the most fun with while adapting this fairy tale? Why did you choose a small town in southern France? Did you love fairy tales when you were young? Who is your favorite character in your books? Why did you choose ‘Red Riding Hood’ as the next fairy tale in the series?
Interview: Marissa Meyer
©
Marissa Meyer is the author of Cinder and Scarlet. Last year, the first book in Marissa Meyer’s Lunar Chronicles series, Cinder, about a cyborg Cinderella was received with high acclaim. The second book in the series, Scarlet, is an adaptation of Little Red Riding Hood, which follows Scarlet on the quest for her grandmother who may have been taken because of the secrets she’s been keeping. In this interview, Marissa Meyer explains how each book in The Lunar Chronicles series links together. The first book in The Lunar Chronicles, Cinder, was based on the fairy tale ‘Cinderella’.
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When I was first plotting out the series, I had a list of ten or so of my favorite fairy tales, and I spent a lot of time brainstorming different ways that I could tweak the stories to give them a science-fiction spin. ‘Little Red Riding Hood’ kept popping up, and I knew it was familiar enough that readers would have an instant connection to it, while also having a lot of wiggle room for me to re-envision the story in my futuristic, high-tech world. I was particularly excited to see what could be done with the character of the Big Bad Wolf.
READING
Which were your favorites? Absolutely, I did – I was raised on Disney movies, like most of my generation! But I was still really young when I was given a book of fairy tales that had Hans Christian Andersen’s ‘The Little Mermaid’ in it, and I remember being shocked at how different it was from the Disney movie. It really made me question how other popular fairy tales might be different from the movies I was familiar with, and that kicked off a fascination that I have to this day. It’s impossible for me to choose a favorite, but obviously the four that I’ve chosen to rewrite in The Lunar Chronicles (‘Cinderella’, ‘Little Red Riding Hood’, ‘Rapunzel’, and ‘Snow White’) rank highly!
N
Because I knew that Scarlet would feature werewolves (although not quite how we normally see them in YA fiction), I wanted to set it someplace that already had a rich history of werewolves or werewolf mythology. Then one day I saw a TV documentary about ‘The Beast of Gévaudan,’ a creature that supposedly roamed the French countryside in the 18thcentury. There were a lot of killings in a few rural towns and the townspeople said it was this beast, which they believed was a werewolf. This legend was also where the idea of werewolves being vulnerable to silver bullets comes from. So that old tale of werewolves, murders and terror inspired the rural French setting for Scarlet.
I did a lot of research on wolves, their hierarchy, social structure, communication, and hunting skills in order to give these characters as many wolf-like tendencies as I could, while also making sure that I had scientific explanations for how they’ve come to be the way they are. The Pack developed into a small society all on its own, which was really fun to develop and write about.
IN
We also travel to a new part of the world in Scarlet. Cinder was set in China.
©
I didn’t want to rely on the stereotypes of popular fairy tale characters, and so I try to avoid them wherever possible. That started with ‘Cinderella’ – Cinder isn’t a pushover and Prince Kai isn’t a dandy – and I hope that will continue through the entire series. For me, it wouldn’t be any fun to write about those characters. I like heroes who are courageous, who stand up for what they believe in and who take steps to right the injustices they see. Of course, they all have their faults, too (both Scarlet and her grandmother are very stubborn.)
The story fits in the world of The Lunar Chronicles.
As you read fairy tales as an adult, do you see different things in them than you did when you were a child? Oh yes. I took a ‘fairy tale and fantasy literature’ course in college, in which we talked a lot about the psychology and symbolism behind fairy tales. How certain elements are like a ‘code’, hinting at things like social unrest, sexual maturation, religion and morals, etc. Though I can still read and appreciate a fairy tale as a children’s story without trying to pick it apart, I’ll never be able to read them exactly the same way again. two hundred and sixty-seven
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Scarlet’s grandmother isn’t a helpless old lady and Scarlet isn’t a naive girl like in the fairy tale.
I really enjoyed exploring Wolf and the ‘gang’ he belonged to – ‘The Order of the Pack.’ Adapted from: www.teenreads.com
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READING
c Read the interview again and answer the following questions. 1 Which fairy tales did Marissa Meyer use to write her books Cinder and Scarlet?
2 How did she start?
3 What does she think of Disney films?
4 How does Marissa Meyer feel about fairy tales now that she is an adult?
IN
10 Like Marissa Meyer says, fairy tales are not always the way we think they are. Retell a classic fairy tale to a classmate but in the new version. a Preparation: you are going to watch a video about a fairy tale. Answer these questions about the original story and the new version.
New elements?
VA
Title of the story:
New version
N
Original story
How does it go?
‘New’ characters?
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©
Main characters:
Are they good or evil? What did they do?
b Action: summarize the story and compare the original story to the new version. – Use the writing frame to prepare what you are going to say. – Describe at least 3 differences. – Don’t forget to answer the questions about the original story. – Tell your classmate about the new version of this classic fairy tale.
UNIT 7:
watchING
ONCE UPON A TIME
WRITING SPEAKING
I watched
(name of the story)
There were/weren’t any new characters, such as: Normally they In this version there were/weren’t a lot of/not so many things that were different. (Name at least 3 things.) • In the new version, didn’t do but he/she did • •
IN
In the end they didn’t live/lived happily ever after.
c Reflection: check your task by filling in the checklist, and then ask your classmate for some feedback too.
N
Checklist: talking about fairy tales
Me
Classmate
Yes I think so No Yes I think so No
VA
1 Content and structure • I chose 1 fairy tale to describe. • I mentioned the name of the story. • I described the normal characters. • I talked about new characters. • I explained what the story was about. • I talked about 3 differences.
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2 Language • I used the past simple correctly. • I checked the irregular forms. • I used correct pronunciation. Feedback
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CHECK 2, p. 290
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Step 3 1
And so the story goes … Reading and building stories
What do we already know about fairy tales? Complete the information below.
• In a fairy tale we don’t know/know exactly where and when it took place. • The story usually starts with:
Watch the clips about Hansel and Gretel and do the tasks.
N
2
IN
• Take a closer look at the verbs. When is the story set? past – present – future
a Put the pictures you will get in the correct order.
b Match the verbs/words you have with the correct pictures.
VA
c Complete the text with the given clues. There .
A man at night and his wife to take the children to the forest. The children were sleeping but he them and them to the forest but they .
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He to be back soon and then the father and he in the forest. They and what
to do or where to go. They started walking and . Hansel and . But suddenly and Hansel and Gretel two hundred and seventy
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. When they were inside the candles and a strange creature
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watchING
d Watch part 1 again and complete the story builder.
STORY BASICS Setting •
• When did it happen? • Where did it happen?
•
Characters • Main characters:
•
• What are they wearing?
• rich poor angry happy sad
• What does the father do?
• •
N
• How do the other characters react to this?
upset confused sick motivated afraid
IN
• What do they look like?
e Watch part 2 of the story and use the prompts below to say what happened. Use the past simple!
3
VA
to appear – to ask for help – to enter the house – to find a strange house – to knock on the door – to light up
Use all the information to complete the rest of the story builder. What was the conflict?
Why did this conflict occur?
©
How did they resolve the conflict?
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4
Some words link ideas and sentences in a story together. They are called linking words. Underline them in the text in exercise 2 and match them with the correct explanation below. : joins words or ideas : shows there is a choice between two or more things : shows a contrast : shows that the second event comes after the first : gives a time
5
READING
Read the text about the fox and the crow. a Complete the fable with correct linking words.
c What is the moral (= lesson) of the story?
IN
b Paraphrase what happens in this story in your own words.
1
VA
The fox and the crow
N
It was a fine bright morning I was following my sharp nose through the woods in search of a bite to eat, I caught a cheesy smell on the breeze. I looked up into the tree there on the branch I saw Miss Crow, looking terribly
5
pleased with herself, for in her beak she held a large piece of
©
cheese. It was stolen, no doubt, from a farmer up the hill in the village, I’m not one to go
around accusing people of this and that. I called up to my neighbour said: ‘Good morning Miss Crow, you are looking
10
very lovely today, if I may say so.’ Miss Crow cocked her head on one side and looked at me with her beady little eye, she kept her beak firmly closed on the cheese. ‘Such a charming creature,’ I mused to myself, making sure that she could overhear. ‘Such a fine sheen on those wonderous black feathers. What wings! What legs! that
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beak, exquisite!’ 15
I could see that Miss Crow was paying close attention to my words, even though she was pretending ever so hard not to hear. So I gazed up at the tree with admiration and love in my eyes said: ‘Ah, my
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heart is smitten by this wonderful bird. If only I could hear her voice. I’m sure that such a charming creature must sing most sweetly! If I could but hear one line of her song, I would 20
hail her as the Princess of The Forest!’ Now I could see my words had hit home. Swelling with pride, Miss Crow puffed up her feathers began to sing the most lovely music I have ever heard. ‘CAAWWWWWWWWW!’ Well alright, I know that you are saying that Miss Crow’s voice is not exactly star quality,
25
to me that ‘cawww!’ was just the sound that I’d been waiting for. Because she opened her beak, the cheese fell to the ground I snapped up my breakfast.
Adapted from: www.storynory.com
6
IN
This only goes to show that: flattery will get you anywhere.
Write your version of what happened next in the story of Hansel and Gretel. a Preparation: check the words in the box.
WRITING
N
after that – battery – a big push – a black cat – a bone – her brother – to burn – to cry – to find – to heat – to knit – to leave – not to see very well – oven – to roast – to run away – to save – to sit – a smartphone – suddenly – the witch – wood
VA
b Action: write your own alternative ending. – Make sure that you use at least 10 words from the box. – Decide if you will have a moral in your text or not. – Be careful when using the past simple: regular and irregular verbs! – Use linking words correctly. – Write 50-75 words.
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c Reflection: check your text by filling in the checklist, and then read your ending to a classmate who will give you some feedback. Checklist: writing the ending of a fairy tale
Me
Classmate
Yes I think so No Yes I think so No
1 Content and structure • I wrote 50-75 words. • I wrote a creative story. • I used at least 10 of the given words. 2 Language • I used the past simple correctly. • I used good and varied vocabulary. • I used linking words to combine sentences. • I used correct spelling and punctuation.
7
IN
Feedback
Read on the next page how the original story of Hansel and Gretel ends and complete the story builder.
N
How was the conflict resolved?
VA
What happened after the conflict was resolved?
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How did the conflict and its resolution affect the characters?
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READING
1
Gretel ran to set her brother free as fast as she could, opened the cage, and cried, ‘Hansel, we are saved! The old witch is dead!’
5
Hansel sprang out like a bird from its cage when the door opened. How they did rejoice, and threw their arms around each other’s necks, and danced around and kissed each other!
10
Since there wasn’t anything to fear, they went inside the witch’s house.
until they discovered amongst the witch’s belongings, a huge chocolate 15
egg. Inside lay a casket of gold coins and precious stones. ‘These are better
IN
They ate some more of the house,
N
than pebbles’ said Hansel, and stuck
as many in his pocket as he could. ‘The witch is now burnt to a cinder,’ said Hansel, ‘so we’ll take this treasure with us.’
They filled a large basket with food, stuffed the precious stones and coins in their
VA
20
pockets, and set off into the forest to search for the way home. This time, luck was with them. A little white duck came to their aid as they tried to cross a wide lake. The little white duck carried them, one by one, safely, to the other side. Pretty soon they came to a forest that kept looking more and more familiar, and at last in the 25
distance they saw their father’s house. Then they started to run, burst into the living
©
room, and threw themselves on their father’s neck. Since he had left the children in the forest, he had not had a single happy hour. Their father said, weeping, ‘Your stepmother is dead. You are with me now, my dear children!’ The two children hugged the woodcutter. Gretel shook out her apron, and pearls and precious stones rolled all over the room, and Hansel threw down out of his pocket one handful after another. ‘Look, Father! We’re rich now . . . You’ll never have to chop wood again and we’ll never be hungry again.’ And they all lived happily together ever after. Source: theliterarylink.com
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8
Now that we have read several fairy tales, add some typical phrases and expressions in the correct place in the story builder. (Tip: go back to your brainstorming list in Step 1, ex. 1, p. 247.)
SETTING
Where
When
BEGINNING
IN
Typically starts with:
N
CHARACTERS
Good
vs
VA
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• What was the conflict? • Why did the conflict occur? • How did they resolve it?
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UNIT 7:
Twist Magic!
Moral?
Happy ending?
CHECK 3, p. 293
ONCE UPON A TIME
STORY CONFLICT
END
Evil
SUMMARY The plural of nouns
Right, children, there are several stories you can choose from today. I want to hear Snow White and the Seven Dwarfs.
GRAMMAR
HOW TO talk about more than one thing
N
IN
No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!
1 Regular plural
Singular a book a story a box
VA
You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English. Plural
Rule:
two books
General rule: noun + -s
two stories
If the noun ends in a consonant + -y: -y -ies
two boxes
if the nouns ends in a hissing sound (-s / -es / -x): noun + -es
©
2 Irregular plural 1 Nouns ending in -f, -ff, -fe: Irregular
Singular
Plural
Singular
Plural
a cliff a safe a giraffe a chef
two cliffs two safes two giraffes two chefs
a half a thief a knife a wife
two halves two thieves two knives two wives
Rule:
noun + -s
Rule:
-f or -fe g -ves
BUT: some words can have 2 plural forms: Singular one dwarf one hoof one elf
Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves
Explanation The form ending in -ves is often the ‘magical’ form.
UNIT 7:
ONCE UPON A TIME
two hundred and seventy-seven
Regular
277
2 Nouns with special forms in the plural: Singular foot tooth goose man woman
Plural feet teeth geese men women
Singular mouse louse ox child person
= nouns that change their vowels
Plural mice lice oxen children people
= nouns that change completely
Keep in mind: There are many irregular plurals, so if you are not sure consult a dictionary! 3 The pronunciation of plural nouns
/z/ after a light sound
cups minutes shoes knives teachers pages
horses
bridges
©
VA
/ / after a hissing sound
cats
IN
/s/ after a heavy sound
Examples
N
Pronunciation
two hundred and seventy-eight
278
UNIT 7:
ONCE UPON A TIME
HOW TO talk about the past
Past simple
VA
N
IN
Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, she wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.
1 Past simple REGULAR VERBS
Positive (+)
Negative (-)
Questions (?)**
1st p. sing.
I visited.
I didn’t visit.
Did I visit?
2nd p. sing.
You visited.
You didn’t visit.
Did you visit?
3rd p. sing.
He/she visited.
He/she didn’t visit.
Did he/she visit?
1st p. plur.
We visited.
We didn’t visit.
Did we visit?
2nd p. plur.
You visited.
You didn’t visit.
Did you visit?
3rd p. plur.
They visited.
They didn’t visit.
Did they visit?
Rule:
Subject + base form of the verb + -ed
Subject + didn’t/did not* + base form of the verb
Did + subject + base form of the verb
©
Subject
*In the negative, the auxiliary can have a long or short form: e.g. He didn’t visit. = He did not visit. **You can answer a yes/no question with a short answer: e.g. Q: Did you visit Paris? A: Yes, I did. / No, I didn't.
UNIT 7:
ONCE UPON A TIME
two hundred and seventy-nine
FORM
279
Spelling exceptions! Base form of verb
Past simple
enjoy
enjoyed
stay
stayed
hurry
hurried
try
tried
stop
stopped
plan
planned
arrive
arrived
use
used
travel
travelled
cancel
cancelled
Rule: vowel + -y: regular verb + -ed
consonant + -y: -y g -ied stressed vowel + consonant: double the consonant + -ed verb ends in -e: verb + -d
vowel + -l: double l + -ed
IN
IRREGULAR VERBS
Many verbs are irregular! You have to learn them by heart. See Summary, p. 281.
2 Past simple of ‘to be’ Positive (+)
1st p. sing.
I was.
2nd p. sing.
You were.
3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Negative (-)
Questions (?)
I wasn’t / was not.
Was I?
You weren’t / were not.
Were you?
He/she/it was.
He/she/it wasn’t / was not.
Was he/she/it?
We were.
We weren’t / were not.
Were we?
You were.
You weren’t / were not.
Were you?
They were.
They weren’t / were not.
Were they?
VA
Subject
N
FORM
©
‘To be’ is a special verb. – It has an irregular form in the past simple. – There is inversion to ask questions. e.g. He was happy. g Was he happy?
USE
We use the past simple: - To talk about past facts and states. e.g. The prince was handsome. - To talk about actions that happened in the past and that are completely over. e.g. When I was little, my grandmather always told me stories. - To tell stories. e.g. Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, she wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.
two hundred and eighty
280
When I was 5
UNIT 7:
ONCE UPON A TIME
in November 2014
Yesterday
Now
3 Irregular verbs Base form
Past simple
was/were
know
knew
become
became
lay
laid
begin
began
lead
led
bet
bet
leave
left
break
broke
let
let
bring
brought
lose
lost
build
built
make
made
buy
bought
mean
meant
catch
caught
meet
met
choose
chose
pay
paid
come
came
put
put
cost
cost
read
read
cut
cut
ring
rang
deal
dealt
say
said
do
did
see
saw
draw
drew
sell
sold
drink
drank
send
sent
drive
drove
set
set
eat
ate
show
showed
fell
shut
shut
fed
sing
sang
felt
sit
sat
fought
sleep
slept
found
speak
spoke
forget
forgot
spend
spent
get
got
stand
stood
give
gave
steal
stole
go
went
stick
stuck
grow
grew
take
took
hang
hung
teach
taught
have
had
tell
told
hear
heard
think
thought
hide
hid
throw
threw
hit
hit
understand
understood
hold
held
wear
wore
hurt
hurt
win
won
keep
kept
write
wrote
feed feel fight
Š
find
UNIT 7:
two hundred and eighty-one
fall
My notes
IN
be
My notes
N
Past simple
VA
Base form
  ONCE UPON A TIME
281
VOCABULARY
WORDS FROM THE FAIRY REALM 12
11 2
3
9
1
6
7
15
8
4
IN
13
5
14
VA
10
1 an enchanted forest
7 a princess
©
3 a fairy
4 a genie
5 a king
8 a prince 9 a witch 10 dwarfs/dwarves
two hundred and eighty-two UNIT 7:
6 a queen
2 the woods
282
N
10
ONCE UPON A TIME
11 a huntsman 12 a beast 13 a woodcutter 14 a spell 15 to curse
Before writing/speaking
STRATEGY
HOW TO build a story 1
Choose theme or plot What will your write/speak about?
Choose setting When did it happen?
Where did it happen?
Choose characters
How do the other characters react?
Check language
N
Grammar: • Use the past simple and check the irregular verbs. • Use linking words.
VA
Vocabulary: • are there any special magical words?
Check your goal Was the audience interested?
Evaluate your writing/performance What went well?
Beginning Once upon a time Long, long ago
A long time ago Once there/There once was
Middle Challenge What does the good character have to do?
© After writing/speaking
2 While writing/speaking
Twist What magic is involved?
Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?
3
Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.
How can I improve?
UNIT 7:
ONCE UPON A TIME
two hundred and eighty-three
How do they act?
What do the characters look like?
IN
Who is the hero (= good) and who is the villain (= evil)?
