Track 1 GO - Leerwerkboek (ed. 2025)

GO!

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ENGELS VO OR DE A -STRO OM TRACK1_cover_2025_v5.indd 9

30/01/2025 10:47

GO!

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Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Saartje Van Vlasselaer

Via www.ididdit.be heb je toegang tot het onlineleerplatform bij TRACK 1. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden. Kies je ervoor om je aan te melden met je Smartschool-account, zorg er dan zeker voor dat je e-mailadres aan dat account gekoppeld is. Zo kunnen we je optimaal ondersteunen.

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LET OP: DEZE LICENTIE IS UNIEK, EENMALIG TE ACTIVEREN EN GELDIG VOOR EEN PERIODE VAN 1 SCHOOLJAAR. INDIEN JE DE LICENTIE NIET KUNT ACTIVEREN, NEEM DAN CONTACT OP MET ONZE KLANTENDIENST.

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Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken. In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be. Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.ididdit.be. © Uitgeverij VAN IN, Wommelgem, 2025

De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden.

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Credits: p. 33 © Getty Images / CBS Photo Archive; p. 34 © Shutterstock / Tinseltown; p. 37 (onderaan rechts) & p. 38 (midden rechts) & p. 79 (struisvogelkop) © Shutterstock AI. This content was generated by an Artificial Intelligence (AI) system and has been approved by content review; p. 112 schilder © Shutterstock / aasstock; p. 119 Kenneth Choi © Shutterstock / Eugene Powers; Taylor Swift © Shutterstock / Brian Friedman; Ed Sheeran, Kevin Hart, Ryan Reynolds, Millie Bobby Brown © Shutterstock / DFree; Adele © Shutterstock / Fred Duval; p. 189 Marie Kondo © Imageselect / Picture Alliance/ANN; Princess Kate and King Charles, President Trump © Belgaimage / AFP-ARCHIVE; p. 224 Michael Phelps © Shutterstock / Leonard Zhukovsky; p. 230 Simone Biles © Belgaimage / AFP-ARCHIVE

Eerste druk 2025 ISBN 978-94-647-0735-9 D/2025/0078/58 Art. 606948/01 NUR 110

Vormgeving en opmaak: Vrijdag Grafis Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic

CONTENTS INTRODUCTION: NICE TO MEET YOU

9

3 A DAY TO REMEMBER

10

Check In

Main Track 11 Step: meeting and greeting someone 11 Summary Vocabulary – Meeting and greeting Useful expressions – HOW TO meet and greet someone

15 15 15 16 16 17

Check In

18

Main Track Step 1: numbers and the alphabet Step 2: sharing information Step 3: describing your classroom

19 19 23 36

Summary Grammar – HOW TO refer to people and things – HOW TO talk about one or more things Vocabulary – School necessities – Subjects at school Strategy – HOW TO study vocabulary and grammar – HOW TO listen / watch more effectively Useful expressions – HOW TO ask for something in class

49 49 49 51 53 53 55 56 56 57 58 58

Check Out: my ideal classroom

59

108

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

111 111 126

Summary Grammar – HOW TO talk about when and where things happen Vocabulary – Months of the year – Other words – Celebrations – Idioms and expressions – Ordinal numbers Useful expressions – HOW TO write and say the date Strategy – HOW TO create an event poster

134 134

Check Out: presenting a cultural event

139

4 FAMILY MATTERS

141

Check In

142

Main Track Step 1: talking about family Step 2: describing possession Step 3: describing and comparing appearances

144 144 153

Summary Grammar – HOW TO express possession – HOW TO talk about what you own – HOW TO describe and compare people and things Vocabulary – Family relations – Other family words – Idioms related to family – Describing people

172 172 172 174

Check Out: a family tree

181

64

Main Track Step 1: talking about hobbies Step 2: talking about facts and routines Step 3: asking and answering questions

65 65 73 83

Summary Grammar – HOW TO use verbs in English – HOW TO talk about facts and routines – HOW TO ask questions Vocabulary – Hobbies and leisure activities – Verbs describing daily routines – Time and days of the week – Other words and expressions Useful expressions – HOW TO say what time it is Strategy – HOW TO read a text more effectively

92 92 92 94 97 98 98 99 100 101 103 103 104 104

Check Out: my week

105

©

Check In

161

175 177 177 178 178 179

three

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2 EAT.PLAY.SLEEP.REPEAT

134 135 135 135 135 136 136 137 137 138 138

IN

1 EASY AS ABC

107

Check In

Contents

Track

3

5 WHAT’S HAPPENING?

183

Check In

184

Main Track Step 1: talking about household chores Step 2: using the present continuous Step 3: using present simple and present continuous

185 185 196

Summary Grammar – HOW TO talk about facts, routines and things going on now Vocabulary – Chores – Rooms in the house – Cleaning supplies

210 210

Check Out: a day in my life

217

210 213 213 215 216

IN

6 I’VE GOT TALENT!

207

219

Check In

220

Main Track Step 1: talking about talents and skills Step 2: using reading strategies

221 221 228

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Summary 239 Vocabulary 239 – Talents 239 – Skills 240 241 – Jobs Strategy 242 – HOW TO use different reading strategies 242 – HOW TO deal with difficult words in a text 244 245 – HOW TO summarise a text

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Check Out: comprehensive reading

four

4

Track

Contents

246

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

1 / Op weg met TRACK Het leerwerkboek bestaat uit een Introduction en zes units. 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 4: FAMILY MATTERS

IN

check in Step 1: talking about family

main track

Step 3: describing and comparing appearances

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

Step 2: describing possession

summary trace your steps

CHECK IN

My day 1

reading

Read the two texts and answer the questions.

a Look at the texts. Can you say what kind of texts they are? articles poems letters

b Using just one word, what are the texts about?

check out: a family tree

c Which text do you prefer? Why?

Do you have the same hobby?

MAIN TRACK

Hobbies are fun things, which you can do. They sure can while away the time for you.

In darkness, she is all I see (all I see) Build self-esteem and add to conversation. bones with me ACome hobbyand justrest mayyour bring you elation. Driving slow on

WƌĞƉĂƌĂƚŝŽŶ͗ ŵĂŬĞ Ă ůŝƐƚ ŽĨ ĨŝǀĞ ĚĂLJƐ ƚŚĂƚ ƐŚŽƵůĚ ďĞĐŽŵĞ ŽĨĨŝĐŝĂů ďĂŶŬ ŚŽůŝĚĂLJƐ͘ 'ŝǀĞ ƚŚĞ ƌĞĂƐŽŶƐ ƚŚĞLJ ĂƌĞ ŝŵƉŽƌƚĂŶƚ ƚŽ LJŽƵ͘ tƌŝƚĞ ŬĞLJǁŽƌĚƐ͘ ĂƚĞ

ZĞĂƐŽŶ

Fry the pancake,

And I never want to leave (Maroon 5 –

Morning)

b

listening

confection: a sweet food elation: extreme happiness to enrich: to improve self-esteem: believe in yourself to while away: spending time

You are my

, you’re the best day of the week

So underrated and a brand-new start Don’t care what all the kids say You’ve got the key to my heart (Imagine Dragons –

64

UNIT 2:

)

c It’s not just picture-perfect dancing in a white dress EAT.PLAY.SLEEP.REPEAT It’s not just rainy days when nothing stops the fighting It’s not just highs and lows, and champagne toast

Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks op iDiddit. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt. I’ve come to know that love’s not only the best days Or the worst days Love is the

Yeah, love is the (Jake Scott –

)

UNIT 3:

A DAY TO REMEMBER

111

GRAMMAR

SUMMARY HOW TO express possession

Possessive pronouns and adjectives and the genitive form

Is that your dog?

No, that’s Milo. It’s his. Milo is Jack’s best friend.

Milo is my dog. I love him. He’s mine!

In English we can express possession with personal pronouns and adjectives and the genitive form.

1 Personal pronouns and adjectives PERSONAL PRONOUNS Subject pronoun

Possessive adjective

Possessive pronoun

I love

my dog Milo.

You love

your dog Milo.

He’s yours.

He loves She loves It is showing

his dog Milo. her dog Milo. its teeth.

He’s his. He’s hers. /

He’s mine.

We love

our dog Milo.

He’s ours.

Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – op jouw eigen tempo – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken. Je vindt deze oefeningen op iDiddit.

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

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^ĐŽƌĞ

ф ϵ

ϵ – ϭϮ

х ϭϮ

EĞdžƚ ĞdžĞƌĐŝƐĞ

Ğdž͘ Ϯ

Ğdž͘ ϰ

Ğdž͘ ϲ

You love

your dog Milo.

He’s yours.

They love

their dog Milo.

He’s theirs.

Keep in mind: – ‘They’ is also a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns. – Possessive adjectives are always used in combination with a noun: e.g. my mother, your dog, his family tree, his wife, her brother, its name, our father, their children – Possessive pronouns are never used in combination with a noun: e.g. Is this my schoolbag? No, it’s not yours, it’s mine.

UNIT 4:

FAMILY MATTERS

five

Ă

morning

By Jean E. Gorsey

VA

© Talking about dates

DĂŬĞ ƵƉ LJŽƵƌ ŽǁŶ ďĂŶŬ ŚŽůŝĚĂLJ ůŝƐƚ͘

Pop it in the pan;

1 / TGIFIt’s exciting to add to your collection, toss the pancake— Praise you receive for beautiful confection. 1 Listen to the medley and complete the sentences with the missing Catchwords. it if you can. Collecting stamps, crosses and poetry I write. find hobbies By Christina Rossetti a I That may be can all Ireally need enrich your life,

one hundred and seventy-two

CHECK 1

ϭ

Stir a pancake,

Talking about dates

Finish off a set or take you back in time.

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

ON DIFFERENT TRACKS

Mix a pancake,

Step A1treasure Perfect timing hunt looking for that special find,

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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.

one hundred and eleven

on different tracks

Starten met track

Track

5

Als je alle bouwstenen in de vingers hebt, ben je klaar voor de Check Out, de communicatieve opdracht aan het einde van de unit. Hier pas je alles wat je geleerd hebt in de unit toe.

CHECK OUT: A FAMILY TREE Orientation You will make a family tree of your own family or an invented family. You will then present your family.

Preparation 1

Decide if you want to do this task about your own family or an invented family.

2

If you do this task about your own family, ask your (grand)parents what they know about their relatives. Go through old photo albums or folders in your gallery and select some good photos (old and new!) of as many family members as you can.

3

If you do this task about an invented family, browse through newspapers, magazines, etc., or go online to find good photographs.

Reflection Action 4

Put the most suitable photos on a blank piece of paper. – Make a family tree or a collage of photos and write the names of your ‘relatives’ (real or fake) under each photo. – Match the names of your relatives with the correct vocabulary: mother, sister, stepbrother, etc.

5

WRITING Write a text (about 100 words) in which you introduce your (real or invented) family. – Describe the looks of four family members in a few lines. Write about their hair, eyes, height, build and special features. – Compare 3 people using 5 different adjectives. – Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.

6

Present your family to your group or the entire class.

7

While you are listening to your classmates’ presentations fill in the listening table you will get.

8

Check your task by filling in the checklist.

Elke Check Out gebruikt de OVUR-strategie: Orientation

Checklist: a family tree

Yes

I think so

Preparation

Reflection

2 Content and structure • I made a family tree or collage. • I wrote the names under each photo. • I described 4 family members and their looks. • I compared 3 people.

Reflection

We willen graag dat je vorderingen maakt 3 Language en dat je reflecteert op je taken en leert uit • I used the correct vocabulary to describe family relations. feedback. • I used possessive adjectives and possessive pronouns

8

Check your task by filling in the checklist. Checklist: a family tree

one hundred and eighty-one

• • • •

FAMILY MATTERS

Yes

I think so

No

1 Preparation • I asked family members for photos or I browsed newspapers and magazines for photos. 2 Content and structure • I made a family tree or collage. • I wrote the names under each photo. • I described 4 family members and their looks. • I compared 3 people.

IN

UNIT 4:

Action

No

1 Preparation SPEAKING listening • I asked family members for photos or I browsed newspapers and magazines for photos.

181

correctly. I used comparisons correctly. I used ‘to have (got)’ correctly. I used correct spelling and punctuation. I paid attention to my pronunciation.

3 Language • I used the correct vocabulary to describe family relations. • I used possessive adjectives and possessive pronouns correctly. • I used comparisons correctly. • I used ‘to have (got)’ correctly. • I used correct spelling and punctuation. • I paid attention to my pronunciation. Feedback

Feedback

Trace your steps on iDiddit.

Na elke unit kun je noteren wat je succesvol hebt afgerond en wat je nog meer moet oefenen. Trace Your Steps staat op iDiddit.

Trace your steps on iDiddit.

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one hundred and eighty-two

182

UNIT 4:

FAMILY MATTERS

2 / Nuttig voor onderweg

In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. 3

Complete the grammar box with the words below.

VA

3rd person singular – to do – don’t like – hobbies – like – present – s

GRAMMAR

one hundred and eighty-two

In English, the

- your

.

changes. You have to add an

In the negative form, you have to use another verb (= auxiliary verb): e.g. I don’t work – he doesn’t work.

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

to

I don’t! I hate getting up early.

.

Do you like playing videogames?

See p. 94

You will find a full overview of the form of the present simple in the Summary.

The form of the present simple changes in the 3rd person singular. In general, we add -s to the base form of the verb. Write down the correct form of the given verb in the sentences below. If there is no verb, choose the correct verb from the box below first. Pay attention to your spelling!

FORM

Subject

to sleep – to stay

Infinitive

Example

to get

Every weekday she

Rule

to feed

and

her cat.

She

dinner at 7 p.m. every day.

to brush

She brushes her teeth.

to watch

She watches TV.

to relax

She just relaxes. She always

up at 6 o’clock

base form of the verb + s

after hissing sounds (x, sh, ch ...):

base form +

her dirty socks

Every Monday she

to do

She

to carry

She always

dancing.

the cat downstairs.

owns lives runs

1st p. plur.

We

go

shopping.

2nd p. plur.

You

go

to the cinema together.

3rd p. plur.

They

play

chess every weekend.

RULE:

Subject

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

verbs ending in a

+ y:

the laundry in the

all night long!

in the family.

Social causes Teens who want to make a difference in their communities can volunteer in hospitals, animal shelters, libraries and base form 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 rest of the sentence. English or to build homes and schools.

Verb ends in

Rule

30

-o

add -es

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

Examples video games, use social networking sites and even build do does and write programs to make them run. The Internet g herobots go g she goes

provides a world of opportunities for teens without even

a sibilant (ch, sh, s, x)

add -es

consonant + y

y changes to -ie before -s

wash g he washes 35 leaving their bedrooms. kiss g she kisses worry g she worries carry g he carries

2 The verb ‘to have’ is irregular in the positive form: he/she/it has.

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. UNIT 2:

25

Adapted from: www.livestrong.com

ninety-four

seventy-eight

78

like

She He It

1 3rd p.sing. with verbs ending in ...

garden. She

enjoy

You

3rd p. sing.

base form +

©

at weddings.

Her mum

I

2nd p. sing.

Keep in mind:

verbs ending in –o:

Grammaticale regels staan altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Als er een icoontje naast het grammaticakader staat, vind je een instructiefilmpje over dit onderwerp op iDiddit. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.

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, Form of verb spending time drawing, painting or sculpting. And what do walking. you think about making jewellery or doing scrapbooking, or base form 20 car modelling, cooking and baking? For those teens with a walking too. an amazing camera. dramatic flair, there are often opportunities to act, sing or in London. base form + s productions. dance in theatre 15

Rest of sentence

Spelling and grammar exceptions

some work for school.

She

Verb

1st p. sing.

General rule:

under the bed.

to go

Yes, I do. My father loves it too.

1 Positive sentences

buy – toFAMILY cry – to destroy – to dry – to eat – to have – to party – to push – to say – UNITto4: MATTERS

182

Present simple

or

In the positive form, the base form of the verb.

4

HOW TO talk about facts and routines

is used to talk about facts. For example:

- to talk about what you

94

UNIT 2:

2

Complete the strategy box about reading strategies.

How to read a text more effectively

EAT.PLAY.SLEEP.REPEAT

STRATEGY

STRATEGY

How to talk about facts and routines

1 Before reading Orientation – Look at

EAT.PLAY.SLEEP.REPEAT

read

and first.

–

wrote this?

–

is the text meant for?

–

did they write it?

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

HOW TO read a text more effectively

Read the title(s) first. Who wrote this?

Who is the text meant for?

Why did he/she write it?

See p. 104

Ask yourself What do you need to do with the text? Why do you have to read it?

What type of questions will you get?

2 While reading

seventy

70

Global reading UNIT 2:

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

EAT.PLAY.SLEEP.REPEAT

Reading for details

After reading Check your understanding If possible, reread difficult passages. Do you understand the main points? one hundred and four

six

6

104

Track

Starten met track

1

Before reading The basics Look at the picture(s).

What would you do differently next time?

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

Is the task complete?

Look for explanations and examples.

Look for keywords, synonyms or related words.

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

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

3

Omdat je Engels wilt gebruiken in een realistische context, reiken we je ook veelgebruikte uitdrukkingen aan. Beluister de juiste uitspraak op iDiddit.

7

Complete the table about how to talk about time in English.

