TRACK 1 - Katholiek Onderwijs Vlaanderen by VAN IN

r aa pl

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Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers

CONTENTS 1 Nice to meet you 9

3 Eat. play. sleep. repeat.

Check In 10

Check In

Main Track 11 Step 1: meeting and greeting someone 11 Step 2: giving and asking information about people 14

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

Summary Grammar – HOW TO talk about facts and routines – HOW TO ask questions Vocabulary – Daily routines – Hobbies – Time – Other words and expressions Strategy – HOW TO read a text more effectively

107 107 107 109 110 110 111 112 113 114 114

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

2 R U READY? Check In

43 44

45 45 53

4 A DAY TO REMEMBER

61 61 61 63 63 64 65 65 66 66

On Different Tracks 67 Check 1: describing a classroom 67 Check 2: spelling in English 71

Check Out: c is for classroom

Check In

134

Main Track Step 1: talking about dates Step 2: describing events

136 136 143

Summary Grammar – HOW TO talk about when and where things happen Vocabulary – Ordinal numbers – Months and dates – Events Useful expressions – HOW TO write and say the date

151 151 151 152 152 152 153 154 154

On Different Tracks Check 1: talking about dates Check 2: describing events

155 155 160

Check Out: presenting a cultural event

167

three

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

115

133

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Main Track Step 1: describing a classroom Step 2: spelling in English

Check Out: hi, my name is … 41

86 96

On Different Tracks 31 Check 1: meeting and greeting someone 31 Check 2: giving and asking information about people 35

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

Contents

Track

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Track

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STARTEN MET TRACK Welkom in Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.

1 / Op weg met Track Het leerwerkboek bestaat uit vier 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 2: R U READY?

check in Step 1: describing a classroom

main track

Step 2: spelling in English

In de Check In maak je kennis met het thema van de unit.

summary

CHECK IN

School language 1

READING

Read the cartoon and answer the questions. a What is the cartoon about?

trace your steps

on different tracks

b What class are the students in?

check out: c is for classroom

8 c Why can’t the boy raise his hand?

CHECK 1, p. 67

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.

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a What sort of conversation are the main characters having?

b Do the characters write in a formal or an informal way? How do you know this?

c What are the nicknames of the two characters?

d What do you think ‘defunkify’ means?

Can you write the standard English words for these abbreviations? Tip: say them out loud. Do you know of a funny or strange classroom situation? Tell the class about it. – wh-hoo to u 2:

– kinda: – cuz even tho school’s started …:

U READY? – R we’re gonna have:

UNIT 2:

– r we?: – ur brown as a berry:

UNIT 2:

Score

Next exercise

SUMMARY HOW TO talk about one or more things Indefinite article a/an and plural of nouns

jk 8

R U READY?

Excuse me, miss, is there a bin?

No, there isn’t. Are there pens in your pencil case? Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?

– good 2 c u:

GRAMMAR

SPEAKING

– did u get:

1 The indefinite article To talk about 1 thing, you use the indeﬁnite article a or an.

10 >7 ex. 2

a biro a binder a calculator a schoolbag a university

an apple an hour an orange an orange juice an umbrella

If the following noun starts with a consonant sound, we use ‘a’.

If the following noun starts with a vowel sound, we use ‘an’.

Look up the following words in a dictionary. Write a sentence as an example for at least two meanings of the word. The first one is done for you as an example. We used the online Cambridge Essential British Dictionary.

listening

e What did Angela give Maddie? Why?

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.

Spelling in English

Listen and write down the words that are spelled.

READING

Read the beginning of the book ttyl by Lauren Myracle and answer the questions.

In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.

Check 2

Spelling in English

1 / GR8 2 C U

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 2, p. 71

ABC, simple as 1, 2, 3

Step 2

UNIT 2:

R U READY?

a Player: 1 Kevin De Bruyne is a football player.

2 They say that that boy is a player.

3 Where is the DVD player? b Bank:

c Bat:

Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. d Light:

e State:

9 – 12

> 12

Next exercise

ex. 2

ex. 3

ex. 4

Note:

4–5

Next exercise

ex. 3

ex. 5

UNIT 2:

R U READY?

five

Score

seventy-one

Score

Starten met Track

Track

Als je alle bouwstenen hebt doorlopen en ze voldoende hebt ingeoefend, dan ben je zeker klaar voor de Check Out, de taak aan het einde van de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.

CHECK OUT: C IS FOR CLASSROOM Orientation You will create your own version of the alphabet.

Preparation listening

Watch the video. What is it about?

Action 2

SPEAKING

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. – Mind your pronunciation.

Elke Check Out gebruikt de OVUR-strategie:

Reflection

Orientation

3 Reflect on your task by filling in the checklist. Checklist: describing your holiday

Yes

Preparation

1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft ﬁrst.

Action I think so

Reflection

2 Content Reflection 3 Check your work by filling in the checklist. • I wrote about 75 words. Checklist: my alphabet • I included all the necessary elements. 1 Content and structure R U READY? • There are15 letters. • I respected the rules for writing an informal note or postcard.

Yes

UNIT 2:

• 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 loud and clearly. • I minded my pronunciation.

weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.

Feedback

I think so

We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit 3 Language use • I used the correct vocabulary to describe the activities and the 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.

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.

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2 / Nuttig voor onderweg 

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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.



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AAO I spend time sleeping and nothing else. I’m sure it’s not productive, but I enjoy it.

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In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. 

Adapted from: forum.choiceofgames.com

Highlight the verbs in the text in exercise 1.

What subjects are used in these sentences?

Complete the grammar box with the correct information. How to talk about facts and routines

Subject verb + rest of sentence

R U READY?

and hobbies, the present simple tense

HOW TO talk about facts and routines

1Present book simple 2

Form of verb

walking. (to like)

You We They

sometimes

3 4

I wake up at 6 a.m. every morning.

to a museum. (to go)

I don’t! I hate getting up early.

chess every weekend. (to play)

3 / Find it in your dictionary

Do you like playing videogames?

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

eighty-seven

pagenumber

Subject

OFF W E W ENT

3rd p. sing.

87 1st p. plur.

You

He/She/It We

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:

FORM

Positive (+)

Negative (-)

5 (?) an abbreviation: Questions

work.

do not/don’t work.

Do I work? 6 a word you know: Do you work?

work.

works. work.

do not/don’t work. does not/doesn’t work. do not/don’t work.

7 a word you don’t know:

Does he/she/it work?

Do we work? 8 the page numbers:

2nd p. plur.

You

work.

do not/don’t work.

Do you work?

3rd p. plur.

They

work.

do not/don’t work.

Do they work?

Rule:

Subject + base form of the verb (!) 3rd p. sing.: +s

Subject + do(es)n’t/do(es) not + base form of the verb

Do(es) 2 Connect each dictionary term with its definition. There is one definition you don’t need. + subject + base form of the verb 1 root word a the way you say the word

9 a word you like or the funniest word:

when you speak

2 pronunciation

b f unction of the word in speech, e.g. verb or noun

3 part of speech

c the meaning of the word d The word you are looking for

4 definition

e The history of the word

STRATEGY

How to use a dictionary

HOW TO use a dictionary

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 UNIT 3:

UNIT 2:

R U READY?

Print READING

Check the spelling. e.g. flour or flower, plain or plane?

107

a Indicate the dictionary terms from exercise 2 on the image.

Print or online?

See p. 65

Look at the print screen image of the Cambridge Learner’s Dictionary and answer the

questions. EAT, PLAY, SLEEP, REPEAT.

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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.

STRATEGY

UNIT 4:

1 the first word on the left-hand page:

2nd p. sing.

EAT, PLAY, SLEEP, REPEAT.

listening

Open your print dictionary at random, look at the pages and Yes, I do. My father write these items down. loves it too.

1st p. sing.

UNIT 3:

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.

Listen to the words that are spelled and write them down.

a lot in my free time. (to draw)

226

UNIT 2:

SUMMARY

GRAMMAR

To talk about what you , your is used in English. The form of the verb depends on the subject.

GRAMMAR

Got it! Then what?

Find the root word. – plural  singular e.g. dictionaries  dictionary

– conjugated verb  base form e.g. writing  write – 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

Online Download the app or go the website. www.dictionary.com www.merriam-webster.com www.oxforddictionaries.com www.dictionary.cambridge.org

Okay, then what?

Check the spelling. e.g. flour or flower, plain or plane?

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!

Great! I found what I was looking for. UNIT 2:

six

Track

Starten met Track

R U READY?

sixty-ﬁve

Click on the pronunciation of the word.

Adele

Amy Winehouse

J.K. Rowling

° 5/5/1988

° 14/9/1983

° 31/07/1965

† 23/07/2011 4

Complete the grid with the correct months. 1

January 8

Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.

May

August

March

September

October

December

Complete the box on how to write and say the date in English.

USEFUL EXPRESSIONS

In writing

How to write and say the date

Examples

American English

10 June 2020 10 / 06 / 2020

December 1st, 2020 12 / 1 / 2020

Rule: Examples

In speaking

British English

Rule:

Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A2: ‘It's the tenth of June, twenty twenty.’ A1: A2:

+ +

Q: ‘What is the date?’ A: ‘It's December first, twenty twenty.’

one hundred and thirty-seven

See p. 154

UNIT 4:

3 TIME Spanish

French

5 to

Dutch

5 past 10 past

10 to

a quarter to

religion

history

a quarter past 20 past

20 to

geography

German

25 past

25 to half past

2 SUBJECTS AT SCHOOL

Word

physical education

o’clock

uur

five (5) past

5 over

ten (10) past

10 over

a quarter past

kwart over

twenty (20) past

economics

mathematics / maths

psychology

natural science

social science

chemistry

food science

physics

My notes

20 over

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

ten (10) to

10 voor

five (5) to

5 voor

biology

art(s)

Translation

What are Some Hobbies that Teens are Interested in? one hundred and twelve

computer studies BY CHERYL STEPHENSON-HEARNS

Hobbies have many mental and physical health benefits, including more optimism, higher creativity and EAT, PLAY, SLEEP, REPEAT. R U READY?to deal with stress. Sharing hobbies with others also112 a better ability keeps teens socially engaged with people who have similar interests. Teens can be interested in almost unlimited hobbies. Here are some possible hobbies.

sixty-four

UNIT 3:

UNIT 2:

Music Which letters sound the same? Teens can enjoy music as a hobby in a number of ways.

137

o’clock English

A DAY TO REMEMBER

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.

listening

a can Complete table. to music Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we They relax bythe listening or they can benefit intellectually by learning how to play an instrument. Teens /eɪ/ /iː/ /e/ /aɪ/ /juː/ /əʊ/ /ɑː/ bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, can show their musical talents in school or community day IfLike in see Like in bed Like in why Like in you Like in no Like in far bandsLike andinchoirs. the teen is tech-savvy, computer programsAallow users toBcreate music Frecordings andI mixes. interaction reading , speaking , spoken , writing , written interaction. Q O R

Sports H 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.

watchING

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 b Which letters are vowels? you think about making jewellery or doing scrapbooking, or Which letters are consonants? 20 car cmodelling, cooking and baking? For those teens with a dramatic flair, there are often opportunities to act, sing or 6 Listen and circle the letters you hear. dance in theatre productions. 15

READING

SPOKEN INTERACTION

SPEAKING

ex e

listening

WRITING

writtEN INTERACTION

3 / Fijn en handig voor onderweg A

listening

Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.

your favourite uncle’s ﬁrst name? Technology The your technology available teens gives them unlimited favourite aunt’sto surname? options for hobbies. Teens can create and maintain a blog the name of a town in the USA or inThey the UK? or a vlog on a topic that interests them. can also play videoyour games, use social networking favourite artist’s name? sites and even build robots and write programs to make them run. The Internet a name you really like? provides a world of opportunities for teens without even leaving their bedrooms.