283
ON DIFFERENT TRACKS Check 1 1
Talking about the past
Look at the pictures below. Write 2 sentences for each of them. a Use the past simple of the verb ‘to be’. b Write one positive and one negative sentence for each of the pictures. c You can use the prompts in the box. afraid of the beast – at first – be there to grant wishes – helpful to her grandmother – in the end – in the woods – not afraid of the wolf – not evil – not free – not friendly – very kind
IN
1
2
N
3
VA
©
4
5
two hundred and eighty-four
284
UNIT 7:
Score
<7
≥7
Next exercise
ex. 2
ex. 3
ONCE UPON A TIME
WRITING
2
Complete the speech bubbles with the correct form of the verb ‘to be’ in the past simple, and then decide which magical character said this.
I in a lamp for 10,000 years; that quite a long time. I so happy that I There a ball, but I couldn’t
young man and his little monkey
go. When my stepsisters
in need, but they
there, I happy but very sad
safe from Jafar. I the right man in the right place and I got them out of the cave. They very
IN
finally could help somebody; and this
because of their unkindness. Suddenly a voice called me to the garden, I went out so see who there.
thankful afterwards.
N
It my godmother, a good
VA
old fairy …
©
We at home today, but when we arrived, there a little girl in our house. We happy that she had sneaked into our
Score Next exercise
< 13
two hundred and eighty-five
house.
≥ 13 ex. 3
UNIT 7:
ONCE UPON A TIME
285
3
Sometimes we feel as if we are living in our own fairy tale. Describe what happened to you. a Preparation: think about the fairy tale you would be in, and what character you would be. Complete the story builder. What does the character look like?
Character’s name:
How does the character act?
How do other characters react to this character?
IN
VA
N
What fairy tale are you in?
b Action: write about your life in the fairy tale. – Use the writing frame below. – Write a minimum of 10 sentences (or 75-100 words). – Use good ‘magical’ words. – Use at least 10 different verbs. – Write in the past simple.
©
Once upon a time
One day, a magical dragon appeared in the kingdom. two hundred and eighty-six
286
And I lived to tell the tale.
UNIT 7:
ONCE UPON A TIME
WRITING
c Reflection: check your text by filling in the checklist, and then give your text to the teacher who will give you some feedback. Checklist: diary of a fairy tale character
Yes
I think so
No
1 Content and structure • I described who I was in the fairy tale. • I described what happened. • I wrote a minimum of 10 sentences (75-100 words). • I used the writing frame. 2 Language • I used 10 different verbs. • I used the past simple correctly. • I used good and varied vocabulary. • I used correct spelling and punctuation.
Score
<9
9 – 12
≥ 12
Next exercise
ex. 4
ex. 5
ex. 6
to be
to eat
to catch
to fight
to send
to take
to ring
to sleep
to think
to find
to run
to speak
to throw
to go
to sell
to stand
to write
T
I
Y
H
Z
W
S
R
Z
H
L
H
W
E
R
G
R
E
A
Y
T
H
G
U
O
H
T
O
N
N
A
N
S
U
T
W
H
W
T
T
K
A
E
P
O
K
G
E
R
E
W
N
E
W
O
F
U
R
A
W
F
L
A
O
P
O
A
H
N
E
S
R
T
R
H
U
C
T
G
R
S
T
O
O
D
N
S
O
L
D
E
K
O
P
S
D
A
T
E
X
©
to drink
to grow
Score Next exercise
< 14
two hundred and eighty-seven
to draw
N
Look at these infinitives and find the past simple form in the grid. You can find the answers in every direction.
VA
4
IN
Feedback
≥ 14 ex. 5
UNIT 7:
ONCE UPON A TIME
287
5
Read this ancient Chinese story and complete it with the missing forms of the past simple. Once, long ago, there (to be) a woman who (to live) alone in a country far away from here with her three children. The children (to be) Shang, Tao and Paotze. On the day of their grandmother’s birthday, the good mother (to go) to her house to see her. She (to leave) the three children at home. Before she (to take) off she (to say): ‘Be good while I am away, my heart-loving children. I will return tonight. Remember to close the door tight at sunset and latch it well.’ But an old wolf (to live) nearby and (to see) the good mother leave. At dusk, disguised as an old woman, he (to come) up to the house of the children and (to knock)
Score
IN
on the door twice: BANG, BANG.
<9
≥9
Next exercise Reconstruct Walt Disney’s life.
N
6
ex. 7
READING
VA
A At the age of 10, his family moved to Kansas City, where Disney developed a love for trains. His uncle, Mike Martin, was a train engineer and later on he would take a summer job with the railroad (selling snacks and newspapers to travelers).
© Bettmann/Corbis
a Put the events in chronological order.
©
B In 1932, Walt decided to make a full-length animated film called Snow White and the Seven Dwarfs. It took five years to complete the film. It was a huge success. C Walt Disney was born on December 5, 1901 in Chicago. He was one of 5 children. D As a child, Walt took art classes in Chicago and drew for the school newspaper. He was very good at it. E In 1929, Disney created Silly Symphonies. For this film he created new friends for Mickey such as Donald Duck, Goofy and Pluto. F They had a lot of success and they made plans for a theme park. Disneyland opened in 1955 and cost 17 million dollars to build. The park was a massive success and is still one of the most popular holiday destinations in the world.
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288
G In 1923, Walt moved to Hollywood. He created the first animated film. It was called Steamboat Willie and starred Mickey and Minnie Mouse. H Walt Disney died on December 15, 1966, from lung cancer. Walt and his wife, Lilly, had 2 children.
UNIT 7:
ONCE UPON A TIME
I After winning 8 Oscars for Snow White, during the next 5 years Walt Disney Studios completed other full-length animated films, Pinocchio, Fantasia, Dumbo and Bambi. Adapted from: www.biography.com
1
2
Total:
3
4
5
6
7
8
9
/ 9
b Use information from the text to write a short text about Walt Disney. – Preparation: look at the dates below and locate them in his life story. 1901 – 1911 – 1923 – 1937 – 1966
IN
– Action: write a paragraph (50-75 words) using the dates and the verbs below. Use the correct tense! to create – to die – to move – success to come – to take
N
VA
– Reflection: check your text, and then have a classmate read your text. They will give you some feedback too. Checklist: Walt Disney’s life
Yes
I think so
No
1 Content and structure • I wrote 50-75 words. • I used all the dates and the words from the box.
©
2 Language • I used the past simple correctly. • I used correct spelling and punctuation.
7
Total:
/ 10
Score
< 14
≥ 14
Next exercise
ex. 7
Check 2, p. 290
Listen to your teacher and play the past simple board game.
SPOKEN INTERACTION
Score Next exercise
Check 2, p. 290
UNIT 7:
ONCE UPON A TIME
two hundred and eighty-nine
Feedback
289
Check 2 1
Exploring the past simple
Rewrite the sentences into negative sentences or questions. +
–
2 Many people believed in fairy tales.
3 The 3 pigs built their own house.
IN
1 It was a dark and stormy night.
4 The wolf spoke in a soft voice.
5 The father left the children in the woods.
Next exercise 2
VA
N
Score
?
<7
≥7
ex. 2
ex. 5
Put the words in the correct order to form good sentences. 1 Why / not / to say / the queen / something /?
©
2 not / to bake / the witch / biscuits / herself
3 Why / Cinderella / to run away / at midnight /? 4 not / to live / Aladdin’s genie / in a cave 5 to like / not / Snow White’s / her / stepmother two hundred and ninety
290
6 The Brothers Grimm / not / for young children / to write stories
UNIT 7:
ONCE UPON A TIME
7 Anyone / there / to be / in the brick house / ? Score
<5
≥5
Next exercise 3
ex. 3
Make yes/no questions in the past simple. Answer in a short answer. Then complete the answer by using the information in brackets. 1 It / to take place / in the palace? (-, enchanted forest)
Did it take place in the palace? No it didn’t. It took place in the enchanted forest. 2 The girl / to wear / a blue hooded cape (-, red)
IN
3 Wolfie / to blow down / the straw house (+, house youngest pig)
N
4 Jack / to climb / the hill? (-, beanstalk)
VA
5 Brothers Grimm / Cinderella / to write? (-, Hansel and Gretel, Charles Perault) Score
<6
Check 3, p. 293
©
Next exercise
≥6
Make the question for the given answers. 1
Little Red Riding Hood visited her grandmother. 2 The wolf ate grandmother when he arrived at her house. 3 Abu, the monkey, was Aladdin’s best friend. 4
two hundred and ninety-one
4
Aladdin and Jasmin were at the marketplace when they first met. 5 At bedtime Wendy told her little brothers stories about Neverland.
UNIT 7:
ONCE UPON A TIME
291
6 The hunter brought the queen the heart of a deer. 7 The seven little goats locked the front door when their mother left for the forest. Score
<6
≥6
Next exercise 5
Check 3, p. 293
Read the text and come up with the correct questions. 1 There was a terrible storm. 2
3
IN
He didn’t find a good princess because there was always something wrong.
He was sad because he wanted a real princess. 4 A real princess knocked at the town gate.
N
5
She put a pea on the bedstead. 6
7
VA
No, she didn’t. She slept terribly bad.
She felt something hard through twenty mattresses and twenty feather beds. 8
They put it in the museum.
There was once a prince, and he wanted a princess, but then she had to be a real princess. He travelled right around the world to find one, but there was always something wrong. There were plenty of princesses but there was always something which was not quite right about them.
5
At last he had come home again, and he was very sad. One evening there was a terrible storm. There was thunder and lightning and the rain poured down in torrents; indeed it was a fearful night.
©
1
10 two hundred and ninety-two
292
In the middle of the storm somebody knocked at the town gate, and the old King himself went to open it. It was a princess who stood outside, but she was in a terrible state from the rain and the storm. The water streamed out of her hair and her clothes. It ran in at the top of her shoes and out at the heel, but she said that she was a real princess.
UNIT 7:
ONCE UPON A TIME
15
‘Well we shall soon see if that is true,’ thought the old Queen, but she said nothing. She went into the bedroom, took all the bed clothes off and laid a pea on the bedstead. Then she took twenty mattresses and piled them on top of the pea, and then twenty feather beds on top of the mattresses. This was where the princess had to sleep that night. In the morning they asked her how she slept.
20
‘Oh terribly bad!’ said the princess. ‘I have hardly closed my eyes the whole night! Heaven knows what was in the bed. I seemed to be lying upon some hard thing, and my whole body is black and blue this morning. It is terrible!’
25
They saw at once that she had to be a real princess when she had felt the pea through twenty mattresses and twenty feather beds. Nobody but a real princess could have such a delicate skin.
Adapted from: http://childhoodreading.com
<5
≥5
Next exercise
ex. 4
Check 3
N
Score
Reading and building stories
VA
Check 3 1
IN
So the prince took her to be his wife, for now he was sure that he had found a real princess, and the pea was put into the museum, where it may still be seen today.
Retell one of these classic stories.
watchING
a Preparation: watch the trailer and answer the questions. – What fairy tale is it?
©
– Complete the story builder with information from the trailer. Add your own knowledge to fill in the blanks. Story
Setting
Beginning Characters
Good
Evil
Conflict two hundred and ninety-three
Magic End
UNIT 7:
ONCE UPON A TIME
293
SPEAKING
b Action: use the information from the story builder to tell the story of the trailer to your classmate. – Use the past simple correctly. – Use linking words appropriately (at least 4!). – Pay attention to your pronunciation! c Reflection: check your task. Checklist: retelling a classic tale
Yes
I think so
No
1 Preparation • I filled in the story builder with the correct information from the trailer. • I filled in the blanks with my own information. 2 Content and structure • My story is logical: I started at the beginning and finished with the end. • I used all the information from the story builder.
IN
3 Language • I used the past simple correctly. • I used linking words correctly (at least 4). • I paid attention to my pronunciation.
< 10
Next exercise
ex. 2
10 – 14
> 14
ex. 5
ex. 6
VA
2
Score
N
Feedback
These sentences are taken from fairy tales.
a Use the correct linking word to combine the 2 parts of a sentence. b Write the sentences in full with the verb in the past simple. The Dwarfs (to be) heartbroken.
©
Snow White (to bite) into the apple. Cinderella’s father (to die). The Queen (to ask) her Magic Mirror. The witch (to think) Hansel was big enough. (to be) Snow White blonde?
two hundred and ninety-four
294
UNIT 7:
ONCE UPON A TIME
The queen (not to be) the fairest of them all. (to be) Snow White’s hair black? and The Dwarfs (to build) a glass coffin for but Snow White + + then The witch (to ask) Gretel to turn on (turn or on) the oven Her stepmother (to take) care of Cinderella. Snow White (to fall) down on the grass.
3
Score
<9
≥9
Next exercise
ex. 3
ex. 4
Complete the sentences with correct linking words. 1 ‘Now go to the ball my love enjoy yourself’ she said to Cinderella. Cinderella kissed thanked her godmother, and she stepped into her carriage. she was gone, the fairy returned to Fairyland. 2 the little man came on the first day, the queen said every name that she had collected. ‘Is your name Caspar, Melchior Balthazar?’ she asked. no
IN
matter how many names she gave him, the little man simply replied, ‘No, that is not my name.’ 3 the kind queen got her wish she gave birth to a baby girl who had skin white as snow, lips red as blood, and hair black as ebony. They named the baby princess Snow White, sadly, the queen died soon after giving birth. Score Next exercise
ex. 4
Watch the video. Put the story of the Bamboo Cutter and the Moon Child in the correct order to recreate the story.
watchING
VA
4
≥7
N
<7
Many princes wanted to marry her but Kaguya Hime did not want to marry anyone so she gave them very difficult tasks like bringing a jewel from a dragon’s neck. In a flying chariot Kaguya Hime vanished into the heavens. He and his wife took very good care of the baby girl. One day an old bamboo cutter found a beautiful baby girl in a bamboo plant. He took her home.
©
Kaguya Hime was not happy. She always looked at the moon and felt sad. One day Kaguya Hime told the bamboo cutter that she actually came from the moon and the moon people would soon come to pick her up. The girl grew up to be a gorgeous young woman. They called her Kaguya Hime. The princes could not complete their tasks. The bamboo cutter did not want Kaguya Hime to leave. He asked the emperor to protect her from the moon people. On the night of the full moon, the moon people came. They took Kaguya Hime back to the moon. The soldiers could not do anything.
Next exercise
<7
≥7
two hundred and ninety-five
Score
All done!
UNIT 7:
ONCE UPON A TIME
295
5
Read the ancient Chinese story your teacher will give you and complete the story builder. Setting
READING
Characters
When:
Good:
Where:
Evil:
Beginning Western fairy tale
How did the story start?
What fairy tale does this remind you of?
IN
How did the conflict occur?
What was the conflict?
N
VA
How did they resolve the conflict?
©
6
Score
<7
≥7
Next exercise
ex. 4
All done!
Pair up and write a story! a Preparation: look at the images you will get. What do you see? Brainstorm about what could have happened.
two hundred and ninety-six
296
b Action: – Write the beginning of a fairy tale (about 50 words). Use the images you received. Make sure that you talk about the setting and the characters.
UNIT 7:
ONCE UPON A TIME
WRITING
– Swap your text with a classmate. You will write the next paragraph of their story (about 50 words). Make sure that you describe the conflict in the story. – Finally, swap again and finish your own story (about 50 words). Write a good ending!
IN
N
c Reflection: check your task by filling in the checklist, and then ask your classmate for some feedback too. Checklist: writing a fairy tale
Me
Classmate
VA
Yes I think so No Yes I think so No
©
1 Content and structure • I wrote a paragraph (about 50 words) to start a story. • I used the images. • I wrote a middle paragraph (about 50 words) describing a conflict. • I ended my own story with a good resolution and ending. • My text is logical and creative!
2 Language • I used the past simple correctly. • I used ‘magical’ words correctly. • I used linking words correctly. • I used correct spelling and punctuation.
Score
< 14
≥ 14
Next exercise
ex. 5
All done!
two hundred and ninety-seven
Feedback
UNIT 7:
ONCE UPON A TIME
297
CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.
Preparation watchING
1
Watch the clip of this modern version of Little Red Riding Hood.
2
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story.
4
Actions
IN
Objects
Use the story builder you will get to prepare your story.
Action 5
c Use the objects and the actions you picked.
N
a Use the past simple correctly. b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
d Be creative! e Write a minimum of 100 words.
SPEAKING
You will tell your story to the class. This means you have to practise first.
VA
6
WRITING
Write your story. Pay attention to the following.
Reflection 7
Check your task by filling in the checklist. Checklist: my own fairy tale
©
1 Preparation • I completed the story builder. • I practised telling the story.
2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.
two hundred and ninety-eight
298
3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story). Feedback
Trace your steps on diddit.
UNIT 7:
ONCE UPON A TIME
Yes
I think so
No
UNIT 8: SHOP TILL YOU DROP check in Step 1: talking about clothes
Step 2: making comparisons
VA
N
Step 3: buying things in a shop
IN
main track
Š
summary
trace your steps
on different tracks check out: going shopping
CHECK IN Are you a big spender? 1
Take the shopping test on diddit. Read your results below. What is your profile?
READING
9-14 You have a hole in your pocket!
And not a small one either! Your money is probably gone the instant you receive it. It’s likely that you regularly encounter financial problems (unless you have a lot of money) because you never save any money. Spending money is fun while it lasts, but you should try to save some for when you really need it!
15-21 Your spending habits are OK.
IN
You know how to handle money; you never get into debt. Without being mean, you don’t spend a penny more than you have to. So, when there’s a special occasion, you always have some money to spend. Thumbs up!
22-27 You’re too cheap!
2
VA
N
You never spend any money because you’re either mean or you don’t have any money. You almost certainly miss out on a lot of fun because of this. It’s a shame, and you should try to do something about it. What good is money if you never spend it? Discuss these questions.
SPOKEN INTERACTION
a Do you agree with the results of the test? Why (not)? b Listen to your classmates. What do they think of their results? c Discuss what you like to spend money on.
©
I’m (quite good/not very good) with money. I get € a week/month pocket money.
I save € a week/month and put it in my bank account.
I spend my money on: games
sweets
clothes
magazines
apps
top up cards mobile phone
accessories
food
…
I enjoy shopping: online (e.g. Zalando, Asos …) at shopping centres
three hundred
300
at second-hand stores
at street markets
I really don’t!
UNIT 8:
SHOP TILL YOU DROP
…
MAIN TRACK It’s shopping time
Step 1
Talking about clothes
1 / What do people like to wear? 1
Read the text about Rachel and her friends, and then listen to their conversation and answer listening the questions.
IN
Meet Rachel and Ayisha. Rachel is a real shopaholic. Her friends don’t understand her obsession with new clothes and the latest fashion trends. Today, Rachel has convinced Glen and Ayisha to come with her to Oxford Street, one of London’s most famous shopping areas.
N
a While you are listening, try to find the answers to the following questions. 1 What kind of shop are they in?
VA
2 What shop does Glen want to go to?
3 How many places do they go to?
4 Where in the shop does Rachel go to try on the clothes?
©
5 How does Rachel ask if the trousers look good on her?
1
2
three hundred and one
b Name Rachel’s new clothing items.
3
UNIT 8:
SHOP TILL YOU DROP
301
2
Match these names with the correct pattern. Choose from the words below. checked – flowery – pin-striped – plaid – plain – polka-dotted – spotted – striped – tartan
1
2
5
8
9
N
7
6
IN
4
VA
3
3
Let’s find out what these teens’ favourite outfits are.
©
a Indicate the clothing items (= nouns) and the adjectives in two different ways.