USEFUL EXPRESSIONS

How to say what time it is

We usually say ‘ + the time’, or ‘ + the time’ when telling someone the time. When we ask someone for a specific time of an event taking place, we use the question words and

.

We use the preposition

8

See p. 103

when talking about the exact time.

Talk and ask about time. a Preparation: pair up and read the cue cards you will get. Choose who will be A and who will be B.

SPOKEN INTERACTION

b Action: have a conversation with a classmate telling the time in English. Checklist: telling the time • • • • • •



Choose A or B to start with. Follow the cue card. Use expressions on how to tell time in English. Pay attention to your pronunciation. Switch roles and have the conversation again. Extra: add two of your own questions.

De woordenschat van elke unit geven we je mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen. Beluister de juiste uitspraak op iDiddit. c Reflection: check your conversation.

a bookcase

a bin

a bulletin board

a (ring) binder

a blackboard

a calculator

a chair

Word

Translation

January

januari

February

februari

March

maart

April

april

May

mei

June

juni

July

juli

August

augustus

September

september

October

oktober

November

november

December

december

My notes

(a pair of) compasses

a crayon

a desk

Word

Translation

daily

dagelijks

weekly

wekelijks

(in the) morning

’s ochtends

(at) noon

’s middags

(in the) afternoon

a diary

a dictionary

a digital board

a divider

My notes

’s namiddags

(in the) evening

’s avonds

(at) night

’s nachts

calendar

kalender

a laptop

a map

UNIT 1:

EASY AS ABC

who

A

… was your exam?

2

what

B

… is your favourite colour?

3

when

C

… do you say that?

4

where

D

… do you wake up every morning?

5

why

E

… can I buy the book?

6

which

F

… is the largest city in the world?

7

how

G

… is at the door?

2

3

4

5

6

7

Word

Translation

bank holiday

(officiële) feestdag

Boxing Day

tweede kerstdag

celebration

viering / feest

event

evenement

My notes

holiday

vakantie / feestdag

venue

feestlocatie

EAT.PLAY.SLEEP.REPEAT

87

one hundred and thirty-five

a hole punch

fifty-three

a highlighter

1

UNIT 2:

a folder

3 CELEBRATIONS

a glue stick

Link the questions to the correct answers.

eighty-seven

a clock

1

1

2 OTHER WORDS

(a piece of) chalk

2 / Time’s up!

IN

a book

a backpack/ schoolbag

VOCABULARY

craft supplies

1 MONTHS OF THE YEAR

VOCABULARY

1 SCHOOL NECESSITIES

UNIT 3:

53

A DAY TO REMEMBER

135

N

Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, reading, speaking, spoken interaction, writing, written interaction.

listening

watchING

READING

SPEAKING

SPOKEN INTERACTION

WRITING

writtEN INTERACTION

VA

3 / Fijn en handig voor onderweg

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

confection: a sweet food elation: extreme happiness to enrich: to improve self-esteem: believe in yourself to while away: spending time

b Now check your answers and pay attention to your spelling. What should you pay attention to?

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

Did you know?

©

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.

3

‘On + Day’ or ‘On + Day + s’? Complete the sentences with the correct form. Check the information in the Did You Know-box! 1 Ennes has piano lessons

(every Tuesday).

2 We have a family dinner

(this Friday).

De volgende iconen helpen je ook nog een eind op weg: 3

my brother plays Rugby (every Saturday).

4 They go to the farmer’s market 5 Farid is turning 13

(every Sunday). (this Wednesday).

Hier hoort een luisterfragment bij.

6 Are you going to the school’s quiz

(this Saturday)?

7 She takes a yoga class

(every Monday).

8 The trash is collected

(every Thursday).

9 Gustav and Hedda are getting married

. (this Saturday).

10 We have English lessons

(every Tuesday and Thursday).

Hier hoort een beeldfragment bij.

Talk with some classmates about your own routines and plans. Use the information in the Did You Know-box and the expressions below.

SPOKEN INTERACTION

Als je dit icoon ziet, moet je iets online opzoeken.

a First follow these steps:

Person A: Choose 1 expression from column A. Person B: Answer with an expression from column B. Person A: Choose 2 questions to ask your partner from column C. Person B: Answer your partner’s questions. Person A: Choose 1 expression from column D. Person B: Choose 2 questions from column C to ask your partner. Person A: Answer your partner’s questions. Person B: Choose 1 expression from column D. Then choose 1 expression from column E. Person A: Choose 1 expression from column E.

Oefen je mondelinge vaardigheden met de speech coach op iDiddit. seven

-

e hundred and thirteen

4

Starten met track

Track

7

Het onlineleerplatform bij TRACK Lesmateriaal Je vindt hier het lesmateriaal per unit: het video- en audiomateriaal, nuttige links, maar ook de teksten die je met de readspeaker kunt laten voorlezen.

IN

Woordenboek Met het ingebouwde vertaalwoordenboek kun je onbekende woorden naar een uitgebreid gamma aan talen omzetten. Of gebruik het verklarende woordenboek om de betekenis te achterhalen.

Oefeningen Maak digitale oefeningen op jouw niveau en krijg feedback aan de hand van theoriekaders en instructiefilmpjes. Je kunt de leerstof ook inoefenen op je eigen tempo en volgens je eigen noden in On Different Tracks. Opdrachten De leerkracht kan opdrachten voor jou klaarzetten.

N

Resultaten Als je digitaal geoefend hebt op iDiddit, vind je daar een overzicht van je resultaten. Je leerkracht kan hier ook feedback voor jou achterlaten.

VA

Spreken en mondelinge interactie De speech coach helpt je bij de juiste uitspraak en het voeren van gesprekken. Je kunt jouw leerwerkboek ook als e-book bekijken.

De teksten in je leerwerkboek vind je ook terug op iDiddit. Daar kun je ze laten voorlezen met de readspeaker, woorden laten vertalen … Dit icoontje geeft aan dat je een filmpje kunt bekijken. Het luidsprekertje wijst op een geluidsfragment.

©

Soms heb je extra materiaal nodig bij een oefening. De instructievideo geeft nog meer uitleg bij een grammaticakader. Met de speech coach kun je extra oefenen op mondelinge vaardigheden.

Meer weten? Ga naar www.ididdit.be eight

8

Track

iDiddit

INTRODUCTION: NICE TO MEET YOU check in

VA

N

IN

main track

Step: meeting and greeting someone

©

summary

on different tracks

CHECK IN My name is 1

Watch the short video and answer the questions.

watchING

a Who is in the video? b What does he repeat again and again?

d Is that his real name? 2

Discuss these questions.

IN

c How does he introduce himself?

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

SPOKEN INTERACTION

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

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

N

Did you know?

VA

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 they are. Write the words you use in the text boxes.

©

3

Hi, my name is          (first name)            (surname).

Hi, my name is          (first name)

My perfect nickname is

(surname).

ten

10

INTRODUCTION

NICE TO MEET YOU

My perfect nickname is

SPOKEN INTERACTION

MAIN TRACK Step 1

Who are you?

Meeting and greeting someone listening

This is Mrs. Thompson, an English teacher from Oxford.

Hello!

IN

a Listen to Mrs. Thompson who introduces herself to you.

N

My name is Trina Thompson. My first name is Trina. My surname is Thompson. I am 28 years old. I live on Baker Street in Oxford in the United Kingdom. I have one brother and two sisters. I have one pet: a cat called Izzy. My hobbies are playing tennis and padel. I like spending time with my family. b What did Mrs. Thompson talk about?

VA

brother/sister ( )

eleven

©

INTRODUCTION

NICE TO MEET YOU

11

c Complete Mrs. Thompson’s introduction form with words from the previous exercise.

Trina

Thompson

28

Baker Street, Oxford

playing tennis and padel

spending time with family

IN

2

How do you answer questions about yourself in English? Choose the right sentence. I have … brother(s) and ... sister(s). My name is … My hobby is / hobbies are … I am … years old. My first name is … Goodbye!

N

Hello! I have … pets. I live in … My surname is … I like … How do you do?

b How to say what your hobbies are

c How to say your name

d How to say how many siblings you have

e How to say where you live

f

The word you use to greet someone

g How to say how many pets you have

h How to say your first name

i

How to say your surname or last name

j

How to say how old you are

VA

a How to say what you like doing

©

k How to greet someone in a very formal way l

How to end the conversation

twelve

12

INTRODUCTION

NICE TO MEET YOU

3

Now it is up to you! Complete the introduction form with your own information.

Hello! My name is               . My first name is               . My surname is               . I am    years old. I live in               .

IN

I have    brother(s) and    sister(s). I have    pet(s):               . My hobbies are               . I like               .

Match the questions to the correct answer.

I’m from London.

2 How are you?

My name is Sally Lehman.

N

1 Where are you from? 3 What is your name?

I’m fine, thanks. How are you?

4 What are your hobbies?

I’m 27 years old.

5 How old are you?

I’m Jeff Baker.

6 Who are you?

My hobby is swimming.

VA

4

SPOKEN INTERACTION

Asking and answering questions.

a Preparation: decide who will be student A and B.

b Action: have a short conversation and follow this procedure: Checklist: asking and answering questions



• • • • •

Student A asks student B the questions on the next page. Student B answers the questions in full sentences. Student A writes down student B’s answers by using key words. Switch roles. Introduce your neighbour to your classmates by using the information you wrote down. • Pay attention to your pronunciation!

thirteen

©

5

INTRODUCTION

NICE TO MEET YOU

13

Your neighbour’s answer

1 What is your first name?

2 What is your last name?

3 How old are you?

4 Where are you from?

5 How many siblings do you have?

6 How many pets do you have?

7 What is your hobby?

8 What do you like to do?

c Reflection: check your conversation! 6

IN

Questions

Liar, liar, pants on fire! How well do you know each other?

a Two truths, one lie. Write down three things about yourself, but one thing is a lie. Use expressions from the previous exercises. 1

SPOKEN INTERACTION

N

2 3

b Now tell your classmates the three things about yourself. They have to guess what the lie is. You are going to have a paper fight. Listen to the instructions!

VA

7

©

CHECK

fourteen

14

INTRODUCTION

NICE TO MEET YOU

SPOKEN INTERACTION

VOCABULARY

SUMMARY MEETING AND GREETING

an age

een leeftijd

an address

een adres

to be

zijn

a boy

een jongen

a brother

een broer

a first name

een voornaam

a friend

een vriend

a full name

een volledige naam

a girl

een meisje

to greet

groeten

a hobby

een hobby

to introduce

My notes

IN

Translation

N

Word

voorstellen

een familienaam

likes

vind-ik-leuks ontmoeten

a middle name

een tweede voornaam

nice to meet you

aangename kennismaking

a nickname

een bijnaam

parents

ouders

a pet

een huisdier

pleased to meet you

aangename kennismaking

©

to meet

siblings

broer(s) en/of zus(sen)

a sister

een zus

fifteen

VA

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

INTRODUCTION

NICE TO MEET YOU

15

USEFUL EXPRESSIONS

HOW TO meet and greet someone – Hello – Hi – Hey

1 Saying ‘hello’ in English

2 Introducing yourself/someone else in English

IN

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

3 Giving extra information about yourself

I am from … (= place) I am … years old. (= age) I live in … (= place) I have … brother(s) and … sister(s). (= siblings) I have … pet(s). My hobbies are … I like ...

N

– – – – – – –

4 Asking for extra information about someone else

Who are you? / What’s your name? / Excuse me, you are? Where are you from? How are you? How old are you? How do you do? What are your hobbies? What do you like to do? How many pets do you have? How many siblings do you have?

©

VA

– – – – – – – – –

5 Saying goodbye in English

– – – – – –

Goodbye / bye See you soon. It was nice to meet you. Talk to you soon. Talk to you later. See you later.

Keep in mind: How do you do? This is very formal. It can be used when you first meet someone and shake the other person’s hand. The answer to ‘How do you do?’ is also ‘How do you do?’. sixteen

16

INTRODUCTION

NICE TO MEET YOU

UNIT 1: EASY AS ABC check in

IN

main track

Step 1: numbers and the alphabet

Step 3: describing your classroom

VA

N

Step 2: sharing information

©

summary

on different tracks

trace your steps

check out: my ideal classroom

CHECK IN New at school 1

There are some new students in class and they would like to introduce themselves.

reading

a Read the speech bubbles out loud. Then answer the questions.

IN

Hi, my name is Gideon. I am 13 (thirteen) years old and my family is from Leeds. I now live close to the school here in Sheffield with my parents and brother. I really like listening to music. That is why my hobby is DJ’ing. This is a really big school with more than 1,000 (a thousand) pupils. It can be a bit scary sometimes.

VA

Text 1

N

Hi, I am Adina. I’m 12 (twelve). My parents are from Medina. But I was born in London. I have 2 (two) sisters, Sanae and Aisha. My hobby is drawing and I like going to the cinema. I am new at this school and it is so much bigger than my old school. I hope I can find some new friends soon!

1 What is the boy’s name?

2 How old is he?

3 Where is his family from? 4 What is his hobby?

5 What does he like?

Text 2

©

1 What is the girl’s name?

2 How old is she? 3 Where is she from? 4 What is her hobby? 5 What does she like to do?

b How do Gideon and Adina feel about the new school? Why?

eighteen

18

2

You are at a new school too! How does it feel for you?

UNIT 1:

EASY AS ABC

MAIN TRACK Step 1

Tell me more

Numbers and the alphabet

1 / Numbers Meet Sam Brown’s family. Before you listen, follow the steps in the strategy on how to listen more effectively.

How to listen / watch more effectively

listening

IN

1

STRATEGY

N

1 Read through the questions before you even start to listen/watch. 2 Make sure you understand all of the questions. If not, ask your teacher to explain what you don’t understand. 3 Highlight the most important part of the question. 4 Do you understand what the goal of this exercise is? - Do you have to listen for main ideas? - Do you have to listen for details? - Do you have to draw a conclusion? 5 Make sure you know how often you will be able to watch/listen to the audio or video clip. See p. 57 6 Take only short notes (keywords) if necessary and use a pencil!

VA

a Sam is going to introduce himself. Listen carefully and answer the questions. 1 What is Sam’s full name? 2 How old is Sam?

3 Where does Sam live?

4 Does Sam have any sisters or brothers? 5 What are Sam’s hobbies?

6 What does Sam like to do?

©

b Listen again and answer the questions. Use the table with the numbers if necessary. 1 How old is Sam? 2 How old are Kate and Lisa? 3 How old is Mike? 4 How old is Jack? 5 How old is Jill? 6 How many pets does Sam have?

nineteen

7 How many fish does Sam have?

UNIT 1:

EASY AS ABC

19

Numbers 2 two

3 three

4 four

5 five

6 six

7 seven

8 eight

9 nine

10 ten

11 eleven

12 twelve

13 thirteen

14 fourteen

15 fifteen

16 sixteen

17 seventeen

18 eighteen

19 nineteen

20 twenty

21 twenty-one

22 twenty-two

23 twenty-three

24 twenty-four

25 twenty-five

26 twenty-six

27 twenty-seven

28 twenty-eight

29 twenty-nine

30 thirty

40 forty

50 fifty

60 sixty

70 seventy

80 eighty

90 ninety

100 one / a hundred

200 two hundred

250 two hundred and fifty

1,000 one thousand

10,000 ten thousand

IN

1 one

N

2

0 zero

Take a look at Sam Brown’s other family members. Complete the sentences. Write their age in full.

2

3

VA

1

Bella 3

6

©

5

Paige 18

Jenny 55

9

Kyle 68 twenty

20

UNIT 1:

EASY AS ABC

Leo 26

7

Louis 84

10

Frank 38

8

Fred 12

11

Maria 100

4

Ellen 42

12

Hailey 7

Paula 79

1 Bella is

years old.

7 Fred is

years old.

2 Paige is

years old.

8 Ellen is

years old.

9 Kyle is

years old.

3 Leo is

3

years old.

4 Frank is

years old.

10 Maria is

years old.

5 Jenny is

years old.

11 Hailey is

years old.

6 Louis is

years old.

12 Paula is

years old.

Practise the numbers with numbers BINGO! Listen to the instructions.

1

IN

2 / The alphabet

listening

Listen to the conversation and answer the following questions. a What is the conversation about?

b Who is the new student?

c Try to say each letter of his name correctly.

listening

Look at the alphabet below and answer the questions.

N

2

a Say each letter out loud. Listen and repeat the alphabet. B

N

O

C

D

E

F

G

H

I

J

K

L

M

P

Q

R

S

T

U

V

W

X

Y

Z

VA

A

b Which letter (or letters) do you think are difficult? Highlight them and repeat! c Which letters sound the same? Complete the table. /eɪ/

/iː/

Like in day

/aɪ/

/juː/

Like in see Like in bed Like in why Like in you B

F

I

Q

/əʊ/

/ɑː/

Like in no

Like in far

O

R

©

A

/e/

d Which letters are vowels?

twenty-one

e Which letters are consonants?

UNIT 1:

EASY AS ABC

21

f

Listen and circle the letters you hear.

listening

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Did you know?