In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.

Adapted from: www.livestrong.com

Did you know?

When there is a pair of the same consonants in a word, e.g. ll in ‘all’, we say ‘double el’ instead of ‘el el’. UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

De volgende iconen helpen je ook nog een eind op weg. R U READY? 57 UNIT 2:

Het luisterfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. Het beeldfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. Als je dit icoon ziet, moet je iets online opzoeken. seven

Social causes O to make P a difference Q R in theirS communities T U V W X Y Z Teens N who want to be tech-savvy: knowing a lot about can volunteer in hospitals, animal shelters, libraries and modern technology, especially computers Teens also have the option of taking part in 25 7 museums. Complete the table with your information. Then ask your classmate, but to he/she has toby spell it. SPOKEN to benefit: be helped someone INTERACTION ‘voluntours’, plannedand tripswrite to exotic where they Listen carefully downlocations the letters your classmate says. an opportunity: a chance can view the sites while volunteering, for example, to teach to unwind: to relax Can spellhomes … You Your classmate English oryou to build and schools.

Starten met Track

Track

het onlineleerplatform bij Track Leerstof kun je inoefenen op jouw niveau.

Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.

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.

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.

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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.

HOW TO refer to people and things

Personal pronouns and the verb ‘to be’

Hi Tamara! I’m Taryll, but Jon already introduced me. He’s very nice.

1 NUMBERS 0

ki SINGULAR

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.

twenty-four

Keep in mind: – ‘I’  always a CAPITAL letter – ‘he/him’ and ‘she/her’  only for people and pets – ‘it’  for things and other animals

UNIT 1:

NICE TO MEET YOU

three

four

5 five

eight

nine

ten

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

twenty-two

twenty-three

nineteen

twenty

twenty-one

twenty-five

twenty-six

twenty-seven

twenty-eight

twenty-nine

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 ...

thirty 90 ninety

forty

fifty

sixty

seventy

eighty

100

200

250

1,000

10,000

one / a hundred

two hundred

two hundred and fifty

one thousand

ten thousand

Understand the definition Look for examples: do a simple online search and you will see the word in many different examples or contexts.

Translation

age

leeftijd

boy

jongen

first name

voornaam

friend

vriend

full name

volledige naam

girl

meisje

ID-card / identity card

identiteitskaart

last name (US), surname (UK), family name

familienaam

middle name

tweede voornaam

nickname

bijnaam

parents

ouders

pupil

leerling

Write individual words down or use the words in your own sentences.

My notes

UNIT 1:

Use flash cards. They are an easy way to review your vocabulary and to separate words into different categories.

2 Introducing yourself/someone else in English

3 Giving extra information about yourself – I am from … (= place) – I am … years old. (= age)

4 Asking for extra information about someone else – – – – –

Keep the (difficult) words visible: write them on sticky notes and hang them around your room.

Visual memory? Draw a picture.

5 Saying goodbye in English

Auditory memory? Replace the words in a song.

NICE TO MEET YOU

UNIT 1:

thirty

eight

DIDDIT

– – – – – –

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?’.

NICE TO MEET YOU

Track

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?

LEARNING BY USING MEMORY TRICKS

– Hello – Hi – Hey

1 Saying ‘hello’ in English

– Hello, my name is … – Hi, I am … – This is …

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.

twenty-six

HOW TO meet and greet someone

LEARNING FROM REPETITION

2 MEETING AND GREETING Word

Look up unfamiliar words: make sure you understand the definitions of all your new words.

twenty-eight

PLURAL

Personal pronouns as object

2 two

seven

twenty-four

1 Personal pronouns I am Tamara.

one

six

eighteen

Personal pronouns as subject

zero

USEFUL EXPRESSIONS

No, I’m not. I’m Jon and this is Taryll.

STRATEGY

Hi, I am Tamara. Are you Taryll?

VOCABULARY

GRAMMAR

SUMMARY

UNIT 1:

NICE TO MEET YOU

UNIT 1: NICE TO MEET YOU check in

Step 1: meeting and greeting someone

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Step 2: giving and asking information about people

main track

trace your steps

summary

on different tracks check out: hi, my name is ...

CHECK IN My name is 1

watchING

Watch the short video and answer the questions. a Who is in the video? b What does he repeat again and again?

c How does he introduce himself?

d Is that his real name? Discuss these questions.

SPOKEN INTERACTION

a What is the word for a name given to a person instead of their real name?

b Do you have a nickname? If not, imagine you could give yourself a nickname, what would it be?

c If you could give your mother/father/brother/sister/best friend/ … a nickname, what would it be?

d Use an online name generator and find out what your perfect nickname is.

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Did you know?

Names in English A last name (US), or surname (UK), is your family name that you use in formal situations, or with people you do not know well. Example: – The artist’s first name is Marshall. – His middle name is Bruce. – His last name, also called surname or family name, is Mathers. – His full name is Marshall Bruce Mathers. – His nickname is Slim Shady.

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).

ten

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) years old and I’m from Leeds. I’m a

student and I go to a school in Leeds with

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more than 1,000 (a thousand) pupils.

Hi, I am Adina. I’m 12 (twelve). My parents are from Medina. But I was

born here in London.

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

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).

2 Where are you from?

3 How are you?

4 What’s your name?

5 How old are you?

6 Excuse me, you are?

7 How do you do?

1 Who are you?

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.

SPOKEN INTERACTION

Answer the questions with a number from the box on the next page. Use a sentence to answer if you can.

ex e

b Make a short conversation by asking a classmate the questions from the box above.

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?

1 How old are you when you start school?

twelve

UNIT 1:

NICE TO MEET YOU

SPEAKING

one

two

twelve

eighteen

nineteen

twenty-six

100

sixty 200

one / a hundred

two hundred

twenty-two

Making small talk.

twenty-three

twenty-eight

twenty-nine

seventy

250

two hundred and fifty

eighty

1,000

10,000

one thousand

ninety

fifty

seventeen

twenty-seven

forty 90

sixteen

21 twenty-one

eleven 16

fifteen

twenty-five

30 thirty

twenty

ten 15

five 10

nine

fourteen

thirteen

twenty-four

eight

four

seven

three

six

zero

ten thousand

SPOKEN INTERACTION

ex e

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

c Reflection: check your conversations by filling in the checklist. Checklist: small talk

Yes

I think so

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.

Feedback

Tell me more

Giving and asking information about people

ex e

1 / Who’s who?

Step 2

CHECK 1, p. 31

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

UNIT 1:

NICE TO MEET YOU

READING

Listen carefully to these teenagers and complete the gaps with the correct form of ‘to be’.

listening

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.

Her surname Ito.

These girls Keily, Suzy and Emily. They all from Dublin. It such a cool city.

ex e

Keily 12 but Suzy and Emily

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

I am

I’ m

You

you

you’

he’

She

she

she’

it’

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

PLURAL

Short form

SINGULAR

Long form

UNIT 1:

NICE TO MEET YOU

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

Yes

I think so

1 Content and structure • I wrote 25-30 words. • I introduced 2 people. • I used some words from the box.

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback too.

ex e

2 Language • I used ‘to be’ correctly. • I used correct spelling and punctuation. Feedback

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

UNIT 1:

NICE TO MEET YOU

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 page 16. b Then listen and indicate the correct answer(s).

1 The girls can wear

ex e

3 The sultan arrives with

2 Lee has to wear

listening

Fill in the gaps while listening.

Jessie

OK, listen to me for a second. I’m going to explain the scene. I play the Sultan. Lee,

you you play the king and Viola and Annabelle, play the women of the village.

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

Viola

Lee

time ago. No jeans! 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

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? 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 because sees .

Lee

Do you know what the correct personal pronoun is?

a Complete the grid below. Check the text if necessary.

me This is . I can’t see .

’s got a new smartphone.

I’ve got a new message from .

’s waiting for the bus.

Can I invite ?

’s all right.

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 !

ex e

’re my best friend.

PLURAL

SINGULAR

I ’m Sophia.

Personal pronouns as object

Personal pronouns as subject

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

UNIT 1:

NICE TO MEET YOU

See p. 24

listening

Listen to the song. a Answer the questions. 1 Do you hear a boy or a girl singing?

electric guitar

acoustic guitar

flute

2 Tick the instruments you hear.

drums

bass guitar

ex e

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

‘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

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 And I’ll surrender up my heart and swap for yours

ex e

‘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

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

UNIT 1:

NICE TO MEET YOU

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?

This is Tito Ramos. He is not from Spain. He’s from New Mexico. He isn’t 14 years old. He’s 15.

ex e

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.

First underline all the negative forms in the texts above. Then complete the table below.

ki SINGULAR

The verb ‘to be’ negative form

Personal pronoun

Long form

Short form

I am not

I’m not

You He She It We

PLURAL

You twenty-one

Hello, I’m Yasmina Amal. I’m from Birmingham. I'm not from Leeds. I’m not 14 years old. I’m 13.

They

UNIT 1:

NICE TO MEET YOU

READING

Read the questions about Tito Ramos. a Check the text on p. 21 and underline the correct short answer. b Complete the rule. Short answer

Tito Ramos from Spain?

Yes, he is.

No, he isn’t.

14 years old?

Yes, he is.

No, he isn’t.

15 years old?

Yes, he is.

No, he isn’t.

from New Mexico?

Yes, he is.

No, he isn’t.

Yes, subject +

No, subject +

rest of question + ?

Question

GRAMMAR

How to refer to people and things

Check the Summary on p. 25 for a full overview of the verb ‘to be’.

Have a conversation with 2 classmates.

SPOKEN INTERACTION

See p. 25

a Preparation: decide who will be Student A, B and C. b Action: follow this procedure.

ex e

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

UNIT 1:

NICE TO MEET YOU

Yes

I think so

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.

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

1 Content and structure • I wrote 3 questions about Sophie, Kenny and Yasmina. • I answered questions with short answers.

ex e

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

See p. 28

If you have to study a lot of vocabulary and grammar in a new language, there are a few tips you can follow.

twenty-three

CHECK 2, p. 35

UNIT 1:

NICE TO MEET YOU

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.

HOW TO refer to people and things

ex e

GRAMMAR

SUMMARY

Personal pronouns as subject

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.

PLURAL

SINGULAR

1 Personal pronouns

twenty-four

It is all right.

They hear it.

We are fine.

You know us.

Jon and Taryll, you are late again!

They miss you.

They are happy.

You like them.

Keep in mind: – ‘I’ g always a CAPITAL letter – ‘he/him’ and ‘she/her’ g only for people and pets – ‘it’ g for things and other animals

UNIT 1:

NICE TO MEET YOU

2 The verb ‘to be’ NEGATIVE 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

from Oxford?

Yes, I am.

Are

you

from Ghent?

Yes, you are.

No, you are not. No, you aren’t. No, you’re not.

14 years old?

Yes, he is.

No, he is not. No, he isn’t. No, he’s not.

she

15 years old?

Are

No, she is not. No, she isn’t. No, she’s not.

Yes, it is.

No, it is not. No, it isn’t. No, it’s not.

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.

Yes, they are.

No, they are not. No, they aren’t. No, they’re not.