Jill: This is my party dress. My mother bought it for me to wear on special occasions. At my parents’ anniversary party I wore this expensive striped silk dress with very fancy jewellery: a necklace, earrings and a bracelet. My mother also made me wear fancy black shoes. The heels were very high, so they were hard to walk in. I’m a huge fan of glasses and sunglasses. They are a very important accessory for me.
three hundred and two
302
Jamila: This is my absolute favourite outfit. I usually wear it to hang out with my friends. They all say my jeans are really cool because they’re ripped here and there. I love my blue denim ripped trousers. I also love this off-white blouse. On colder days I wear a dark jumper over it. To add some colour on darker days, I wear these clothes with a very colourful leather jacket and my black boots.
UNIT 8:
SHOP TILL YOU DROP
Jamie: I wear these clothes for school. All the boys in my school have to wear this uniform: a white shirt and a tie, green trousers, brown leather shoes and a green jacket. In winter we can also wear a warm coat, a woollen hat, some warm woollen knitted gloves and a scarf. The girls in my school don’t have to wear a tie. They can also wear a skirt with long socks instead of trousers.
IN
Ella: This is my most sporty outfit. I usually wear skirts. I am wearing trainers, a pair of dark blue shorts and a nice loose blue T-shirt. It is easy to move around in these clothes, so I wear them to play football. This is my favourite uniform.
©
UNIT 8:
SHOP TILL YOU DROP
three hundred and three
Name these clothing items. Use articles where possible.
VA
4
SPOKEN INTERACTION
N
b Discuss with the class. · • Whose outfit do you like? Why? • Which outfit won’t you wear? Why not? • Which outfit looks most like the way you dress?
303
Did you know? Plural nouns Trainers, shorts, glasses, trousers are always used in the plural. If you want to express there is more than one, you can say: e.g. There are two pairs of jeans on the table. NOT There are two jeans on the table. 5
Read the text about traditional Indian clothing and answer the questions. a What word is used to refer to designs that take us back to our cultural roots? b Why is Shalwar Kameez also often called a Punjabi suit?
IN
c What type of dress is most common for Indian women to wear?
Traditional Indian clothing
5
N
Dhoti Dhoti kurta is the traditional Indian clothing of men. Unlike other dresses, it is an unstitched piece of cloth usually 5 yards long that is tied around the waist and legs. The knot is tied at the waist. Dhoti is known by different names in different places, such as Laacha in Punjabi and dhuti in Bangla.
©
10
Traditional Indian clothing has become important once again. Well, if you notice the trends in fashion industry, you’ll realize that modern fashion has aped the styling and designing of the bygone eras, the period of royalty, when Maharajas and Ranis used to spend extravagantly on their clothing. Whatever the royals chose to wear was reminiscent of splendour and luxury. The creative fashion designers of today are on the lookout for ethnic designs that brings us closer to our cultural roots and remind us of the glorious past. In this section, we will provide you with information on the different kinds of traditional clothing in India, so read on…
VA
1
15
20
three hundred and four
304
25
Kurta Kurta is a term used to refer to a long loose shirt, the length of which falls below or may be just above the knees of the wearer. In olden times, it was primarily worn by men, but today, it has become a unisex dress that both men and women can wear. Indian shalwar kameez Shalwar kameez is the traditional Indian clothing for women. Due to its high popularity in the region of Punjab, shalwar kameez is commonly referred to as Punjabi suit. The fashion of shalwar kameez in India is not new. For the last few centuries, women have been wearing this wonderful attire.
UNIT 8:
SHOP TILL YOU DROP
READING
30
Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is wearing the solah shringar including bindi, chudi and kajal, etc.
35
Sherwani for men Sherwani is a long coat resembling achkan in styling. It is buttoned up to the collar, and it usually comes below the knee. It adds to the charm and grace of men, especially the taller ones. Indian men spend a lot on buying the sherwani suit for the special occasion of their wedding. attire: clothes, mostly formal bygone: belonging to or happening in the past Maharajas: the male ruler of an Indian state in the past Rani: a female Indian ruler or the wife of a male Indian ruler reminiscent: makes you think of splendour: brilliance yards: a unit of measurement, equal to 3 feet or 90 centimeters
IN
40
Turban In India, one can spot many men wearing turbans. A turban is tied not for the sake of fashion, but because it has a lot of significance in the lives of Indians. The hair turban is a headdress that basically consists of a long piece of unstitched cloth, which is wrapped around the head. Source: www.culturalindia.net
Go through the text again and write the names under the pictures.
N
6
1
READING
3
VA
2
4
6
5
three hundred and five
©
UNIT 8:
SHOP TILL YOU DROP
305
Did you know? India is a country in South Asia. It is the seventh largest country and the second most populous country with over 1.2 billion people. It is surrounded by the Indian Ocean on the south, the Arabian Sea on the southwest and the Bay of Bengal on the southeast. It shares borders with Pakistan, China, Nepal and Buthan. India was a British colony in the 18th and 19th century; therefore English is still one of the most spoken languages in this country. British influence in India remains quite strong, as cricket is the most popular national sport and cars drive on the left.
1
Match the images to the correct descriptions.
2
3
VA
N
1
IN
2 / A gorgeous blue silk scarf
5
6
Š
4
A B C D E F
black leather pants 2 nice loose grey T-shirts expensive dark sunglasses stylish gold shoes a beautiful long red Spanish dress a cute little pink baby jacket 1
2
three hundred and six
306
UNIT 8:
  SHOP TILL YOU DROP
3
4
5
6
Look at the order of the adjectives in exercise 1, complete the grid, and then add 2 more from the texts in exercise 3, p. 302-303.
N VA
Determiner
three hundred and seven
Opinion
Size/age
Š
Shape
Colour
Origin
IN
Material
Make/type
Noun
2
UNIT 8:
  SHOP TILL YOU DROP
307
3
Look around the classroom and complete the grid in exercise 2 with 2 more examples.
4
Write the adjectives in the correct order. 1 (black/metal) sunglasses: 2 (fancy/new/2) school bags: 3 a (brown/leather/small) wallet: 4 (fantastic/mini/modern/3) skirts: 5 (blue/cool/new/nylon/some) trainers:
5
What do you see here? Use at least 2 adjectives to describe the items.
IN
N
VA
Š
three hundred and eight
308
UNIT 8:
  SHOP TILL YOU DROP
6
What do you think of the clothes in exercise 5? Use the expressions from the box below.
SPEAKING
USEFUL EXPRESSIONS
How to express your preferences I love … because … I’m fond of … because … I prefer … / I prefer … to … I have a slight preference for … I like … because… I like … (much) more than … because … I don’t (really) like … because … I don’t like … at all because … I (really) hate … I wouldn’t be caught dead wearing … because …
See p. 324
Pair up! You will get a stack of cards with some items of clothing on them. Describe the items SPEAKING of clothing and say what you think of them.
8
Watch the girl in the vlog. She is presenting her favourite outfits. Answer the questions.
IN
7
watchING
a Which items were not in the video? Tick the boxes. a pair of shorts
a pair of jeans
boots
a bracelet
trainers
VA
a belt
N
a hat
b Which outfit is the nicest? Describe it. Be as precise as you can. A black top is not the same as a black, long-sleeved T-shirt with diamonds.
WRITING
©
SPEAKING
What have you got in your closet that you don’t wear and want to sell? a Preparation: choose one or more item(s) of clothing from your wardrobe and take a picture of it (them). Bring the picture to class (e.g. on your phone). b Action: describe your item(s). Think about age, size, colour, price, etc. Write about 40-50 words.
three hundred and nine
9
UNIT 8:
SHOP TILL YOU DROP
309
c Reflection: check your writing, and then give your text to a classmate who will give you some feedback too. Me
Checklist: describing clothes
Yes I think so
Classmate No
Yes I think so
No
1 Content and structure • I wrote about 40-50 words. • I brought a picture and described the item. 2 Language • I used adjectives to describe the item. • I checked the order of the adjectives. • I used correct spelling and punctuation.
IN
Feedback
SPEAKING
10 Class auction! Maybe someone is really interested in the clothes you don’t really want anymore. a Preparation: bring your clothing item(s) to class. Read your description (exercise 9) again and practise! Decide if you will ask for money or do a clothes swap.
VA
N
b Action: auction off your item. Don’t forget: – Make eye-contact. – Only use a card with some keywords (after all, the item is right there!). – Speak loud enough. – Don’t speak too fast or too slow. – Show confidence by being well prepared. c Reflection: check your speaking task by filling in the checklist. Checklist: class auction
©
1 Content and structure • I brought the item. • I described the item in detail. • I mentioned whether I wanted money or if it was a swap. 2 Language • I used adjectives correctly. • I used correct vocabulary. • I paid attention to my pronunciation. Feedback
CHECK 1, p. 326 three hundred and ten
310
UNIT 8:
SHOP TILL YOU DROP
Yes
I think so
No
Step 2 1
Good, better, best Making comparisons
watchING
Watch the video about how men should dress and do the tasks below. a Complete the transcript with the correct words. Most men wear jeans that are too or too . If you can fit 2 fingers comfortably between the hip and waist band, you found the right . Unless you’re a surfer, avoid shorts that fall below the . On the other hand, no one wants to see your entire thigh. Wear shorts by choosing a length that either breaks at the knee or no more than 2 to 3 above it. In general don’t tuck in
wearing, well, a . Tuck formal shirts in, which are longer with a straight . Untuck casual shirts when the hemline
IN
shirts and and don’t untuck dress shirts or you’ll look like you’re
VA
N
curls upward at the .
b Answer the questions about the video.
1 How can you tell that a jacket is too large?
2 What should be the maximum depth of the V in a V-neck shirt?
©
3 Which tips are given about not limiting yourself? Give 2. 4 Were there any good tips in the clip? Which ones? three hundred and eleven
5 Did you see anything you really disagree with? If so, what?
UNIT 8:
SHOP TILL YOU DROP
311
2
Glen is going to a party and wants a new outfit. He went shopping with his mother and they have selected 3 outfits. Read what they have to say about each one, and then answer the questions. a What outfit do you prefer? b Underline the words that Glen and his mother use to describe the outfits.
A
B
©
VA
£ 250
N
IN
£ 180
C
£ 370 three hundred and twelve
312
UNIT 8:
SHOP TILL YOU DROP
READING
Glen: I really like outfit A; it’s the trendiest and I think it would make me the coolest guy in the room. The shirt is a bit more formal than I am used to, but the shoes make it look quite sporty. It’s way cooler than the shirt in B. I would feel more comfortable wearing this outfit; to me it’s the most comfortable outfit. And let’s not forget about the price. This outfit is cheaper than the others. In fact, it’s the cheapest. Outfit C is less suitable; I think, it’s just too formal for me.
Mum: I am crazy about outfit C. This suit makes Glen look really smart; it’s actually the smartest of all 3 outfits! The trousers and the jacket are very
IN
simple and modern, the belt is of good quality leather. Maybe the tie is a bit much? I don’t really mind that this outfit is the most expensive because it is so stylish. My least favourite is outfit B. I think outfit A is nicer than this one.
N
c How would you describe outfit B? Use words from the box to complete the sentences. affordable – casual – cheap – colourful – cool – expensive – fancy – fashionable – modern – old-fashioned – original – stylish – trendy – ugly – ultra-posh
VA
– The trousers are – The shirt is
– The boots are
d This is what Glen and his mum think about the 3 outfits. Complete the sentences with a form of the adjective you find in the texts in b. 1 Glen thinks the shirt from outfit A is
than the shirt from outfit B. (cool)
©
2 Outfit C is the , but Glen’s mother thinks that’s fine, because it is also the . (expensive – smart)
3 Outfit A is than outfit B and it is than outfit C. Outfit A is the . (cheap) 4 Outfit B is than outfit C but outfit A is the . three hundred and thirteen
(comfortable)
UNIT 8:
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313
4
Check the text in exercise 2 to complete the grid. Adjective
Comparative
Superlative
small
smaller than
the smallest
cheap
large
larger than
nice
big
bigger than
hot
happy
happier than
sporty
popular
more popular than
expensive
than
the the largest
than
the the biggest
than
the the happiest
than
the the most popular
than
the
IN
3
Use the information from exercise 3 to complete the grammar box.
GRAMMAR
How to make comparisons Comparative and superlative
N
can be used to make comparisons.
VA
USE
USE
– To compare 1 person or thing with another – To compare 1 person or thing with all of person or thing. their group. – Used with ‘than’: – Used with ‘the’: e.g. Outfit A is cheaper than outfit B. e.g. Outfit A is the cheapest. FORM
©
– Short adjectives: add e.g. cheaper, smarter
– Long adjectives: add e.g. more expensive, more popular
FORM
– Short adjectives: add e.g. cheapest, smartest – Long adjectives: add e.g. most expensive, most popular
Keep in mind: – Depending on the adjective, the spelling of the comparative and superlative may be a little bit different. – There are irregular forms! – To say that something is the same, we use ‘as + adjective + as’. e.g. Outfit B is as expensive as outfit C. See p. 321
three hundred and fourteen
314
UNIT 8:
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5
Complete the sentences with the adjective in the comparative or superlative form. 1 Who is the
woman on earth? (rich)
2 My new shoes are
than my old pair. (comfortable)
3 I couldn’t wear my new dress because the weather was very bad; tomorrow it will be than today. (hot) 4 This is the
outfit I have, perfect for this occasion. (pretty)
5 Brandy Melville is the
shop at the moment. (popular)
6 They sell that item in the
shop in town. (large)
7 The way to buy a lot of clothes is to buy them during the sales; then they’re . (good – cheap) Complete the sentences in the text with the correct form of the adjective. Listen to the text to check your answers.
PARIS
WHAT
online travel guide
IN
6
Paris Fashion Week happens twice a year and depending on your point of view it is either (good) time to be in the city, or (bad). Hundreds of fashion editors, assistants, stylists, models and the general cool crowd come to
N
the French capital to see what they’ll be wearing the next year. One of the ‘Big 4’, Paris Fashion Week has the honour of hosting the finale of every bi-annual
VA
fashion fest that takes place in the city.
Along with New York, London and Milan, Paris Fashion Week is (high) point of weeks and weeks of work for the exhibiting designers and only the beginning of the work for all the editors and journalists who will write about it. The big boys – Chanel, Christian Dior, Givenchy – exhibit their collections in iconic Parisian locations such as the Grand Palais or the Espace Eiffel while the (small) fish are left with (little) high-profile locations; however, their locations are
©
often (cool) the big ones’ locations such as nightclubs and warehouses.
Paris Fashion Week wants to show the fashion industry what is in and what is definitely © Ovidiu Hrubaru / Shutterstock.com
out. Paris Fashion Week is divided into three categories: Men’s Fashion, Haute Couture, and Prêt-à-Porter. The term haute couture is protected in France
so that only (important) fashion houses can claim to have
These collections are (expensive) the others and they are shown at a different time than the prêt-à-porter (meaning ready-to-wear) collections. This is what (big) part of the modern fashion houses exhibit during Paris Fashion Week.
UNIT 8:
SHOP TILL YOU DROP
three hundred and fifteen
Haute Couture collections.
315
An International Flavour Paris’s cultural diversity as a city is often highlighted by the fashion weeks. There are always designers from all over the world, for instance Elie Saab from Lebanon, that show in Paris. (pure) ethnic accents show up on the clothes too whether it be Russian furs strutting down Impasse de la Defense or braided Grecian belts and bright African patterns dominating in the Louvre. Since its start in 1973 Paris Fashion Week has been a Mecca for the fashionistas, and naturally these fabulous people need fabulous parties. As well as all the serious work (runway events and trade shows), PFW is also a great excuse for (luxurious) openings, promotional events and lavish celebrity-studded parties thrown by anyone who’s anyone. Paris, being one of (cultural) metropolises of the fashion world, has a match made in heaven really. Adapted from: https://www.whatparis.com
READING
Are the statements true or false? Correct false statements. Statement
N
7
IN
no shortage of experience in throwing big parties or a lack of luxurious party locations so it is
True False
1 Paris is the only city that hosts a fashion week.
VA
2 The ready-to-wear collection is probably cheaper than haute couture.
3 Big and small brands show their clothes at the same locations during Paris Fashion Week.
©
8
How is it said in the text?
READING
1 When something occurs twice a year, it is 2 Large busy cities are also called 3 When there is not enough, there’s a 4 An extremely well-suited pairing of people or things is a
9 three hundred and sixteen
316
Compare 2 outfits. a Preparation: look at the 2 outfits. – Write down which items of clothing you see in each.
UNIT 8:
SHOP TILL YOU DROP
WRITING
– Decide which one is your favourite.
2
IN
1
b Action: write a paragraph (about 50 words) in which you compare the 2 outfits. Use the comparative and superlative form correctly. Make sure that you use the adjectives below in your comparison. beautiful - casual - cheap - glamorous - nice
N
VA
c Reflection: check your text by filling in the checklist, and then swap your text with a classmate. Did you agree? Yes
©
Checklist: comparing outfits
I think so
No
1 Content and structure • I described both outfits. • I said which one is my favourite and why. • My text is about 50 words. 2 Language • I used the given adjectives. • I used correct vocabulary. • I used comparative and superlative correctly. • I used correct spelling and punctuation. three hundred and seventeen
Feedback
CHECK 2, p. 331
UNIT 8:
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317
Step 3 1
Can I try this on?
Buying things in a shop watchING
Watch the video and answer the questions. a What do you think she is doing? b Where do you think they are? c Check your answers in the second part of the video.
watchING
Watch the second part and answer the questions. a What are they doing?
b What is so special about it?
c What does the other woman say?
d Does she agree?
e What is her opinion about the next items? f How does she pay for it?
IN
2
g What do you think about this shopping experience?
Read these parts of a conversation between a shop assistant and a customer.
N
3
READING
a Put the sentences in the correct order.
b Who said it? Write S for shop assistant and C for customer.
listening
VA
c Listen to check your answers. Number Sentence
Who?
Yes, of course. The changing rooms are over there. I’d like to have a purple one.
We’ve got it in white, black, red and purple. What colour would you like? Can I help you?
©
Let me check that for you. What size do you need? Oh, I’m sorry, I’m afraid we haven’t got any mediums in purple. In medium we’ve got black and red. Yes, I’m looking for a T-shirt. Have you got this T-shirt in other colours? Medium, please. OK, I’ll try the red one. Red. Can I try it on?
*Pause* Number Sentence three hundred and eighteen
Is it OK?
318
That’s £19.50. Would you like to pay by credit card or cash? I’ll try the red one. *Pause* This one is perfect.
UNIT 8:
SHOP TILL YOU DROP
Who?
Number Sentence
Who?
Thanks. Bye. Have a lovely day! Let’s see. I have a larger size in red, blue, pink, black and white. Cash please. Here’s twenty. No, not really. I’m sorry, it’s too tight. Do you have a larger size please? No, that’s it. I’ll take the blue scarf as well. Where can I pay? Do you need anything else? OK, thanks, that’s 50 pence change and here’s your receipt. The cash desk is over there. (walks to the cash desk) Look at these sentences. Who said them? Write S for shop assistant and C for customer. The changing rooms are over there.
What size would you like?
That’s 2 pounds, 20 pence change, please.
Sorry.
It’s a present for my mother. Can you wrap it, please? I’m afraid we don’t have any more left. This one is too tight.
Yes, I’d like to try this on, please. How much are these boots? Cash or card?
Pair up and work out a dialogue with your partner.
SPOKEN INTERACTION
N
5
IN
4
VA
a Preparation: before you start, read through the useful expressions on how to buy something in a shop in the Summary of this unit (p. 325). b Action: decide who will be the shop assistant and who will be the customer. – You will get some cards from your teacher. – When you see this sign , complete the dialogue with the information on your card. – Act out your conversation for another pair of students. – Switch when you are done.