IN

The letter y The letter ‘y’ represents both vowel and consonant sounds and this depends on where in the word the y is. ‘Y’ is considered to be a vowel if ... • the word has no other vowel: gym, my, fly • the letter is at the end of a word or syllable: e.g. candy • the letter is in the middle of a syllable: system

In the words cry, sky, fly, my and why, the letter ‘y’ is pronounced as the diphthong sound /aɪ/ (diphthong = ‘tweeklank’).

3

N

‘Y’ is considered to be a consonant when it begins a word or syllable, as in you or lawyer. It is then pronounced as /j/.

Write down your full name and spell it out loud to your neighbour. Then listen to your neighbour spell their name and write it down.

VA

Full name:

Your neighbour’s full name:

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

9

2

10

3

11

4

12

5

13

6

14

7

15

8

16

©

4

twenty-two

22

UNIT 1:

EASY AS ABC

5

Complete the table with your information. Then ask your classmate, but they have to spell it out for you. Listen carefully and write down the letters your classmate says. Can you spell…

You

A classmate

• your mother/father’s first name? • your favourite teacher’s surname? • the name of a town in the USA or in the UK? • your favourite artist’s name?

Did you know?

IN

• a name you really like?

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’.

Who are you?

Sharing information

VA

Step 2

N

CHECK 1

1 / About me

listening

Listen to Lola and answer the questions. a What is the text about?

b How many people are in the text?

c What is Laurie’s nickname?

©

1

d How many girls are in the text?

twenty-three

e Who is the boy in the picture?

UNIT 1:

EASY AS ABC

23

2

listening

Listen again and fill in the gaps while listening. Hi! The girl on the right, that is

!

am Lola. Well, to my friends

am Lola. My real name is Laurie and my surname is Label.

’m 14 years old and I’m

from Auckland, New Zealand. Next to

, with the skateboard, is my best friend Karen. with

school.

. Karen is also 14 years old. ’re always together.

goes to school with

, but

never see

doesn’t think

always hangs out with his own friends.

is 15 years old and from Queenstown. Dave

and Karen are a couple.

are so cute.

’re always together, but that’s not a

am happy for

have a best friend?

! What about

? Do

The words in exercise 2 are called personal pronouns. Do you know when you have to use which pronoun?

N

3

.

IN

The boy in the picture is Dave.

.

are in the same class at

’s from Wellington. Her older brother also

are cool enough to hang out with.

problem for

always carries

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

This is

’re my best friend.

I can’t see

’s got a new smartphone.

I’ve got a new message from

’s waiting for the bus.

Can I invite

’s all right.

Where’s my ticket? I can’t find

PLURAL

’re fine. Thank you.

Susan and Bree,

©

Personal pronouns as object

’m Sophia.

VA

SINGULAR

Personal pronouns as subject

’re late again.

’re always doing different things.

. . .

? .

We’re going out. You can come with

.

Children, I’m talking to

.

Spiders … I’m afraid of

!

Keep in mind: - ‘I’ g always a CAPITAL letter - ‘he/him’ and ‘she/her’ g only for people and pets - ‘it’ g for things and other animals - ‘They’ is also a gender-neutral singular pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’ and ‘them’ as their personal pronouns.

twenty-four

24

UNIT 1:

EASY AS ABC

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.

GRAMMAR

How to refer to people and things

In the Summary of this unit you can find more information about how to refer to people and things with personal pronouns.

Replace the underlined part of each sentence by the correct subject pronoun. 1 Paul is singing.

is singing.

2 The cats are eating.

are eating.

3 My sister and I are playing a game. 4 Aicha and Fatma are best friends. 5 Peter has got a sister.

are playing a game. are best friends. has got a sister. is red.

7 Polina is very kind.

is very kind.

8 My brothers are older than me.

are older than me.

9 Hannah and I like painting.

like painting.

10 The window is open.

is open.

N

6 The car is red.

Complete the following sentences with object pronouns.

VA

Charlie doesn’t talk to

2 Play with the dogs.

Play with

.

3 Listen to mom and dad.

Listen to

.

4 Talk to Brian.

Talk to

5 Open the door.

Open

6 Dance with Lisa.

Dance with

7 Read the book.

Read

8 We are waiting for Jim and Mayra.

We are waiting for

9 Come with Youssouf and me.

Come with

©

1 Charlie doesn’t talk to Patricia and me.

6

.

. . . . . .

Complete the sentences. Choose between subject or object pronoun. 1

are Sema and Azra.

are sisters. Our parents love

2 Oh no, you have horses. I don’t like

3 Have you seen Aliou? I’ve got a book for 4 I am fine. What about

. I think .

.

are scary. lent it to

.

?

5 My favourite teacher is Miss Bayraki.

is a great teacher. I really like

UNIT 1:

.

EASY AS ABC

twenty-five

5

IN

4

See p. 49

25

2 / Who’s who? 1

Read the ad from ‘Find Teen Pen Pals’ and answer the questions. First read through the strategy below.

STRATEGY

How to read a text more effectively

b What is Ema’s real name?

IN

1 Read through the questions before you even start to read the text. 2 Make sure you understand all of the questions. If not, ask your teacher to explain what you don’t understand. 3 Highlight the most important part of the question. 4 Do you understand what the goal of this exercise is? - Do you have to look for main ideas? - Do you have to look for details? - Do you have to draw a conclusion? a What is the text about?

N

c What is Ema‘s hobby?

d Where is Ema from?

VA

e Who are Ema’s parents?

f

How old is Ema?

©

g Who is Ema’s sister?

Hi! My name is Ema Garcia and I am from California. My real name isn’t Ema, it is Emanuella. Ema is my nickname. I’m turning 13 in late October and am interested in sending letters to someone between 12 and 15. I've never had a pen pal before, so I don't care if you're experienced or not, but I'd like to learn together. Here are some things about me. I am in love with music; I listen to music for most of the day and I’m one of those people who can listen to the same song over and over again.

I’m really bad at sticking with hobbies if there’s nobody in it with me. Hobbies that I have tried are skateboarding, journaling and gaming … but none of those ones have stuck. The ones that have stuck are photography, writing, drawing, and reading.

twenty-six

26

UNIT 1:

EASY AS ABC

reading

I am fond of animals, cats, dogs and rabbits. My parents are Diego and Martina. They aren’t married anymore but both are in new relationships. My parents still like each other, so they are not mean to each other. I only have one sister; her name is Clara. She is very sweet. This is kind of a lot. Sorry about that, but I hope to find someone interested in doing this with me!

IN

You can reach out to me through Tumblr (@garciaema), email (Egarcia710@gmail.com), Instagram (e.garcia) and Discord (Skittles#1643)

Adapted from: findteenpenpals.com

2

reading

Are these sentences true or false?

True

1 Ema’s birthday is in November. 2 Ema is in love with music. 3 Ema is bad at keeping hobbies.

False

N

4 Martina and Diego aren’t married anymore. 5 Clara isn’t very sweet. 3

Go back to the text about Ema’s family and answer the questions. a Look at the underlined verbs. Which verb is used here?

VA

b Complete the table. Use the text to help you if necessary. The verb ‘to be’

Positive form

Personal pronoun

Full form

Negative form

Short form

Full form

Short form

I

I’m

I am not

I’m not

you

you

you

you

you

he

he

he

he

he

she

she

she

she

she

it

it

it

it

it

we

we

we

we

we

you

you

you

you

you

they

they

they

they

they

©

I

twenty-seven

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 (‘).

UNIT 1:

EASY AS ABC

27

4

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

1 Hi, I

Ali, and my surname

I

This

Aya.

She

from Tokyo.

She

14 years old.

Her surname

3

from Sydney.

IN

2

15 years old and I

Holmes.

Ito.

These girls They

Keily, Suzy and Emily.

all from Dublin.

It

such a cool city.

12 but Suzy and Emily

­

N

Keily 13 years old.

4

I

Mert. I

Fatma and Amine.

VA

My sisters

(-) an only child.

My brother

Kerem.

We

(-) from Belgium.

We

from Turkey.

©

5

6

twenty-eight

28

UNIT 1:

His family They Ricardo His parents

This

Tito Ramos.

He

(-) from Spain.

He

from New Mexico.

He

(-) 14 years old.

He

15.

EASY AS ABC

This

Ricardo. (-) from England. from Granada in Spain. 12 years old. 41 years old.

7

Here

Sophie and Kenny.

They

(-) from Ghent.

They

from Oxford.

They

(-) twins,

but they

5

Hello, I

Yasmina Amal.

I

from Birmingham.

I

(-) from Leeds.

I

(-) 14 years old. I

IN

8

both 16 years old.

13.

Writing

Use the student ID cards to introduce people.

a Introduce the person or people on the ID cards. Write full sentences and use the verb ‘to be’.

N

First name: Quan Surname: Hoang Age: 25

Country: Vietnam

VA

Parents’ names: Mai and Sora

First name: Ayoub Surname: Tahiri Age: 15

Country: Morocco

&

First name: Amina Surname: Tahiri Age: 15 Country: Morocco Parents’ names: Fatima and Emir twenty-nine

©

Parents’ names: Fatima and Emir

UNIT 1:

EASY AS ABC

29

b Now write full sentences about yourself.

First name: Surname: Age: Country:

6

Have a conversation with 2 classmates.

IN

Parents’ names:

SPOKEN INTERACTION

a Preparation: decide who will be student A, B and C.

b Action: have a short conversation and follow these steps. Checklist: introducing each other



N

• Student A introduces student B but gives the wrong information. • Student B makes the sentences negative and corrects the information. • Student C listens and checks whether students A and B are doing everything correctly. • Switch roles twice more after your first conversation. • Use the verb ‘to be’ in the positive and in the negative form correctly. • Pay attention to your pronunciation!

VA

c Reflection: check your conversation!

3 / Celebrity who’s who? 1

Who is the mystery celebrity? Listen to the conversation and answer the questions. a How many questions does Uchi ask?

5

©

b Write down all the questions she asks in web.

Mystery celebrity

c Do you know who the celebrity is?

thirty

30

UNIT 1:

EASY AS ABC

6

7

listening

2

Look at the questions that were asked in the previous exercise. How do you form questions with the verb ‘to be’? How do you give short answers? Complete the table. The verb ‘to be’: questions and short answers Personal pronoun

Rest of the sentence

Positive short answer (+)

I

happy?

Yes, I

you

from America?

Yes, you

he

married?

Yes, he

she

an actress?

Yes, she

it

heavy?

Yes, it

we

rich?

you

Spanish?

Yes, you

they

famous?

Yes, they

Asking questions with the verb ‘to be’:

.

Negative short answer (-) No, I

.

.

No, you

.

.

No, he .

.

No, she

.

IN

‘To be’

Yes, we

.

No, it

.

.

No, we

.

.

No, you

.

.

No, they

.

Yes,

N

+ subject + the rest of the sentence No,

GRAMMAR

How to refer to people and things

See p. 50

VA

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

3

Make questions with the verb ‘to be’ using these words. 1 your sister / to be / at home / ?

2 from Canada / to be / that new boy / ? 3 they / to be / British / ?

4 to be / the pupils in your class / nice / ?

©

5 cool / your teacher / to be / ?

6 to be / your favourite language / English / ? Answer the questions with a short answer. 1 Is Mark happy?

Yes,

. / No,

.

2 Are they married?

Yes,

. / No,

.

3 Am I a student?

Yes,

. / No,

.

4 Are Tim and Sam friends?

Yes,

. / No,

.

thirty-one

4

UNIT 1:

EASY AS ABC

31

5

Make 5 questions using the verb ‘to be’. Use the words from the box. boy – famous – happy – he – I – kind – sad – she – sister – they – you

Answer the questions using short answers. First answer the questions yourself. Then ask the questions to your neighbour and write down their answer. Questions

Your answer

1 Are you bad at English? 2 Are you from Germany? 3 Is your teacher American? 4 Are your friends at home?

Your neighbour’s answer

N

5 Are you a basketball player?

6 Is your father a good singer? 7 Is your school cool?

8 Are you bad at French?

VA

9 Are you a football fan?

10 Is hip hop your favourite music?

7

Write questions and short answers about the people in the picture. a Preparation: choose a person and read the information next to the picture.

©

Name: Sheila Tan Age: 13 years old Country: United states Gender: female Hobby: singing

thirty-two

32

UNIT 1:

EASY AS ABC

SPOKEN INTERACTION

IN

6

Name: Marco Vergas Age: 15 years old Country: Spain Gender: male Hobby: cycling

b Action: ask and answer questions about your person. Checklist: asking and answering questions



• Ask 5 questions using the verb ‘to be’. • Answer each question with a short answer. • Pay attention to your spelling and punctuation! Short answer

c Reflection: check your task!

watchING

Watch the video and answer the questions below.

VA

2

Who is the famous person in the video? It is Justin Bieber. It is Drake. It is Shawn Mendes.

What is his job? He is a singer. He is an actor. He is a dancer.

©

4

Where are they? They are on the bus. They are in a car. They are in a taxi.

3

5

?

How is he doing? He isn’t doing well. He is having fun. He is feeling ill.

Why is he so popular? He is a famous model. He is a very good football player. He is a very good singer.

thirty-three

1

N

8

IN

Question

UNIT 1:

EASY AS ABC

33

9

Read the fact file about Shawn Mendes and answer the questions in full sentences.

reading

IN

Quick facts about Shawn Mendes

Shawn Mendes

Date of birth

08/08/1998

Nick Name

Mendes

Birth name

Shawn Peter Raul Mendes

Gender

male

Profession

singer

Birth nation

Canada

Place of birth

Toronto

Nationality

Canadian

Father/mother

Manuel and Karen Mendes

VA

N

Name

a What is his full name?

b What is his nationality?

c Who are his mother and father?

©

d When is his birthday?

e What is his profession?

f

Where is he from?

g Where was he born?

h How old is he? thirty-four

34

UNIT 1:

EASY AS ABC

10 Look at the words in bold in exercise 9 and answer these questions. a Write down the words in bold.

b What kind of words are these?

c Why do you use these words?

d Complete the grammar box on how to ask questions with the verb ‘to be’.

IN

The verb ‘to be’: asking question word questions

How Where Why

you

today?

he

from?

I

sad?

e When do you use these question words? Match the question word to their meaning. to ask about a time

what

to ask about a reason

N

who

to ask about a place

when

to ask about manner

why

to ask about a person

where

to ask about a thing/animal

VA

how

11 Use the correct question word to complete these questions. are you?

I’m a new student.

2

’s your name?

My name is Shirley.

3

are you from?

I’m from Mexico.

4

are you today?

I’m fine, thanks.

5

are you in Belgium?

Because my father works there.

6

is your favourite school subject?

My favourite subject is mathematics.

©

1

SPOKEN INTERACTION

thirty-five

12 Ask a classmate the questions in exercise 11. They will answer them. Then switch roles.

UNIT 1:

EASY AS ABC

35

SPOKEN INTERACTION

13 Play mystery guest with the class. a Preparation: think of a (celebrity) mystery guest and write the name down. Your mystery guest:

b Action: play the game. You can use the following questions as examples.

Checklist: playing mystery star

- Is the mystery guest famous? - Is the mystery guest a TV-star? - Are they an actor/ actress?

- Is the mystery guest from America? - Is the mystery guest from Belgium?

IN

- Is the mystery guest a boy or a girl? - Is the mystery guest young? - Is the mystery guest good at sports?



N

• Ask yes/no-questions using the verb ‘to be’ if you are trying to guess the mystery star. • Answer each question with a short answer. • Pay attention to your pronunciation! c Reflection: check your task! How many mystery stars did you guess?

VA

CHECK 2

Step 3

School is …

Describing your classroom

1 / My schoolbag 1

Watch the video. What is in the children’s schoolbags? Tick off the items that you see.

©

a highlighter a hairbrush a folder a teacher notebooks a binder diaries a pencil pouch tabs an eraser a dictionary

thirty-six

36

UNIT 1:

EASY AS ABC

a calculator markers a ruler headphones a hole punch a backpack a pair of scissors a computer mouse an umbrella an organiser a (pencil) sharpener

pens a zip-lock bag pencils paper a locker kit a planner dividers sandwiches a Chromebook coloured pencils (crayons) a glue stick

watchING

2

What is in this schoolbag? Name the items.

1

2

3

5

IN

4

What is in your schoolbag? Tell a classmate about it!

4

Look at the classroom pictures. Name the items.

VA

1

N

3

10

11

2

3

5

4

6 12

7

8

9 13

©

14

15

17 18

19 21

20

UNIT 1:

EASY AS ABC

thirty-seven

16

37

22 23 24

25

IN

26 27

27

34

35

N

28 30

29

36

VA

31

32

33

1

14

26

2

15

27

3

16

28

4

17

29

5

18

30

6

19

31

7

20

32

8

21

33

9

22

34

10

23

35

11

24

36

12

25

37

© thirty-eight

38

37

13

UNIT 1:

EASY AS ABC

STRATEGY

How to study vocabulary and grammar

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

5

Choose words from exercise 4 for each column. Listen to your teacher pronounce these words. What sound do they start with? Write the words in the correct column. An

IN

A

6

See p. 56

Fill in the correct word in the grammar box.

GRAMMAR

N

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 sound, we use ‘an’.