Yes, subject + to be (positive)

No, subject + to be (negative)

they

from America?

subject

rest of sentence?

twenty-five

‘To be’

Yes, she is.

from France?

Are

No, I am not. No, I’m not.

PLURAL

SHORT ANSWER

RULE

They aren’t

ex e

SINGULAR

QUESTION FORM

Long form

PLURAL

SINGULAR

POSITIVE FORM

UNIT 1:

NICE TO MEET YOU

zero

one

two

three

four

five

six

seven

eight

nine

ten

eleven

twelve

thirteen

fourteen

fifteen

sixteen

eighteen

nineteen

twenty

twenty-one

twenty-four

twenty-five

twenty-six

twenty-seven

twenty-eight

twenty-nine

thirty

forty

fifty

sixty

seventy

eighty

100

200

250

1,000

10,000

ninety

one / a hundred

two hundred

two hundred and fifty

one thousand

ten thousand

Translation leeftijd

age

jongen

first name

voornaam

friend

vriend

full name

volledige naam

girl

meisje

boy

ID-card / identity card

identiteitskaart

last name (US), surname (UK), family name

familienaam

middle name

tweede voornaam

nickname

bijnaam

parents

ouders

pupil

leerling

twenty-six

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

seventeen

twenty-two

twenty-three

2 MEETING AND GREETING Word

ex e

VOCABULARY

1 NUMBERS

My notes

Translation

My notes

student

leerling, student

teacher

leerkracht

to greet

groeten

to introduce

voorstellen

to meet

ontmoeten

to be

zijn

pleased to meet you

aangename kennismaking

twenty-seven

ex e

Word

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

STRATEGY

HOW TO study vocabulary and grammar

LEARNING FROM CONTEXT Word fields

Understand the definition Look up unfamiliar words: make sure you understand the definitions of all your new words.

Look for examples: do a simple online search and you will see the word in many different examples or contexts.

Make a word list, a word web, an image list ...

Group words together that belong to the same word field: e.g. outdoor hobbies vs indoor hobbies

LEARNING FROM REPETITION

ex e

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

twenty-eight

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

Visual memory? Draw a picture.

Auditory memory? Replace the words in a song.

HOW TO listen/watch more effectively Before listening watching

Topic What do you know about the topic?

What words come to mind?

What kind of text/video are you going to listen to/watch?

Type of text/video What do you already know about this type of text/video?

Task Do you understand the task?

Read through the question and highlight key words.

2 While listening watching

ex e

Focus on what you hear/see Think ahead: what might happen next?

Listen to the intonation and stress of the speakers.

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.

Have you understood the main points?

twenty-nine

Take short notes.

UNIT 1:

NICE TO MEET YOU

– Hello – Hi – Hey

1 Saying ‘hello’ in English

2 Introducing yourself/someone else in English

USEFUL EXPRESSIONS

HOW TO meet and greet someone

3 Giving extra information about yourself

– Hello, my name is … – Hi, I am … – This is …

– I am from … (= place) – I am … years old. (= age)

ex e

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?

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

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

Meeting and greeting someone

Have a conversation with a classmate.

1 2 3 4 5 6 7 8

SPOKEN INTERACTION

ex e

a Preparation: look at the 2 ID cards and choose 1. – Tick the ID card you are going to use. Surname: Taylor First name: Alex

Surname: Banks First name: Mel

Age: 13

Country: England

Country: Ireland

Parents: Birmingham

Parents: Dublin

Age: 12

– Prepare your conversation below. Include greetings and saying goodbye. Questions

Me: Alex / Mel Hi Liam.

Hello, my name is Liam.

thirty-one

b Action: act out your conversation with a classmate.

UNIT 1:

NICE TO MEET YOU

c Reflection: fill in the checklist. Checklist: meeting and greeting

Yes

I think so

Feedback

6–8

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.

jk ki

In thirty-two

ex e

Score

2 Language • I used a greeting and a way to say goodbye. • I spoke clearly. • I spoke fluently. • I paid attention to my pronunciation.

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.

UNIT 1:

NICE TO MEET YOU

Score

6–8

Next exercise 3

ex. 3

SPEAKING

Make a paper fortune teller.

ex e

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

c Reflection: use the checklist. Then give it to your classmate who will give you some feedback. Checklist: paper fortune teller

Classmate

1 Content and structure • I made a fortune teller. • I asked and answered the questions.

≥5

Next exercise

Check 2, p. 35

Score

Feedback

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.

Watch the video about The Middle and answer the questions. 1 Where do they live?

ex e

2 What is she wearing?

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

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. First name?

Town? Sister or brother? First name father? Age mother?

Age?

Surname?

WRITING

ex e

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

– Reflection: fill in the checklist. Give it to your teacher who will give you some feedback. Checklist: introducing someone

Yes

I think so

< 13

Next exercise

ex. 2

13 –18

> 18

Score

Feedback

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.

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.

ex. 4

ex. 5

Use the verb ‘to be’ in these exercises.

ex e

a Complete the sentences with the correct form of the verb ‘to be’. 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

Negative form of ‘to be’

UNIT 1:

NICE TO MEET YOU

Positive form of ‘to be’ 9 ... you from England? 10 We ... children.

< 15

≥ 15

Next exercise 3

ex. 4

Score

Negative form of ‘to be’

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!

3 My parents love gardens. There are 5 gardens open to the public next week. My parents want to visit all.

4 That’s a very difficult exercise. I can’t do .

5 Sandy didn’t ask Tony to that party. Sophie asked . 6 Where is Sandy? is with Dave.

ex e

7 Do you know where Tony is? Yes, is right over there. 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

ex. 4

thirty-seven

Next exercise

≥7

UNIT 1:

NICE TO MEET YOU

Write a YouTube profile.

READING

a Preparation: read the text. Highlight 3 interesting facts in the text.

ex e

thirty-eight

UNIT 1:

â&#x20AC;&#x201A; NICE TO MEET YOU

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

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.

Score

ex e

Feedback

All done!

thirty-nine

Next exercise

≥7

UNIT 1:

NICE TO MEET YOU

Read the profile of YouTuber Ethan Gamer and answer the questions. If the sentence is false, correct it, using ‘to be’.

READING

Statement

ex e

1 Ethan’s channel is about being the best gamer.

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

Next exercise

ex. 4

All done!

forty

UNIT 1:

NICE TO MEET YOU

True

False

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

Complete the grid with the information you want to share with the class.

WRITING

Someone else

Name

Age Town

School

ex e

Friends

Extra information

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

SPEAKING

UNIT 1:

NICE TO MEET YOU

Reflection When you are done, don’t forget to fill in the checklist. Checklist

Yes

ex e

Trace your steps on diddit.

Feedback

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.

forty-two

UNIT 1:

NICE TO MEET YOU

I think so

1 Content and structure • I mention a name (first and surname). • I mention my age and the other person’s age. • I add my town and his/her town. • I mention my school and his/her school or workplace. • My collage includes my name, my friend’s and his/her friends’. • I spoke for about 2 minutes.

UNIT 2: R U READY?

Step 1: describing a classroom

ex e

Step 2: spelling in English

main track

check in

trace your steps

summary

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?

Do you know of a funny or strange classroom situation? Tell the class about it.

forty-four

UNIT 2:

R U READY?

ex e

SPEAKING

MAIN TRACK Step 1

School is ...

Describing a classroom

1 / My schoolbag Watch the video. What is in the childrenâ&#x20AC;&#x2122;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.

ex e

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

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

UNIT 2:

â&#x20AC;&#x201A; R U READY?

Look at the classroom picture. Give the following items the correct number. 9

1 18 17 27

8 20

6 11

15 5

14 4

12 18

a calculator

an umbrella

a glue stick

a hole punch

a pencil case

a pen

a desk

a map

a stapler

a book

a ruler

chalk

a pencil

students

a teacher

a sheet of paper

a binder

a wastepaper basket

a dictionary

Can you give the items in the lunchbox their number?

jk 1

forty-six

a rubber

a pair of scissors

a schoolbag

ex e

a bookcase

a diary

a highlighter

a blackboard

a chair

a clock

a lunchbox a sandwich (sandwiches) an apple a bottle of orange juice a banana a cracker (crackers) an orange

an egg

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?

UNIT 2:

R U READY?

SPOKEN INTERACTION

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.

blackboard a

umbrella an

Fill in the correct word in the grammar box below.

GRAMMAR

How to use articles

If the following noun starts with a sound, we use ‘a’.

e.g. a book, a chair, a unicorn …

a = B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, U, V, W, X, Y (the sound), Z

If the following noun starts with a sound, we use ‘an’.

e.g. an umbrella, an hour, an apple …

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

ex e

a = A, E, I, O, U

5 orange folder

10 calculator

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

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9 ugly binder 10 English teacher

UNIT 2:

R U READY?

2 / My classroom 1

Look at the words in the left column. Compare them to the words in the right. What is different?

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

Singular

ex e

If the noun ends in a consonant + y:

a dictionary

two

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

How to talk about more than 1 thing

notebooks sticky notes diaries markers earbuds

UNIT 2:

R U READY?

apple an

apples

Plural

Write how many there are. Follow the example to write full sentences.

ex e

Singular

There is

There are twelve pencil cases.

There are

listening

Listen to the text about a classroom. Are the statements true or false?

1 There is a blackboard.

True

False

2 There are fifteen chairs.

3 There isnâ&#x20AC;&#x2122;t a map on the wall.

4 There are two bookcases.

5 There are two computers.

forty-nine

There are

UNIT 2:

â&#x20AC;&#x201A; R U READY?

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

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. – …

Compare the 2 pictures. Follow this procedure:

SPEAKING

WRITING

ex e

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

UNIT 2:

R U READY?

c Reflection: check your text and fill in the checklist. Checklist: describing a classroom

Yes

I think so

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.

Feedback

3 / Classroom English

Look at the text and then answer the questions.

READING

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?

ex e

1 Please take a sheet of paper.

3 Can I have 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.

Anne? Can I have a sheet of paper?

Anne

Sure, here you are.

Ms Heart

Peter, what are you doing?

Peter

Sorry, Miss, I can’t find my pen. It’s in here somewhere.

Ms Heart

Is there anyone who can lend Peter a pen?

Anne

Yes, Miss. Here you are, Peter.

Peter

Thanks, Anne!

Ms Heart

So, can we start? The first word is R – U – L – E – R.

Akim

Excuse me, Miss. Could you repeat that a bit slower please?

Ms Heart

Yes. That’s R – U – L – E – R. fifty-one

Akim

UNIT 2:

R U READY?

READING

Match these sentences with the correct classroom situations.

Excuse me. Can you repeat that, please? Can you help me, please?

Could you explain this exercise, please?

Could I borrow your …?

How do you say … in English? May I have a tissue, please?

1 If you did not hear your teacher very well. 2 If you don’t know what to do with an exercise. 3 If you need help. 4 If you don’t understand a word. 5 If you want to know a word in English. 6 If you want to look up a word. 7 If you need to go to the toilet. 8 If you have to blow your nose. 9 If you want to use something that belongs to someone else. 10 If you give something to someone else.

Excuse me. I don’t understand.

ex e

May I go to the toilet?

Can I use a dictionary, please? Here you are.

Which classroom expression can you use with the following items/ pictures?

fifty-two

UNIT 2:

R U READY?

Step 2

ABC, simple as 1, 2, 3 Spelling in English

1 / GR8 2 C U 1

CHECK 1, p. 67

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?

b Do the characters write in a formal or an informal way? How do you know this?

ex e

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?