©
c Reflection: check your conversation when you are done, and then ask your audience for some feedback. Checklist: at the shop
Me
Classmate
Yes I think so No Yes I think so No
1 Content and structure • We followed the structure in the useful expressions. • We used the given cards. • I acted out both roles.
three hundred and nineteen
2 Language • I started and ended the conversation correctly. • I spoke fluently. • I paid attention to my pronunciation. Feedback
CHECK 3, p. 337 UNIT 8:
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319
HOW TO describe people and things
Order of adjectives
That’s a nice fitted blue top! And I adore that short checked skirt.
I just love your long red dress.
VA
N
IN
GRAMMAR
SUMMARY
USE
Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 6 for more information (p. 223). FORM
©
When we use more than 1 adjective to describe something there is a certain order you should follow. 1
determiner
opinion
a
nice
2 fitted
5 origin
warm
6
7
material make/type
NOUN
blue
top
round delicious
three hundred and twenty
320
4
size/age shape colour
2 some
3
gold Chinese woollen
earrings fortune
cookies
knitted
gloves
Keep in mind: – Opinion or attitude always comes first! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.
UNIT 8:
SHOP TILL YOU DROP
HOW TO make comparisons
Comparative and superlative
I am cheaper!
I am really cheap!
I’m good.
But I am the cheapest!
I’m better!
I’m the best!
USE Adjectives can be used to make comparisons. Superlative
– To compare 1 person or thing with another person or thing. – Used with ‘than’: e.g. Outfit A is cheaper than outfit B.
– To compare 1 person or thing with all of their group. – Used with ‘the’: e.g. Outfit A is the cheapest.
IN
Comparative
FORM Comparative
Superlative
Adjective + -est e.g. cheap g cheapest
Adjective + -er e.g. cheap g cheaper
2 syllables
– Adjectives ending in consonant + -y g -y changes to -i before -er e.g. friendly g friendlier happy g happier – Other adjectives more + adjective + than e.g. more boring than more pleasant than
– Adjectives ending in consonant + -y g -y changes to -i before -est e.g. friendly g friendliest happy g happiest – Other adjectives the most + adjective e.g. t he most boring the most pleasant
More + adjective + than e.g. more expensive than more popular
The most + adjective e.g. the most expensive the most popular
VA
N
1 syllable
> 2 syllables
Adjective good bad much many little
Comparative better worse more more less
Superlative best worst most most least
Keep in mind: To say that something is the same, we use ‘as + adjective + as’. e.g. Outfit B is as expensive as outfit C. UNIT 8:
SHOP TILL YOU DROP
three hundred and twenty-one
©
Spelling changes: – Short adjectives ending in a short vowel + consonant = double the consonant. e.g. big, bigger, biggest hot, hotter, hottest – Short adjectives ending in -e = adjective + -r/-st e.g. large, larger, largest nice, nicer, nicest – There are irregular forms!
321
a blouse
a jacket
a T-shirt
a bow tie
a shirt
a dress
(a pair of) shorts
a suit
a top
a coat
a sweater
a skirt
a tie
a pair of trousers
VA
tights
a hoodie
socks
IN
stockings/tights
N
VOCABULARY
1 CLOTHES
underwear
a vest
©
2 ACCESSORIES
a bag
three hundred and twenty-two
322
a handbag
UNIT 8:
a purse
SHOP TILL YOU DROP
a bracelet
a hat
a ring
a cap
a necklace
a wallet
earrings
a piercing
a watch
3 SHOES
boots
high heels
shoes
slippers
trainers
4 COLOURS
blue
orange
pink
brown
red
VA
5 PATTERNS
checked
floral/flowery
grey (BrE)/gray (AmE)
pin-striped
white
plaid
yellow
plain
©
green
IN
black
N
polka-dotted
spotted
striped
tartan
silk
jeans/denim
wool
leather
UNIT 8:
cotton
SHOP TILL YOU DROP
three hundred and twenty-three
6 MATERIALS
323
I wouldn’t be caught dead in your outfit! I like my stylish shirt and matching trousers much more!
I love my new orange sweater, but I don’t really like my shoes. What do you think?
VA
1 Expressing likes
N
IN
USEFUL EXPRESSIONS
HOW TO express your preferences
… it really suits you. … the colours match. … it brings out the best in me/you.
©
I love … because … I’m fond of … because … I prefer … / I prefer … to … I have a slight preference for … because … I like … because … I like … (much) more than … because …
2 Expressing dislikes
three hundred and twenty-four
I don’t (really) like … because … I don’t like … at all because … I (really) hate … I wouldn’t be caught dead wearing … because …
324
UNIT 8:
SHOP TILL YOU DROP
… it doesn’t suit me/you. … the colours don’t match. … it’s the wrong size. … it clashes with my/your personality.
HOW TO buy something in a shop 1 Starting the conversation Hello / Good morning / Good afternoon. Can I help you? Is there anything I can help you with?
No, thanks. I’m just looking. Hi! Yes, I’m looking for … Yes, do you have this/these (name object) in (name size or colour)?
2 Giving information
Can I try it on?
N
I’m sorry, I’m afraid we haven’t got any (name size) left. Oh, I’m sorry, we don’t have that colour anymore.
I need a size (xs, s, m, l, xl). I’d like this in (name colour).
IN
Let me check what we have in stock. Let me check that for you. What size/ colour do you need? Sure, we’ve got this in (name other sizes/colours).
VA
Yes, of course. The fitting rooms are over there. Is it OK? How do you like it?
Oh, it’s perfect. I’ll take it! It fits perfectly. I’ll take it!
No, not really. It’s too (small, big, etc.). Can I try on another size? No, that’s it, thanks.
©
Do you need anything else?
3 Paying
I'll pay cash/ by credit card.
How would you like to pay today? Cash or card? Would you like to pay by credit card or cash?
Here you go!
That’ll be (name price), please.
Thanks! Here’s your change. Here’s your receipt. Have a nice day. We appreciate your business.
Thanks! You too.
UNIT 8:
SHOP TILL YOU DROP
three hundred and twenty-five
4 Finishing the conversation
325
ON DIFFERENT TRACKS Check 1 1
Talking about clothes WRITING
Describe the outfit in the picture you will get. a Preparation: write down a few keywords to describe the outfit. Think about colour, fit, pattern, material, etc.
IN
b Action: describe the outfit in about 50 words. Talk about at least 4 items of the outfit and use at least 10 adjectives. Pay attention to the order of the adjectives!
N
VA
c Reflection: check your text by filling in the checklist. Checklist: describing an outfit
Yes
©
1 Content and structure • My text is about 50 words. • I described 4 items of clothing. • I mentioned colour, patterns, fit and material of the items in the outfit. 2 Language • I used vocabulary to describe clothes correctly. • I used the correct order of adjectives. • I used correct spelling and punctuation. Feedback
three hundred and twenty-six
326
UNIT 8:
Score
<9
9 – 12
> 12
Next exercise
ex. 2
ex. 3
ex. 4
SHOP TILL YOU DROP
I think so
No
Name the colour and the clothing items. Don’t forget to add the indefinite article (a/an) where necessary.
1
2
3
4
5
6
7
8
9
10
IN
2
6
N
1 2
7 8
4
VA
3
9
5
10
Score
<8
≥8
Next exercise
©
ex. 3
Name the items of clothing and add the adjectives. Add the indefinite article a/an where appropriate. Put the adjectives in the correct order!
red / woman’s 1
blue / comfortable / plain 2
beautiful / green 3
UNIT 8:
SHOP TILL YOU DROP
three hundred and twenty-seven
3
327
yellow / swim
cotton / grey / small
4
5
6
Score
<9
≥9
Next exercise
Check 2, p. 331
IN
4
black / fancy
Read the article about school uniforms and answer the questions.
READING
a Why does wearing uniforms limit the students’ self-expression, according to this text?
N
VA
b How can students still show that they are wealthier than others when wearing a uniform, according to this text?
c How many arguments against school uniforms are given in the text?
d What is the best argument?
©
e Can you come up with 3 arguments for wearing school uniforms? 1 2
three hundred and twenty-eight
328
3 f Present your arguments to a classmate who also read the text. Do you agree?
UNIT 8:
SHOP TILL YOU DROP
SPEAKING
Facts against school uniforms for students 1
5
School uniforms have been praised for reducing the risk of violence and crime in schools, and focusing the attention of students on class work and academics rather than fashion and appearances. School uniforms have also caused a dramatic debate, with many people pointing out the many cons of forcing students to wear school uniforms. Uniforms limit individuality and self-expression
15
Forcing students to wear uniforms limits their ability to express themselves and show their individuality. Students express themselves by wearing certain clothes and looking a certain way. When students have to dress identically, they lose the freedom to choose and their rights of self-expression.
IN
10
Uniforms do not eliminate competition and value of appearances
20
N
Those against school uniforms argue that obliging pupils to wear uniforms ultimately fails to level the differences between wealthy and poor students because there are other ways for students to show status. For instance, girls from wealthy families may still wear expensive jewellery, make up, manicures and other accessories. Uniforms are uncomfortable and unpopular
VA
Many students strongly dislike wearing uniforms. Instead of feeling confident about their appearance, some students feel uncomfortable and unhappy. Uniforms do not make schools safer 25
One of the most common reasons used to support the use of school uniforms is the belief that uniforms make schools safer. However, uniforms don’t take away the underlying causes for bullying and teasing. Crimes such as theft can still happen, since school uniforms do not prevent students from bringing jewellery or electronics to school.
©
Cost 30
Depending on the type of uniform a school selects, school uniforms may be less expensive than 'normal' clothes. However, forcing students to wear school uniforms requires parents to buy more clothes for their children, as they will need school clothes and clothes for home.
Score
<7
≥7
Next exercise
ex. 6
ex. 5 three hundred and twenty-nine
Adapted from: www.ehow.co.uk
UNIT 8:
SHOP TILL YOU DROP
329
5
SPEAKING
Design your own uniform. a Preparation: most Belgian school children do not wear uniforms, but suppose your headmaster or headmistress decided to introduce one. What would be a nice outfit for the school? b Action: – Draw your uniform and label the items of clothing, and then tell a classmate about your uniform. – Make sure to talk about at least 4 items and mention colour, material, fit, etc. – Who is the most creative? c Reflection: check your task by filling in the checklist. Ask your partner to give you some feedback. Me
Checklist: my (new) school uniform 1 Content and structure • I drew the uniform and labelled the items. • I described at least 4 items of clothing. • I added some nice features (colour, material, etc.).
Classmate No
Yes I think so
No
IN
Yes I think so
VA
N
2 Language • I used correct vocabulary to describe the clothes. • I used the correct order for the adjectives. • I paid attention to my pronunciation. Feedback
Score
≥ 10
ex. 6
Check 2, p. 331
©
Next exercise
< 10
6
Pair up! You will get some photographs. Describe the outfits the people in the photo are wearing. Make sure the adjectives are in the correct order! Score Next exercise
three hundred and thirty
330
UNIT 8:
SHOP TILL YOU DROP
Check 2, p. 331
SPEAKING
Check 2 1
Making comparisons
Look at the pictures. Choose the item you like most for each line. Compare the clothes/ shoes and write 3 sentences under the pictures. Use the adjectives that are given to form comparatives and superlatives. Use your own ideas as well.
1
£ 69.95
2
£ 44.99
3
WRITING
£ 54.95
(comfortable – expensive)
5
6
VA
N
4
IN
(ugly – old-fashioned – modern)
£ 94.95
8
£ 88.99
9
£ 50.99
©
7
(fancy – cheap – nice)
Score
<7
≥7
Next exercise
ex. 2
ex. 4
three hundred and thirty-one
UNIT 8:
SHOP TILL YOU DROP
331
2
Complete the grid with the correct forms. Adjective
Comparative
Superlative
tiny better than beautiful the largest expensive big thin Score
< 10
≥ 10
Next exercise
IN
3
ex. 3
Complete the text about London’s shopping streets using the adjectives in the box. Pay attention to the degrees of comparison.
N
big – calm – easy – elegant – exclusive – famous (x2) – good – great (x2) – ideal – old – old-fashioned
Top shopping destinations in London
VA
London has shopping streets, many of which have their own themes or specialties. Luxury goods in Mayfair, crazy finds in Covent Garden, large shopping centres like Westfield … You can easily spend an hour, an afternoon or a whole day shopping in London. Here’s our guide to London’s top shopping areas. Oxford Street
The heart of London shopping, Oxford
Street has more than 300 shops, designer
©
outlets and landmark stores. Home to the legendary Selfridges, it also has
department stores such as John Lewis and Debenhams. Hate the crowds? Slip into a side street and it’s to leave the masses of people behind. Regent Street and Jermyn Street The shopping street, Regent Street, offers a good range of mid-
three hundred and thirty-two
332
priced fashion stores alongside some of the city’s and shops, including Hamleys, Liberty and The Apple Store. Nearby, historic Jermyn Street is well-known for men’s clothing shops and is so typically British, it brings out the gentleman in anyone!
UNIT 8:
SHOP TILL YOU DROP
Bond Street and Mayfair Whether you’ve got money to burn and want to splash out on the in designer clothes, or just love luxury window shopping, Bond Street and Mayfair are places to go for some extravagant shopping. Popular with celebrities, this is probably London’s shopping area, home to big names including Burberry, Louis Vuitton and Tiffany & Co. Covent Garden
IN
Whether you want hip fashion, unique gifts, rare sweets or
handmade jewellery, Covent Garden is the
place to explore. You can stock up on the latest urban street wear, funky cosmetics and shoes on Neal Street, check out imaginative arts and crafts at Covent Garden Market or just window shop
N
around the stores.
crowds: a large group of people sleek: smooth, shiny, looking well-cared for to splash out: to spend a lot of money on buying things
VA
Canary Wharf
Canada Square, in London’s Docklands, is home to many of the UK’s leading businesses, but it also has a shopping centre, open seven days a week. Sleek and modern, Canada Square has more
©
than 200 shops, with all the major high-street chains as well as the selection of
designer stores. Look out for names like Oasis and Zara.
If you can avoid the weekday lunch-hour rush, it’s one of London’s shopping experiences. Adapted from: www.visitlondon.com
Next exercise
< 10
≥ 10
three hundred and thirty-three
Score
Check 3, p. 337
UNIT 8:
SHOP TILL YOU DROP
333
4
Compare items using the comparative and superlative. a Write 6 sentences using the comparative. Compare the items from the first column to the ones on the right. Use the adjectives in the middle column. 1
teacher
intelligent
my best friend
2
English
easy
Dutch
3
Spain
warm
Germany
4
my bracelet
shiny
your necklace
5
suit
expensive
dress
6
bike
slow
car
IN
b Choose words from the box to write 4 sentences using the superlative. Look at the example given.
N
Clever – easy – expensive – fabulous – fancy – handsome – old-fashioned 1 My best friend is the cleverest person I know.
3 4 5 Score
VA
2
≥7
ex. 3
ex. 5
©
Next exercise
<7
5
Read the text and answer the questions. a Why is New York the best according to the text? b How come they say that Italy dominates the list? c How did they make up this list?
three hundred and thirty-four
334
d What 3 categories did they take into account?
UNIT 8:
SHOP TILL YOU DROP
READING
Los Angeles
Bangkok
Hong Kong
London
Paris
New York
e Complete the chart according to the information from the text. Where can you ….
do Christmas shopping buy famous designer clothes find out what clothes celebrities buy have your clothes made for you buy electronic goods visit vintage shops visit independent shops
IN
get a good bargain
Best cities in the world for shopping in 2019
Paris, London, and Milan reign as fashion capitals, but New York City beats them all. Thanks to its healthy mix of world-famous window displays, designer labels, and independent boutiques, the Big Apple has been named as the world’s best city for shopping in 2019, according to the CEOWORLD magazine. Across the Atlantic, Italy dominated the European shopping scene, with three cities ‒ Milan, Rome, and Florence ‒ receiving high marks. To pinpoint which cities around the world are favourites for globetrotters who travel to shop, we surveyed 1,200 global experts, using a 1-to-100 scoring scale for each 3 factors.
©
10
N
5
Shopping is one fun activity which is enjoyed by people of all ages and nationalities. It is kind of a stress buster to buy things you love at the most exquisite displays. Be it clothes, shoes, or artifacts, there are some exclusive shopping destinations in the world which will amaze you at the range of stuff they offer. The shopping experience doesn’t just get better but also goes easy on the pocket. The wide range of shopping goods defines the beauty of a shopping destination.
VA
1
15
1) Variety: major shopping centres, designers, quantity of upscale shops, shopping malls, boutique retailers, number of available brands, and the little-known antiques shop. 2) Friendliness: city beauty, quality of window displays, shop decor, staff friendliness, city dining experience, and accommodation options. 3) Value for money: bargain opportunities, such as sale seasons and average prices. Here are some of the exciting shopping destinations of the world which keep your suitcase filled with amazing take back goods:
25
New York City, USA: This is the best all-round shopping destination in the world. With hundreds of international brands, there are thousands of boutiques, vintage shops that are exclusive to the city. Try out malls such as Time Warner Centre, SoHo boutiques, pop-up shops in Byrant Park and Union Square for a majestic experience.
UNIT 8:
SHOP TILL YOU DROP
three hundred and thirty-five
20
335
45
50
IN
40
Hong Kong, China: For people who love bargain goods and electronics, this is the perfect destination. Try out Jade Market, Temple Street, Street Night Market, and also visit Kowloon’s Nathan Road which is a major retail outlet. This place is also famous for tailored goods where clothes can be custom-made by a wide range of tailoring options. Bangkok, Thailand: The well-known department store MBK comprises nearly 2000 stores of various outlets and brands. Chinatown has the cheapest and the most affordable goods which feeds into your shopping mania. Chatuchuck market is also one of the biggest shopping markets in the world. Los Angeles, USA: This glam capital of the world has nothing but the best to offer for the crazy shopper. Rodeo Drive is one of the most famous streets in the world for shopping. All the top-notch brands such as Armani, Chanel, and Christian Dior are present in this elegant shopping destination. For a relaxed market atmosphere, try the Farmers’ Market for satiating your taste buds as well! Have a fashionable shopping trip to Melrose Avenue to get to know what all clothing celebrities live for!
N
35
London, United Kingdom: The best shopping of the world happens at Oxford Street which has the famous department store John Lewis. For mid-priced fashion outlets, check out Regent Street. Bond Street, Mayfair and Carnaby Street’s independent brands are another star attraction. Notting Hill is another amazing place with vintage offerings for the passionate shopper! For years London has been known as an amazing destination for affordable electronic goods.
VA
30
Paris, France: Don’t miss shopping at the fashion capital of the world. High-end fashion labels such as Chanel, Louis Vuitton have their biggest outlets here. Also check out the Paris’ Golden Triangle which offers the best shopping options. Check out the Christmas market during January to get budget-friendly shopping options here. For people who love fashion, Paris is the ultimate destination for shopping.
Adapted from: https://ceoworld.biz
f Look at the top 10. Compare the cities. Write 5 sentences using the comparative and superlative.