VA

If the following noun starts with a

e.g. an umbrella, an hour, an apple … a

Write ‘a’ or ‘an’ in front of the following nouns. Pay attention to the sound the word starts with. computer

11

glue stick

2

organiser

12

pencil

3

ruler

13

old notebook

4

marker

14

pencil box

5

orange folder

15

expensive backpack

6

pencil sharpener

16

chromebook

7

eraser

17

yellow highlighter

8

pair of scissors

18

history book

9

crayon

19

ugly binder

10

calculator

20

English teacher thirty-nine

1

©

7

See p. 51

= A, E, I, O, U

UNIT 1:

EASY AS ABC

39

2 / My classroom 1

Look at the words below and answer the questions. a Compare the words on the left to the words in the right column. What is different?

glue

sticky notes

paperclip

IN

notebooks

diaries

pencil

markers

highlighter backpack

N

earbuds

b Look at the pictures in exercise 4 on p. 37. Add 3 more words to each column. 2

Complete the grammar box below.

VA

How to talk about one or more things Plural

Rules

a notebook

two notebooks

general rule:

a marker

two

a pen

two

a diary

two diaries

a dictionary

two

a brush

two brushes

noun ends in

a pencil box

two

(-s / -ch / -sh / -x or -z):

a woman

two women

irregular nouns:

a man

two men

a woman

two women

a child

two children

a person

two people

©

Singular

forty

40

GRAMMAR

UNIT 1:

EASY AS ABC

noun ends in consonant + y:

sound

Note! Sometimes a word is already in the plural, but you mean ‘only one of these’. In this case, we often use ‘a pair of’. e.g. a pair of scissors a pair of compasses To make these plural, the word ‘pair’ is made plural:

2

There are

There is

There are

5

VA

4

3

There are

There are

6

7

©

There are

8

There are

in the picture. There are

9

There are forty-one

1

IN

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

N

3

See p. 51

e.g.

UNIT 1:

EASY AS ABC

41

What do you see in this picture? Write down the singular items with the correct article in the left column. Write down the plural items in the right column.

IN

4

Plural

©

VA

N

Singular

5

Complete the sentences with the correct number and plural. For irregular plurals use the list on p. 52. 1 There are classroom.

(23)

(child) in the

2 There are case.

(15)

(crayon) in the pencil

3 There are person’s mouth.

(32)

(tooth) in an adult

forty-two

42

UNIT 1:

EASY AS ABC

4 There are

(8)

(tomato) in the fridge.

5 There is

(1) laptop and there are

(18)

(tablet) in the classroom. 6 There aren’t cellar.

(50)

7 There are baker’s.

(mouse) in the

(47)

(loaf) of bread at the

8 In winter, there aren’t many

True

1 There is a blackboard. 2 There are fifteen chairs. 3 There isn’t a map on the wall. 4 There are two bookcases. 5 There are two laptops.

Look at the sentences in exercise 5 and 6 and fill in the table. In negative sentences

N

In positive sentences

In questions

With singular words There

…

There

…

there …?

There

…

There

any …

there any …?

With plural words

Read what Joan and Mary have in their schoolbags and classroom. Complete the sentences with the positive or negative form of ‘there is’/’there are’.

VA

8

False

IN

7

listening

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

In my schoolbag, there There

(+) a calculator.

(-) a pair of scissors. There

(+)

a lot of crayons in my pencil box, but there

(-)

any chalk in my pencil box. There

25 chairs in my classroom, but there

(+) (-)

©

any whiteboards.

In my classroom, there wall, but there

(+) one clock on the

(-) a map on the wall. There

(+) 20 desks in the classroom, but there (-) any bins. In my schoolbag, there 3 highlighters, but there

(+)

(-) any pencils.

forty-three

6

(leaf) on the trees.

UNIT 1:

EASY AS ABC

43

9

Describe your classroom. One person starts by naming something in the room. The next person copies the sentence and adds a new item etc.

speaking

e.g. There is a teacher. – There is a teacher and a (digital) (white)board. – There is a teacher, a (digital) (white)board and a pencil case. – …

3 / Classroom English 1

Read the text and then answer the questions.

reading

a How many people are there in the text?

1 Please take a sheet of paper. 2 Could you repeat that please? 3 Can I have a sheet of paper? 4 Here you are. 5 Pay attention.

IN

b Now read the text completely and say who uses the classroom expressions.

Good morning class. Let’s check your alphabet skills. Please take a sheet of paper. Pay attention and listen carefully. I’m going to spell some words. It’s up to you to write them down.

Akim

Anne? Can I have a sheet of paper?

Anne

Sure, here you are.

Ms Heart

Peter, what are you doing?

Peter

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

Ms Heart

Is there anyone who can lend Peter a pen?

Anne

Yes, Miss. Here you are, Peter.

Peter

Thanks, Anne!

Ms Heart

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

Akim

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

Ms Heart

Yes. That’s R – U – L – E – R.

©

VA

N

Ms Heart

forty-four

44

UNIT 1:

EASY AS ABC

2

Match these sentences with the correct classroom situation.

IN

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

Could you explain this exercise, please?

N

Could I borrow your …? Excuse me. I don’t understand. May I go to the toilet?

Can I use a dictionary, please?

VA

Here you are.

1

4

2

3

5

6

forty-five

Which classroom expression can you use with the following pictures?

©

3

UNIT 1:

EASY AS ABC

45

7

8

9

4 / My school is cool reading

Read the text and answer the questions.

IN

1

a Are the statements true or false? Correct the false statements. Statement

True

1 Boris is 14 years old.

False

2 The maths teacher is his favourite teacher.

N

3 The teachers are unfriendly. 4 He likes reading historical books.

VA

5 He doesn’t like English.

My name is Boris Melnik and I am 14 years old. I live in Oxford, England, but I’m from Ukraine. I go to school by bike. School starts at 8:30 am. I have 6 lessons a day and one hour for lunch. My favourite subjects at school are history and music. I love to read historical books. We have a lot of teachers at school. The music teacher is the best teacher ever! She is still very young, but she is really funny and nice. That’s why we think she is great! The teachers are very friendly, only our maths teacher isn’t. She’s a bit unfriendly.

©

English and biology are some of my favourite subjects. I don’t really like French. It isn’t easy to remember all the words. And I also don’t like geography, because I don’t like reading maps.

b Mark all the school subjects in the text. c Which subjects does Boris like?

forty-six

46

UNIT 1:

EASY AS ABC

d Which subjects doesn’t Boris like?

e Do you know any other school subjects?

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

c geography d history

1

2

5

6

e ICT / computer studies f maths

g music h PE / physical education

3

4

IN

2

7

8

1

1

ENGELS VO OR DE A-STRO OM

N

Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Saartje Van Vlasselaer

Je les in eigen handen

Ontdek het onlineleerplatform iDiddit! Vooraan in dit boek vind je de activatiecode. Activeer snel je account op www.ididdit.be en maak er een geweldig schooljaar van!

2

3

4

5

6

xxxxxxxx

vanin.be

7

8

VA

1

ISBN xxxxxxxxxxxxxx

During which class do you use these items?

1 calculator – ruler – eraser 2 flute – piano

3 trainers – basketball 4 map – atlas

5 brush – paint – pencils 6 microscope – leaves

©

3

forty-seven

7 timeline – workbook

UNIT 1:

EASY AS ABC

47

4

writing

Write a short text about your school. a Preparation: complete the graphic organiser: Other things I like or don’t like:

My school is in

teacher(s) Subjects I like:

Subjects I don’t like:

classroom(s)

IN

building(s)

b Action: follow the steps below to write your text. Checklist: my school

Write a short text of about 30-40 words. Describe where your school is. Describe the subjects you like and don’t like. Describe other things you like or don’t like about your school. Pay attention to your spelling and punctuation.

VA

N

• • • • •



c Reflection: check your text! Then read your text to a classmate and ask for some feedback.

5

SPOKEN INTERACTION

Pair up and interview a classmate.

a Preparation: your teacher will give you a piece of paper with questions. Fill in the list with questions for yourself (= your answer). b Action: interview your classmate and report your interview to another pair of students. Follow these steps.

©

Checklist: an interview about school • • • •

Ask each question on your worksheet. Write down your classmate’s answers. Switch when you are done. Sit with another pair of students and tell them what your partner answered (at least 5 things!). • Pay attention to your pronunciation.

c Reflection: check your interview and conversation!

forty-eight

CHECK 3

48

UNIT 1:

EASY AS ABC



SUMMARY

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

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

VA

N

IN

Hi, I am Tamara. Are you Taryll?

Personal pronouns and the verb ‘to be’

GRAMMAR

HOW TO refer to people and things

Personal pronouns as object

I am Tamara.

This is me.

You are Jon.

I love you.

He has many friends.

I like him.

She is nice.

He likes her.

It is all right.

They hear it.

We are fine.

You know us.

Jon and Taryll, you are late again!

They miss you.

They are happy.

You like them.

PLURAL

Keep in mind: – ‘I’ g always a CAPITAL letter – ‘he/him’ and ‘she/her’ g only for people and pets – ‘it’ g for things and other animals – ‘They’ is also a gender-neutral singular pronoun, compared to pronouns like ‘he/him’ or ‘she/ her’ which are gendered terms. Some people use ‘they’ and ‘them’ as their personal pronouns.

UNIT 1:

EASY AS ABC

forty-nine

Personal pronouns as subject

©

SINGULAR

1 Personal pronouns

49

2 The verb ‘to be’ NEGATIVE FORM

Long form

Short form

Long form

Short form

I am

I’m

I am not

I’m not

You are

You’re

You are not

You aren’t

He is

He’s

He is not

He isn’t

She is

She’s

She is not

She isn’t

It is

It’s

It is not

It isn’t

We are

We’re

We are not

We aren’t

You are

You’re

They are

They’re

You are not

You aren’t

They are not

They aren’t

SHORT ANSWER

I

from Oxford?

Yes, I am.

No, I am not. No, I’m not.

Are

you

from Ghent?

Yes, you are.

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

Is

he

14 years old?

Yes, he is.

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

Is

she

15 years old?

Yes, she is.

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

N

Am

Is

it

from France?

Yes, it is.

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

Are

we

from Spain?

Yes, we are.

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

Are

you

from Tokyo?

Yes, you are.

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

Are

they

from America?

Yes, they are.

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

‘To be’

subject

rest of sentence?

Yes, subject + ‘to be’ (positive)

No, subject + ‘to be’ (negative)

RULE

©

PLURAL

VA

SINGULAR

QUESTION FORM

IN

PLURAL

SINGULAR

POSITIVE FORM

fifty

50

UNIT 1:

EASY AS ABC

HOW TO talk about one or more things

Indefinite article a/an and plural of nouns

Excuse me, miss, is there a bin?

No, there isn’t. Are there pens in your pencil case? Can I use one?

N

IN

Yes, there are, there are 4 pens in my pencil case. Here you go … Can I have an apple, please?

VA

1 The indefinite article

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

a biro a binder a calculator a schoolbag a university

an apple an hour an orange an orange juice an umbrella

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

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

fifty-one

©

a

UNIT 1:

EASY AS ABC

51

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

Common irregular plural nouns: men

woman

women

child

children

person

people

foot

feet

tooth

N

man

IN

Singular

teeth

Note the pronunciation of plural nouns: Examples

VA

Pronunciation

/s/ after a heavy sound

/z/ after a light sound

©

/ / after a hissing sound

cats

cups

minutes shoes

knives

teachers pages

horses

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 negative sentences

In questions

With singular words

There is a book.

There isn’t a book.

Is there a book?

With plural words

There are two books.

There aren’t any books.

Are there any books?

fifty-two

52

UNIT 1:

EASY AS ABC

VOCABULARY

1 SCHOOL NECESSITIES

a backpack/ schoolbag

a bin

a book

a bookcase

a bulletin board

a calculator

a chair

(a pair of) compasses

a crayon

a desk

a dictionary

a digital board

a divider

a folder

a highlighter

a hole punch

a laptop

a map

a glue stick

fifty-three

©

a diary

a blackboard

N a clock

VA

(a piece of) chalk

a (ring) binder

IN

craft supplies

UNIT 1:

EASY AS ABC

53

a pair of scissors

a paper airplane

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

a protractor

a rubber

©

an umbrella

fifty-four

54

UNIT 1:

EASY AS ABC

a ruler

N a stapler

sticky notes

VA

a sheet/piece of paper

a pen

a (digital) (white)board

a pencil

IN

a paint brush

a student/pupil

a sharpener

a teacher

Dutch

geography

French

IN

English

moral/ethics

2  SUBJECTS AT SCHOOL

history

physical education

VA

N

art(s)

religion

social science

natural science

computer studies

technology

©

mathematics / maths

science

fifty-five

economics

UNIT 1:

EASY AS ABC

55

STRATEGY

HOW TO study vocabulary and grammar

LEARNING FROM CONTEXT Word fields

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

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

IN

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

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

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

VA

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.

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LEARNING BY USING MEMORY TRICKS Visual memory? Draw a picture. Auditory memory? Replace the words in a song.

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UNIT 1:

EASY AS ABC

HOW TO listen / watch more effectively Before listening watching

1

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?

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

Task Do you understand the task?

IN

Type of text/video

N

Read through the question and highlight key words.

2 While listening watching Focus on what you hear/see

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Think ahead: what might happen next? Take short notes.

Listen to the intonation and stress of the speakers.

Ignore the words you think are less important.

Focus on key words and facts.

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After listening watching 3 Check your understanding

If possible, listen again to difficult passages. Have you completed the task?

Read your notes.

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Have you understood the main points?

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EASY AS ABC

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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.

IN

– 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?

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USEFUL EXPRESSIONS

HOW TO ask for something in class

2 Asking for permission

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– May I go to the toilet? – Can I use a dictionary, please?

– Of course. – Sure, you can use an online dictionary to look up the word.

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3 Asking for things

– May I have a tissue? – Could/can I borrow your pen?

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UNIT 1:

EASY AS ABC

– Sure, here you are. – Of course, here you go.

CHECK OUT: MY IDEAL CLASSROOM Orientation You will create your own ideal classroom!

Preparation 1

Think about 10 items that are absolutely necessary for you in a classroom. a Write them down here.

IN

b Highlight the first letter. 1 2 3 4 5 6

8 9 10

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7

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c Find an image online of the items.

Action

Make a crossword puzzle with your 10 items. Describe your item without naming it. You can give the first letter. Add a picture of your item. Follow the example. C is for

. It is what we use to sit on.

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UNIT 1:

EASY AS ABC

59

3

Make your crossword on a separate piece of paper or find an online tool to help you.

4

Write a short text about your ideal classroom.

writing

a Write a sentence for each of your items. b Add a reason for choosing those items. c Use the verb ‘to be’ and ‘there is’ / ‘there are’ correctly. d Use the vocabulary for school supplies correctly. e Pay attention to your spelling!

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IN

e.g. In my ideal classroom, there are laptops for everyone because then I’ll only need one thing for each lesson.

5

Give your crossword to a classmate to fill in. Fill in one of your classmates’ crosswords.

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UNIT 1:

EASY AS ABC

Reflection 6

Check your text before you hand it in to your teacher. Checklist: describing my ideal classroom

Yes

I think so

No

1 Content and structure • There are about 100 words in my text. • I talked about the things in my ideal classroom. • I gave reasons.

IN

2 Language • I used ‘there is’ and ‘there are’ correctly. • I used ‘a’ and ‘an’ correctly. • I used the vocabulary about school necessities correctly. • I used correct spelling and punctuation. Feedback

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©

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Trace your steps on iDiddit.

UNIT 1:

EASY AS ABC

61

VA

© N IN

UNIT 2: EAT.PLAY.SLEEP.REPEAT check in

IN

main track

Step 1: talking about hobbies

Step 3: asking and answering questions

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N

Step 2: talking about facts and routines

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summary

on different tracks

trace your steps

check out: my week

CHECK IN My day 1

reading

Read the two texts and answer the questions. a Look at the texts. Can you say what kind of texts they are? articles poems letters

c Which text do you prefer? Why?

IN

b Using just one word, what are the texts about?

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Do you have the same hobby? Mix a pancake,

A treasure hunt looking for that special find, Finish off a set or take you back in time.

Pop it in the pan;

VA

Hobbies are fun things, which you can do. They sure can while away the time for you.

It’s exciting to add to your collection, Praise you receive for beautiful confection.

Collecting stamps, crosses and poetry I write. I find hobbies can really enrich your life, Build self-esteem and add to conversation. A hobby just may bring you elation.

©

By Jean E. Gorsey

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UNIT 2:

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Stir a pancake,

Fry the pancake, toss the pancake— Catch it if you can. By Christina Rossetti

confection: a sweet food elation: extreme happiness to enrich: to improve self-esteem: believe in yourself to while away: spending time

MAIN TRACK Step 1

Pastime

Talking about hobbies

1 / Guess the hobby Take a separate piece of paper. Make a list of all the hobbies you can think of. Then follow the directions below (hobbies can be in more than one category). a b c d e f g

Underline the hobbies you do inside in one colour. Underline the hobbies you do outside in another colour. Circle the ‘creative’ or ‘artistic’ hobbies in one colour. Circle the ‘physical’ hobbies in another colour. Circle the ‘intellectual’ hobbies in a third colour. If you can think of other categories, use yet another colour. Make a hobbies mind map using your different categories.

IN

1

Play the ‘Guess the Leisure Activities quiz’, and then add the hobbies from the quiz to your mind map.