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!’

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

ex e

SnowAngel:

Send

Cancel

Source: Lauren Myracle, ttyl, p. 1

Listen to the medley. a Try to complete the gaps with the letters you hear.

fifty-four

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?

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

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

ABC – Glee Cast

Yeah, yeah, yeah, yeah

er name and

in a dark

Gloria – Van Morrison

she said Lola Lola la-la-la-la Lola

Kinks

Lola – The

nd , my f rie money and sense than way ot more o ur o w n Yo u’ve g u go in y o y d n a ot heart Yo u’ve g ck again ow w ill co me ba n e v a don’t h wn way W hat yo u in yo ur o o g u o y and ot heart Yo u’ve g

Find out what it m

eans to me

Take care,

Respect – Aretha

Franklin

n–N Life goes o

oah & the W

hale

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

brown voice

oria) (Gl ht (Gloria) I'm gonna shout it all nig day (Gloria) I'm gonna shout it ev’ry

ex e

I asked her h

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

h, yeah , , , yeah, yea And her name is , oria) (Gl

I met her in a

Rapper’s Delight – Sugarhill Gang UNIT 2:

R U READY?

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

6 Laughing Out Loud

7 DIY

7 For Your Information

8 FYI

8 Do It Yourself

listening

Now listen how these special words are pronounced.

ex e

a Write down which abbreviation you hear after each number. The first one is given. BFF – BRB – CU – DIY – FYI – LOL – OMG – RUOK 5

1 CU

b Where can you find these abbreviations? In books In letters In text messages

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

Can you say each letter correctly?

listening

a Listen and repeat the alphabet. A

b Which letter (or letters) do you think are difficult? Highlight them and repeat! fifty-six

UNIT 2:

R U READY?

listening

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

c Which letters are consonants?

Listen and circle the letters you hear. A

b Which letters are vowels?

listening

ex e

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. 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?

listening

Listen to the words that are spelled and write them down. 1

book

3 / Find it in your dictionary Open your print dictionary at random, look at the pages and write these items down. 1 the first word on the left-hand page:

3 a long word on one of the pages: 4 a short word on one of the pages:

5 an abbreviation:

2 the last word on the right-hand page:

6 a word you know: 7 a word you don’t know:

ex e

8 the page numbers:

9 a word you like or the funniest word:

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 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.

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.

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See p. 65

UNIT 2:

R U READY?

READING

r aa

b What do you also see in the image?

ex e

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

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

UNIT 2:

â&#x20AC;&#x201A; R U READY?

b Write down the other courses you have in school.

Maths

Art

Physical Education

Match the subjects with the correct picture. a English b French

c geography d history

e ICT / computer studies f maths

g music h PE / physical education 4

ex e

English

What things do you need for the different subjects? Make a list of at least 3 objects n eeded for each school subject.

VI-18-013_Track_FrontCover_210x297mm_02.indd 2

14/02/2019 11:15

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

UNIT 2:

R U READY?

SPOKEN INTERACTION

SUMMARY

No, there isn’t.

Are there pens in your pencil case?

Excuse me, miss, is there a bin?

GRAMMAR

HOW TO talk about one or more things Indefinite article a/an and plural of nouns

ex e

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.

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

an apple an hour an orange an orange juice an umbrella

a biro a binder a calculator a schoolbag a university

UNIT 2:

R U READY?

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. 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

Singular

Note the pronunciation of plural nouns: Pronunciation

Examples

cats

/s/ after a heavy sound

cups minutes knives teachers pages

/ / after a hissing sound

ex e

horses

shoes

/z/ after a light sound

bridges

3 There is / there are

To make sentences with singular and plural words, you can use there is or there are.

In positive sentences

In questions Is there a book?

There is a book.

There isn’t a book.

With plural words

There are two books.

There aren’t any books. Are there any books?

With singular words

sixty-two

In negative sentences

UNIT 2:

R U READY?

a (ring) binder

a backpack/schoolbag

a blackboard

a book

a bookcase

a calculator

chalk

a clock

a crayon

a diary

a glue stick

a highlighter

a pen

a pencil

a hole punch

a pencil case (UK) / a pencil box/pouch (US)

a rubber (UK) / an eraser (US)

sticky notes

a wastepaper basket / a wastebasket

a folder

a map

a stapler

a sheet/piece of paper

a divider

ex e

a dictionary

a pair of scissors

a ruler

a student/pupil

a teacher

an umbrella

sixty-three

a desk

a chair

VOCABULARY

1 SCHOOL NECESSITIES

UNIT 2:

R U READY?

English

Spanish

French

Dutch

German

religion

history

2 SUBJECTS AT SCHOOL

art(s)

ex e

economics

psychology

physical education

social science

food science

geography

mathematics / maths

chemistry

physics

biology

natural science

computer studies sixty-four

UNIT 2:

R U READY?

STRATEGY

HOW TO use a dictionary Print or online? Print

Online Download the app or go the website. www.dictionary.com www.merriam-webster.com www.oxforddictionaries.com www.dictionary.cambridge.org

Check the spelling. e.g. flour or flower, plain or plane?

– conjugated verb  base form e.g. writing  write

Okay, then what?

ex e

– 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 Great! I found w r. I was looking fo UNIT 2:

R U READY?

sixty-five

Find the root word. – plural  singular e.g. dictionaries  dictionary

Got it! Then what?

Check the spelling. e.g. flour or flower, plain or plane?

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?

ex e

USEFUL EXPRESSIONS

HOW TO ask for something in class

2 Asking for permission

– 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

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.

ex e

I can see... 1 2

3 4

I don’t see...

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?

c Reflection: check your text by filling in the checklist. Checklist: describing school items

Yes

I think so

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.

9 – 12

Next exercise

ex. 2

ex. 3

ex. 4

Write the correct article ‘a’ or ‘an’ in front of the following nouns. 9 stapler

17 ruler

2 file

10 orange

18 lunch box

3 elevator (US)

11 row

19 umbrella

4 item

12 blackboard

20 binder

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

1 a book

Score

Next exercise

9 – 12

> 12

ex. 3

ex. 4

SPEAKING

Describe a classroom at your school.

> 12

ex e

Score

Feedback

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

Next exercise

UNIT 2:

R U READY?

≥7 ex. 4.

watchING

Watch the video. a Answer the questions. 1 What is the video about? 2 Where do you think this was filmed?

4 Why does the boy dance on his way out of the room?

3 What does the teacher think of the boy?

WRITING

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

– 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.

ex e

In this classroom there is / there are I want / don’t want to because

– Reflection: check your task by filling in this checklist. Checklist: giving your opinion

Yes

I think so

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

< 11

≥ 11

Next exercise

ex. 5

All done!

sixty-nine

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.

UNIT 2:

R U READY?

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.

c Reflection: check your text by filling in the checklist.

Checklist: describing my ideal classroom

ex e

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.

Feedback

Score

Next exercise

seventy

UNIT 2:

R U READY?

≥7 All done!

Yes

I think so

Spelling in English

Check 2

Next exercise

ex. 2

Score

listening

Listen and write down the words that are spelled.

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.

1 a Player: Kevin De Bruyne is a football player.

2 They say that that boy is a player. 3 Where is the DVD player? b Bank:

ex e

c Bat:

d Light:

e State:

Score

4–5

Next exercise

ex. 3

ex. 5

seventy-one

f Note:

UNIT 2:

R U READY?

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

4–5

Next exercise

Work with a partner and practise your word skills.

SPEAKING

a Preparation: take 5 cards from the stack of cards you will get.

WRITING

ex. 4

 

ex e

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! 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

UNIT 2:

R U READY?

>7 All done!

Yes

I think so

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

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!

ex e

Adapted from: www.teenink.com

/ 6 seventy-three

Total:

UNIT 2:

R U READY?

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

3 Lay down the law

4 Pendant

6 Losing my grip

/ 12

≥ 13

Next exercise

ex. 4

All done!

< 13

In UNIT 2:

R U READY?

Score

seventy-four

Total:

ex e

5 Uncommon

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

seventy-five

ex e

SPEAKING

UNIT 2:

R U READY?

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 loud and clearly. • I paid attention to my pronunciation.

ex e

Trace your steps on diddit.

Feedback

seventy-six

UNIT 2:

R U READY?

UNIT 3: EAT, PLAY, SLEEP, â&#x20AC;&#x2030;REPEAT. check in

Step 1: talking about daily routines and hobbies

Step 2: talking about what you like and donâ&#x20AC;&#x2122;t like

ex e

Step 3: asking and answering questions

main track

trace your steps

summary

on different tracks check out: a regular week

CHECK IN My day READING

Look at these symbols. What do they mean?

What else do you do during the day? Write the words and/or draw the symbols. Use a dictionary if necessary.

ex e

seventy-eight

UNIT 3:

â&#x20AC;&#x201A; 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

combs her hair

takes the dog out

goes (back) to bed

checks her phone

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

has breakfast

has a shower

brushes her teeth

checks social media

goes to the bathroom

does her homework

chooses clothes for the day

leaves the house to go to school

ex e

b Watch the video again and put the activities in the right order: what do you see first (= 1) , second (=Â 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. 2

SPOKEN INTERACTION

Label these pictures. Choose from the options in exercise 1.

The girl

The boy

The girl

She

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

seventy-nine

She

Complete the sentences with the correct expression.

1 Before you fall asleep after a long day you .

2 When your alarm clock goes off in the morning, you and after that you .

ex e

3 It is important that you because it is the most important meal of the day.

4 If you twice a day, your dentist will be pleased. 5 Parents and teachers are happy when you . 4

What are your morning routines?

WRITING

a Write down what you do every morning. 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

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

Match the pictures with the correct description.

ex e

2 10

jk 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:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

eighty-one

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

Look at the article. Then answer the questions.

ex e

• 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.

a What hobbies do you recognize in the pictures with the article on page 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.

eighty-two

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

READING

What are Some Hobbies that Teens are Interested in? BY CHERYL STEPHENSON-HEARNS

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.

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.

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.

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.

ex e

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.

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Complete the strategy box about reading strategies.

STRATEGY

How to read a text more effectively

1 Before reading

read first. – wrote this?

Preparation – What do you need to do with the text? – Why do you have to read it? – What types of questions will you have?

– is the text meant for?

See p. 114

– did he/she write it?

Orientation – Look at and

READING

Read the full text. Complete the grid.

a How many topics does the writer talk about? Add them to the column on the left.

advantages

ex e

a (topics)

b Check each subsection to complete the column on the right. Look for synonyms, examples and explanations, etc.

• •

Indoor: Outdoor:

• winter:

• summer:

drama:

• volunteering

• ‘voluntours’ =

Examples • • •

eighty-four

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

drawing, painting or sculpting

Are the statements true or false? Find proof in the text. 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.

Statement

Complete the strategy box about reading strategies with information from exercises 3 and 4.

STRATEGY

How to read a text more effectively

2 While reading Action

ex e

1 Global reading: Try to answer the WH-questions: 2 Reading for details:

– Look for .

– Look for , synonyms or related words.

– Look for if a year, amount or date is asked.

– Use a or a pencil to flag up the information you need.

See p. 114

WRITING

What do you prefer?

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:

EAT, PLAY, SLEEP, REPEAT.

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

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.

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.

Feedback

My free time

Talking about what you like and don’t like

ex e

Step 2

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).

eighty-six

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

READING



11.7k





12.2k



Adapted from: forum.choiceofgames.com

Highlight the verbs in the text in exercise 1.