©
Rank
three hundred and thirty-six
336
UNIT 8:
City
Variety Friendliness Value for money Score
1
New York City, United States
95
94
97
97
2
Paris, France
91
93
94
96
3
London, United Kingdom
86
91
93
94
4
Hong Kong
81
89
92
92
5
Bangkok, Thailand
74
88
89
91
6
Los Angeles, United States
73
87
86
88
7
Singapore
72
82
85
86
SHOP TILL YOU DROP
Rank
Variety Friendliness Value for money Score
8
Dubai, United Arab Emirates
70
81
81
84
9
Milan, Italy
68
80
79
82
10
Seoul, South Korea
66
79
76
80
Score
< 14
≥ 14
Next exercise
ex. 3
Check 3
Check 3
Buying things in a shop
Pair up and act out a conversation in a shop. a Preparation: decide which role you will play, customer or shop assistant. Read the role card and make some notes if necessary.
SHOP ASSISTANT
SPOKEN INTERACTION
IN
1
City
CUSTOMER
You are looking for a red leather jacket. You see a jacket you like but it is not your size. You really want this jacket so you will ask the shop assistant if they can help you.
N
Your shop has some new inventory: a lot of leather jackets have come in in different colours and sizes. Besides that, there is a whole new range of wonderful belts, scarves and other accessories.
VA
Make sure you can help your customers. They often ask: • for a different size. • for a different colour. • to try on clothing.
You end up buying a jacket and … something else.
©
b Action: act out your conversation for another pair of students or the teacher. Follow all steps: starting the conversation, giving or asking for information, paying and ending the conversation. c Reflection: check your task when you are done. Does your teacher agree? Checklist: a conversation in a shop
Yes
I think so
No
1 Content and structure • I followed the instructions on my role card. • I followed all the steps of a good conversation.
three hundred and thirty-seven
2 Language • I used the correct expressions as customer or sales assistant. • I spoke fluently. • I paid attention to my pronunciation. Feedback
Score
<7
≥7
Next exercise
ex. 2
ex. 4 UNIT 8:
SHOP TILL YOU DROP
337
2
Who says it? Highlight the sentences of the shopkeeper and the customer in 2 different colours. see if it fits? Would you like to try it on to I’m also looking for some nic e shorts. ? OK, how would you like to pay
Yes, I’m looking for a sweater. I’m an extra large.
May I help you? Do you have them in grey as well? credit cards? Do you take
How does it fit?
Score
IN
e a nice day! Thank you. Hav
<8
≥8
Next exercise 3
ex. 3
How do you say…?
VA
2 Where do you try them on?
N
1 Before you buy an item of clothing, you want to make sure it’s the right size. You ask:
3 If it’s too small for you, you can ask the sales assistant:
4 If you want to know how the customer wants to pay, you ask:
©
5 How do you ask for the price of a scarf?
Score
<4
Next exercise 4
≥4 All done!
Watch the video about future shopping. a Answer the questions.
three hundred and thirty-eight
1 What is the topic of this video?
338
2 Why does she like this type of shopping?
UNIT 8:
SHOP TILL YOU DROP
watchING
3 Why do they need your data? 4 Why is deciding the tricky part? 5 What is she looking for? 6 How does she try them on? Explain. Total:
/ 7
N
VA
WRITING
IN
b What do you think about this way of shopping? • Give some advantages and/or disadvantages. • Think about what you like best. What do you prefer? Use some good expressions to give your opinion. Check the useful expressions in the Summary on p. 324 if necessary. • Write down your opinion (about 50 words).
• Share your opinion with a classmate. Checklist: giving your opinion
Yes
I think so
No
©
1 Content and structure • I gave some advantages and disadvantages. • I gave my opinion about this type of shopping. • My text is about 50 words. 2 Language • I used some expressions to give my opinion. • I used correct basic grammar. • I used correct spelling and punctuation.
Total:
three hundred and thirty-nine
Feedback
/ 10
Score
< 14
≥ 14
Next exercise
ex. 3
All done!
UNIT 8:
SHOP TILL YOU DROP
339
CHECK OUT: GOING SHOPPING Orientation You will have 2 conversations: – There is a special occasion coming up. Try to find/buy the perfect outfit for it! – You are a shop assistant and you will try to sell your best pieces.
Preparation 1
You will get a role card with a special occasion.
2
Check magazines, social media, websites of famous brands/shops and look for a good outfit for your occasion. Make sure you know what you are looking for.
3
Don’t forget that you will have to stick to your budget.
4
IN
Action You are going to the shop to buy your outfit. Act out your conversation.
SPOKEN INTERACTION
A: shop assistant You help the customer, ask about the size, the colour, the material, etc. and you try to sell extra clothing or accessories.
5
Now take on the role of shop assistant and try to help your customer.
VA
Reflection 6
N
B: customer You buy the things you need. Describe at least 3 different pieces of clothing and use at least 4 adjectives to describe what you are looking for. Compare at least 2 items with each other and be precise when describing the items.
Check your task by filling in the checklist. Checklist: going shopping
1 Preparation • I looked for a good outfit for the event.
©
2 Content and structure • I started and ended the conversation well. • I kept the conversation going. • I compared at least 2 pieces (as the customer). • I described at least 3 pieces of clothing (as the customer). • I tried to sell extra items (as the shop assistant). • I convinced the customer (as the shop assistant). • I was friendly.
three hundred and forty
340
3 Language • I used words about clothes correctly. • I used at least 4 different adjectives to describe my outfit. • I used adjectives in the correct order. • I used basic grammar correctly. • I spoke fluently. • I paid attention to my pronunciation. Feedback
Trace your steps on diddit.
UNIT 8:
SHOP TILL YOU DROP
Yes
I think so
No
UNIT 9: DIG IN! check in Step 1: talking about (favourite) food
Step 2: discussing quantity
VA
Step 3: giving (recipe) instructions
N
IN
main track
Š
summary
trace your steps
on different tracks check out: master chef
CHECK IN Kids commenting on food 1
watchING
Watch the video and answer the questions. a What is this video about? b What foods do they not try? spinach fruitcake roasted chicken strawberry shortcake dino ribs
IN
c What TV shows do they refer to? Do you know them? Have you ever watched them?
d Link the comments to the foods. Choose A for spinach, B for roasted chicken and C for dino ribs. They’re as big as an elephant’s ear! Smells really good. It tastes like wet leaves.
N
A bear wouldn’t finish this in one bite. Can’t get enough of that stench.
VA
Ewww!
It could use some salt.
It tastes juicy and good.
It has really good flavourings; it’s sweet and salty.
©
e Here is a list of other TV foods that these children tried. Which of these would you like to try? SPEAKING Why?
three hundred and forty-two
342
UNIT 9:
DIG IN!
MAIN TRACK Let’s talk about food!
Step 1
Talking about (favourite) food
1 / Food groups Look at the food and drinks in the photos. What do you like? What do you hate? What is your favourite? Indicate your preferences below.
2
1
3
fish and chips
onions
cake
salmon
12
coffee
16
Brussels sprouts
bangers & mash
Add more examples for each group. What title would you give to each group?
1
three hundred and forty-three
2
lettuce
rice
15
grapes
scrambled eggs
©
14
11
cauliflower
13
orange juice
10
anchovies
8
VA
9
7
peppers
lemons
N
6
5
4
IN
1
grapefruit, melon,
UNIT 9:
DIG IN!
343
2
cucumber, aubergine,
3
veal, sausages, lamb,
4
rosemary, curry, oregano,
5
IN
mustard, cocktail sauce,
6
7
VA
N
sparkling water, still water,
cornflakes,
You will get a food group. Write down as many words as you can think of in 1 minute. Share with the class.
Š
3
4
three hundred and forty-four
344
What does it taste like? Write down the foods from the previous exercises in the correct column.
Sweet
Salty
Sour
Spicy
Bitter
UNIT 9:
  DIG IN!
SPOKEN INTERACTION
2 / Tastes better than it looks! 1
watchING
Watch the Kids vs Food video and answer the questions. a What is this video about? b Do they like the way it looks? How do you know? c After they have tried it, do they like it? Why do you think so? d Do they still think that way after they heard what it is made of? e What did you think about haggis? Does it look good? Have you ever eaten it? How did it taste?
2
Watch the video again and do these tasks.
IN
watchING
a Highlight the words used to comment on the food.
N
a bit bitter – disgusting – gross – I like it – it’s too spicy – looks healthy – looks like a sausage – looks nice – looks weird – no bad taste – not that bad – smells amazing – smells good – smells like chicken – tastes better than it looks – very salty – way too sweet for me
three hundred and forty-five
©
VA
b Put the phrases in the correct column.
UNIT 9:
DIG IN!
345
3
Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.
SPOKEN INTERACTION
a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class. Class favourite dishes
Class least favourite dishes
1
1
2
2
3
3
USEFUL EXPRESSIONS
How to express your likes and dislikes (food)
IN
Look, smell and taste:
It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross … Overall opinion:
It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).
4
VA
N
This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).
See p. 365
Discuss these questions with a partner.
SPOKEN INTERACTION
a Do you like pancakes? Why (not)?
©
b What toppings do you like on your pancakes: sugar, whipped cream …?
5
Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions. a Write a short conclusion under each paragraph where it says ‘bottom line’. b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use.
three hundred and forty-six
346
Different grades of maple syrup Better than medicine It contains some vitamins and minerals, but is also high in sugar The conclusion: it’s slightly ‘less bad’ than sugar What is maple syrup and how is it made?
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READING
Maple Syrup: Healthy or Unhealthy? by Kris Gunnars, BSc
One of the more popular sweeteners today is maple syrup. It is a 100% natural sweetener that is said to be more nutritious and healthier than sugar.
IN
Maple syrup is made from the sugary circulating fluid (sap) of maple trees. It has been consumed for many centuries in North America … since the times of the Indians. Over 80% of the world’s supply is now produced in Canada. Maple syrup is made in a natural 2-step process: 1 A hole is drilled in the maple tree. Then the sugary circulating fluid leaks out and is collected into a container. 2 The sugary fluid is boiled until most of the water evaporates, leaving a thick sugary syrup, which is then filtered to remove impurities. The final product looks something like this:
N
Bottom line: Maple syrup is made by
VA
©
There are several different ‘grades’ of maple syrup, depending on the color. The exact way they are classified can vary between countries. In the United States, maple syrup is either classified as grade A or grade B. • Grade A is further categorized into 3 groups: light amber, medium amber and dark amber. • Grade B is the darkest of them all. The main difference between them is that the darker syrups are made from sap that is collected later in the harvesting season. The dark syrups have a stronger maple flavor and are usually used for baking or in recipes, while the lighter ones are rather used directly as syrups … for example on pancakes. If you’re going to buy maple syrup, then make sure to get actual maple syrup, not just maple-flavored syrup, which can be loaded with refined sugar or high fructose corn syrup. As with any other food, make sure to read the label. Bottom line: There are several
The main thing that sets maple syrup apart from refined sugar is the fact that it also contains some minerals and antioxidants. Maple syrup contains a decent amount of some minerals, especially manganese and zinc, but keep in mind that it also contains a whole bunch of sugar.
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Maple syrup is about 2/3rds sucrose (as in table sugar) and 100 grams of it therefore supply around 67 grams of sugar. Really … sugar can be seriously harmful. When consuming too much of it, it is believed to be among the leading causes of some of the world’s biggest health problems, including obesity, type 2 diabetes and heart disease. But if you’re going to eat a sugar-based sweetener anyway, then replacing refined sugar in recipes with an identical amount of maple syrup will cut the total sugar content by a third. Bottom line: Maple syrup contains
Adapted from: authoritynutrition.com
IN
Even though maple syrup does contain some nutrients and minerals, it is also very high in sugar. Maple syrup is a ‘less bad’ version of sugar … kind of like honey and coconut sugar. That does NOT make it healthy. Same as with all sugar-based sweeteners, if you’re going to eat it, make sure to do so in moderation only.
SPEAKING
c Have you ever tried maple syrup? If not, would you like to try it? 6
Discuss a list of foods kids hate the most.
©
VA
beets olives broccoli cilantro mushrooms tomatoes aubergine peanuts bologna sausage pineapple pizza
WRITING
N
a Preparation: read the list of most hated foods around the world and tick off the foods that you like. Look up an image of the ones you don’t know. Put an X next to the ones you hate. Think of the reasons why you like/hate this food. Prepare what you want to say about this below. liver ginger mayonnaise spam candy corn tuna black liquorice pickles cantaloupe Brussels sprouts
I hate because it tastes like
.
I also don’t like because it smells
.
looks like and that’s why I think it is I think is too
. for me.
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b Action: form groups and discuss the list with your classmates. Use good expressions to say why you (dis)like these foods. Observe at least one classmate in your group.
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SPEAKING
c Reflection: one classmate will observe you and fill in the checklist for you. Next sit together and discuss what went well and what could be improved. Checklist: commenting on food
Yes
I think so
No
1 Preparation • My classmate ticked off the list of foods. • My classmate filled in the writing frame. 2 Content and structure • My classmate talked about the foods they like/hate for about 1 minute. • My classmate discussed the flavours of the foods. • My classmate gave reasons. 3 Language • My classmate used good expressions for likes/dislikes. • My classmate used vocabulary to talk about food correctly. • My classmate paid attention to their pronunciation.
IN
Feedback
Discussing quantity
Brandon’s mother wants him to go grocery shopping. Take a look at his shopping list and answer the questions.
ples 6 ap ts rro 8 ca f butter g 250 o bread of 1 loaf nanas s 3 ba f mushroom o x 1 bo les of milk tt 2 bo of lettuce r a 1 he d (lb) of suga d n u u f lo r 1 po lb) of ( d n u 1 po ops ork ch ps 4p ris g of c 1 ba
©
READING
Did you know?
1 pound = 0.454 kg In Latin a pound is ‘libra’. The English use this Latin word for the abbreviation of pound: lb. How many pounds is 10 kg? How many kg is 4 lb?
a How many apples does he need?
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1
How much do you want?
VA
Step 2
N
CHECK 1, p. 366
b How much milk does he have to buy? c How many pork chops are on his list? d How many bananas does he want?
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e How much bread does he have to buy? f How many mushrooms does Brandon need? g How many crisps does his mother want? h How much lettuce do they need? Sometimes the things you buy are packaged, sometimes they aren’t. And sometimes certain types of containers are associated with them. Complete the phrases below the pictures.
1
2
a bottle of
3
a cup of
a glass of
6
a can of
7
a box of
©
a packet of
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8
a bar of
a carton of
10
11
a jar of
a bag of
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9
3
a spoonful of
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5
4
IN
2
Complete these columns with foods you know. Write 3 for each. a bottle of …
a box of …
a packet of …
a can of …
a jar of …
a bag of …
a cup of …
a glass of ...
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Can you count this? a Mark the items that you can count and complete the grid with items from Brandon’s list in exercise 1, p. 349. b Do you need ‘much’ or ‘many’ after the questions with ‘how’? Items you can count: countable
Items you can’t count: uncountable
– pears
– strawberries
– yoghurt
– salt
– eggs
– water
Question: How
IN
Question: How
Work with a partner. Ask each other questions about the classroom/school. Use ‘how much’ or ‘how many’. e.g. How many subjects do we have? How much does a sandwich cost?
SPOKEN INTERACTION
6
Are these dishes healthy or not? Underline the correct answer.
READING
N
5
1 Eating a salad is healthy / unhealthy because salads are made with a lot of different vegetables.
VA
2 Fast food is healthy / unhealthy because there is too much fat in it. 3 Coke, lemonade, Ice Tea: these drinks are healthy / unhealthy because they contain a lot of sugar. 4 Eating too many sweets is good / bad for your teeth. 5 Fruit is good / not good for you because it contains a lot of vitamins.
©
6 Drinking water is healthy / unhealthy because it does not contain much sugar. 7 Bangers and mash is / is not a healthy dish because there aren’t many vegetables in it. 8 It is healthy / unhealthy to eat many vegetables. 9 It is good / bad for you to eat fruit with the skin because most of the vitamins are closest to the skin. 10 Eating a little bit of dark chocolate is healthy / unhealthy for your heart.
Look at the words in bold in exercise 6. Complete the grid below with the correct words. Positive sentence
Negative sentence
Question
After ‘too’ three hundred and fifty-one
7
Countable nouns Uncountable nouns
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8
Complete the grammar box with the correct information.
GRAMMAR
How to talk about quantity
When you don’t know the exact amount of something you can use ‘quantifiers’. We use with nouns. e.g. There are many students in my school. We use with nouns. e.g. Don’t put too much salt in that soup!
9
IN
can be used with and nouns and is mostly used for large quantities. e.g. There is a lot of sugar in soft drinks. My mother always buys a lot of vegetables at the market. See p. 359
Complete the sentences with ‘much’, ‘many’ or ‘a lot of’. 1 How rice should I cook for two people?
2 She has too things to do today so we can’t go shopping now. 3 Have you got friends in this school?
N
4 Our teacher gives us too homework! 5 Do you eat fruit?
VA
6 Whoa! There is too salt in this soup!
7 How money have you got in your wallet? 8 There aren’t vegetables I don’t like. 9 I think you eat too sweets.
10 There are pupils in our school.
©
10 Look at these pictures, and then answer the questions in complete sentences, like in the example.
1
Is there any water in the glass?
No, there isn’t any water in the glass.
2
Are there any pens on the desk?
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3
Is there any orange juice in this glass?
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Are there any apples on the table?
5
Are there any pens in the pencil case?
11 Use the words from the previous exercise to complete the grid.
any negative sentences
Is there water in
No, there isn’t
Yes, there is
the glass?
water in the glass.
water in the glass.
Is there
No, there isn’t
Yes, there
.
lemonade in the glass?
lemonade in the glass.
Are there pens
No, there aren’t
Yes, there
.
N
on the desk?
IN
pens on the desk.
VA
12 Complete the grammar box with the correct information. How to talk about quantity
GRAMMAR
General rule:
We use for sentences. e.g. There is some fruit in my lunch box.
©
We use for sentences and . e.g. T here isn’t any water left in the bottle. Are there any apples in the fruit basket? But:
And sometimes we can use in a positive sentence when we mean ‘it doesn’t matter which’. e.g. Give me any pen! See p. 359
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Sometimes we can use in questions when we are offering or asking for something, especially when we expect a positive answer. e.g. Can I have some coffee, please? Would you like some more cake?
353
13 Complete the sentences with ‘some’ or ‘any’. 1 There aren’t biscuits in the cupboard. 2 Is there water left in that bottle? 3 There are apples on the table; can you get them for me? 4 Are there carrots on your shopping list? No, not yet. Should I get
?
5 There is fruit in the fruit basket on the kitchen counter. 6 Are there potatoes in that bag? 7 There are pancakes left over from the party. Do you want one? 8 I have grapes in my lunchbox. 9 Do you have homework today? 14 Pair up and ask each other questions about your lunch. Use ‘some’ or ‘any‘.
SPOKEN INTERACTION
15 What is in the fridge?
IN
e.g. Have you got any vegetables in your lunch bag? – Yes, I have got some cherry tomatoes. Did you bring any fizzy drinks for lunch? – No, I didn’t bring any drinks at all. I’ll get some from the vending machine.
N
a Preparation: look at the picture and circle at least 5 things.
VA
b Action: – Write down 5 questions and answers about what is in the fridge. –U se ‘a lot of – any – many – much – some’ in your sentences.
e.g. Is there any orange juice in the fridge? – Yes, there is some orange juice in the fridge. 1 Is there
?
©
– There is
2 Are there
– There are
3 4
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?
WRITING
c Reflection: check your task by filling in the checklist. Checklist: what’s in the fridge?