3

Match the photos with the correct pastime, and then add the (missing) hobbies to your mind map from exercise 1.

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2

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1

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2

5

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4

6

7

9

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UNIT 2:

EAT.PLAY.SLEEP.REPEAT

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2 10

12

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13

15

IN

14

16

18

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2 19

21

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20

taking photographs

going jogging

cooking

walking your dog

horse(back) riding

crafting

knitting

drawing

playing video games / computer games

watching television

playing football / soccer

painting

listening to music

playing the guitar

dancing

archery

swimming

playing the drums

reading a book

crocheting

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going to the cinema

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UNIT 2:

EAT.PLAY.SLEEP.REPEAT

4

Do you know the verbs to describe what you like and don’t like? a Complete the scale with the correct verb. Choose from: don’t enjoy – don’t like – enjoy – hate – like – love

b Write 1 thing for each of the verbs. Use the vocabulary from the previous exercises for inspiration.

IN

1 I love 2 I enjoy 3 I like 4 I don’t enjoy 5 I don’t like 6 I hate

c Tell a partner about the things you like and don’t like. Verbs in English: answer the questions.

N

5

SPEAKING

a Complete the text with the correct form of the verb ‘to paint’.

. They like

pictures of nature or their pets.

helps them relax and express

VA

‘Many people enjoy hobbies like

themselves. Some even dream of becoming professional painters one day. When they

, they feel happy and fulfilled.’

b What does the word ‘painters’ refer to?

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c Is ‘painters’ also a verb?

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

67

6

Complete the box about verbs in English. Add the different versions of the verb ‘to paint’ to the box.

GRAMMAR

How to use verbs in English 1 Base form

The base form is the form of the verb that you see in the dictionary. It is the form from which all other parts of a regular verb are made. e.g. be, like, play, 2 Infinitive

IN

The infinitive is the verb with the word ‘to’ in front of it. e.g. to be, to like, to play,

Some verbs are followed by an infinitive in English.

3 Gerund

N

e.g. I choose to play basketball over volleyball. I prefer to dance. I hope to swim the North Sea one day. I want to walk the dog. I wish to get better at archery.

A gerund is the -ing form of the verb that acts as is used as a subject or an object in a sentence. e.g.

is my number one hobby. (subject) . (object)

VA

e.g. I enjoy

(= zelfstandig naamwoord). It

Some verbs are followed by a gerund in English. e.g. I enjoy jogging in the morning. We dislike sunbathing. They suggest going to the cinema. You imagine running that marathon. Please, stop playing that song!

Complete the sentences with the correct form of the verb: gerund or infinitive.

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7

1 I don’t want 2 We hope

3 I don’t like 4 She suggests

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(to leave) yet. (to visit) the museum tomorrow. (to wait). (to go) to the cinema.

5 They hate

(to listen) to that radio station.

6 They choose

(to eat) out in a restaurant.

7 The boys love

(to play) soccer.

8 He enjoys

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

(to have) a bath every evening.

See p. 92

8

Form groups and discuss the hobbies that people you know have. Use the activities from your mind map in exercise 1 as inspiration. Follow the example.

SPOKEN INTERACTION

e.g. My best friend likes cooking. I think my teacher likes reading.

2 / What teens like to do 1

reading

Read the article, and then answer the questions.

b What is the source? c Who is the writer of the article?

IN

a What hobbies do you recognise in the pictures with 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

f

N

e Who would be interested in this article?

Use curly brackets to show where the introduction of the article is. What information can you usually find here?

VA

g Highlight some benefits mentioned in the introduction.

What are some hobbies that teens are interested in? BY CHERYL STEPHENSON-HEARNS

1

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.

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5

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.

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. sixty-nine

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UNIT 2:

EAT.PLAY.SLEEP.REPEAT

69

25

30

35

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.

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

IN

20

The arts Some teens enjoy unwinding with a good book. The fantasy genre has become very popular in recent years. Other teens prefer to express themselves through creative art, spending time drawing, painting or sculpting. And what do you think about making jewellery or doing scrapbooking, or car modelling, cooking and baking? For those teens with a dramatic flair, there are often opportunities to act, sing or dance in theatre productions.

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.

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Adapted from: www.livestrong.com

Complete the strategy box about reading strategies.

2

How to read a text more effectively

STRATEGY

1 Before reading Orientation – Look at read

first.

wrote this?

–

is the text meant for?

–

did they write it?

©

–

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UNIT 2:

and

EAT.PLAY.SLEEP.REPEAT

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

See p. 104

3

reading

Read the text, and then complete the table. a How many topics does the writer talk about? Add them to the column on the left.

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

Content Advantages •

IN

• Indoor: Outdoor: • winter: • summer:

drawing, painting or sculpting

drama: • volunteering

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• ‘voluntours’ = Examples •

VA

• •

reading

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

True

False

Proof

1 Sharing hobbies is good for your social skills. 2 Frisbee and paintball are traditional sports.

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4

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3 Teenagers can do hobbies at home.

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EAT.PLAY.SLEEP.REPEAT

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5

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

– Look for

, synonyms or related words.

– Look for

if a year, amount or date is asked.

or a pencil to flag up the information you need. See p. 104

– Use a

6

IN

– Look for

What do you prefer?

writing

a Preparation: look at the activities in the text in exercise 1, p. 69. Highlight the one you like most. Think about why this is. Maybe these adjectives will give you some inspiration.

N

boring – calm – exciting – fun – happy – relaxing – sad – strange

b Action: write a short text about this. Use the writing frame and follow these steps: Checklist: my preferred hobby

Write at least 4 sentences. Talk about the activity you like most. Give at least 2 reasons. You can use the adjectives in a. Pay attention to your spelling!

VA

• • • •



From the activities mentioned in the text, I like [name topic] the most. This is a

activity.

The reasons why I like this are: (give at least 2) 1

©

2

I would like to try because (give a reason)

c Reflection: check your text! Next, read your text to a classmate. Do you like the same activities?

7

Pair up and play the miming game. Who can guess the most hobbies? - Student A: act out the hobby on the card. - Student B: guess the hobby that your partner acts out.

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CHECK 1

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UNIT 2:

EAT.PLAY.SLEEP.REPEAT

SPOKEN INTERACTION

Step 2

Everyday routines

Talking about facts and routines

1 / What do you do every day? 1

watchING

Watch the video and answer the questions. a What is this video about?

c How many days do you get to see?

d Are all the days the same?

2

IN

b Which country is the teenager from?

watchING

Watch the video again and do the tasks below. a Highlight the sentences that are true. He gets dressed.

He has dinner.

He brushes his teeth.

He puts on makeup.

He goes to school by car.

He listens to music.

He goes to the bathroom.

He combs his hair.

He takes notes.

He has a shower.

He wakes up.

He goes back to bed.

He doesn’t talk during class.

He has lunch.

His sister plaits her hair.

He doesn’t watch TV.

He plays video games.

His parents prepare lunch.

He takes his backpack.

He leaves the house to go to school.

He meets friends.

His parents don’t drive him to school.

The alarm goes off at 7 o’clock.

He gets up.

He does homework.

He puts on his shoes and jacket.

He watches TV.

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N

He has breakfast.

b Discuss these questions with a partner.

SPOKEN INTERACTION

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- At the end, he asks, ‘Why am I doing this?’ Why do you think so? - Do you do those things in the morning too? What else do you do?

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

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3

Complete the text using the correct verb. Choose from the box below. brush your teeth – choose clothes – do homework – get dressed – get up – go home – go to bed – go to school / work – go to the bathroom – have breakfast – have dinner – have lunch – leave the house – read a book – take a shower / bath – wake up – watch TV

1

2 I know it’s early, but

I every morning at 6.15 a.m.

IN

3

I

4

First, I

5

Then I

6

Next I

Then I’m hungry, so

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and

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8

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After breakfast, I

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seventy-four UNIT 2:

Then I’m ready and I

10

Next I

74

I

EAT.PLAY.SLEEP.REPEAT

At 12 o’clock, I

12 At 4 o’clock, I finally

When I get home, I

13

14 Then I

At 6 o’clock, I

15

16

4

At 10 o’clock, I

IN

In the evenings, I

Complete the sentences with the correct expression. 1 After a long day, you

and fall asleep.

2 When your alarm clock goes off in the morning, you you

.

3 It is important that you the day.

because it is the most important meal of

twice a day, your dentist will be happy.

N

4 If you

5 Parents and teachers are happy when you 5

and after that

.

What are your morning routines?

a Write down what you do every morning.

VA

WRITING

The first thing I do when I wake up is

After that I

and then I

©

Before I go to school I never/always

b Find a classmate and tell them what you do and listen to their routine.

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UNIT 2:

EAT.PLAY.SLEEP.REPEAT

75

2 / I don’t shower every day 1

reading

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?

IN

just once often

ReinFrost My hobbies are reading and watching TV shows. I also like swimming, just like my sisters. They also play chess every weekend.

 22.3k

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Jeffrey_Foster I enjoy sleeping and reading about older civilizations (Aztecs, Mayans,Romans etc). I don’t play basketball; I’m not very sporty.

 63.6k

 11.7k

VA



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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



12.2k





36.4k

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

Feather Friend You like walking; I enjoy walking too. I prefer walking in places where there’s water, like the beach or the river, or even in the rain. I love taking photos, particularly of birds. I don’t like chasing animals; I just choose a spot and wait. I want to invest in a better camera. You don’t need an expensive one. My mum, on the other hand, owns an amazing camera, but she doesn’t let me use hers though. Bummer. AAO I spend time sleeping and I don’t do anything else. I’m sure it isn’t productive, but I enjoy it. My parents hate it; they always try to make me do things I don’t want to. They don’t listen to me at all. We don’t spend a lot of time together.

Adapted from: forum.choiceofgames.com

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UNIT 2:

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2

Look at the texts in exercise 1 in more detail and answer the questions. a Highlight the verbs in the text in exercise 1. Highlight the positive sentences in one colour and the negative sentences in another colour. b This text is written in the present – past – future tense. (highlight the correct option) c How many verb forms are there in each negative form?

d What forms of the verb ‘to do’ do you see in the sentences?

Positive I

You

IN

e Use a verb from the text to write your own positive and negative sentences with each of the following subjects. Check the text to see what happens to the verb(s). Negative I

You

They

They

Use a verb from the text to write your own positive and negative sentences with each of the following subjects. Check the text to see what you need to do with the verb.

VA

f

We

N

We

Negative

He

He

She

She

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Positive

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3

Complete the grammar box with the words below. 3rd person singular – to do – don’t like – hobbies – like – present – s

GRAMMAR

How to talk about facts and routines In English, the

is used to talk about facts. For example:

- to talk about what you - your

or . changes. You have to add an

In the negative form, you have to use another verb (= auxiliary verb): e.g. I don’t work – he doesn’t work.

.

See p. 94

You will find a full overview of the form of the present simple in the Summary.

4

to

IN

In the positive form, the base form of the verb.

The form of the present simple changes in the 3rd person singular. In general, we add -s to the base form of the verb. Write down the correct form of the given verb in the sentences below. If there is no verb, choose the correct verb from the box below first. Pay attention to your spelling!

N

to buy – to cry – to destroy – to dry – to eat – to have – to party – to push – to say – to sleep – to stay Infinitive

Example

Rule

to get

Every weekday she

to feed

and

her cat.

She

dinner at 7 p.m. every day.

VA

up at 6 o’clock

General rule: base form of the verb + s

to brush

She brushes her teeth.

after hissing sounds

to watch

She watches TV.

(x, sh, ch ...):

to relax

She just relaxes.

base form +

She always

her dirty socks

under the bed.

©

to go

Every Monday she

to do

She

to carry

She always She Her mum

dancing.

some work for school. the cat downstairs. at weddings. the laundry in the

garden. She

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all night long!

verbs ending in –o: base form + verbs ending in a

+ y:

Infinitive

Example

Rule

to play

On Wednesdays she

tennis.

My brother always

my toys.

a

My grandmother

fruit at the

base form +

verbs ending in + y:

market. The dog

5

She

a dog and 3 cats.

The verb ‘to have’ is irregular:

IN

to have

inside at night.

Complete the text with the correct verb in the positive form of the present simple.

to describe – to draw – to have – to hope – to make (2x) – to play – to read – to think – to write – to bake – to try – to love  37.2k



FairyGodfeatherFeather Friend I

many hobbies. One is flute. Flute is a very pretty instrument to play

and listen to. My sisters also

. I am a beginner but I

I

 26.4k



up a song. One day

N

good. Sometimes I use my imagination and

I’m

to play in the Symphony of the Mountains.

Cirrocumulus I

a lot in my free time, especially using charcoal or pencil. I also

VA

and

a lot. Dark stories are my favourite,

since you can be very colourful when you I have a lot of fun when I My parents

:I

it when I

spooky situations. the best apple pie in the world. to make new pies!

Adapted from: forum.choiceofgames.com

Complete the sentences with the verb in the correct form of the present simple. 1 Jamal’s father (to work) in a shopping centre.

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6

2 He (to be) the manager. 3 He (to start) work every day at 8:00 a.m. 4 I (to watch) a lot of DVDs. I love films. 5 He (to finish) work every day at 7:00 p.m. 6 He (to live) close to the shopping centre. 7 Every day he (to go) to work by bike. seventy-nine

8 His best friends, Arthur and Mo, also (to work) in the shopping centre. 9 But they don’t live nearby. They (to go) to work by car.

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10 Arthur and Mo (to start) work at 9:00 a.m. 11 As he is the manager, Jamal’s father (to help) all the ... 12 ... other workers and (to tell) them what to do. 13 He really (to like) his job and ... 14 ... (to be) good at it. 15 My parents (to have) lunch at the shopping centre every Saturday. 7

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

1

Negative

IN

Positive Adam has breakfast very early.

2

He doesn’t like skiing.

3 4

She doesn’t hate getting up early.

My father watches TV a lot.

5 6

Erin doesn’t go to school by bus.

I love singing.

8 8

We don’t want to go to the carnival.

N

7

They meet up every Saturday.

Complete the conversations with the positive (+) or negative (-) form of the verbs in brackets.

VA

Conversation 1: LISTEN

Stan: I love music. Not pop music. I I

(-) to pop music. I hate it.

(+) to Mozart, Beethoven and composers, people like that.

Alwin: My mum

(+) to Mozart when she wants to relax. I think that kind of

music is boring.

Conversation 2: WATCH

©

Debbie: My brother Dave

(+) television all the time. He

(+)

sports a lot: football, volleyball, tennis. Every kind of sport. Stephen: And what about you? Debbie: I

(-) sport. Ever. I hate sports! I

YouTube channels in my bedroom.

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UNIT 2:

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(+) my favourite

Conversation 3: LIKE Becky: My mum He

(+) cats but my dad (+) dogs but my mum

(-) them. (-) them.

Jack: What about you? Becky: I

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

1

Read the text and answer the questions. a Who is the text about?

b What is the text about?

IN

3 / Ashley’s week reading

c Complete the table with the days of the week. Note that in English the days of the week are written with a capital letter.

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©

weekend

VA

weekdays

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

5

10

Ashley always has a busy schedule. Every weekday she gets up at 6:00 a.m. and feeds her cat. She always carries the cat downstairs and lets it out. Then she takes a shower and gets dressed. She has breakfast at 6:45 a.m. She loves cornflakes. She always fills an extra large bowl and adds some cold milk. After breakfast, she goes to the bathroom and brushes her teeth, dries and checks her hair again and again and again … , puts on some make-up and adds the finishing touch, perfume. Jamal hates it when she does that. She always uses too much! At 7:30 a.m. she leaves home to take the bus to school. The trip takes thirty minutes. At the bus stop she often meets up with her best friends and then they have to walk for another five minutes. eighty-one

1

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

81

20

2

IN

15

School starts at 8:30 a.m. Ashley isn’t that fond of school, but she doesn’t hate it either. At least her friends are there with her. School ends at 3:30 p.m. She takes the bus and arrives home at 4:20 p.m every day. That’s when the fun starts. Every Monday she goes dancing. Every Tuesday she goes horse riding, and on Wednesdays she plays tennis and has another dance class. Thursday is a day with nothing to do but to take extra good care of her cat. And on Fridays she gets together with some friends and talks about everything, especially boys. Most of the time she has dinner around 7:00 p.m., then she does homework, watches some TV and goes to bed at 10:00 p.m. On Saturdays she often has a competition with her dance crew; she wants to become a professional dancer. If there isn’t a competition, she goes out in the evening. Sunday is a quiet day. She just relaxes, does some work for school, plays with her cat and checks her social network sites. Check the verb forms in the text and answer the questions. a What tense are all the verbs in?

b Why is this tense used here?

N

c Highlight the words in the text that show how often she does these things. d Complete the grammar box.

How to talk about facts and routines

GRAMMAR

VA

In English, the is also used to talk about . There are some words in English that tell you how often you do things: e.g. always, sometimes, often, regularly, never. e.g. He always plays football at the weekend. They often go to the cinema. Mamadou sometimes goes to the library. Anas never sleeps in on a Sunday.