What subjects are used in these sentences?

Complete the grammar box with the correct information.

ex e

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. Form of verb

Subject verb + rest of sentence

a lot in my free time. (to draw)

You

walking. (to like)

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

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, 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.

Adapted from: forum.choiceofgames.com

ex e

2 / Ashley’s week

My parents it when I to make new pies!

Read the text and answer the questions. 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

weekend

weekdays

d What does she usually do after school? Add the activities to the grid.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

READING

Use the text about Ashley’s routines to answer the questions.

ex e

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.

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:

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 get

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.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

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.

My brother always my toys.

My grandmother fruit at the market. The dog inside at night.

to have

She a dog and 3 cats.

verbs ending in

a + y:

base form +

The verb ‘to have’ is irregular:

Complete the grammar box.

ex e

How to talk about facts and routines

GRAMMAR

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

rest of sentence my toys. (to destroy) dinner at 7 p.m. (to eat) very easy. (to seem)

verb

The dog

inside at night. (to stay)

For a full overview of the correct spelling of the 3rd person singular in the present simple, check the Summary on p. 107.

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.

3 He (to start) work every day at 8:00 a.m.

4 I (to watch) a lot of DVDs. I love films.

5 He (to finish) work every day at 7:00 p.m.

6 He (to live) close to the shopping centre.

ninety

See p. 107

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

7 Every day he (to go) to work by bike.

8 His best friends, Arthur and Mo, also (to work) in the shopping centre. 8

10 Arthur and Mo (to start) work at 9:00 a.m.

11 As he is the manager, Jamal’s father (to help) all the ...

12 ... other workers and (to tell) them what to do.

13 He really (to like) his job and ...

14 ... (to be) good at it.

15 My parents (to have) lunch at the shopping centre every Saturday.

9 But they don’t live nearby. They (to go) to work by car.

WRITING

What about your daily routine? It is probably not the same as Ashley’s.

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

to have dinner to read a book to do homework to go to bed to leave home to start school/work

to have a bath/take a shower to get up to get dressed to go to school/work to have breakfast to watch TV

ex e

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. Yes

Checklist: my daily routines

I think so

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

3 / I really don’t like spiders! 1

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.



13.4k



27.6k

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

36.4k



20,5k

ex e

on my list … and I also love napping. Especially if it’s a good epic Harry Potter-like dreams.

Who

Anthony O CuriusZ

MissPatty Ozzy

Do you know the verbs to describe what you like and don’t like?

a Complete the scale with the correct verb. Choose from: don’t enjoy – don’t like – enjoy – hate – like – love

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

ninety-two

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

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? 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

main verb like

You

know

seem

reading.

anything about Harry Potter. easy.

He/She

rest of sentence

subject

We You

enjoy

ex e

They

violent games.

For a full overview of the present simple, check the Summary on p. 107.

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!

See p. 107

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

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

sports a lot: football, volleyball, tennis. Every kind of sport.

Stephen: And what about you?

Debbie: My brother Dave (+) television all the time. He (+)

Debbie: I (-) sport. Ever. I hate sports! I (+) my favourite YouTube channels in my bedroom.

Conversation 3: LIKE

Becky: My mum (+) cats but my dad them.

ex e

He (+) dogs but my mum (-) them. Jack: What about you?

Becky: I (-) cats or dogs – but I love spiders! I’ve got a tarantula at home! 7

Rewrite the sentences. Make the positive sentences negative and the negative sentences positive.

–

1 Adam has breakfast very early.

2 3

He doesn’t like skiing. She doesn’t hate getting up early.

4 My father watches TV a lot.

ninety-four

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Erin doesn’t go to school by bus.

Describe the routines of a dancer.

watchING

a Preparation: watch the video. Write down keywords in the grid. 5 daily routines I don’t see

5 daily routines I see

b Action: use what you prepared to write 5 positive and 5 negative sentences. Use the present simple tense.

The girl

WRITING

She doesn’t

ex e

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

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Let’s plan

Step 3

Asking and answering questions

1 / What time is it? 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 05:00 p.m.

06:30 a.m.

12:00 p.m.

07:00 a.m.

12:30 p.m.

07:30 a.m.

01:00 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.

08:30 p.m.

10:00 a.m.

03:30 p.m.

09:00 p.m.

10:30 a.m.

04:00 p.m.

09:30 p.m.

11:00 a.m.

04:30 p.m.

10:00 p.m.

11:30 a.m.

05:30 p.m.

06:00 p.m.

06:30 p.m.

07:00 p.m.

07:30 p.m.

ex e

06:00 a.m.

08:00 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 10

10 25

20 25

ninety-six

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Write the time in full.

1 It’s a quarter to two. 2

7 8

ex e

3 4

1 2

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 page 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:

EAT, PLAY, SLEEP, REPEAT.

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.

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.

7:30 a.m.

By now, I have answered my most important emails and can start thinking about how the rest of my day will look. Next, I skim news sites, forums, and answer questions from my 20,000+ social media followers.

8:00 a.m.

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.

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.

ex e

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

6 a.m.

Matthew wakes up.

7 a.m. 7:30 a.m. 8 a.m. 9 a.m. 10 a.m.

Matthew works.

2 p.m.

1 p.m.

5 p.m. 6 p.m. 10 p.m.

10:30 p.m.

Describe Matthew’s day.

SPEAKING

a Preparation: find a partner. Look over Matthew’s schedule.

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.

ex e

c Reflection: check your task by filling in the checklist. Checklist: describing a day

Yes

I think so

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

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.

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.

Part 1: choosing and decorating a diary

ex e

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

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

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.

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.

Part 2: listing your tasks

ex e

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

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.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

one hundred and one

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.

101

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.

+ subject +

+ + subject +

+ rest?

Long answer

Form

Yes/no

Answer these questions for yourself. Report to a classmate.

1 Do you forget to do homework? Yes, I do. No, I don’t.

ex e

2 Does your best friend call you to remind you to do your homework? Yes, he/she does. No, he/she doesn’t. 3 Do you forget tests? Yes, I do.

No, I don’t.

4 Does your coach call your parents to say you are late again? Yes, 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)?

Look at the answer to the yes/no questions. Write down the form.

, subject +

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

8 Do you earn more than Mark Zuckerberg?

9 Does your grandmother know Minecraft?

READING

Read the text about DanTDM and make questions. Use the words in brackets.

DanTDM: Everything You Wanted To Know

7 Do you have your own vlog?

1 (who / to see / we / in this picture) It’s DanTDM.

DanTDM is one of the biggest YouTubers in the world! Here’s how he went from Pokémon expert to Minecraft celebrity.

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!

ex e

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. (when / to celebrate / his birthday?)

6 Dan’s birthday is on 8 November.

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!

Adapted from: www.beano.com

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

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.

Complete the grammar box with information from the previous exercises.

GRAMMAR

How to ask questions

To ask questions in English in the present simple, we also use the auxiliary verb There are different types of questions:

1 Yes/no questions

= the answer is or :

ex e

e.g. Yes, he really loves his nickname.

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

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.

5 She has tennis practice on Wednesdays at two o’clock.

4 She has to hand in her book report.

6 She has dinner with grandma on Sunday the 13th, at a quarter to six.

7 No, she doesn’t. She has tennis practice on Wednesdays.

7th

8 No, she doesn’t. She only has lunch with her on Monday the 7th.

Monday

ex e

8th

2.00 p.m. Tennis practice

Wednesday

10th

Thursday

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

tch 8.30 a.m. book report Du

12th 13th

Tuesday

Wednesday

Friday

Saturday

15th

2.00 p.m. Tennis practice

11th

Monday

3.50 p.m. English test

Tuesday

9th

14th

12.30 p.m. lunch with Sarah

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

105

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. Yes

ex e

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. Feedback

CHECK 3, p. 124

one hundred and six

106

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

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.

Checklist: completing a TV guide

SUMMARY Present simple

I wake up at 6 a.m. every morning.

GRAMMAR

HOW TO talk about facts and routines

I don’t! I hate getting up early.

Do you like playing videogames?

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 (?)

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?

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 (+)

ex e

Subject

Spelling and grammar exceptions

1 3rd p.sing. with verbs ending 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 worry  she worries carry  he carries one hundred and seven

Verb ends in

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.

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.

– To talk about what you like and don’t like. e.g. I love reading. I enjoy playing games.

ex e

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

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

famous.

likes

his nickname.

plays

Fortnite a lot.

does.

e.g. Dan

Subject + (auxiliary 'do/does').

(does).

Short answer

e.g. In November. A helmet.

Short answer

Yes/No, subject + do/don’t.

e.g. Yes, he

aa 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

Yes/No, subject + main verb + rest of the sentence.

e.g. Yes, Dan

is.

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

ex e

+ 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

waking up

getting up

taking a shower

brushing your teeth

choosing your clothes

taking care of your skin

combing your hair

leaving home

going to work/school

having lunch

getting dressed

ex e

having breakfast

VOCABULARY

1 DAILY ROUTINES

going home

taking the bus

going to bed

one hundred and ten

110

having a bath

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

2 HOBBIES

dancing

eating in restaurants

going to the cinema

playing football (UK)/ soccer (US)

playing computer games

playing an instrument

reading

sunbathing

swimming

taking photographs

watching television

one hundred and eleven

listening to music

ex e

jogging

horse riding

cooking

UNIT 3:

â&#x20AC;&#x201A; EAT, PLAY, SLEEP, REPEAT.

111

3 TIME o’clock 5 to

5 past

a quarter past 20 past

20 to

25 past

25 to

o’clock

uur

five (5) past

5 over

ten (10) past

10 over

a quarter past

kwart over

twenty (20) past

20 over

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 5 voor

five (5) to

one hundred and twelve

112

My notes

Translation

ex e

Word

half past

ten (10) to

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

a quarter to

10 past

10 to

4 OTHER WORDS AND EXPRESSIONS Word

Translation

My notes

maandag

Tuesday

dinsdag

Wednesday

woensdag

Thursday

donderdag

Friday

vrijdag

Saturday

zaterdag

Sunday

zondag

Monday

Days of the week

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

ex e middernacht

one hundred and thirteen

midnight

What time is it?

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 is the text meant for?

Who wrote this?

Why did he/she write it?

Ask yourself

What type of questions will you get?

Why do you have to read it?

What do you need to do with the text?

ex e

2 While reading Global reading

Try to answer the WH-questions: who / what / where / how / why / when?

Reading for details

Look for explanations and examples.

After reading If possible, reread difficult passages.

Is the task complete?

What would you do differently next time?

UNIT 3:

Check your understanding

Do you understand the main points?

one hundred and fourteen

114

Look for numbers if a year, an amount or a date is asked for.

â&#x20AC;&#x201A; 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

Talking about daily routines and hobbies

ex e

9 Score Next exercise

10 5–7

ex. 2

ex. 3

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

one hundred and fifteen

115

Look at these objects. Which hobby do they make you think of?

soccer 1 playing

≥7

Next exercise

ex. 3

READING

Read the text and answer the questions.

ex e

Score

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

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

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.

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.

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. 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.’

ex e

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.

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.

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

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

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.

< 12

12 – 16

> 16

ex. 5

ex. 4

ex e

Next exercise

Source: xfinity.comcast.net

Score

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.

aging: growing old avid: enthousiastic, keen a geek: weird quirkiest: weirdest quirky: weird value: worth, what you should pay for it

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.

watchING

Watch the video of a girl’s daily routines.