Yes
I think so
No
1 Content and structure • I wrote down 5 questions. • I wrote answers for all 5 of my questions. 2 Language • I used quantifiers (much/many/a lot of/some/any) correctly. • I used the vocabulary about food correctly. • I used correct spelling and punctuation. Feedback
Step 3
What’s cooking in your kitchen? Giving (recipe) instructions
watchING
Watch the video recipe for egg rolls and complete the sentences.
N
1
IN
CHECK 2, p. 370
1 1 pound of ground pork in a large bowl.
VA
2 a teaspoon of ginger and 1 teaspoon of garlic powder. 3 it thoroughly.
4 In a medium sized frying pan, over medium high heat, the pork mixture. 5 Cook and through until it’s cooked and no longer pink. 6 Set aside.
7 with a knife enough cabbage to make two cups.
©
8 the shredded cabbage along with 2 ounces of pre-shredded carrots into a large bowl.
9 Add the cooked pork. 10 it a good stir to mix it up well. 11 Place 2 tablespoons of flour and 2 tablespoons of water in a small bowl. 12 Stir them together to make a paste. 13 one egg roll wrapper with the corner pointing toward you.
15 the corner up over the filling. 16 Fold the left and right corners toward the centre and continue to roll. 17 a bit of the flour paste on the final corner to help seal the egg roll. 18 peanut oil in a large frying pan, add enough to fill halfway up the pan.
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14 Place about 1/4 to 1/3 of a cup of the filling on the wrapper.
355
19 it until it reaches 375° (F!). 20 Place the egg rolls into the hot oil until they are golden brown. 21 them to make sure they brown evenly. 22 the egg rolls from the oil and drain them on paper towels. 23 When they are still hot, them with sesame seeds. 2
Look at the instructions in exercise 1. a What do they all start with? b Do you remember the verb form to give instructions? Complete the grammar box below.
GRAMMAR
How to give instructions
The imperative is the base form of the verb. e.g. Add a teaspoon of ginger.
IN
To give instructions or to say that someone has to do something, we use .
To say that someone is not allowed to do something, we add . e.g. Don’t forget to share the recipe!
We also use to give the order in which we have to do something:
3
See p. 361
N
e.g.
Complete this recipe for falafel with the correct verbs from the box.
VA
blend – combine – drizzle – form – fry – heat – season (3x) – serve – transfer – whisk (3x) 1 In a food processor fitted with a metal blade, chickpeas, garlic, shallots, parsley, cumin, coriander and flour, and season with salt and pepper. until mixture resembles a thick paste.
2 mixture into falafel balls of about 2” in diameter. 3 In a pot, 1” vegetable oil until a drop of water added to the oil sizzles and pops.
©
4 falafels until golden, then to a paper towel-lined plate and immediately with salt.
5 To make yoghurt sauce: in a medium bowl, together yoghurt, lemon juice, oil, and dill. with salt and pepper. 6 To make tahini sauce: in a medium bowl, together tahini, garlic, lemon juice, and warm water. with salt. (If you prefer a thinner sauce, in more warm water, 1 tablespoon at a time.) 7 falafels in pita with lettuce, tomatoes, and cucumber and
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with either sauce.
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4
Choose words from the box to match the pictures below. to dab – to drizzle – to fry – to pour – to season – to shred – to sprinkle – to whisk
IN
What do you see? Check the words in the recipes in exercises 1 and 3 that are printed in bold and match them to the correct image.
VA
N
5
Look up a recipe that you want to try and make a list of the utensils you need to make it yourself.
7
Give instructions on how to prepare your favourite dish.
©
6
a Preparation: find a partner. Look up the recipe for your favourite meal or choose a card from the teacher’s stack and look up that recipe. – Make a list with the ingredients: three hundred and fifty-seven
– Make a list with the utensils you need:
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b Action: – Write down the recipe. Make sure that there are at least 5 instructions. Use the list of ingredients and the utensils in your recipe. Use the correct verbs for the actions! Don’t forget to use linking words.
WRITING
IN
SPEAKING
– One of you tells the class what they need for the recipe. The other one gives the instructions. Have your classmates guess what you are ‘cooking’. c Reflection: check your work by filling in the checklist.
N
Checklist: preparing your favourite dish
1 Preparation • I looked up (parts of) the recipe. • I made a list of ingredients and utensils.
VA
2 Content and structure • I wrote clear instructions for my recipe (at least 5). • I told the class my recipe in a structured way.
©
3 Language • I used cooking verbs correctly. • I used linking words correctly. • I used imperatives to give instructions. • I used the correct vocabulary to talk about kitchen utensils. • I used correct spelling and punctuation. • I paid attention to my pronunciation. Feedback
CHECK 3, p. 372
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Yes
I think so
No
SUMMARY Quantifiers
I would like to have some tea and some toast, please.
How many slices of toast would you like?
Just one and I want a lot of sugar in my tea!
GRAMMAR
HOW TO talk about quantity
VA
N
IN
There isn’t any sugar left, I’m afraid. How much milk do you want?
1 Counting nouns
Countable nouns
©
– You count them with numbers. e.g. 1 apple – 2 apples – They have a plural and a singular form. – The singular can use the indefinite article ‘a’ or ‘an’: e.g. a carrot – an apple
Uncountable nouns
– You can’t count them with numbers. e.g. 1 money – 2 moneys – They don’t have a plural form. – They can only use the definite article ‘the’: e.g. the rice, the butter
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Keep in mind: – Some words can be both countable and uncountable with a change in meaning. Drinks are usually uncountable but if we think of a cup or a glass, we can say e.g. ‘a coke’ or ‘two coffees’. – When you don’t know the exact amount of something you can use quantifiers: some, any, much, many.
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2 Unspecified quantity USE
some
any
EXAMPLES
– – – – –
with plural of countable nouns with uncountable nouns in positive sentences in offers in requests
– – – – –
an apple g some apples water g some water There is some milk in the fridge. Do you want some tea? Could you get me some milk, please?
– – – – –
with plural of countable nouns with uncountable nouns in questions in negative sentences when the meaning is ‘it doesn’t matter which’
– – – – –
a pear g any pears milk g any milk Is there any milk left in the fridge? There isn’t any milk left in the fridge. You can ask for help any time!
3 Large quantity – – – –
much sugar How much sugar do you want? I don’t need much sugar. There is too much sugar in my tea.
– – – –
with plural countable nouns in questions in negative sentences in positive sentences with ‘so’, ‘as’ or ‘too’
– – – –
many restaurants How many ice cubes would you like? There aren’t many restaurants here. There are too many ice cubes in my drink.
– always correct
©
a lot of
with uncountable nouns in questions in negative sentences in positive sentences with ‘so’, ‘as’ or ‘too’
N
many
– – – –
VA
much
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EXAMPLES
IN
USE
DIG IN!
– We have a lot of options.
HOW TO give instructions
The imperative
VA
N
IN
Shake it! Don’t stir it!
FORM
Positive imperative
Negative imperative
= base form of the verb
= don’t + base form of the verb
e.g. Pour the water in the frying pan. Mix until smooth.
e.g. Don’t let it get too hot! Don’t stir but shake!
USE
©
– to order someone to do something – to give instructions
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Keep in mind: If you want to structure your instructions, use linking words: – first(ly) … – second(ly) … – then … – next … – after that … – finally …
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an apple
a grape
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a carrot
an onion
DIG IN!
a strawberry
N
VA an aubergine (UK)/ an eggplant (US)
©
an asparagus
a lemon
a pear
2 VEGETABLES
a banana
a grapefruit
a melon
an avocado
IN
VOCABULARY
1 FRUIT
a cauliflower
a (bell) pepper
a tomato
broccoli
lettuce
a potato
Brussels sprouts
a mushroom
spinach
3 MEAT AND FISH
beef (steak)
a sausage
chicken
veal
(a loaf of) bread
rice
cereal
cheese
VA
an anchovy
N
4 WHEAT AND DAIRY
lamb
a sandwich
pork (chops)
salmon
IN
an egg
yoghurt
©
5 DISHES
a pie
cake
a salad
fish and chips
scrambled eggs
ice cream
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bangers and mash
soup
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6 DRINKS
sparkling water
coke
still water
chocolate
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tea
crisps (UK) / (potato) chips (US)
VA
©
biscuits (UK) / cookies (US)
lemonade
N
7 SNACKS AND SWEETS
orange juice
milk
IN
coffee
sweets (UK) / candy (US)
I don’t like Brussels sprouts because they are too bitter.
VA
1 Expressing likes
N
IN
This is delicious! All the flavours really come together.
USEFUL EXPRESSIONS
HOW TO express your likes and dislikes (food)
This is delicious. This is great/(very) good. I love it because … I like it because …
… all the flavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.
©
It tastes better than it looks.
2 Expressing dislikes
I don’t (really) like … because … I don’t like … at all because … I (really) hate …
… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird. three hundred and sixty-five
It’s not that bad, but it could do with some seasoning.
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ON DIFFERENT TRACKS Talking about (favourite) food
Check 1 1
watchING
Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N° Name
Food group
1 2 3 4 6 / 12
VA
N
Total:
IN
5
b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING
©
Tucker
– Tucker hates because + Tucker loves because + Journee + + +
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Total:
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/ 6
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
DIG IN!
Name the foods in the photo and put them in the correct food group.
IN
2
Score
< 12
3
≥ 12
ex. 3
VA
Next exercise
N
WRITING
Write about foods you (dis)like.
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a Preparation: look at the pictures and circle 5 foods you would like to give your opinion about. Name them!
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b Action: write a paragraph (about 50-75 words) in which you give your opinion about the food. Make sure there is at least 1 sentence per food. Use the right expressions to give your opinion about food. c Reflection: check your work by filling in the checklist. Yes
I think so
IN
Checklist: foods I (dis)like
No
1 Preparation • I circled 5 foods in the pictures and named them.
N
2 Content and structure • My text is 50-75 words. • There is at least 1 sentence per food. • My opinion is clear.
VA
3 Language • I used good phrases to give my opinion (about food). • I used correct vocabulary. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback
Score
≥ 11
ex. 4
Check 2, p. 370
©
Next exercise
< 11
4
WRITING Make 3 menus: 1 for a school day, 1 for your birthday and 1 for a special celebration (e.g. Christmas). Make sure you use at least 3 vegetables, 2 types of meat, 4 kinds of fruit, 2 drinks and 2 desserts. a School day
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b Birthday c Special celebration Score
<9
≥9
Next exercise
IN
5
Check 2, p. 370
SPEAKING
Taste test review. Give your opinion about new foods you tried.
a Preparation: think of something you have recently tasted (for the first time). Write down your ideas in the grid.
N
I tried … It looked … It smelled …
VA
It tasted …
What I liked about it:
What I hated about it:
b Action: describe your experience. Discuss the flavours, the smell, the look, etc. Talk for at least 1 minute about what you liked or didn’t like about it.
©
c Reflection: use this checklist to check your work. Checklist: giving opinion about food
Yes
I think so
No
1 Content and structure • I talked for at least 1 minute. • I talked about the flavour, smell and look of the food. 2 Language • I used good phrases to give my opinion about food. • I used the vocabulary about food to talk about the flavours, smell and look, etc. • I paid attention to my pronunciation.
Score
<7
≥7
Next exercise
ex. 3
Check 2, p. 370
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Feedback
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Discussing quantity
Check 2 1
Complete the sentences. a Use ‘much’, ‘many’, or ‘a lot of’. 1 We’ve got too homework. Now I can’t go to the cinema tonight. 2 There are people in our school. 3 There isn’t milk left. I have to go to the shop to buy some. 4 How sweets do you want? – Six, please! 5 London has got beautiful buildings. 6 Did you invite classmates to your party? 7 I have got money … in my Monopoly bank!
IN
b Use ‘some’ or ‘any’. 1 Have you got spare change? I’d like to buy a can of coke from the machine. 2 There are drinks in the fridge, if you’re thirsty. 3 Who ate all the cake? There isn’t left!
4 I would like tea, please, if you have .
N
5 Have you got idea how long it takes to make this recipe? 6 There is freshly squeezed juice in the fridge, if you like.
Score
VA
7 Would you like coffee?
Next exercise 2
<9
9 – 12
> 12
ex. 2
ex. 3
ex. 4
Are these words countable or uncountable? Circle the uncountable words.
©
1 rice 2 pineapple 3 tea 4 waiter 5 wine Score
6 biscuit 7 sugar 8 beef 9 cake 10 cherry
<8
Next exercise 3
11 cabbage 12 pepper 13 basil 14 juice 15 bacon
≥8 ex. 3
Complete with the correct containers. 1 a of crisps
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2 a / of honey 3 a of soap 4 a / / of lemonade 5 a / / of soda
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16 burger 17 milkshake 18 chocolate spread
6 a of sweets 7 a of rice 8 a of chocolates 9 a / / of orange juice 10 a of coffee Score
<8
≥8
Next exercise
Pair up. Your classmate will dictate 10 things from their shopping list. Try to draw the items. You will earn 1 point for each correct item (containers + food). Score
<7
Next exercise 5
SPEAKING
≥7 Check 3, p. 372
Pair up and match shopping lists to trolleys!
IN
4
ex. 4
SPOKEN INTERACTION
N
a Preparation: decide who will be student A and who will be student B. You will each get 3 different trolleys or baskets and 3 different shopping lists.
VA
b Action: – Student A starts by asking student B questions using ‘some’ and ‘any’ and tries to match the trolleys to the correct shopping lists. Switch when the 3 trolleys have been found. – Now it is student B’s turn to ask questions. c Reflection: check your task by filling in the checklist. Checklist: finding trolleys
Yes
I think so
No
©
1 Content and structure • I could match the trolleys to the lists. 2 Language • I used correct quantifiers. • I used the correct containers. • I used basic grammar to ask questions correctly. • I paid attention to my pronunciation.
Score
<8
≥8
Next exercise
ex. 4
Check 3, p. 372
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Feedback
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Giving (recipe) instructions
Check 3 1
Watch the video and complete the instructions on how to make churros. Procedure: • 100 ml of water in a . • 25 g of unsalted butter. • the off the stove. • some salt to 1/2 cup of flour. • well. • to the butter.
• the dough in a piping bag. • for 20 minutes. Meanwhile make the chocolate sauce: • 100 ml double cream,
IN
• until you have a dough.
N
3/4 tsp vanilla extract and 1/2 tsp cinnamon powder in a . • Bring to a .
VA
• 40 g of dark chocolate. • and let it melt. Time to make the churros:
• the piping bag to make little ‘strips’, cut the end using scissors. • in hot oil until golden brown.
©
• Once cooked, drain them on a paper towel. • sugar and cinnamon to a plate and the churros in it. Enjoy!
Score
< 13
13 – 17
> 17
Next exercise
ex. 2
ex. 3
ex. 4
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UNIT 9:
DIG IN!
watchING
Name the utensils and instructions in the pictures.
IN
2
Score
<6
Next exercise
≥6
ex. 3
VA
3
N
watchING
Watch the video, with the sound off. Complete the instructions in this recipe. Afterwards, watch the video again, with the sound on, and check your answers. • the cucumber in (half) circles. • a red onion in slices.
©
• 1/3 cup kalamata olives in half. • 2 tomatoes in small wedges. • the seeds and the ribs of the bell pepper.
• up the pepper. • the feta cheese over the salad. • with your fingers. three hundred and seventy-three
• the dressing over the salad. • some more oregano. Score Next exercise
<7
≥7 All done!
UNIT 9:
DIG IN!
373
4
WRITING
Make your own potion! a Preparation: decide what type of potion you want to make: truth serum, love potion, magic maths potion, etc. – What my potion does: – Make a list of the ingredients (minimum 5). – Make a list of the utensils you need (minimum 4).
IN
VA
N
b Action: – Write the recipe for the potion. – Make sure that there are at least 6 different ways to handle the food/liquids you use for the potion. – Use the list of ingredients and the utensils in your recipe. – Use the correct verbs for the actions! – Don’t forget to use linking words.
©
three hundred and seventy-four
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UNIT 9:
DIG IN!
c Reflection: use this checklist to check your work. Checklist: a potion recipe
Yes
I think so
No
1 Preparation • I made a list of ingredients and utensils. • I chose a purpose for my potion. 2 Content and structure • I wrote clear instructions on how to prepare the potion. • I used at least 5 ingredients for my potion and 3 utensils. • I wrote 6 different ways to handle the ingredients. 3 Language • I used imperatives to give instructions. • I used action verbs correctly. • I used linking words correctly. • I used the correct vocabulary to talk about kitchen utensils. • I used correct spelling and punctuation.
IN
Feedback
< 14
≥ 14
Next exercise
ex. 3
All done!
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©
VA
N
Score
UNIT 9:
DIG IN!
375
CHECK OUT: MASTER CHEF Orientation You are going to be a TV chef!
Preparation 1
Start by writing your menu. It should consist of a starter, a main course and a dessert.
2
Next make a shopping list of all the ingredients you will need for 4 people.
3
Make the recipe for one of your courses. Make sure you use clear instructions.
WRITING
Action Film yourself while preparing the recipe. Give clear instructions, and name everything you use: utensils, ingredients, quantities.
5
End your ‘programme’ with 3 tips for people who want to try this recipe at home.
6
Show the video in class and bring the food so everyone can taste it.
7
Discuss the food: – Whose meal tasted the best? – What would you do differently? – Which of the recipes do you want to try at home?
8
VA
Reflection
N
IN
4
Fill in the checklist to reflect on your work. Checklist: master chef
©
1 Content and structure • I wrote a 3-course menu. • I made a shopping list. • I made a recipe with clear instructions.
2 Language • I used the correct words to talk about food. • I used the correct grammar to give instructions. • I used the correct grammar to talk about the quantity of the ingredients. • I used linking words correctly. • I used the correct phrases to discuss the food. • I paid attention to my pronunciation. Feedback
three hundred and seventy-six
376
Trace your steps on diddit.
UNIT 9:
DIG IN!
Yes
I think so
No
SPEAKING
UNIT 10: TALK TO THE STARS check in Step 1: describing people’s character
IN
main track
N
VA
Step 3: making plans
Step 2: predicting the future
Š
summary
trace your steps
on different tracks check out: predicting the future
CHECK IN Marvel’s real hero 1
Watch the interview with Stan Lee and answer the questions.
watchING
a What is Stan Lee’s job? b What kind of books did he write in the past?
c Can you name some?
d What kind of book is the interview about?
e What is the title of the book?
IN
f What is difficult for Stan Lee to remember? g What is the book about?
N
VA
h Is it written just for children?
i Does the story have a good ending?
j Will it be adapted for the small or big screen?
©
Did you know?
Stan Lee was an American comic book writer, editor, publisher, and producer. He was Marvel Comics’ primary creative leader for 2 decades. He made it from a small publishing house to a multimedia corporation that dominated the comics industry. Stan Lee appeared in many Marvel films and television projects. His final film appearance was in The Avengers: Endgame. He died in November 2018 and is considered a real hero. Adapted from https://en.wikipedia.org/wiki/Stan_Lee
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Discuss with a classmate. a Do you like reading comic books? If so, what do you like in them? If not, why not? b Do you know any of the films mentioned in the interview? Which one(s)? c Do you like any of the films mentioned in the interview? Why (not)? d Do you know what a Zodiac is?
UNIT 10:
TALK TO THE STARS
SPOKEN INTERACTION
MAIN TRACK Step 1
Do you believe in the stars? Describing people’s character
1 / Signs of the zodiac 1
READING
Read the text about the zodiac and answer the questions. a What is the text about? b What did people in ancient times think the constellations were all about?