©

These words are called adverbs of frequency, and you write them before the main verb. There is one exception, the verb ‘to be’. Here you write the adverb after the form of ‘to be’: e.g. He is always late for school! See p. 94

3

writing

Write a text about your friend’s and your routine. a Preparation: work with a partner. First complete the table below with routines. Write keywords. Avoid using the same routine more than once! 3 routines I have

eighty-two

82

UNIT 2:

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3 things I don’t do regularly

3 routines my friend has

3 things my friend doesn’t do regularly

b Action: now write your text. Checklist: our routines • • • • •



Write 6 sentences about yourself – one sentence for each routine. Write 6 sentences about your friend – one sentence for each routine. Use the present simple correctly. Use the adverbs of frequency correctly. Pay attention to your spelling and punctuation.

IN

Me:

VA

N

My friend:

c Reflection: check your text, and then swap your paper with a classmate and give each other feedback. Has your classmate used the present simple correctly?

CHECK 2

Let’s plan

Asking and answering questions

©

Step 3

1 / What do you do in a day? watchING

Watch this interview and answer the questions. a Who is answering the questions?

b What is the video about?

eighty-three

1

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83

c Complete her schedule. Time

What? She messages, Instagram …).

and checks phone (calls, messages,

10:15

She Turns CNN on the TV.

and

10:21

She drinks a

.

She has a

and

her teeth.

the house and goes over her

IN

She

11:25

.

schedule.

They do the following things in the studio: warm up, harmonise, go over the setlist, practise, record and check. 15:00 - 15:40

They order They have She

.

at the rehearsal studio.

N

17:00 - 19:00

.

She meets up with She goes to the

.

.

She relaxes, gets ready for bed and watches

VA

23:30

.

2

SPOKEN INTERACTION

Discuss the following questions with a classmate. a Do you ever use a schedule? Explain why or why not. b Do you make your own schedule? Do you get any help making your schedule? c Is it easy to follow a schedule?

d What can go wrong with your schedule?

3

Do you know how to read an analogue clock in English?

©

a Complete the clock with the correct information. Choose from the words below. big hand – hour hand – minute hand – second hand – small hand =

eighty-four

84

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

=

b Add the following words to the clock: half past – past – a quarter past – a quarter to – to c Draw the hands on the clock below, so the clock shows a quarter past ten. It’s … o’clock It’s 5

It’s 5 It’s 10

It’s 10

It’s

IN

It’s

It’s 20

It’s 20

It’s 25

It’s 25

It’s

N

Did you know?

VA

12 or 24 hours? Some countries don’t use the 24-hour clock but use the 12-hour clock format. This means they are using the terms a.m. and p.m. a.m. = ante meridiem = from midnight to noon p.m. = post meridiem = from noon to midnight e.g. 5 a.m. is 5 o’clock in the morning and 5 p.m. is 5 o’clock in the afternoon. Note: 12 p.m. = midday = noon 12 a.m. = midnight

12:00 p.m. – 12:00

12 p.m.

4:00 p.m. – 16:00

12 a.m.

2:00 a.m. – 02:00

6:00 p.m. – 18:00

8:00 p.m. – 20:00

10:00 p.m. – 22:00 12:00 a.m. – 00:00 eighty-five

4:00 a.m. – 04:00

6 a.m.

8:00 a.m. – 08:00

6:00 a.m. – 06:00

2:00 p.m. – 14:00

6 p.m.

©

10:00 a.m. – 10:00

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

85

4

Write the time in full.

1 2

3

4

6

7

8

IN

5

2

5

2

6

N

1

3

7

4

What time is it? Follow the teacher’s instructions to tell and write the time.

VA

5

8

Link the questions to the correct answers. 1

When do you play tennis?

A

I get up at six o’clock.

2

What time is it?

B

It is three o’clock.

3

When does the film start?

C

I want to go shopping at five o’clock.

4

What’s the time?

D

The film starts at half past eight.

5

What time do you want to go shopping?

E

It’s five past four.

6

Do you have the time?

F

I play tennis at four o’clock.

7

Do you have the right time?

©

6

8

What time do you get up?

1

2

eighty-six

86

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

3

4

5

6

7

8

7

Complete the table about how to talk about time in English.

USEFUL EXPRESSIONS + the time’ when telling

How to say what time it is

We usually say ‘ + the time’, or ‘ someone the time. When we ask someone for a specific time of an event taking place, we use the question words and

.

We use the preposition

Talk and ask about time.

SPOKEN INTERACTION

IN

8

See p. 103

when talking about the exact time.

a Preparation: pair up and read the cue cards you will get. Choose who will be A and who will be B. b Action: have a conversation with a classmate telling the time in English. Checklist: telling the time

Choose A or B to start with. Follow the cue card. Use expressions on how to tell time in English. Pay attention to your pronunciation. Switch roles and have the conversation again. Extra: add two of your own questions.

N

• • • • • •



c Reflection: check your conversation.

VA

2 / Time’s up!

Link the questions to the correct answers. who

A

… was your exam?

2

what

B

… is your favourite colour?

3

when

C

… do you say that?

4

where

D

… do you wake up every morning?

5

why

E

… can I buy the book?

6

which

F

… is the largest city in the world?

G

… is at the door?

7

how

1

2

3

4

5

6

7

eighty-seven

1

©

1

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

87

2

Read Lady Gaga’s schedule and answer the questions in full sentences.

reading

a How many hours does she sleep?

b How many meals does she have a day?

c How long does she perform on stage?

e Who is Lady Gaga?

f

IN

d When does she wake up?

What kind of work out does she do every day?

g Is this her usual schedule or her touring schedule?

I

N

h What does she do on the plane?

Does Lady Gaga have a busy schedule?

©

VA

Wow, Lady Gaga’s schedule looks crazy when she’s touring, but she still has time to squeeze in five meals and read some fan mail on the plane.

eighty-eight

88

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

3

reading

Read the questions and tick the answer for yourself. Report to a classmate. 1 Do you forget to do homework? Yes, I do. No, I don’t. 2 Does your best friend call you to remind you to do your homework? Yes, they do. No, they don’t. 3 Do you forget tests? Yes, I do.

No, I don’t.

4 Does your coach call your parents to say you are late again? Yes, they do. No, they don’t.

IN

5 Do you think you need a diary? Yes, I do. No, I don’t. 6 Why (not)?

4

Look at the questions and answer them with short answers (look at exercise 3). 1 Do you sleep in at the weekends? 2 Does your teacher wear glasses?

3 Do your parents work in your hometown?

N

4 Do you study beforehand for tests and exams?

5 Do you laugh a lot when you chat with your best friend? 6 Does your father prepare your lunch? 7 Do you have your own vlog?

VA

8 Do you earn more than Mark Zuckerberg? 9 Does your grandmother know Minecraft?

Complete the grammar box.

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 e.g.

or

.

Yes, she has a busy schedule.

Q:

Rule:

+

+

+

.

eighty-nine

5

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89

2 Question word questions = give information about

(= reason),

(time),

(place),

(thing),

(quantity).

e.g. She wakes up at 6 a.m. Q: Rule:

+

+

+

+

.

= you ask about

IN

3 Subject questions : who (= person) or what (= thing).

e.g. Lady Gaga eats 5 meals a day. Q: Rule: There is NO auxiliary verb!

+

+

Note: the verb ‘to be’ has different rules. Check the Summary of Unit 1.

Look at Bridget’s diary. Make questions for the answers that are given.

N

6

1

The lunch is on Monday the 7th, at half past twelve. 2

VA

The test is on Tuesday the 15th, at ten to three.

3

The party is on Friday the 12th, at nine o’clock.

4

She has to hand in her book report.

5

©

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

6

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

7

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

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

ninety

90

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

?

See p. 97

reading

7

14

12.30 p.m. lunch with Sarah

th

th

Monday

Monday

8

15

3.50 p.m. English test

th

th

Tuesday

Tuesday

9

tch 8.30 a.m. book report Du

th

th

th

Thursday

9.00 p.m. M ehmet’s birthday party

18

th

Friday

Friday

12

19

th

13

th

Sunday

th

Saturday

5.45 p.m. Dinner with grandma

20

N

Saturday

th

Sunday

SPOKEN INTERACTION

Work with a partner and play ‘Guess Who’.

a Preparation: pair up and read the instructions to the game you will get.

VA

7

17

IN

10 11

th

Wednesday

Wednesday

Thursday

16

2.00 p.m. Tennis practice

2.00 p.m. Tennis practice

th

b Action: play the game.

Checklist: asking and answering questions



• Take turns by asking yes or no questions. • Ask questions to find the person on the card. • Pay attention to your pronunciation.

©

c Reflection: check your conversation.

ninety-one

CHECK 3

UNIT 2:

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91

HOW TO use verbs in English

Do you like playing online games?

Verbs and verb complements

Yes, I love playing video games, especially Overwatch and Fortnite Battle Royale.

Ugh! I don’t! I hate playing violent games. I want to try all sorts of sports, like tennis! I also love painting!

VA

N

IN

GRAMMAR

SUMMARY

1 Base form

The base form is the form of the verbs that you see in the dictionary. It is the form from which all other parts of a regular verb are made. e.g. be, like, play, paint

2 Infinitive

©

The infinitive is the verb with the word ‘to’ in front of it. e.g. to be, to like, to play, to paint Some verbs are followed by an infinitive in English. e.g. I choose to play basketball over volleyball. I prefer to dance. I hope to swim the North Sea one day. I want to walk the dog. I wish to get better at archery.

ninety-two

92

UNIT 2:

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3 Gerund A gerund is the -ing form of the verb that acts as a noun (= zelfstandig naamwoord). It is used as a subject or an object in a sentence. e.g. Painting is my number one hobby. (subject) I enjoy painting. (object)

ninety-three

©

VA

N

IN

Some verbs are followed by a gerund in English. e.g. I enjoy jogging in the morning. We dislike sunbathing. They suggest going to the cinema. You imagine running that marathon. Please, stop playing that song!

UNIT 2:

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93

HOW TO talk about facts and routines

Present simple

I wake up at 6 a.m. every morning. I don’t! I hate getting up early. Do you like playing videogames?

IN

Yes, I do. My father loves it too.

FORM

1 Positive sentences 1st p. sing.

I

2nd p. sing.

You

3rd p. sing.

She He It We

2nd p. plur.

You

Rest of sentence

enjoy

walking.

like

walking too.

owns lives runs

an amazing camera. in London. in the family.

go

shopping.

go

to the cinema together.

VA

1st p. plur.

Verb

N

Subject

3rd p. plur.

They

play

chess every weekend.

RULE:

Subject

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

rest of the sentence.

Form of verb base form

base form + s

base form

Keep in mind:

©

Spelling and grammar exceptions

1 3rd p.sing. with verbs ending in ...

ninety-four

94

Verb ends in

Rule

Examples

-o

add -es

do go

a sibilant (ch, sh, s, x)

add -es

consonant + y

y changes to -ie before -s

 he does  she goes wash  he washes kiss  she kisses worry  she worries carry  he carries

2 The verb ‘to have’ is irregular in the positive form: he/she/it has.

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

2 Negative sentences To make a verb form negative in the present simple, the auxiliary verb ‘to do’ is used. Subject

Auxiliary verb

Verb

Rest of sentence

Form of verb

1st p. sing.

I

don’t

play

basketball.

2nd p. sing.

You

don’t

need

an expensive camera.

don’t + base form

3rd p. sing.

She He

doesn’t doesn’t

let live

me use it. in London.

doesn’t + base form

1st p. plur.

We

don’t

spend

a lot of time together.

2nd p. plur.

You

don’t

go

to the cinema together.

3rd p. plur.

They

don’t

listen

to me at all.

RULE:

Subject

don’t doesn’t

base form of the verb

rest of the sentence.

IN

Keep in mind:

don’t + base form

N

In the negative form, ‘to do’ has a long form and a short form: e.g. I don’t play. = I do not play. He doesn’t live in London = He does not live in London.

3 Questions in the present simple Subject

Verb

Rest of sentence

Do

I

need

an expensive camera?

VA

1st p. sing.

Auxiliary verb

Form of verb

2nd p. sing.

Do

you

play

basketball?

3rd p. sing.

Does Does

she he

let live

you use it? in London?

1st p. plur.

Do

we

spend

a lot of time together?

2nd p. plur.

Do

you

go

to the cinema together?

3rd p. plur.

Do

they

listen

to you at all?

RULE:

Do/does

subject

base form of the verb

rest of the sentence?

do + base form does + base form

©

do + base form

ninety-five

For more information about asking questions in English, see the next grammar section.

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95

USE

1 Facts In English, the present simple is used to talk about facts. For example: - to talk about what you like or don’t like: e.g. I love reading. I don’t like chess. - your hobbies: e.g. I enjoy playing video games. I play tennis. - things that are always true or true for a reason: e.g. The earth goes around the sun. Keep in mind:

dont’t like

hate

2 Routines

IN

In English you can choose how you express what you like, dislike, love or hate. These verbs can have different complements (what follows the verb): - love / like / dislike / hate / enjoy + gerund (verb -ing): e.g. I love watching films. - verb + noun: e.g. I like dogs. I hate chores. don’t enjoy

like

enjoy

love

Keep in mind:

N

In English, the present simple is also used to talk about routines or things that are done regularly. e.g. I wake up at 6 a.m. every morning. I always go to school by bus.

©

VA

There are some words in English that tell you how often you do things: e.g. always, sometimes, often, regularly, never. e.g. He always plays football at the weekend. They often go to the cinema. Mamadou sometimes goes to the library. Anas never sleeps in on a Sunday. These words are called adverbs of frequency, and you write them before the main verb. There is one exception, the verb ‘to be’. Here you write the adverb after the form of ‘to be’: e.g. He is always late for school!

ninety-six

96

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

FORM

Dan

e.g. Does

main verb

+ rest of the sentence?

his nickname?

When

is

your birthday ?

you

need

to play lacrosse?

plays

Fortnite a lot?

UNIT 2:

ninety-seven

Question word + main verb + rest of the sentence?

e.g. Who

3 Subject question = you want specific information about the subject: who or what

Question word + auxiliary + subject + main verb + rest of the sentence?

do

Dan

is

famous.

N likes

need

plays

Fortnite a lot.

Subject + main verb + rest of the sentence.

e.g. Dan

Long answer

does.

(does). Subject + (auxiliary 'do/does').

e.g. Dan

Short answer

A helmet.

e.g. In November.

Short answer

Yes/No, subject + do/don’t.

e.g. Yes, he

Yes/No, subject + verb 'to be'.

is.

Short answer e.g. Yes, he

IN a helmet to play lacrosse.

Subject + (auxiliary) main verb + rest of the sentence.

I

Subject + to be + rest of the sentence.

e.g. My birthday is in November.

Long answer

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

e.g. Yes, Dan

his nickname.

Yes/No, subject + verb 'to be' + rest of the sentence.

e.g. Yes,

Long answer

FORM

What

Question word + to be + rest of the sentence?

e.g.

2 Question word question = you want specific information: what, where, when, why, how

‘to do’

like

rest of the sentence?

famous?

+ subject + base of

subject +

Verb 'to be' +

Auxiliary

Dan

e.g. Is

2 ANSWER

VA

©

1 Yes/no question = gives a closed answer: yes or no

1 QUESTION

HOW TO ask questions Yes/no questions and question word questions

EAT.PLAY.SLEEP.REPEAT

97

cooking

dancing

drawing

going to the cinema

knitting

listening to music

VA

jogging

crafting

playing the drums

swimming

taking photographs

watching television

ninety-eight UNIT 2:

painting

playing the guitar

reading

98

horse(back) riding

playing football (UK)/ soccer (US)

©

playing computer games

crocheting

IN

archery

N

VOCABULARY

1 HOBBIES AND LEISURE ACTIVITIES

EAT.PLAY.SLEEP.REPEAT

2 VERBS DESCRIBING DAILY ROUTINES

to get up

to choose your clothes

to take care of your skin

N

to comb your hair

to leave home

to go to work / school

to take the bus

to have dinner

to have lunch

to have a bath

©

to go home

to brush your teeth

to get dressed

VA

to have breakfast

to take a shower

IN

to wake up

ninety-nine

to go to bed

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

99

3 TIME AND DAYS OF THE WEEK Word

Translation

My notes

Days of the week Monday Tuesday Wednesday Friday Saturday Sunday Time and parts of the day sunrise morning noon = midday

IN

Thursday

evening sunset night midnight

VA

a.m. = before noon

N

afternoon

p.m. = after noon What time is it?

What’s the time? sixty seconds = one minute

fifteen minutes = a quarter of an hour

©

thirty minutes = half an hour sixty minutes = an hour

one hundred

100

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

4 OTHER WORDS AND EXPRESSIONS Word

Translation

My notes

Verbs to express what you like to enjoy to hate to like

Parts of speech an adverb an auxiliary verb a noun a question

IN

to love

Other verbs to bake to brush to buy

VA

to carry

N

a verb

to cry

to describe to destroy to do

to draw to dry to eat

©

to feed

to finish to get to go

to have to help

one hundred and one

to hope to listen to live

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

101

to love to make to party to play to push to read to relax to start to stay

IN

to think to try to watch

©

VA

N

to write

one hundred and two

102

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

1 Asking for or telling the time

IN

- When we ask someone for a specific time of an event taking place, we use the question words when and what time. e.g. What time does the film start? When is the show? - We use the preposition at when talking about the exact time. e.g. It starts at 9 p.m.