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

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 PINLYAG OBTFOLLA

N G

2 SORHE DIGNIR 3 KINSIG

4 GITKAN RASHHPOPGOT 5 NAPILYG PERMCUOT GASME 6 MIMIGNWS

ex e

7 RADNEGI 8 GKCNIOO

F O O T B A L L

P L A Y

9 NIGTAWCH SIVLEEITNO 10 GONGI TO HET MENIAC

Next exercise

≤7

one hundred and nineteen

Score

>7 Check 2

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

• Complete the missing days of the week.

Here’s the weekly calendar

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

ex e

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.

Howard and Raj: the morning: to the farmers’ market

Sunday

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.

ex e

c Reflection: check your task by filling in the checklist. Checklist: describing Sheldon’s week

Yes

I think so

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

Make the sentences positive or negative. +

–

They work very hard.

Alan flies to New York every year.

The teacher doesn’t prepare a new test.

Jody doesn’t carry heavy bags.

Peter doesn’t start work at 8 o’clock.

The pupils do their homework after school.

Sam and Eva like reading books.

My brother and I play computer games every day.

We play chess at school every day.

10 Score

The man on the street doesn’t look very happy.

ex e

Next exercise

≥8

ex. 3

ex. 5

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

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 doesn’t prepare breakfast.

My father prepares breakfast.

I don’t speak Italian.

She writes a letter every day.

Annie phones her boss before work.

Sue doesn’t go to school by bus.

The chef cooks very well.

We don’t eat pizza once a week.

Mum and dad like the waitress. Score

6–7

Next exercise 5

Check 3

What do you know about your teacher?

WRITING

a Preparation: • write down 2 things you think your teacher likes, loves or enjoys.

ex e

• 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.

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.

Next exercise

ex. 4

≥ 12

< 12

Check 3

ex e

Score

Feedback

Check 3

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.

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).

Yes, she does. She has a lot of hobbies.

No, she doesn’t. She doesn’t go to school on Saturday and Sunday.

School starts at half past eight.

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124

She goes to school on weekdays. 5 She has a sleep in on Saturday morning.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

6 She plays the piano. 7 School ends at half past tree. 8 She goes to her grandparents. 9

10 11

school

12.00 p.m.

lunch break

1.00 p.m. 2.00 p.m. 3.30 p.m. 6.00 p.m.

10.00 p.m.

school

sleep in

end of school, go home

lunch break

lunch

school

horse riding

end of school

lunch at home

end of school

homework

piano lessons

homework

dinner

watch TV

homework

watch TV

go to bed

dance class

02.00 a.m.

Saturday

school

7.30 p.m.

Friday

school

7.00 p.m.

Thursday

ex e

8.30 a.m.

Wednesday

Score

≥9

Next exercise

ex. 2

ex. 3

Sunday sleep in lunch

hang out with some friends

visit g randparents

dinner

go out s ometimes to eat

go out s ometimes

go to bed

dance class

watch TV go to bed

one hundred and twenty-five

Tuesday

Monday

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

125

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.

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.

Erica goes to Scotland for a holiday every year. <6

≥6

ex e

Score

Next exercise 3

ex. 3

Write the correct time (in full) under each clock. Then match it to the correct digital clock.

one hundred and twenty-six

126

UNIT 3:

Score

≥8

Next exercise

ex. 4

ex. 6

EAT, PLAY, SLEEP, REPEAT.

What time is it on these clocks? Write the time in full.

1 ten past two. It's

Score

5–6

Next exercise

ex. 5

ex e

Make sentences using the given personal pronouns. You can only use each pronoun once. Write the time in full. 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

5–6 All done!

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

127

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 his/her questions. Tip: if you have WhatsApp, send the questions to your friend!

10:24

10:26

10:27

10:28

10:29

ex e

10:30

10:31

10:32

10:33

10:34

c Reflection: check your assignment by filling in the checklist. Checklist: a WhatsApp conversation

Yes

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

Next exercise

ex. 7

All done!

EAT, PLAY, SLEEP, REPEAT.

I think so

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? 8 he bother you?

10 it look okay?

Next exercise

All done!

one hundred and twenty-nine

ex e

≥8

Score

9 the party start at 6?

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 Decide if you will present your week in writing or in speaking.

First prepare your diary or vlog:

Tuesday

ex e

Wednesday

Monday

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.

Action 3

SLEEP PLAY SOCIAL MEALS SCHOOL HOMEWORK OTHER WORK

b Fill in what your weekdays look like. Indicate at least 10 different activities you do in a day. Use the schedule below.

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. 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.

ex e

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

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.

3 Language • I used the present simple correctly. • I used correct words to describe hobbies and routines. • I used correct spelling and punctuation.

Feedback

ex e

Vlog

Checklist: describing a typical week

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

one hundred and thirty-two

132

Trace your steps on diddit.

UNIT 3:

EAT, PLAY, SLEEP, REPEAT.

Yes

I think so

UNIT 4: A DAY TO REMEMBER check in

Step 1: talking about dates

ex e

Step 2: describing events

main track

trace your steps

summary

on different tracks check out: presenting a cultural event

CHECK IN The place to be 1

READING

Look at the festival posters and answer the questions.

Questions

Poster 1

Poster 2

a What is the subject of the posters?

b Which year is mentioned? c Which days are mentioned? d Which dates are mentioned?

g What information is also on the posters?

ex e

h What other numbers are on the poster?

one hundred and thirty-four

134

UNIT 4:

f In which country is this?

e Where do the festivals take place?

â&#x20AC;&#x201A; A DAY TO REMEMBER

Discuss these questions. a Highlight the artists you know. Tell a partner about these artists. Do you know the same artists? b Which poster do you prefer? Why?

UNIT 4:

â&#x20AC;&#x201A; A DAY TO REMEMBER

SPOKEN INTERACTION

one hundred and thirty-five

ex e

135

MAIN TRACK Step 1

Perfect timing

Talking about dates watchING

Watch the commercial and answer the questions.

a Give at least 2 names given in the beginning of the video.

b In which category are they selected? c What is this video about? d What do they get when they win an Oscar?

f Who is the host of the show?

g On which day of the week is the show held?

e Give another category in which actors can win an Oscar.

h On which date is this awards show held?

i Which TV channel is broadcasting the show? 2

Get out of your chair and get in line! Your teacher will tell you what to do. Follow the instructions.

Look at these dates. Your teacher will say them out loud, but not in this order. Number them. listening Then say the dates out loud yourself. ° = … was born on … † = … died on …

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136

William Shakespeare

Ariana Grande

Paul Walker

° 23/04/1564

° 26/06/1993

° 12/09/1973

† 23/04/1616

UNIT 4:

ex e

SPOKEN INTERACTION

A DAY TO REMEMBER

† 30/11/2013

° 5/5/1988

° 14/9/1983

J.K. Rowling

° 31/07/1965

January 7

March 8

May

September

October

ex e

August

Complete the grid with the correct months.

Amy Winehouse † 23/07/2011

Adele

December

Complete the box on how to write and say the date in English.

USEFUL EXPRESSIONS

British English

American English

10 June 2020 10 / 06 / 2020

December 1st, 2020 12 / 1 / 2020

Rule:

+ +

Examples

Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A2: ‘It's the tenth of June, twenty twenty.’

Q: ‘What is the date?’ A: ‘It's December first, twenty twenty.’

A1: + +

+ +

ki In speaking

Rule:

A2: + + + + See p. 154 one hundred and thirty-seven

Examples

In writing

How to write and say the date

UNIT 4:

A DAY TO REMEMBER

137

1st

first

101

Say your own birthday and those of your classmates.

Answer the following questions. a When do people celebrate Christmas?

ex e

c When is the first day of school?

We write: 25th December. We say: The twenty-fifth of December. b When is Valentine’s day?

d When is your best friend’s birthday?

e When is your father’s birthday?

f When is your mother’s birthday?

Did you know?

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138

When we talk about routines, we can use ‘On + day + s’. e.g. On Saturdays he does the laundry. This means that he does the laundry every Saturday. e.g. On Saturday I am going to a friend’s house. This means that I am going to a friend’s house, but only this Saturday.

UNIT 4:

A DAY TO REMEMBER

Make the cardinal numbers ordinal, as in the example.

SPEAKING WRITING

Complete the questions. a When does spring start? On 21st March b When does summer start? On 21st c When does the summer vacation end? On 31st d When is Armistice Day? On 11th e When do we celebrate April Fools’ day? On 1st f When do the summer holidays start? On 1st

watchING

a What is this trailer about? b Where does this festival take place? c What year is mentioned?

d What do you see?

10 Watch the following trailer and complete the questions.

e What is the exact date of the festival in 2019?

f What do they say you are going to need?

ex e

g Would you like to go to this festival?

READING

11 Read the text and answer the questions.

a Highlight the special day, the country and the date in every text. b Complete the grid. When

3rd Monday of January

Where

JULY

January

Scotland

What

USA

Boxing day

1st March

July

Thanksgiving Ireland USA Eisteddfod

Bonfire Night June/July November

Scotland Fringe Festival

UNIT 4:

A DAY TO REMEMBER

one hundred and thirty-nine

1st Monday of September

139

1 Martin Luther King Day: The Rev. Martin Luther King, Jr., an African-American man, is considered a great American because of his efforts to win civil rights for all people without any violence. People remember him on the third Monday of January, a national holiday in the US.

2 Burns Night is a celebration of Robbie Burns, a Scottish poet. In Scotland people have a special dinner on Burns Night, the 25th January. Men wear kilts and people listen to traditional bagpipe music, they dance, read Burns’ poetry and share a meal of haggis (a traditional Scottish dish of sheep heart, liver and lungs) with ‘neeps and tatties’ (turnips and potatoes).

3 People in Wales and those of Welsh origin celebrate the life of their patron saint, St David, and the Welsh culture on March 1st each year, called St David’s Day. Many people pin a daffodil or leek to their clothes, and some, especially children, wear traditional costumes.

4 Saint Patrick’s Day, or the Feast of Saint Patrick, is a cultural and religious holiday celebrated annually on 17th March, the day that the patron saint of Ireland, Saint Patrick, died. According to legend, Saint Patrick used the three-leaved shamrock to explain the Holy Trinity to Irish pagans.

ex e

5 Wimbledon in South West London is where one of four annual Grand Slam tennis tournaments is held. Wimbledon is linked to strawberries and cream. During the Wimbledon season, in June/July, the UK goes Tennis crazy. 6 Independence Day honours America’s birthday – the signing of the ‘Declaration of Independence’ on July 4, 1776. It is a day of picnics and patriotic parades, a night of concerts and fireworks. The flying of the American flag (which also occurs on Memorial Day and other holidays) is widespread.

7 Eid al-Fitr marks the end of the month-long fast of Ramadan and is widely celebrated by Muslims in the UK in July. Muslim families and communities usually have their own celebrations as well as some big celebrations in cities such as London and Birmingham.

8 The National Eisteddfod is Wales’ biggest arts and culture festival in August. You can listen to Welsh music, watch dance and theatre performances, listen to the Welsh language and sample Welsh food and crafts.

9 Edinburgh Festival Fringe is the largest arts festival in the world. It has over 40.000 performances. The festival is most famous for comedy. 10 Labor Day: The first Monday of September, this holiday honours America’s working people, typically with parades. For most Americans it marks the end of the summer vacation season, and for many students the opening of the school year.

one hundred and forty

140

11 In Britain, Bonfire Night is associated with the tradition of celebrating Guy Fawkes’ failed attempt to blow up the Houses of Parliament on 5th November 1605. It is an annual event dedicated to bonfires, fireworks and celebrations.