5
10
N
Imagine a straight line drawn from Earth through the Sun and out into space way beyond our solar system where the stars are. Then, picture Earth following its orbit around the Sun. This imaginary line would rotate, pointing to different stars throughout one complete trip around the Sun – or, one year. All the stars that lie close to the imaginary flat disk swept out by this imaginary line are said to be in the zodiac.
earth
VA
1
©
The constellations in the zodiac are simply the constellations that this imaginary straight line points to in its year-long journey.
15
20
In ancient times, astronomers did not fully understand how Earth, the Sun, and the stars moved. Nor did they have any idea the Universe is so vast. But they were good observers of the sky and tried very hard to make sense of it.
sun
constellations: if you connect the stars they create constellations, e.g. the Little Bear, the Great Bear nor: and also not (‘noch’, ‘ook niet’) an orbit: a rotation, a path a solar system: the sun and all the planets vast: big, endless
People had already imagined that the constellations might be important symbols, telling stories of their gods and other myths. It was not a big step to suppose that the changing positions of the constellations at different times of the year might be important to people and events on Earth. Adapted from: www.spaceplace.nasa.gov
UNIT 10:
TALK TO THE STARS
three hundred and seventy-nine
WHAT IS THE ZODIAC AND WHAT IS SPECIAL ABOUT THESE CONSTELLATIONS?
IN
379
2
Discuss these questions with a partner, and then report to another pair of students.
SPOKEN INTERACTION
a What are signs of the zodiac? b Do you believe the signs of the zodiac mean anything? c Do you know what your sign is? 3
Watch the extract from the film Zodiac, Signs of the Apocalypse and answer the questions. Sometimes more than 1 answer is possible.
watchING
b What does the man think this is? He has no idea. He thinks it is a special date. He thinks it is a countdown.
IN
a What are the carvings in the cave? zodiac signs the old Mayan Calendar a Greek myth
c What did the company want? They wanted to find the cave. They wanted the stone. They wanted the bodies from the dead scientists.
N
d What is so special about that object? They think it is an undiscovered gemstone of great value. They think it is a power source, energy.
4
VA
e What is the legend about? It is about the end of the world. It is about the end of the sun. It is about natural disasters.
Every sign of the zodiac has certain character traits. a Read the text and answer the questions.
©
1 How many signs are there? 2 What are these signs called? 3 Which sign is reliable? 4 Which sign plans carefully to achieve their ambitions? 5 Which sign is careful? 6 Which sign is full of surprises? 7 Which sign has good self-control? 8 What is your neighbour’s sign? 9 Do you think the text accurately describes what he/she is like? three hundred and eighty
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UNIT 10:
TALK TO THE STARS
READING
10 What is your father’s or mother’s sign? 11 Do you think the text accurately describes what he/she is like?
Signs of the Zodiac Aries (March 21 – April 19):
Taurus (April 20 – May 20):
Taurus are reliable and practical people but they can be really stubborn when dealing with other people. They only work hard if they are enjoying what they are doing. They hate change.
Gemini (May 21 – June 20):
IN
Those born under this sign are very active people, as a result they can be impulsive. But they are also innocent. They like planning ahead but they can’t foresee problems and tend to overlook details.
Cancer (June 21 – July 22):
They are loyal to their friends and very sensitive. They can be moody, however. They like staying in one place and hate travelling. They like living in the past.
VA
N
They are lively. They like to chat, but are restless and are always looking for new things. They don’t like hard, monotonous work, because they like change.
Virgo (August 23 – September 22):
©
Leos are demanding and sometimes bossy. But despite this they also have a generous nature. They love to be the centre of attention. They have a lot of respect for family life and children. They are good organisers.
Libra (September 23 – October 22):
Libras typically need balance and stability in their lives. They are creative and artistic. They want to settle down, they need marriage and a harmonious life.
Virgos are thorough and careful. They are reasonable, but can be very critical. They like things to be perfect and places to be tidy, as they are terribly fussy.
Scorpio (October 23 – November 21):
Those born under this sign are determined to get their own way and are very jealous. They enjoy solving problems and can be difficult to live with. They have good self-control.
reasonable: fair thorough: detailed
UNIT 10:
TALK TO THE STARS
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Leo (July 23 – August 22):
381
Sagittarius (November 22 – December 21):
Capricorn (December 22 – January 19):
They are careeroriented people. They are ambitious and have opinions about everything. They plan carefully to achieve their ambitions.
They are independent, but friendly. They love sports and outdoor activities. They can be outspoken in their opinions about everything, but they are quiet as well. They seek the unknown all the time.
Aquarians are intelligent and inventive. They are full of unusual ideas on how to change the world. They are great speakers and thinkers. They are friendly, but also unpredictable and full of surprises. Adapted from: en.islcollective.com
Pisces (February 19 – March 20):
They are sensitive and understanding. They cannot stand to see other people suffer. It makes them angry when things do not run smoothly. They are also unpredictable in their behaviour.
IN
Aquarius (January 20 – February 18):
SPOKEN INTERACTION
VA
N
b Do you agree with what is written in the text? Form groups and discuss these questions. Use some of the expressions from the Summary on p. 400 in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?
Did you know?
Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.
©
Astrology is the study of how the positions of the stars and movements of the planets have an influence on events and on the lives and behaviour of people.
2 / What are people like? 1
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Pair up! You will get a stack of cards with character traits. Pick a card and use it in a sentence so your partner understands its meaning. If they do, keep the card. If they don’t, put the card back in the stack. Continue until all cards are gone.
someone who isn’t afraid of danger e.g. Fire fighters are really brave! They aren’t afraid of fire. UNIT 10:
TALK TO THE STARS
SPOKEN INTERACTION
Put the character traits from the text in exercise 4 on p. 381-382 in the correct column. Are they good, bad or can they be both? If you are not sure, discuss with a classmate before you consult a dictionary. Good
Bad
Both
IN
2
N
GRAMMAR
VA
How to describe people and things
The character traits to describe what people are like are all adjectives. Check the Summary of Unit 6 for more information on how to use adjectives.
3
See p. 223
Complete the following sentences with the correct adjective from exercise 2. 1 When someone is good at drawing and painting, they are very .
©
2 Someone who knows what they want and doesn’t want to change their mind is .
3 When someone always tells you what to do, they are being . 4 Someone who changes their mind all the time is . 5 Someone who doesn’t talk much is . 6 Someone who is is good at inventing and creating things. 7 If you have made a firm decision to do something and will not let anything stop you, you 8 Someone who is never satisfied with the results and always pushes for more, is . 9 Someone who thinks things through and doesn’t take a decision lightly is . 10 Someone who does things on their own and doesn’t need help is .
UNIT 10:
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are .
383
4
Below is a list of synonyms to the words in exercise 2 and 3. Fill in the grid. Use an online thesaurus if necessary. big-hearted – creative – dependable – detailed – determined – devoted – efficient – energetic – grumpy – imaginative – pushy – smart – spontaneous – strong-willed Adjective
Adjective
generous
moody
stubborn
impulsive
artistic
bossy
determined
reliable
loyal
active
thorough
intelligent
practical
inventive
Describe yourself.
Synonym
IN
5
Synonym
a Preparation: scan the text ‘Signs of the Zodiac’ on p. 381-382 to find your sign. Compare the character traits from the text to how you really are.
are
N
My zodiac sign is . The text says that
.
This is also how I am. / This is not how I am at all. (Cross out the wrong statement.)
VA
On a scale from 1 to 10, this is how much I agree with the text (also say why):
WRITING
©
b Action: use the information from what you prepared to describe what kind of person you are. – Write about 50 words. – Add at least 2 positive characteristics. – Add at least 2 negative characteristics. – Include your zodiac sign. three hundred and eighty-four
384
– Discuss your zodiac sign with a partner. Do they agree?
UNIT 10:
TALK TO THE STARS
SPOKEN INTERACTION
c Reflection: check your task by filling in the checklist. Give your text to a classmate. They will give you some feedback. Me
Checklist: describing yourself
Yes I think so
Classmate No
Yes I think so
No
1 Preparation • I used the writing frame to compare my character traits with those of the zodiac signs.
3 Language • I used the correct words. • I used correct basic grammar. • I used correct spelling and punctuation.
VA
CHECK 1, p. 401
N
Feedback
IN
2 Content and structure • I wrote about 50 words to describe my character. • I wrote 2 positive character traits. • I wrote 2 negative character traits. • I added my zodiac sign.
Look into the crystal ball
Step 2
Predicting the future
1 / One day you will …
READING
Read the text on the next page and answer the questions. a Where can you find this type of text?
©
1
b Are the statements true or false? Correct the false statements. Statement
True
False
1 Aries will have a good week. 2 Taurus will have fun in P.E. 3 Libra won’t have time to play computer games. three hundred and eighty-five
4 Capricorn won’t have to study for a maths test. 5 Leo won’t have a lucky day.
UNIT 10:
TALK TO THE STARS
385
This week’s
horoscope
Taurus:
This won’t be a good week for you.
Something unexpected will happen
You will have a lot of homework.
on Sunday. Don’t worry. You won’t
History will be difficult. Be nice to
have any problems. You will have a
your friends, as you will need them.
great time. P.E. will be fun.
Gemini:
Cancer:
You will have a very busy week. You won’t have much free time. At the weekend you will go out with
Leo:
Be careful on Friday! You won’t have a good day. At the weekend you will meet some friends and do some sport.
N
friends.
IN
Aries:
Virgo: You will go on a journey and meet lots
You will get a surprise that you
of new friends. Maths won’t be easy
won’t forget. You will have an oral
this week.
VA
Tuesday will be your lucky day.
assignment for English.
Scorpio:
You will receive very good news
Everything will be great this week.
from your best friend. You won’t
You will win something. French will
have time to play computer games.
be OK this week.
©
Libra:
Sagittarius:
Capricorn:
You won’t stay at home this
You will have to study for a maths
weekend; you will go out with your
test. Be careful; you won’t feel very
family. School will be easy this
good at the weekend.
week.
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UNIT 10:
Aquarius:
Pisces:
You will do very well at school this
This will be a good week to solve
week. Tests won’t be a problem. You
problems. If you don’t, you won’t
will get some extra money.
feel good. Your friends will help you.
TALK TO THE STARS
2
Read the text again and answer the questions. a Which verb forms are used a lot in the text? b These verb forms refer to the:
past
present
future
c In the text: They talk about plans or intentions. They talk about predictions. They talk about things that are certain in the future. They talk about things that are uncertain in the future. d Underline the verb forms and complete the grammar box.
GRAMMAR
How to talk about the future We use the :
e.g. You will have a good week. Form of the future simple:
IN
– to make about the future. The future is .
Positive (+) + +
e.g. Tuesday will be your lucky day.
N
Negative (-) + +
See p. 396
Complete the sentences with the correct form of the future simple.
VA
3
e.g. You won’t stay at home this weekend.
Zoe asked a fortune teller about her future. This is what he said: 1 You (to travel) the world.
2 You (not to earn) a lot of money, but you (to be)
happy.
3 You (to meet) a lot of interesting people.
©
4 You (not to have) any problems. 5 Everybody (to love) you. 6 You (to find) the job of your dreams. 7 You (not to have) any difficulty making decisions.
Write 6 predictions for 2 people you know (3 predictions each). Use the future simple!
WRITING
e.g. to my mother Aquarius: You will have some extra laundry this week.
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387
5
Make your own fortune cookie. a Preparation: – Do you remember how to give instructions? Check the Summary of Unit 9, p. 361. – Check the pictures and link the words from the box to the correct picture. – Write clear instructions for making fortune cookies. to dry – to fold – glue – index finger – materials – middle finger – paperclip – thumb – two ends
IN
Picture
VA
N
©
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UNIT 10:
TALK TO THE STARS
WRITING
b Action: – Give your instructions to a classmate. They will use them to make 2 fortune cookies of their own. – Write 2 predictions on a long, thin piece of paper. Use the future simple! – Put the messages in the fortune cookies and give them to your teacher. One will be handed out in class immediately. The other one is for you to keep or to give away. – When you get your fortune cookie, read your fortune. Are you happy with the prediction? Explain why (not).
WRITING
SPEAKING
c Reflection: check your task by filling in the checklist. Checklist: making fortune cookies
Yes
I think so
No
1 Preparation • I linked the correct words to the correct picture. • I wrote clear instructions on how to make fortune cookies.
IN
2 Content and structure • I wrote 2 fortune cookie predictions. • I discussed the predictions I received.
There are other ways to predict the future, such as tarot cards. Use a regular deck of cards to predict a classmate’s future. One of you is the tarot reader and the other is the client. Afterwards switch roles. Interpret the cards using the guidelines you will get.
SPOKEN INTERACTION
The Seven Triplets Spread (aka The Seven Fates Spread) relationships
6
7
romance wealth 4
success
happiness 2
3
1
UNIT 10:
5
career
family life
TALK TO THE STARS
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1 The following spread is to be used with regular playing cards. This spread is called ‘the Seven Fates or Seven Triplets’. It needs 21 cards from a regular deck of 52. 2 Shuffle the cards carefully, have the client divide the deck into 3 stacks. This is done with the right hand for future and alternating both for present. 3 Make 7 groups of 3 cards, taking 1 from each pile. The middle stack should be the middle card of each set, and this middle card will be the focal point of all readings.
©
6
VA
Feedback
N
3 Language • I used the imperative correctly to give instructions. • I used the future simple correctly to write the fortune cookies. • I checked my spelling and punctuation. • I paid attention to my pronunciation.
389
2 / In the next 60 seconds … 1
In the following video you see what will happen in the next 60 seconds. Tick the facts that are mentioned.
watchING
There will be 5 earthquakes. There won’t be 5 car accidents. A humming bird won’t flap its wings 4,000 times. 5,000 thousand babies will be born. You will blink an average of 12 times. Nike will make 36,000 dollars. The sun will get bigger. 2,040 trees will be cut down in the rainforest. 1,800 stars will explode. Can you think of 2 things that will also happen in the next 60 seconds? e.g. I will blink a couple of times. / I won’t tell a lie.
3
What do you think?
IN
2
N
a The statements in exercise 1: talk about plans or intentions. talk about predictions. talk about things that are certain in the future. talk about things that are uncertain in the future.
VA
b Look at these questions and answer them with information from the statements in exercise 1. 1 How many earthquakes will there be?
2 Who will blink about 12 times?
3 What will get bigger?
©
4 Will Nike make 36,000 dollars?
5 Will a hummingbird flap its wings 4,000 times?
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UNIT 10:
TALK TO THE STARS
SPEAKING
c Complete the grammar box.
GRAMMAR
How to talk about the future We can also use the future simple:
– to talk about that will happen in the . The future is .
e.g. 5,000 babies will be born in the next 60 seconds. To ask questions in the future simple: Questions (?) + +
e.g. Will I make a lot of money?
Short answers: Positive (+)
Yes, +
e.g.
IN
Negative (-) No, +
e.g.
Keep in mind: – Question word questions: e.g. When will I make a lot of money? – Subject questions: e.g. Who will make a lot of money? What will happen in the future?
N
See p. 396
Invent 2 facts for each of the following people: – your best friend – the teacher – a parent or sibling
SPEAKING
5
Play the future tenses board game (version 1).
SPOKEN INTERACTION
VA
4
©
CHECK 2, p. 405
Step 3
Making plans
READING
Read these people’s plans for the weekend. a What plans do the people on the next page have? Use complete sentences when you fill in the grid. Who?
Plan?
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1
Any plans for the weekend?
Duncan Giulio Anna
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391
b Underline the verb forms in each of the sentences in exercise a. c Which verb form(s) is (are) always present in the verb tense? d Can you guess the name of this tense? e What are all these people talking about?
Message Board
New messages
3 hours ago
Giulio, 2 hours ago
Anna, 1 hour ago
I’m going to sit in my underwear playing computer games. Might have a shower. Might not. I’m not going to do anything for school! That is what weekends are for – sounds great! Well, tomorrow I’m going to meet up with my girlfriend’s family. Her brother, who lives in Stockholm, just had a baby girl last Friday, so we are all going to see her for the first time. I’m going to play laser tag with my little brother as it’s his birthday today. Then it’s home to carry on working on a school project. What about you? What are you going to do?
IN
Duncan,
Source: www.designernews.co
2
All messages
Check the verb forms of the verbs in the comments in exercise 1.
N
a Use the information to fill in the grammar box on this tense. b Answer Anna’s question and add your own examples.
VA
How to talk about plans and intentions
GRAMMAR
The going-to future is formed with the auxiliary verb followed by and .
Positive (+) + + +
e.g. I’m going to play laser tag.
©
Negative (-) + + +
e.g. I’m not going to do anything for school.
Question (?) (question word +) + + + three hundred and ninety-two
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e.g. What are you going to do?
The going-to future is used to talk about or things you intend to do in the future.
UNIT 10:
TALK TO THE STARS
See p. 397
3
What is in the bag? Pick an object card and explain what you are going to do with the object. e.g. card = a pen g I am going to write a letter to my best friend.
SPEAKING
4
Play the future tenses board game again! This time play version 2 and pay attention to the colours on the board.
SPOKEN INTERACTION
5
Listen to the song ‘Best day of my life’ by American Authors and answer the questions.
listening
a Complete the lyrics with the missing word(s). b Why do you think that word is used in this particular way? c What is he never going to do? d What is today for him?
SPEAKING
e Can you describe that day as well? Tell a classmate about it.
Best day of my life – American Authors I had a dream so big and loud I jumped so high I touched the clouds Wo-o-o-o-o-oh, wo-o-o-o-o-oh I stretched my hands out to the sky
But all the possibilities
No limits just epiphanies
20
We danced with monsters through the night
I’m never look back
Woah, never give it up
VA
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
I’m never look back
Woah, never give it up 10
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
N
5
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
IN
1
25
No, just don’t wake me now This is be the best day of my life, my li-i-i-i-i-ife
No, please don’t wake me now
This is be the best day
This is be the best day
of my life, my li-i-i-i-i-ife
of my life, my li-i-i-i-i-ife
I hear it calling outside my window
of my life, my li-i-i-i-i-ife
I feel it in my soul (soul)
©
This is be the best day
15
30
The stars were burning so bright
I howled at the moon with friends
The sun was out ’til midnight
And then the sun came crashing in
I say we lose control (control)
Depending on who you communicate with, there are appropriate and less appropriate ways to communicate. Register is the way you use language differently in different situations. ‘Gonna’ is the informal form of ‘going to’. This means we do not use it in formal speech and we almost never use it in writing! The same goes for ‘wanna’, ‘gimme’ and ‘ain’t’. Can you guess what they mean in formal speech?
UNIT 10:
TALK TO THE STARS
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Did you know?
393
6
What are your plans for the weekend? a Preparation: think about at least 3 activities you have planned for the weekend. Write them down here: b Action: – Write a paragraph (about 50 words) in which you explain what you are going to do next weekend. Use the going-to future. Pay attention to the register: this is formal!
WRITING
IN
Plan 1
Plan 2
SPOKEN INTERACTION
Plan 3
©
VA
Name
N
– Walk around the class and talk to at least 5 classmates. Tell them what you are going to do. Listen to your classmates. Make a note of their plans.
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– Finally, report what your classmates are going to do to someone you haven’t spoken to yet.