USEFUL EXPRESSIONS

HOW TO say what time it is

2 Reading the clock

An analogue clock - Step 1: First look at the big hand.  minutes Is it before or after the 6? Do you have to use ‘to’ or ‘past’? - Step 2: Then look at the little hand  hour - Step 3: What time is it? e.g. It’s seven (minutes) past nine.

N

A digital clock - Step 1: The first number is the hour. - Step 2: The second number is the minutes. - Step 3: What time is it? e.g. It’s half past five.

HOUR

MINUTES

VA

It’s … o’clock

It’s five (5) to …

It’s ten (10) to …

It’s a quarter to …

It’s twenty-five (25) to …

It’s ten (10) past …

It’s a quarter past …

It’s twenty (20) past …

It’s twenty-five (25) past …

It’s half past … one hundred and three

©

It’s twenty (20) to …

It’s five (5) past …

UNIT 2:

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103

STRATEGY

HOW TO read a text more effectively 1

Before reading The basics Look at the picture(s). Read the title(s) first. Who wrote this?

Why did he/she write it?

Ask yourself What do you need to do with the text? Why do you have to read it?

IN

Who is the text meant for?

What type of questions will you get?

N

2 While reading

Global reading

VA

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

©

Reading for details

After reading

Check your understanding

If possible, reread difficult passages.

Do you understand the main points? one hundred and four

104

What would you do differently next time?

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

Is the task ­complete?

Look for explanations and examples.

Look for keywords, synonyms or related words.

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

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

3

CHECK OUT: MY W EEK Orientation You will describe a typical weekday and talk about your (weekly) hobbies and routines. Next you will present the task: as a diary entry (in writing) or as a vlog (speaking).

Preparation 1

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

2

Plan your diary or vlog.

-

IN

a On a separate piece of paper, make a draft of your week.

Add the days of the week. Write which hobbies you do on which day (and at which time). Add other things you often do in each week. Give 2 things you don’t usually do in each week.

VA

N

b Fill in what a typical weekday looks like. List different actions or activities on your draft paper as well. Use the schedule below.

SLEEP PLAY SOCIAL MEALS SCHOOL HOMEWORK OTHER WORK

Action

Follow these steps if you are presenting your regular week as a written diary.

writing

©

3

a Write 1 paragraph (50-75 words) to describe your weekly hobbies and routines. What do you do? When do you do it? Add the day and time. Mention 2 things you don’t usually do. Use the information from your draft! b Write 1 paragraph (50-75 words) to describe a typical weekday. Mention at least 5 things. Don’t forget to add the times!

Find pictures to describe your hobbies and routines or draw them yourself. Make a nice, creative diary entry!

one hundred and five

4

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

105

5

speaking

Follow these steps if you are presenting your regular week as a vlog. a Talk for about 2 minutes and describe your weekly hobbies and routines. What do you do? When do you do it? Add the day and time. Mention 2 things you don’t usually do. Use the information from your draft. b Talk for about 1 more minute and describe a typical weekday. Mention at least 5 things. Don’t forget to add the time! c Find pictures to describe your hobbies and routines or draw them yourself. Show them in your vlog.

Reflection 6

IN

d Record your vlog and send it to the teacher.

Reflect on your task by filling in the checklist. Checklist: my week

1 Preparation • I made a draft about my typical week. • I made a draft about a typical weekday.

VA

N

2 Content and structure • I wrote 1 paragraph (50-75 words) about my weekly hobbies and routines (for the diary entry). • I talked for about 2 minutes about my weekly hobbies and routines (for the vlog). • I added days and times. • I mentioned 2 things I don’t usually do. • I wrote 1 paragraph (50-75 words) about a typical weekday (for the diary entry). • I talked for about 1 minute about a typical weekday (for the vlog). • I mentioned at least 5 things I do in a day and added the time. • I added 5 pictures or drawings. • My diary entry looks nice and creative (for the diary entry). • My vlog is fluent (for the vlog).

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3 Language • I used the present simple correctly. • I used correct vocabulary to describe my hobbies and routines. • I used correct spelling and punctuation (for the diary entry). • I paid attention to my pronunciation (for the vlog). Feedback

Trace your steps on iDiddit. one hundred and six

106

UNIT 2:

EAT.PLAY.SLEEP.REPEAT

Yes

I think so

No

UNIT 3: A DAY TO REMEMBER check in

IN

main track

Step 1: talking about dates

VA

N

Step 2: describing events

©

summary

on different tracks

trace your steps

check out: presenting a cultural event

CHECK IN The place to be 1

Check the tour posters on the next pages and answer the questions. Questions

Poster 1

reading

Poster 2

b Which year is mentioned? c Where do the concerts take place? d How are the dates written?

IN

a What is the subject of the posters?

Where can you find more information?

©

VA

f

N

e What else is mentioned?

one hundred and eight

108

UNIT 3:

A DAY TO REMEMBER

IN N VA one hundred and nine

© UNIT 3:

A DAY TO REMEMBER

109

IN N VA

© 2

Discuss these questions. a Which of these posters do you like the most? Why? b Which of these concerts would you prefer to go to?

one hundred and ten

110

c What are your favourite songs by these artists? d Have you ever been to a concert? What was it like? e Who would you like to see live?

UNIT 3:

A DAY TO REMEMBER

SPOKEN INTERACTION

MAIN TRACK Step 1

Perfect timing

Talking about dates

1 / TGIF listening

Listen to the medley and complete the sentences with the missing words. a

That may be all I need In darkness, she is all I see (all I see) Come and rest your bones with me Driving slow on

IN

1

morning

And I never want to leave (Maroon 5 –

Morning)

You are my

, you’re the best day of the week

N

b

So underrated and a brand-new start Don’t care what all the kids say You’ve got the key to my heart

VA

(Imagine Dragons –

It’s not just picture-perfect dancing in a white dress It’s not just rainy days when nothing stops the fighting It’s not just highs and lows, and champagne toast I’ve come to know that love’s not only the best days Or the worst days Love is the

Yeah, love is the (Jake Scott –

)

one hundred and eleven

©

c

)

UNIT 3:

A DAY TO REMEMBER

111

Nothing here to fear

e

I won’t wear makeup on

I’m just sitting around

I’m sick of covering up

Being foolish when

I’m tired of feeling so broken

There is work to be done

I’m tired of falling in love

Just a hang-up call

Sometimes I’m shy, and I’m anxious

And the quiet breathing

Sometimes I’m down on my knees

Of our Persian we call

Sometimes I try to embrace all my insecurities

Cajun on a

So I won’t wear makeup on

(Tori Amos –

IN

d

)

‘Cause who I am is enough (Jess Glynne –

Every

,

Every

,

Every We want that weekend

,

,

endless weekend on a wave

,

endless weekend on a wave

,

endless weekend on a wave

N

f

)

It’s It’s It’s

,

, What?

then... There’s

,

, What?

then... There’s

,

, What?

then...

VA

It’s

then... There’s

(Riton, Nightcrawlers –

2

)

Listen to the song Lazing on a Sunday Afternoon by Queen.

listening

a Write the correct day for each activity.

2

©

1

3

4

morning

afternoon

5

one hundred and twelve

112

6

evening

UNIT 3:

A DAY TO REMEMBER

7

night

b Now check your answers and pay attention to your spelling. What should you pay attention to?

Did you know?

3

IN

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.

‘On + Day’ or ‘On + Day + s’? Complete the sentences with the correct form. Check the information in the Did You Know-box! 1 Ennes has piano lessons 2 We have a family dinner 3

(every Tuesday).

(this Friday).

my brother plays Rugby (every Saturday).

4 They go to the farmer’s market 5 Farid is turning 13

(every Sunday).

(this Wednesday).

6 Are you going to the school’s quiz

N

(this Saturday)?

7 She takes a yoga class

(every Monday).

8 The trash is collected

(every Thursday).

. (this Saturday).

10 We have English lessons

(every Tuesday and Thursday).

VA

9 Gustav and Hedda are getting married

Talk with some classmates about your own routines and plans. Use the information in the Did You Know-box and the expressions below.

SPOKEN INTERACTION

a First follow these steps: -

Person A: Choose 1 expression from column A. Person B: Answer with an expression from column B. Person A: Choose 2 questions to ask your partner from column C. Person B: Answer your partner’s questions. Person A: Choose 1 expression from column D. Person B: Choose 2 questions from column C to ask your partner. Person A: Answer your partner’s questions. Person B: Choose 1 expression from column D. Then choose 1 expression from column E. Person A: Choose 1 expression from column E.

one hundred and thirteen

©

4

UNIT 3:

A DAY TO REMEMBER

113

B

C

Starting the conversation

Responding to a greeting

Asking questions

• I’m fine. Thanks! • Great, thank you! • I’ve been better, but thanks for asking. • Not that great, I’m afraid.

• What are you doing today / this week / this weekend? • How’s your week going so far? • What do you usually do at the weekend? • What does your typical week look like? • What do you usually do on …days? • How does your typical school day start?

• Hi, how are you today? • Hello! How’s it going?

D Summarising or concluding the conversation I didn’t know you always … on …days. Wow! That sounds like a lot of fun. Sounds like a very busy week! You do a lot in a week!

E

Saying goodbye

• • • •

Enjoy the rest of your day/week. I will let you get on with your plans now. Talk to you later! See you soon!

N

• • • •

IN

A

b Now switch partners and have another conversation about your plans and weekly routines. This time don’t look at the expressions in your book! 5

Go to the official bank holiday website and answer the questions.

VA

a What can you find on this website?

b What is a bank holiday?

c What happens when a bank holiday is on a weekend?

d When are the official bank holidays for this year? Link the dates and the holidays and add the details that are missing.

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1 January

one hundred and fourteen

114

UNIT 3:

Spring bank holiday Boxing Day

April

Good Friday

May

Summer bank holiday

May

April Fools’ Day

August

Easter Monday

11 November

Early May bank holiday

25 December

Christmas

26 December

New Year’s day

A DAY TO REMEMBER

reading

e What date and/or occasion could you not match up? What do you know about them?

f

What day of the year do you like to celebrate the most?

IN

g Which date is the most important to you? 6

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

7

Expand your English vocabulary with these idioms.

SPOKEN INTERACTION

a Fill in the blanks to complete the idioms and expressions. Choose from the words below. day (2x) – days – Friday – Monday – moon – Sunday – Thursday – time (3x) 1 TGIF!

7 It’s just one of those Blues

3 throwback 4 a

8 all-in good

9 once in a blue

driver

10 have the

5 make someone’s

of your life

11 in the nick of

VA

6 call it a

.

N

2

b Now link the idioms to their meaning.

A being very happy that the week is over, thank God it’s

B to make someone very happy by doing something for them C to have a brilliant experience, the best time ever D someone who drives very slowly as if he or she only drives at weekends E a feeling of sadness at the beginning of the week

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F just in time, at the very last moment

G a day where everything seems to go wrong H something will happen when the time is right; you just need to be patient I

a social media trend where people post old photos or memories, typically on Thursdays

J to stop working on something because you feel you have done enough

1

2

3

4

5

6

7

8

9

UNIT 3:

10

11

A DAY TO REMEMBER

one hundred and fifteen

K something that happens very rarely

115

c Now use the idioms in a short conversation. Follow these steps: -

SPOKEN INTERACTION

Pair up. Pick at least three idiom cards. Use the idioms in a conversation. Make sure you greet each other and say goodbye at the end. Use expressions from exercise 4.

2 / Eat that frog 1

reading

Read the text below. Answer the questions.

IN

a What type of text is this? a newspaper article a manual a blog a fan page b What is the purpose of the text?

N

to persuade the reader to inform the reader to entertain the reader to give an opinion c Number all the tips.

d How many tips are there?

There are

tips.

e Take a closer look at the paragraphs. Where can you find the main idea for each paragraph?

VA

The main idea is usually f

Give every tip a title. Make sure the main idea of the paragraph is clear in the titles!

Facile Things

Blog

your life, simple

5 Tips for Getting Work Done Faster By Jacob Dillon

Sometimes, you have lots of work to do but only so little time. Maybe you are so worried that you

©

don’t know where to start. Perhaps you have tried your best but couldn’t do it all in time. We are here to give you tips on how to do more work within little time. Sometimes you think all will be fine, the moment you work hard. Well, you aren’t totally wrong. But if you want to do more in little time, you should learn to work smarter, not harder. Enough of the talk, let’s go straight to the 5 tips.

one hundred and sixteen

116

Have a plan to follow by making a list of the tasks you want to do that day. The list will help you in two major ways. You will not forget any tasks and it you won’t get distracted as much because you still have plenty things to do. Make sure your to-do list is very practical. Don’t overload the list with a hundred tasks that you know you can’t do.

UNIT 3:

A DAY TO REMEMBER

.

Start with the tasks that are the most difficult. You should make it a habit to arrange your tasks in the order in which you want to do them. A lot of people make mistakes by beginning with the simple tasks. When you start with the difficult ones, you will feel so happy after completing it and that way, it makes you even more productive. Next time you have a number of things to do, begin by eating the frogs you have on your list.

Some objects will only slow you down by distracting you. For example, mobile phones, headphones,

IN

games... When you have your phone around you, you may be tempted to ‘quickly’ check your mails,

scroll through some posts on social media ‘for only five minutes’, or reply to a friend’s message. All these things will slow you down.

Maybe you have a friend who is always inviting you out for a talk or games. You should learn to say no to unimportant invitations. Let’s say you have something to write on, and a friend is inviting you for a game, there’s nothing wrong in saying; “I’m sorry I can’t go with you now, I have an essay to write and

N

if I can work on it now, I can come and join you in two hours’ time”.

Don’t switch from task to task. Multitasking will slow you down while giving you the impression that you are moving fast, not until you carefully analyse it. Each time you multitask and your brain switches to a new task, you will have to redo some things you already

VA

did on the first task. You can even get lost and have to start the task all over again. Instead of working on a second task as well, do one task at a time.

Conclusion

You don’t have to use all the 24 hours you have in each day. What you need is to use these tips that will help you do

more in little time. We all have so many things to do within

to eat the frog: to complete your biggest, most difficult task first so that nothing worse can happen for the rest of your day. an essay: a short piece of writing on a particular subject, often expressing personal views. a habit: something that you do often and regularly, sometimes without knowing that you are doing it.

limited time. Don’t work harder, work smarter.

©

Adapted from: facilethings.com

Answer the questions about the text on getting work done faster. Use full sentences. a What is the first tip?

b What is the second tip? one hundred and seventeen

2

c What is the third tip?

d What is the fourth tip?

UNIT 3:

A DAY TO REMEMBER

117

e What is the fifth tip?

f

Which of these tips do you already to?

g Which of the tips are you going to give a try?

3

IN

h Can you come up with two more tips yourself?

Check the words printed in bold in exercise 2.

a Write down the words printed in bold in exercise 2 next to the corresponding number. b What do these words mean? They represent steps to follow …

, e.g. in dates, an order of events, a list of

Cardinal numbers

N

one - 1 two – 2

three – 3 four – 4

VA

five – 5

Check the calendar, and then complete the sentences with the missing information. Pay attention to your spelling.

©

4

one hundred and eighteen

118

UNIT 3:

A DAY TO REMEMBER

a There is a full moon on .

c Martin Luther King Day (USA) is on

.

d Memorial Day (USA) is on

.

e Labor Day (USA) is on

.

Make the cardinal numbers ordinal, as in the example. 1

1st

first

b

7

c

19

d

23

e

41

f

5

g

95

h

101

i

9

j

30

k

82

IN

a

Look at these dates. Your teacher will say them out loud, but not in this order. Number them, listening and then say the dates out loud yourself.

VA

6

.

N

5

b New Year’s Day is on

Taylor Swift

Ed Sheeran

Adele

° 20/10/1971

° 13/12/1989

° 17/2/1991

° 5/5/1988

Kevin Hart

Ryan Reynolds

Millie Bobby Brown

Rachel Renée Russell

° 6/7/1979

° 23/10/1976

° 19/2/2004

° 13/3/1959

UNIT 3:

A DAY TO REMEMBER

one hundred and nineteen

©

Kenneth Choi

119

Complete the calendar with the correct months.

JANUARY

22

17

APRIL

27

13

THURSDAY

TUESDAY

FRIDAY

MONDAY

2026

2026

2026

2026

JUNE

5

10

TUESDAY

WEDNESDAY

2026

2026

SEPTEMBER

12

20

AUGUST

6

31

IN

7

MONDAY

MONDAY

2026

2026

NOVEMBER

4

13

TUESDAY

WEDNESDAY

SUNDAY

2026

2026

2026

2026

N

SATURDAY

8

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

USEFUL EXPRESSIONS

In writing

VA

How to write and say the date

Examples

American English

10 June 2026 10 / 06 / 2026

December 1st, 2026 12 / 1 / 2026

+

Rule:

Examples

©

In speaking

British English

Rule:

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

A1: A2:

one hundred and twenty

120

9

+

+ +

+ +

+

+

+

+

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

+

+

+ See p. 137

Say your own birthday and those of your classmates. Do you know on which day of the week you were born?

UNIT 3:

A DAY TO REMEMBER

10 Answer the following questions. Question

We write

We say

a When do people celebrate Christmas? b When is Valentine’s day? c When is the first day of school? d When is your best friend’s birthday?

f

When is your mother’s birthday?

IN

e When is your father’s birthday?