UNIT 4:

A DAY TO REMEMBER

12 Thanksgiving Day is the fourth Thursday in November, but many Americans take a day of vacation on the following Friday to make a four-day weekend, during which they often travel long distances to visit family and friends. The holiday dates back to 1621, the year after the Puritans arrived in Massachusetts. 13 St Andrew’s day is Scotland’s official national day. In 2006, the Scottish Parliament designated St Andrew’s Day as an official bank holiday. It is also a national holiday in Romania. In Scotland and many countries with Scottish connections, St Andrew’s Day is marked with a celebration of Scottish culture with traditional Scottish food, music and dance.

Abridged from: studylinks.com

12 Discuss these questions.

14 Boxing Day is the day after Christmas day. It is a bank holiday in the UK. There are a few theories as to why it’s called ‘Boxing Day’ but no one is completely sure: * In Britain ‘Christmas Box’ was a name for a Christmas present. Boxing Day was a day off for servants when they received a ‘Christmas Box’ from the master. * A box to collect money for the poor was placed in churches on Christmas day. The money was a bonfire: a large open-air fire used for burning distributed the next day. ‘Boxing Day’ could rubbish or as part of a celebration have been named after this custom. a pagan: a person holding religious beliefs other Today there are no traditional Boxing Day than those of the main world religions customs. Most people spend the day eating patriotic: loving your country the Christmas leftovers and maybe going for a a shamrock: a very small plant with 3 leaves walk or visiting friends and family.

SPOKEN INTERACTION

ex e

a Which cultural dates do you celebrate?

b Which cultural events are there in your country? c Which cultural event is your favourite?

13 Describe 5 dates that are important to you.

a Preparation: think about 5 different dates that are important to you and the reasons why they are so important. Write keywords. Make sure to include 2 cultural events.

When

Why

one hundred and forty-one

UNIT 4:

A DAY TO REMEMBER

141

b Action: • Use what you prepared to write a short paragraph (about 50 words) about your special dates. Mention the date and the reason. Don’t forget to use the present simple correctly!

WRITING

The first special day is because

• Explain your dates to a classmate. Are the same cultural events important to him/her?

c Reflection: check your task by filling in the checklist. Checklist: describing important dates

ex e

1 Content and structure • My text is about 50 words. • I mentioned 5 different dates. • I wrote about why I like those days.

2 Language • I used the present simple correctly. • I wrote the date correctly. • I said the date correctly. • I spoke clearly. • I paid attention to my pronunciation.

Feedback

CHECK 1, p. 155

one hundred and forty-two

142

UNIT 4:

A DAY TO REMEMBER

Yes

I think so

SPEAKING

Step 2

Describing events READING

a What is the poster about?

b What is the eventâ&#x20AC;&#x2122;s name?

c Where does it take place?

d What country is the event in?

e Which days are mentioned?

Look at the poster and answer the questions.

Special events

f When does the event take place?

Discuss these questions.

SPOKEN INTERACTION

a Which food truck would you like to try and why? b Would you like to go to a food truck festival? Why (not)? c Are there any food truck festivals in your country? d Do you like this poster? Why (not)?

UNIT 4:

â&#x20AC;&#x201A; A DAY TO REMEMBER

one hundred and forty-three

ex e

g What is listed under each date?

143

READING

Name the different items mentioned on this event poster.

ex e

Answer these questions about the event poster.

READING

a What is this poster about?

b What is still missing on this poster? c Why do you think it is missing?

WRITING

Explain which poster you prefer.

a Preparation: look at the posters. Think about the content and the layout of the posters. Use the writing frame to prepare first. Remember to use the verbs to express what you like from Unit 3, p. 92.

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144

UNIT 4:

I love

because

I like

because

I don’t mind

because

I don’t like

because

I hate

because

A DAY TO REMEMBER

SPEAKING

b Action: explain your opinion to a classmate. Do they think the same as you?

ex e

one hundred and forty-five

UNIT 4:

â&#x20AC;&#x201A; A DAY TO REMEMBER

145

c Reflection: check your task by filling in the checklist. Checklist: expressing your opinion

Yes

I think so

ex e

1 Content and structure • I talked about 5 posters. • I gave reasons for my opinion.

2 Language • I used the present simple correctly. • I paid attention to my pronunciation.

Use the information on the posters in exercise 5 to underline the correct answer. 1 Free Comic Book Day is in May / in winter. 2 Free Comic Book day is always on a Saturday / on 3rd May. 3 The Local Heroes bookstore is on Colonial Avenue / in Antwerp. 4 The AME 1UP event was in 2013 / in 2014. 5 The AME 1UP event is at the World Trade Center / in Hall E. 6 The Heavyweight Championship is in Belgium / in Oklahoma City. 7 The Highland Games start in the morning / at noon. 8 On Saturday, the Highland Games finish at 5 p.m. / at 9 p.m. 9 Pancake day is on 16th March / on 24th March. 10 You can get your picture taken at the photo booth / on Spring Street.

Feedback

one hundred and forty-six

146

UNIT 4:

A DAY TO REMEMBER

READING

Check the sentences in exercise 6 and fill in the grammar box.

GRAMMAR

How to talk about when and where things happen

– Centuries, decades, years, months, seasons, parts of the day: e.g. Selma was born 2010. e.g. H e wakes up early the morning. e.g. H er birthday is winter.

– Countries, cities and neighbourhoods: e.g. She was born Belgium. e.g. He lives Oklahoma City.

– Days and dates: e.g. W e don’t go to school Pancake Day. e.g. Haruo’s birthday is 25 March.

– Streets, avenues and parts of streets: e.g. T here are many shops Spring Street. e.g. He lives Colonial Avenue.* e.g. The house is on the corner.

– Address, specific location: e.g. The Party is the Black Dog Ballroom. e.g. The event takes place the World Trade Center.

ex e

– Hours, noon, (mid)night: e.g. The Highland Games finish 9 p.m. e.g. W e have lunch noon.

PLACE

GENERAL

TIME

SPECIFIC

Keep in mind: * In British English you live in a street or avenue (vs. on a street in American English). See p. 151

Fill in the correct preposition in the sentences. Choose ’in’, ‘at’ or ‘on’.

1 the 19th century Halloween became an important holiday in North America. 2 Halloween is always 31 October.

3 the 1930s, trick or treating became popular the United States. 4 St. Patrick’s Day is not always a Sunday, but it’s always March. 5 The monuments and the streets Chicago light up green St. Patrick’s Day.

6 The holiday of Mardi Gras is celebrated all of Louisiana, but especially New Orleans.

8 Promptly midnight New Orleans police officers start clearing the streets. This announces the end of the Carnival. 9 the United States, Thanksgiving is celebrated the fourth Thursday of November. 10 Thanksgiving people are usually home and they eat a lot of food, especially turkey.

UNIT 4:

A DAY TO REMEMBER

one hundred and forty-seven

7 There are a lot of Carnival activities Bourbon Street.

147

Watch the commercial and answer the questions. Use the correct preposition.

watchING

a Complete the event box.

Title

Place

ex e

Time

Date

Special offer

What to do

Website

Logo

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WRITING

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ex e

b Draw an event poster using the information from the grid in a.

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10 Make your own special event. SPOKEN a Preparation: INTERACTION • Form groups and discuss which special day deserves an event in your opinion. Be creative! • Complete the grid with the most important information. Title Place Date

Time

Special offer What to do Website Entrance fee

Logo

• Make an event poster on a separate piece of paper or on the computer. Make enough copies of the event poster so that each group member has one.

SPEAKING

ex e

b Action: form new groups and talk about your event to the others. • When you are the speaker: present your poster to your group. Be prepared to answer questions. • When you are the listener: make notes on the feedback form. When the speaker is finished, ask 1 question. c Reflection: check your task by filling in the checklist. Checklist: presenting a special event

1 Preparation • We filled in the grid with all the necessary information. • We made a nice poster for the event.

2 Content and structure • I mentioned the title. • I mentioned the place and address of the event. • I mentioned the date and time. • I mentioned a special offer. • I mentioned what there is to do. • I mentioned the website (if there was one). • I mentioned the entrance fee.

3 Language • I used the present simple correctly. • I wrote and said the date correctly. • I used the correct prepositions for time, date and place. • I paid attention to my pronunciation. • I used correct spelling.

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Feedback

150

CHECK 2, p. 160 UNIT 4:

A DAY TO REMEMBER

Yes

I think so

SUMMARY

GENERAL

– Centuries, decades, years, months, seasons, parts of the day: e.g. Selma was born in 2010. e.g. H e wakes up early in the morning. e.g. Her birthday is in winter.

– Countries, cities and neighbourhoods: e.g. She was born in Belgium. e.g. He lives in Oklahoma City.

– Streets, avenues and parts of streets: e.g. T here are many shops on Spring Street. e.g. He lives on Colonial Avenue.*

m ON

ex e

– Days and dates: e.g. W e don’t go to school on Pancake Day. e.g. Haruo’s birthday is on 25 March.

PLACE

TIME

We can use prepositions to talk about when (= time) and where (= place) things happen. To describe time and place, the prepositions in, on, and at go from general to specific.

GRAMMAR

HOW TO talk about when and where things happen Prepositions of time and place

– Hours, noon, (mid)night: e.g. The Highland Games finish at 9 p.m. e.g. W e have lunch at noon.

– Address, specific location: e.g. The Party is at the Black Dog Ballroom. e.g. The event takes place at the World Trade Center.

SPECIFIC

There are special expressions: TIME

Keep in mind: * In British English you live in a street or avenue (vs. on a street in American English).

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• in + parts of the day: in the morning, in the afternoon, in the evening • on time (= just at the right time) • at + holiday without ’day’: at Christmas, at Easter • at + the weekend

PLACE

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11th – eleventh

21st – twenty-first

40th – fortieth

2nd – second

12th – twelfth

22nd – twenty-second

50th - fiftieth

3rd – third

13th – thirteenth

23rd – twenty-third

60th – sixtieth

4th – fourth

14th – fourteenth

24th – twenty-fourth

70th – seventieth

5th – fifth

15th – fifteenth

25th – twenty-fifth

80th – eightieth

6th – sixth

16th – sixteenth

26th – twenty-sixth

90th – ninetieth

7th – seventh

17th – seventeenth

27th – twenty-seventh

100th – one hundredth

8th – eighth

18th – eighteenth

28th – twenty-eighth

1000th - one thousandth

9th – ninth

19th – nineteenth

29th – twenty-ninth

10,000th - ten thousandth

10th – tenth

20th – twentieth

30th – thirtieth

1,000,000th - one millionth

January

December

2 MONTHS AND DATES

1st – first

VOCABULARY

1 ORDINAL NUMBERS

start of calendar year February

ex e

November

October

September

March

The months of the year are always written with a CAPITAL letter.

April

start of school year

August

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May

July

June

Translation

an artist

een artiest

My notes

a band

een groep

to broadcast

uitzenden

an entrance fee

een inkomprijs

an event

een evenement

a festival

een festival

a host

een presentator

a logo

een logo

the main stage

het hoofdpodium

a show

een show

a special offer

een speciaal aanbod

a sponsor

een sponsor

a stage

een podium

a (time) schedule

een (tijd)schema

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Word

VOCABULARY

3 EVENTS

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Did you know that we celebrate Bonfire Night on 5 November?