UNIT 10:
TALK TO THE STARS
SPEAKING
c Reflection: complete the checklist and give it to your teacher for some feedback. Checklist: plans for the weekend
Yes
I think so
No
1 Content • I wrote a paragraph about my plans for the next weekend. • I wrote about 50 words. • I talked to at least 5 classmates about my plans. • I reported what my classmates are going to do. 2 Language • I used the going-to future correctly. • I used the correct register for the writing and the speaking part of the task (formal vs informal). • I used correct spelling and punctuation. • I paid attention to my pronunciation.
three hundred and ninety-five
©
VA
CHECK 3, p. 411
N
IN
Feedback
UNIT 10:
TALK TO THE STARS
395
HOW TO talk about the future What will my future look like?
In 15 years, you will have lots of money.
Future simple That sounds great!
Sorry, no wait, … that was someone else. I’ll look in my crystal ball again ... You won’t have a job, but I promise you that you will be happy.
IN
GRAMMAR
SUMMARY
1 Future simple Positive (+)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I will work. You will work. He will work. We will work. You will work. They will work.
Rule:
Negative (-)
Questions (?)
I will not work. You will not work. He will not work. We will not work. You will not work. They will not work.
Will I work? Will you work? Will he work? Will we work? Will you work? Will they work?
Subject + will not + base form of the verb
Will + subject + base form of the verb?
VA
Subject
N
FORM
Subject + will + base form of the verb
©
Keep in mind: – There are short and long forms in the negative: e.g. I will not work. = I won’t work. – You can give a short answer to yes/no questions: e.g. Will I make a lot of money? Positive (+) Yes, subject + will. e.g. Yes, you will. Negative (-) No, subject + won’t. e.g. No, you won’t. – Question word questions: e.g. Where will I be in 15 years? – Subject questions: e.g. Who will help me? USE
three hundred and ninety-six
396
We use the future simple: – to make predictions about the future. The future is uncertain. e.g. You will have a good week. – to talk about facts that will happen in the future. e.g. 5,000 babies will be born in the next 60 seconds.
UNIT 10:
TALK TO THE STARS
HOW TO talk about plans and intentions I’m not going to do anything! Just chilling all weekend in my pajamas!
I’m going to visit my friends and play some laser tag.
N
IN
What are you going to do this weekend?
Going-to future
FORM
Positive (+)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Questions (?)
I am going to work. You are going to work. He/she/it is going to work. We are going to work. You are going to work. They are going to work.
I am not going to work. You are not going to work. He/she/it is not going to work. We are not going to work. You are not going to work. They are not going to work.
Am I going to work? Are you going to work? Is he/she/it going to work? Are we going to work? Are you going to work? Are they not going to work?
Subject + ‘ to be’ in the present simple +g oing to + base form of the verb
Subject + ‘not to be’ in the present simple + going to + base form of the verb
‘to be’ in the present simple + subject + going to + base form of the verb?
©
Rule:
Negative (-)
VA
Subject
USE
Keep in mind: ‘Gonna’ is the informal form of ‘going to’. This means we do not use it in formal speech and we almost never use it in writing. You can use ‘gonna’ when you talk to your classmates and other peers.
UNIT 10:
TALK TO THE STARS
three hundred and ninety-seven
The going-to future is used – t o talk about plans or things you intend to do in the future. e.g. I’m going to play laser tag this weekend.
397
Pisces
Cancer
Scorpio
Aries
Leo
Sagittarius
Taurus
Virgo
Gemini
Libra
Capricorn
Aquarius
N
IN
VOCABULARY
1 SIGNS OF THE ZODIAC
active
ambitious
artistic
©
VA
2 CHARACTERISTICS
three hundred and ninety-eight
398
UNIT 10:
bossy
critical
TALK TO THE STARS
careful
friendly
creative
fussy
intelligent
jealous
impulsive
inventive
independent
irritable
lively
loyal
reliable
stubborn
practical
restless
thorough
unpredictable
reasonable
sensitive
understanding
UNIT 10:
  TALK TO THE STARS
three hundred and ninety-nine
moody
Š
VA
N
generous
IN
399
USEFUL EXPRESSIONS
HOW TO express your opinion
1 Expressing your opinion
'I guess I am intelligent and inventive. I also believe I am very modest.' I (really) think that … I believe (that) … In my opinion … / My opinion is … I feel that … I guess/imagine … I’m certain that …
IN
I strongly believe that … To be honest … / Honestly …
'Yes, I agree!'
VA
Yes, I agree with you. I couldn't agree more.
N
2 Agreeing
©
3 Disagreeing
'Oh, I disagree, I really think you are a vain person. You can also be very unpredictable!' No, I disagree with you. I don’t agree with you.
four hundred
400
UNIT 10:
TALK TO THE STARS
ON DIFFERENT TRACKS Check 1 1
Describing people’s character
Look at the following people. a What character trait fits best?
2
5
N
4
3
IN
1
VA
b Write a sentence for each of the character traits. Make sure that you describe a situation in which you sometimes are/feel like that adjective. 1 I am/feel when I 2
©
3
4 5
<6
6–8
≥8
Next exercise
ex. 2
ex. 5
ex. 4 four hundred and one
Score
UNIT 10:
TALK TO THE STARS
401
2
Listen to someone talking about the zodiac signs and what they really mean. Circle the correct character trait for each sign. 1 Aries:
water sign / leaders / stubborn
2 Taurus:
earth sign / impulsive / stubborn
3 Gemini:
always changing their minds / angry / irritable
4 Cancer:
hard / difficult / sensitive
5 Leo:
loyal / love to travel / water sign
6 Virgo:
generous / water sign / organized
7 Libra:
beauty / stubborn / difficult
8 Scorpio:
very driven / friendly / patient
9 Sagittarius: difficult / happy /generous 10 Capricorn: impatient / ambitious / social 12 Pisces:
jealous / sensitive / fussy
Score
<9
≥9
Next exercise
ex. 3
Complete the sentences with the correct characteristic.
N
3
IN
11 Aquarius: reasonable / lively / social
1 Suzy is a very easy person to work with!
– No, she isn’t, she’s a really person to deal with.
VA
2 Sheila likes her friends; she’s really to them. 3 Daran is a person, he always makes everything happen the way he wants it to, and it always works.
4 But sometimes Daran goes too far and just won’t listen to reason, and then he can be so .
©
5 Sophia is such an person. – Yes, she is. She’s always so alive.
6 Paula is so demanding. Everything has to be to her standards, and she’s pretty about details.
7 Alex is a and person; everyone likes him. 8 When you need some help, Jessy always comes to the rescue! She is able to come up with a solution for every problem, she’s . 9 Lenny isn’t impulsive, she takes her time before making a decision. She considers the pros and cons and makes sure she has all the details. She’s really . 10 I don’t like people who are , because . four hundred and two
402
Score
<9
Next exercise
UNIT 10:
TALK TO THE STARS
≥9 Check 2, p. 405
listening
4 Take a good look at your hand and read your palm. a Preparation: read the instructions on palm reading that your teacher will give you. Next write at least 2 sentences using the future simple and/or characteristics.
READING
b Action:
WRITING
1 My heart line: 2 My head line:
3 My life line:
IN
N
4 My fate line:
VA
c Reflection: check your task by filling in the checklist. Checklist: palm reading
Yes
I think so
No
1 Content • I used the palm reading instructions. • I wrote which lines I saw. • I wrote my predictions and characteristics.
©
2 Language • I used the future simple correctly. • I used the character adjectives correctly. • I used correct spelling and punctuation.
Score
<7
≥7
Next exercise
ex. 3
Check 2, p. 405
four hundred and three
Feedback
UNIT 10:
TALK TO THE STARS
403
5
WRITING
Write cartoons. a Preparation: look at the following cartoons. Write at least 1 characteristic (adjective) for how each person in the cartoon feels. b Action: complete the speech bubbles with good sentences.
IN
N
VA
four hundred and four
404
©
UNIT 10:
TALK TO THE STARS
c Reflection: check your task by filling in the checklist. Checklist: writing cartoons
Yes
I think so
No
1 Content • I wrote 1 characteristic for each cartoon character. • I wrote a good sentence in each speech bubble. 2 Language • I used the correct tense. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
< 11
≥ 11
Next exercise
ex. 3
Check 2
1
Predicting the future
N
Check 2
IN
Score
WRITING
What do the cards have in store for you?
VA
a Preparation: – Get a deck of cards. – Use the card reading instructions you will get. – Spread the cards according to the instructions below.
The spread of five
©
Decide if you want to take out the queens or the kings from the deck. Shuffle the cards carefully with your left hand. Spread the cards as shown in the picture below. 3
1
2
5
4
Q/K
the situation/ problem now
the actual ending of your current situation
how the situation/ problem will develop in the future
what to do to make a positive change in the future
four hundred and five
how it will end, will give possible solutions to the problem
UNIT 10:
TALK TO THE STARS
405
b Action: – First write down which cards you have. Card 1: Card 2: Card 3: Card 4: Card 5: – Now write 2 sentences for each card. Use the future simple correctly.
IN
N
VA
c Reflection: check your task by filling in the checklist. Checklist: the spread of five
Yes
©
1 Content • I used the spread of five. • I wrote which cards I had. • I wrote 2 sentences for each card.
2 Language • I used the correct tense for each situation. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
four hundred and six
406
Score
<6
6–8
≥8
Next exercise
ex. 2
ex. 3
ex. 4
UNIT 10:
TALK TO THE STARS
I think so
No
2
Complete the following sentences with ‘will’ or ‘won’t’. Check whether the sentence should be positive (+) or negative (-). 1 It’s cold and windy outside; you get sick if you don’t wear your coat. (+) 2 You get Alter Bridge’s new album; I already have it. (-) 3 It’s that time of the month again; the moon be full tonight. (+) 4 If blue is your favourite colour, you be in good company this weekend. (+) 5 I’m afraid I be able to make it tomorrow. (-) 6 I’ve tried everything, but he eat. (-) 7 There’s someone at the door. I get it. (+) 8 She’s late. Don’t worry, she come. (+) 9 Go and tidy your room! I do it for you! (-)
Score
IN
10 I’m really hungry. In that case, we wait for Saif. (-)
<7
≥7
Next exercise 3
ex. 3
What do you think the fortune teller is saying to his customers?
watchING
N
a Preparation: watch the video.
VA
WRITING b Action: – Write down 5 different questions the customers ask. – Taking the fortune teller’s body language into consideration, write down a good answer for each of the questions. Make sure that you use the correct tense. Question 1
Prediction 1 Question 2
©
Prediction 2 Question 3
Prediction 3 Question 4
Prediction 4 Question 5
four hundred and seven
Prediction 5
UNIT 10:
TALK TO THE STARS
407
c Reflection: check your task by filling in the checklist. Checklist: the fortune teller
Yes
I think so
No
1 Content • I wrote 5 questions. • I wrote 5 possible predictions the fortune teller made. 2 Language • I used the correct tense. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
<7
Next exercise 4
≥7 Check 3, p. 411
IN
Score
Write a personal letter to yourself about your future in 5 years.
©
VA
N
a Preparation: think about the following questions before you start. – What will you do? – Where will you go? – Who will you meet? b Action: write your letter. Write between 50 and 75 words.
four hundred and eight
408
UNIT 10:
TALK TO THE STARS
writtEN INTERACTION
c Reflection: check your letter by filling in the checklist. Next find a classmate and read each other’s letters. Do you have the same hopes for the future? Checklist: a letter to yourself
Yes
I think so
No
1 Content • I wrote between 50 and 75 words. • I discussed the 3 questions. 2 Language • I used the future tense correctly. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
<7
≥7
Next exercise
ex. 5
Check 3, p. 411
Read the text ‘Believe it or not, astrologers actually saw this one coming’ and answer the questions.
READING
©
5
VA
N
IN
Score
a Can you say what the text is really about?
b What is the name of the extra sign? c Who decided not to use this sign? d How long has this been known to astronomers? four hundred and nine
e What happened when this news got onto the internet?
UNIT 10:
TALK TO THE STARS
409
Believe it or not, astrologers actually saw this one coming An astrological controversy erupted online Thursday after a newspaper article wrongly suggested that the dates that decide the zodiac signs had shifted by about a month, throwing millions of believers into 5 self-doubt and panic. 1
Fear not: your sign remains the same.
Twitter, predictably, exploded with outrage and irony. One user, @pnuts_mama, tweeted, ‘it’s our identity!! ahh!! postmodernism defined!!’
Out of alignment
N
15
We’ve known about this for ages. The constellations don’t suggest what’s coming up, it’s the planets! The constellations are a measuring device.’ ‘In ancient days there were, like, 50 constellations. 40 Then they finally got together and agreed on 18. Then they narrowed it down,’ says Miller. ‘I’m getting so many tweets. Trying to explain something technical in 140 characters is hard!’
IN
The tilt of the Earth’s axis has gradually shifted since the ancient times when the Babylonians determined the dates of the zodiac. The calendrical switch also 10 supposedly re-introduced a sign discarded by the Babylonians: Ophiuchus, alternatively called the much-cooler sounding Serpentarius. This means that an Aquarius is now a Capricorn.
‘Astronomers have known about this since 130 BC. Hipparchus was able to determine that this would happen,’ says Parke Kunkle, a board member of the Minnesota Planetarium Society. ‘It surprises me that this has taken off the way it has in the last day or two.’
©
25
30
45
What has changed, subtly and very gradually, is the tilt of the Earth’s axis as it revolves around the sun. If you watch a spinning toy top, explains Kunkle, you will see its axis wobble. That’s called precession. The 50 Earth’s axis does the same thing. It’s currently facing Polaris, often called the North Star, but 3,000 years ago it was pointing at an obscure star called Thuban.
‘It’s not like it’s something new. Anybody 50 years ago or 100 years ago or yesterday for that matter could have and would have known that the stars and the signs don’t match up,’ said Dr. Ed Krupp, an astronomer at the Griffith Observatory, according to ABC7.
‘Three thousand years ago the sun was ‘in’ whatever it was in,’ says Kunkle, who is also a professor at 55 Minneapolis Community and Technical College. ‘Now it’s about a whole constellation off from that.’ In an August 2009 Pew poll, 25 percent of Americans said they believed in astrology; 71 percent said they did not. Kunkle falls into the latter category (‘I’m a 60 scientist,’ he says drily.). an axis: the line about which something turns constellations: any of various groups of stars to which definite names have been given a controversy: an argument to discard: to reject to erupt: to break out
The popular astrologer Susan Miller called the news 35 ‘ridiculous’. In an interview with ABC News, she said, Adapted from: abcnews.go.com
four hundred and ten
410
In short, your astrological sign has not changed.
VA
But astrologers and astronomers – two groups that don’t always see eye-to-eye – agree that this is old news. About 3,000 years old. Western astrologers 20 included the wobble of the Earth’s axis in their calculations centuries ago. The zodiac we are all familiar with is still perfectly valid (as valid, anyway, as the zodiac ever was).
Score
<7
Next exercise
UNIT 10:
TALK TO THE STARS
≥7 Check 3, p. 411
Check 3 1
Making plans WRITING
What are you going to do the day after tomorrow? a Preparation: think about what you are going to do the day after tomorrow. b Action: write a short paragraph (about 50 words) about what you are going to do, when, where and with whom. Pay attention to the register!
IN
N
VA
c Reflection: complete the checklist and give it to your teacher for some feedback. Checklist: making plans
Yes
I think so
No
©
1 Content • I talked about my plans. • My paragraph is about 50 words. • I mentioned what, when, where and with whom. 2 Language • I used the going-to future correctly. • I used the correct vocabulary. • I used correct (formal) spelling and punctuation.
Score
<6
6–8
≥8
Next exercise
ex. 2
ex. 3
ex. 4
UNIT 10:
TALK TO THE STARS
four hundred and eleven
Feedback
411
2
Complete the following verb forms with the correct form of ‘going to’. Write positive (+) or negative (-) sentences or questions (?). 1 We at the birthday party this evening! (+ / to sing) 2 He a book this weekend; his English paper is due. (+ / to read) 3 Now we are lost, and I someone the way. (- / to ask) 4 We have this party in two months. we a T-shirt for the promotion? (? / to design)
in the garden! (- / to keep)
IN
5 You a hamster
6 dad dinner today? (? / to prepare)
the next bus? (? / to take)
N
7 Elise and Alexander
8 Angelica
VA
the week in Poland. (+ / to spend)
9 When you my book back? (? / to give)
10 John anything. (- / to eat)
<7
©
Score
Next exercise
four hundred and twelve
412
UNIT 10:
TALK TO THE STARS
≥7 ex. 3
Here are 5 objects. Write a complete sentence below each object, describing what you are going to do with it.
Score Next exercise
<5
four hundred and thirteen
©
N
IN
WRITING
VA
3
5–6 All done!
UNIT 10:
TALK TO THE STARS
413
watchING
4 Watch the video, and then answer the questions. a Decide if these sentences are formal or informal. b Then change the register of this sentence. Sentence
Formal Informal Counterpart
There is no sunshine.
Today is going to be the day that they are going to throw it back to you.
I want to hold your hand.
I gotta feeling that tonight’s gonna be a good night.
You have to be bad, you have to be bold, you have to be wiser.
IN
It’s a
Hey, I just you And this is But here’s my So me, maybe?
N
This one gon’ last cause her name is Ari.
You really know how to make me cry when you give me those ocean eyes.
VA
And I ain’t tryna mess with your self-expression.
©
c What do all of the sentences have in common?
5
Score
< 11
≥ 11
Next exercise
ex. 5
All done! watching
Watch the following clips. a Write down what is going to happen next. – Clip 1: – Clip 2: b Discuss with a partner. Do you agree?
four hundred and fourteen
414
c Watch the rest of the clip and decide if you were right or wrong. Score Next exercise
UNIT 10:
TALK TO THE STARS
All done!
CHECK OUT: PREDICTING THE FUTURE Orientation This Check Out consists of 3 parts. – You are going to be a fortune teller and predict someone’s future. – You are going to be the customer, let someone predict your future and make a plan for your future. – You are going to evaluate a group when they are talking to each other.
Preparation Fortune teller: decide your way of predicting the future. Choose from the following options and use the guidelines to help you interpret the prediction. I will be … a palm reader a tarot reader a horoscope reader Make sure you have your guidelines and some props, like a crystal ball, a card deck, candles, etc.
2
Client: before you go to a fortune teller prepare a list of 3 questions. My questions:
IN
1
1
N
2 3
VA
Observer: read through the feedback form. Remember: you are just going to listen. Don’t talk to the fortune teller or the client.
four hundred and fifteen
©
3
UNIT 10:
TALK TO THE STARS
415
Action
SPOKEN INTERACTION
4
Get into groups of 3.
5
Act out the 3 role plays.
6
After being the client, think of what you can do. Make 3 concrete plans, one for each of the predictions. Next, tell the observer what your plans are. My plans: 1
2
Reflection 7
Check your task by filling in the checklist. Checklist: predicting the future
IN
3
VA N
1 Content • I chose a way of predicting the future and I used the correct guidelines. • As a client, I asked at least 3 questions. • As a fortune teller, I answered at least 3 questions. • I made 3 plans for the future. • As an observer, I stayed silent and focused on the role play. • As an observer, I completed the evaluation form and I gave good feedback. 2 Language • I used the future simple and the going-to future correctly. • I used correct spelling and punctuation. • I paid attention to my pronunciation.
©
Feedback
Trace your steps on diddit.
four hundred and sixteen
416
UNIT 10:
TALK TO THE STARS
Yes
I think so
No
© N
VA IN
2
IN-ONE
©
VA
N
IN
Track 2 in–one
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