Oh really, we always celebrate Halloween on October 31st.

USEFUL EXPRESSIONS

HOW TO write and say the date

American English

Examples 10 June 2020 10 / 06 / 2020 day + month + year

Rule:

December 1st, 2020 12 / 1 / 2020 month + day + year

Rule:

Examples Q: ‘What is the date?’ Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A: ‘ It's December first, twenty A2: ‘It's the tenth of June, twenty twenty.’ twenty.’ A1: month + the + day + year A2: the + day + of + month + year

month + day + year

ex e

In speaking

In writing

British English

Keep in mind:

In writing – We use capital letters for: days of the week and months of the year. e.g. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday e.g. January, February, March, April, May, June, July, August, September, October, November, December – In British English, sometimes the last 2 letters (th, rd, st, nd) of the number as spoken are used in writing. e.g. Today is 4th June 2020. It's on 1st June.

In speaking – In American English, the exception to the 'month first' rule is the US day of independence. e.g. It's the fourth of July! – Years are usually divided into two parts; the first two digits and the last two digits. e.g. 1984: nineteen eighty-four, 2018: twenty eighteen – For the years 2001 to 2010, the most common way of saying the year is two thousand and ‘number’. e.g. two thousand and eight – For the first years after 2010 you may hear two different alternatives: e.g. 2012: twenty twelve OR two thousand and twelve

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ON DIFFERENT TRACKS Check 1 1

Talking about dates WRITING

Write what special events Bruce has on the following days.

19 My birthday!

May

July

September

11 Meeting at Wayne 18 Film night Enterprises with Rachel Office closed! Rebuilding theatre 21 Summerfest

10 Try-out new equipment

25 Anniversary B R

26 Celebration Birthday Rachel !!!

October

April

11 Meeting at Wayne Enterprises

August

11 Meeting at Wayne Enterprises

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26 Inspection Bat Mobile

21 Date with Rachel

5 Gala at Gotham City Hall

June

March

1 New Year’s charity party

February

January

a Preparation: read Bruce’s calendar and highlight 4 special events.

November

20 Poker night with Joker Joker arrested!!

December 11 Meeting at Wayne Enterprises

♥

b Action: use what you prepared to write a short paragraph (about 40 words) about Bruce’s year. Use the present simple tense or ‘there is’/’there are’. Write about 4 events that are special to him this year. Give the day and the month. Write 2 things that will not take place (use ‘there is no’ …) and the reason. Follow the example.

• • • • •

On 11 April Bruce has a meeting at Wayne Enterprises.

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There is no

because

Yes

2 Language • I used the present simple correctly. • I used the correct sentence structure. • I used correct spelling and punctuation.

Next exercise

ex. 3

9 – 12

> 12

ex. 2

ex. 4

ex e

Score

Feedback

Look at the poster and answer the questions. a Which month is mentioned on the poster? b Which dates are mentioned?

c How many years are mentioned on the poster? d Highlight the years on the poster.

e How many people signed the declaration of Independence? f How old was the youngest signer? g When was Independence Day turned into a holiday?

h Where are most of the hot dogs from? i What is the most famous contest on Independence Day?

j How many people go and see fireworks?

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1 Content and structure • I wrote about 4 special events. • I gave the days and the months. • I talked about 2 things he will not do.

I think so

Checklist: describing Bruce’s year

A DAY TO REMEMBER

READING

r aa pl m ex e jk ki <8

≥8

Next exercise

ex. 3

Check 2, p. 160

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In Score

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157

Complete the sentences with the correct information. a Write the ordinal number in full. 1 December is the month of the year. (12th) 2 I am in the year of secondary education. (2nd) 3 Next week is my birthday. (14th) 4 French is the lesson on Thursday. (4th)

6 The green belt is the belt in karate. (5th)

Total:

/ 7

b Write the numbers and dates in these sentences in full.

7 March is the month of the year. (3rd)

5 Croatia is the country in the European Union. (28th)

1 May is the month of the year. (5)

2 My father’s birthday is on . (28/06) 3 Donald Trump is the president of the United States. (45)

4 The Belgian national holiday is on

. (21/07)

5 Our flat is on the floor. (2)

6 On we celebrate New Year’s Eve. (31/12)

ex e

7 My colleague’s birthday is on (03/10) 8 Heaven was a TV series in the 90’s. (7) Total: Score

/ 8

< 12

Next exercise

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≥ 12

Check 2, p. 160

Make a short ‘cultural’ calendar. a Preparation: go online and select 12 ‘special days’. Select 1 day per month. b Action: • Complete the grid you will get with the correct information. Give: 1 the date; 2 the name of the day or event; 3 the place where this is celebrated; 4 1 interesting fact.

WRITING

SPEAKING

• Find a partner and explain your cultural calendar.

Checklist: explaining a cultural calendar

c Reflection: check your task by filling in the checklist. Yes

1 Preparation • I looked up 12 special days. • I understood the information on the website.

2 Content and structure • I wrote 1 special day for each month. • I mentioned what special day it is. • I mentioned the country where it is celebrated. • I added 1 interesting fact about that day.

I think so

ex e

3 Language • I used the present simple correctly. • I used the correct sentence structure. • I used correct spelling and punctuation. • I paid attention to my pronunciation. Feedback

Score

≥ 15

ex. 3

Check 2, p. 160

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Next exercise

< 15

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159

Describing events

Check 2 1

SPEAKING

Present the poster of an event. a Preparation: pair up with a classmate and decide who will present which poster. Highlight or circle the following items and fill in the grid: Title

Place and address Date

Entrance fee

ex e

Website

1 interesting fact

Time

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b Action: • Use what you prepared and present the poster to a classmate. Use the correct prepositions and pay attention to your pronunciation. • Your classmate will fill in the listening grid. Does your information match? • Switch when you are done.

UNIT 4:

A DAY TO REMEMBER

c Reflection: check your task by filling in the checklist. Have your classmate fill in the checklist too. Me

Checklist: presenting an event poster

Next exercise

ex. 3

Yes I think so

aa pl

9 – 12

> 12

ex. 2

ex. 5

ex e

Score

2 Language • I used the prepositions for time and place correctly. • I spoke clearly. • I paid attention to my pronunciation.

1 Content and structure • I mentioned the title. • I mentioned the place and address. • I mentioned the date and time. • I mentioned a special offer. • I mentioned what there is to do. • I mentioned the website (if there was one). • I mentioned the entrance fee.

Feedback

Classmate

Yes I think so

Create an event poster.

watchING

a Preparation: watch the video and complete the grid. Title

Place

Date and time

Special offer What to do

Address Email Website

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Entrance fee Logo

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161

WRITING

ex e

b Action: draw your own event poster. Make sure to add all the elements from what you prepared.

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c Reflection: check your task by filling in the checklist. Checklist: creating an event poster

Yes

I think so

1 Preparation • I filled in the listening grid. 2 Content and structure • I added all the necessary items on the event poster. 3 Language • I used the prepositions for time and place correctly. • I used correct spelling.

< 15

≥ 15

Next exercise

ex. 3

All done!

Score

Feedback

Fill in the correct preposition in these short texts. Choose ‘in’, ‘at’ or ‘on’.

Canada Day

July 1 is Canada Day. But when that date falls a Sunday, many Canadians will take the day off from work Monday, July 2. July 1 was when Canada’s original three

ex e

provinces joined as one nation 1867. Events start early in the morning. There are parades, barbecues, fireworks displays, concerts, etc. Australia Day

Australians celebrate their national day – Australia Day – 26 January with a public holiday. The day marks the anniversary of the First Fleet’s arrival Sydney

1788. People celebrate this day with parties, e.g. Bondi Beach, or concerts, like the Sydney Opera House, etc. Notting Hill Carnival

Notting Hill Carnival takes place Sunday and Monday of the Bank Holiday weekend the end of August. It was first organized back 1964 by a woman named

Rhaune Laslett who wanted to bring together different races and classes of people. It soon evolved into a massive celebration of Caribbean culture London. This colorful festival

features tons of dancing, live music, and delicious food!

Next exercise

≥9

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Score

ex. 4

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A DAY TO REMEMBER

163

Describe a food truck event.

READING

a Preparation: read the information on the poster and complete the grid. Title Place Date

Time

Special offer What to do Website

ex e

Entrance fee

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164

Total:

/ 8

b Action: complete the writing frame with the correct information from what you prepared. UNIT 4:

A DAY TO REMEMBER

WRITING

Write full sentences and pay attention to the use of prepositions. At the event you can

(write about what you can do there).

(write 1 sentence about where it takes place)

(write 1 sentence about when it is)

(write 1 sentence about the cost and where to get tickets)

Checklist: writing about an event 1 Preparation • I filled in the listening grid.

c Reflection: check your task by filling in the checklist.

(write 1 sentence about a special offer)

Yes

I think so

2 Content and structure • I completed the writing frame and wrote 5 sentences. • I used all the information from what I prepared.

ex e

3 Language: • I used the present simple correctly. • I used the prepositions for time and place correctly. • I used correct spelling and punctuation. Feedback

/ 10

Total:

Score

< 15

Next exercise

All done!

Create a Mother’s Day event poster.

watchING

a Preparation: • Watch the video and fill in the grid with the correct information. What? Event 1 Event 2 Event 3 Event 4 • Choose 1 event. Watch the video again and fill in the information about this event. UNIT 4:

A DAY TO REMEMBER

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≥ 15

165

Name of event What Where When (day) When (time)

1 special thing

Entrance fee

b Action: create a poster for the event of your choice. You can use an online poster creator or draw one yourself on a separate piece of paper. c Reflection: check your task by filling in the checklist.

Yes

1 Preparation • I filled in the general listening grid. • I filled in all the information about my event in the 2nd grid.

ex e

2 Content and structure • I mentioned the title. • I mentioned the place and address. • I mentioned the date and time. • I mentioned a special offer. • I mentioned what there is to do. • I mentioned the website, if there is any. • I mentioned the entrance fee. 3 Language • I used correct prepositions. • I used correct spelling.

Feedback

< 12

≥ 12

Next exercise

ex. 4

All done!

Score

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I think so

Checklist: creating an event poster

WRITING

CHECK OUT: PRESENTING A CULTURAL EVENT Orientation You will create an event poster for a cultural date in an English-speaking country and present it.

Preparation Choose a cultural day in an English-speaking country.

Go online and look for information about this day.

What special event do you want to organize on this day? Brainstorm!

Complete the grid with information about your cultural day and special event.

Date and time

ex e

Special offer

Place and address

Title

What to do

Website

Entrance fee

Logo

Action

SPEAKING one hundred and sixty-seven

5 Use what you prepared to create your event poster. Be creative! 6 Present your event. You should talk for about 2 minutes.

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Reflection 7 Check your work by filling in the checklist. Checklist: presenting a cultural event

Yes

I think so

2 Content and structure • I mentioned the title. • I mentioned the place and address of the event. • I mentioned the date and time. • I mentioned a special offer on this day. • I mentioned what there is to do. • I mentioned the website, if there is any. • I mentioned the entrance fee. • I spoke for about 2 minutes.

1 Preparation • I chose 1 cultural date from an English-speaking country. • I did research online. • I brainstormed about the special event on this cultural day. • I filled in the writing frame with all the necessary information.

ex e

Feedback

3 Language • I used the correct prepositions for time and place. • I used the present simple correctly. • I spoke clearly. • I paid attention to my pronunciation.

Trace your steps on diddit.

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