11 Answer the questions. Also look up which day of the week this is this year. a When does spring start? On 21st b When does summer start? On 21st

c When does the summer vacation end? On 31st d When is Armistice Day? On 11th

f

N

e When do we celebrate April Fools’ day? On 1st When do the summer holidays start? On 1st

3 / This calls for a celebration!

reading

Read the text and answer the questions.

VA

a Highlight the special day, the country and the date in every paragraph. b Complete the table. When

Where

3rd Monday of January

USA

©

January

What

Boxing day Eid al Fitr

Scotland

1st March

July

Thanksgiving USA Eisteddfod

1st Monday of September June/July November

Scotland Fringe Festival UNIT 3:

A DAY TO REMEMBER

one hundred and twenty-one

1

121

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.

IN

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.

N

4 Wimbledon in South West London is where one of four annual Grand Slam tennis tournaments is held. Wimbledon is linked to strawberries and cream. During the Wimbledon season, in June/July, the UK goes Tennis crazy.

5 Independence Day honours America’s birthday – the signing of the ‘Declaration of Independence’ on July 4, 1776. It is a day of picnics and patriotic parades, a night of concerts and fireworks. The flying of the American flag (which also occurs on Memorial Day and other holidays) is widespread.

VA

6 Eid Al-Fitr, also called the ‘Festival of Breaking the Fast’ or ‘Lesser Eid’, is a religious holiday celebrated by Muslims worldwide. It marks the end of the month-long dawn-to-sunset fasting of Ramadan. It is celebrated on a different day every year. 7 The National Eisteddfod is Wales’ biggest arts and culture festival in August. You can listen to Welsh music, watch dance and theatre performances, listen to the Welsh language and sample Welsh food and crafts. 8 Edinburgh Festival Fringe is the largest arts festival in the world. It has over 40.000 performances. The festival is most famous for comedy.

9 Labor Day: The first Monday of September, this holiday honours America’s working people, typically with parades. For most Americans it marks the end of the summer vacation season, and for many students the opening of the school year.

©

10 Thanksgiving Day is the fourth Thursday in November, but many Americans take a day of vacation on the following Friday to make a four-day weekend, during which they often travel long distances to visit family and friends. The holiday dates back to 1621, the year after the Puritans arrived in Massachusetts.

one hundred and twenty-two

122

11 St Andrew’s day is Scotland’s official national day. In 2006, the Scottish Parliament designated St Andrew’s Day as an official bank holiday. It is also a national holiday in Romania. In Scotland and many countries with Scottish connections, St Andrew’s Day is marked with a celebration of Scottish culture with traditional Scottish food, music and dance.

UNIT 3:

A DAY TO REMEMBER

12 Boxing Day is the day after Christmas day. It is a bank holiday in the UK. There are a few theories as to why it’s called ‘Boxing Day’ but no one is completely sure: * In Britain ‘Christmas Box’ was a name for a Christmas present. Boxing Day was a day off for servants when they received a ‘Christmas Box’ from the master. * A box to collect money for the poor was placed in churches on Christmas day. The money was distributed the next day. ‘Boxing Day’ could have been named after this custom. Today there are no traditional Boxing Day customs. Most people spend the day eating the Christmas leftovers and maybe going for a patriotic: loving your country walk or visiting friends and family. Abridged from: studylinks.com

Pair up, and then read the text you will get. Answer the questions below about your text.

reading

IN

2

a Complete the table with information from your text.

NAME(S) of holiday or celebration?

N

WHEN is it celebrated?

WHERE is it celebrated?

VA

WHAT does it celebrate?

©

HOW do people celebrate it? Think about food, a parade, dressing up, presents, do people get a day off work?

one hundred and twenty-three

SYMBOLS of the celebration?

OTHER IMPORTANT INFORMATION?

UNIT 3:

A DAY TO REMEMBER

123

b Find the bold printed words in the text and read the paragraph again. Next write down the meaning of the words, using the information you found in the text. TEXT 2: The history of Guy Fawkes Night

- shepherd:

- mistreated:

- refugees:

- bonfire:

IN

TEXT 1: The history of St Patrick’s Day

- mischievous:

- penny:

c Highlight the most important words in each paragraph.

d Complete the summary with information from the previous questions. TEXT 1: The history of Saint Patrick’s Day

N

is celebrated in on

anniversary of the death of Ireland.

and . People celebrate the

, who brought Christianity to

VA

In the morning people usually go to

and then they

and they eat

In

.

there are big

.

, anything

and

with a pot of gold are the main symbols for the event.

TEXT 2: The history of Guy Fawkes Night

is celebrated in

©

especially in

,

, on

remember the

. People

from 1605 and celebrate the survival of

King James. All over the country people now have

one hundred and twenty-four

124

and

. Models of Guy Fawkes, the

,

are burned on the bonfires. People often eat

filled with

butter and cheese, or toffee apples, or they toast

. Kids

used to go around in the days before Bonfire Night, taking their home-made Guys, and asking to buy fireworks. UNIT 3:

A DAY TO REMEMBER

so they could collect

e Find another pair of students and tell them what the celebration in your text is all about. Use the summary you completed. Choose the images that go with each celebration. Note: not all images can be linked to these 2 celebrations.

4

5

7

8

3

IN

2

N

1

VA

f

10

9

12

SPOKEN INTERACTION

Discuss these questions:

©

a What cultural days do you celebrate? b Do your classmates celebrate the same days? c Which cultural event is your favourite? How do you celebrate it? d Do you celebrate any other events? Who do you celebrate them with? e Do you know of any special occasions that are celebrated in other parts of the world? What do you know about them? Have you taken part in one? What was it like?

f

What day should be made an official day off? Explain why!

CHECK 1 UNIT 3:

A DAY TO REMEMBER

one hundred and twenty-five

3

11

6

125

Step 2

Describing events

Look at the poster and answer the questions.

READING

VA

N

IN

1

Special events

a What is the poster about?

©

b What is the event’s name? c Where does it take place?

d What country is the event in? e Which days are mentioned? f

one hundred and twenty-six

126

When does the event take place?

g What is listed under each date?

UNIT 3:

A DAY TO REMEMBER

2

SPOKEN INTERACTION

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

READING

What information is mentioned on this poster? Complete the blanks.

VA

N

IN

3

©

Source: mainstreetwh.com

READING

Answer the questions about the poster in exercise 3. a What is this poster about?

b What kind of information is missing?

one hundred and twenty-seven

4

c Why do you think it is missing?

UNIT 3:

A DAY TO REMEMBER

127

5

Giving your opinion about posters.

writing

a Preparation: your teacher will give you some posters. Look at them closely, before ranking them. 1 is the one you like the most and 5 is the one you like the least. Think about the content and the lay-out.

speaking

b Action: explain your opinion to a classmate. Checklist: giving my opinion



Opinion I love

IN

• Complete the writing frame. Write 5 full sentences. • Explain to a classmate why you ranked the posters the way you did. Don’t read from your text. • Pay attention to your pronunciation.

Explanation

because

I like

because

because

N

I don’t mind

because

I hate

because

VA

I don’t like

c Reflection: check your task. Do you have the same opinion about the posters as your partner?

6

Use the information on the posters in exercise 5 and highlight the correct answer. 1 Kids mini games are held on Saturday 16th July / on Sunday 17th July. 2 Pancake Day is always on 21st February / on a Tuesday. 3 Comic Con is held in Downton Grand Junction, Colorado / at the University of North Florida.

©

4 Pride Youthspace is in Dublin / in Edinburgh.

5 Glastonbury Festival is from 21st until 25th June / from 21st until 25th July. 6 Homecoming is in the UK / the USA. 7 Pride Youthspace starts at 1 a.m. / at 1 p.m.

8 Comic Con was held in 2018 / in 2019.

one hundred and twenty-eight

128

9 Pancake Day is on 21st February / on 25th June.

10 The Highland Games on Sunday finish at 11 a.m. / at 5 p.m.

UNIT 3:

A DAY TO REMEMBER

READING

7

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

GRAMMAR

How to talk about when and where things happen TIME

PLACE

GENERAL

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

IN

IN

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

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

ON

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

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

N

AT

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

SPECIFIC

VA

Keep in mind: • In British English you live in a street or avenue (vs. on a street in American English). ‘at the weekend’ is used in British English. ‘on the weekend’ is used in American English. e.g. What did you do at the weekend? See p. 134

Complete these sentences with the correct preposition. Choose ‘in’, ‘on’ or ‘at’. Underline the reason why you choose that specific preposition. Halloween 1

the 19th century, Halloween became an important holiday in North America.

2 Halloween is always

© 3

31 October.

the 1930s, trick or treating became popular

the United States.

St. Patrick’s Day 4 St. Patrick’s Day is an Irish national holiday, but it is celebrated

5 The monuments and the streets in Chicago light up green 6 St. Patrick’s Day is not always

a Sunday, but it’s always

America too. 17 March.

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8

March.

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A DAY TO REMEMBER

129

Mardi Gras 7 The holiday of Mardi Gras is celebrated

all of Louisiana, but especially

New Orleans.

8 There are a lot of Carnival activities with a lot of parades and balls, especially

the final

week. 9 Many tourists center their Carnival season activities

the Uptown and Mid-City districts and follow a route along St. Charles Avenue and

Canal Street, 10 Promptly

the upriver side of the Spanish Quarter. midnight, New Orleans police officers start clearing the streets. This

announces the end of the Carnival. St. George’s Day 11 St. George’s Day is

23 April. He died

England, he probably never set foot he is buried 9

IN

start

Bourbon Street but major parades

Israel.

303 AD. Although he is the patron saint of

England. He was born

what is now Turkey and

Complete these sentences with the correct preposition. Choose ‘in’, ‘on’ or ‘at’. Underline the reason why you choose that specific preposition. (1) the fourth Thursday

(2) November

N

Thanksgiving is celebrated

There are many similar stories about the origin of Thanksgiving as a holiday. group of pilgrims, who had moved from England and settled

(3) the USA. (4) 1621 a

(5) Plymouth (USA), celebrated

a good harvest with a native tribe who had helped them get through the previous winter by giving

VA

them food and protection.

Today, the holiday is celebrated with a big family dinner, American football, parades, and volunteering. The most typical food

(6) a Thanksgiving dinner is a large roasted turkey,

usually with cranberry sauce. The holiday is even nicknamed ‘turkey day’. The day after Thanksgiving is known as Black Friday.

(7) Black Friday, there are big sales;

shopping for the Christmas season starts. Thanksgiving is also celebrated

©

(9) the second Monday

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(8) Canada

(10) October, originating back to the colonial period.

READING Homecoming

Highland Games

Pancake Day

Pride Youthspace

Glastonbury

Comicon

10 Read the posters in exercise 5 again. Tick off the box if the statement is true.

1 There is a lot of text on the poster. 2 I can see what it is about without reading everything.

4 It is clear who it’s meant for. 5 I can easily see when it takes place. 6 The price is mentioned.

IN

3 The graphics (pictures/drawings/colours) match the theme.

7 The necessary information is clearly visible.

N

8 The less important information is in fine print.

11 Go back to the poster in exercise 3, p. 127. What information should you put on an event poster? Complete the table. 1 the

a fund raiser, a holiday, a birthday party …

Who is organising the event?

VA

2 the

for the event

3 the

and

4

5 the venue

When exactly does the event take place? What can people expect? Games, films, food, drinks, music, etc. does the event take place?

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©

6 other information

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131

12 Complete the rules on how to make a good (event) poster. Use the words below. audience – match – necessary – short – simple – smaller – visuals

STRATEGY

How to create an event poster 1 KISS! Keep it

and

- Put only the

!

information (reason, host, time & place,

price, activities, venue …) on the poster.

in

print.

2 Make sure the visuals

IN

- Write less important information (organiser, allergens, contact info …)

the theme.

- Don’t overdo it on the 3 Think about your intended

! .

- Use bigger fonts for older people. - Use bright colours for young children.

See p. 138

N

13 Giving your opinion about posters.

a Preparation: form groups and look closely at the posters your teacher will show you. Keep the strategy in exercise 12 in mind. b Action: discuss the posters in your group. Follow these steps:

VA

Checklist: giving my opinion

• Choose the best and the worst poster. • Give at least 2 reasons why these posters are the best and the worst (keep the strategy in mind). • Pay attention to your pronunciation. • Choose the ‘bad’ poster and try to recreate it so it becomes a ‘good’ poster.

©

c Reflection: check your task. Is it clear what a good poster should and shouldn’t look like?

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

SPOKEN INTERACTION

14 Watch the commercial and answer the questions. Use the correct prepositions.

watchING

a Complete the event box. Title Place Date

Special offer

What to do

Website

IN

Time

N

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

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VA

CHECK 2

writing

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133

HOW TO talk about when and where things happen

Prepositions of time and place

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

PLACE

IN

GRAMMAR

SUMMARY

GENERAL

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

IN

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

N

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

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

ON

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

VA

AT

– 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

©

• in + parts of the day: in the morning, in the afternoon, in the evening • on time (= just at the right time) • at + holiday without ’day’: at Christmas, at Easter • ‘at + the weekend’ is used in British English. ‘on + the weekend’ is used in American English.

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PLACE

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

Translation

January

januari

February

februari

March

maart

April

april

May

mei

June

juni

July

juli

August

augustus

September

september

October

oktober

November

november

December

december

My notes

IN

Word

VOCABULARY

1 MONTHS OF THE YEAR

Word daily

Translation

My notes

dagelijks

wekelijks

VA

weekly

N

2 OTHER WORDS

(in the) morning

’s ochtends

(at) noon

’s middags

(in the) afternoon

’s namiddags

(in the) evening

’s avonds

(at) night

’s nachts

calendar

kalender

Word

Translation

bank holiday

(officiële) feestdag

Boxing Day

tweede kerstdag

celebration

viering / feest

event

evenement

holiday

vakantie / feestdag

venue

feestlocatie

My notes

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3 CELEBRATIONS

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135

4 IDIOMS AND EXPRESSIONS Translation

My notes

all in good time

alles op zijn tijd

to call it a day

dat volstaat voor vandaag

to have the time of your life

de tijd van je leven beleven

It’s just one of those days.

Het is weer zo’n dag. / Je hebt zo van die dagen …

to make someone’s day

iemands dag goed maken

Monday blues

maandagblues

in the nick of time

op het nippertje

once in a blue moon

heel zelden

a Sunday driver

een zondagsrijder

TGIF – Thank God it’s Friday!

Gelukkig is het vrijdag!

throwback Thursday

terugblik op donderdag

N

IN

Word

VA

5 ORDINAL NUMBERS 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

©

1st – first

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A DAY TO REMEMBER

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

Rule:

day + month + year

IN

Examples 10 June 2026 10 / 06 / 2026

Rule:

December 1st, 2026 12 / 1 / 2026 month + day + year

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

N

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

American English

A1: month + the + day + year A2: the + day + of + month + year

month + day + year

VA

In speaking

In writing

British English

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

USEFUL EXPRESSIONS

HOW TO write and say the date

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

UNIT 3:

A DAY TO REMEMBER

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©

Keep in mind: In writing – We use capital letters for: days of the week and months of the year. e.g. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday e.g. January, February, March, April, May, June, July, August, September, October, November, December – In British English, sometimes the last 2 letters (th, rd, st, nd) of the number as spoken are used in writing. e.g. Today is 4th June 2026.       It's on 1st June.

137

STRATEGY

HOW TO create an event poster 1

Before writing Do your research What is the event or celebration about?

Who is the event or celebration for (target audience)? Where does the event or celebration take place?

IN

When is the event or celebration?

Choose a website or app

What program will you use to make the poster?

2 While writing

Content and structure

N

KISS! (Keep it short and simple) • • • • • •

VA

Put only the necessary ­information on the ­poster.

What (name of event or celebration) Who (host) When (time) Where (place, address, venue) Price Activities

Visuals

Theme and visuals

©

Colours

Choose a theme and stick to it. Make sure the visuals match the theme. Don’t overdo it on the visuals or images.

• •

Choose a colour scheme and stick to it. Think about your target audience: bright or pale colours?

•

Use a few (contrasting) fonts but don’t overdo it. Think about your target audience: small or big font? Write less important information in ­smaller print.

•

Font

•

After writing

3

Edit

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138

• • •

Avoid mistakes: reread your poster.

Evaluate your work What went well?

UNIT 3:

A DAY TO REMEMBER

What can you improve?

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

Preparation Choose a cultural event or celebration in an English-speaking country and do some research on it.

2

Complete the table below with information about the event you researched. NAME(S) of holiday or celebration?

WHEN is it celebrated?

WHERE is it celebrated?

IN

1

N

WHAT does it celebrate?

VA

HOW do people celebrate it? Think about food, a parade, dressing up, presents, do people get a day off work?

SYMBOLS of the celebration?

©

OTHER IMPORTANT INFORMATION?

Prepare a short 1-minute presentation about this cultural day.

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A DAY TO REMEMBER

139

4

Now brainstorm ideas about a special event you want to organise on this cultural day. Complete the table below with the necessary information. WHAT (title of your event) WHEN (date and time) WHERE (venue) WHAT to do (activities) ENTRANCE FEE

5

IN

SPECIAL OFFER Prepare a short 1-minute presentation about your event.

Action 6

Make a poster for your event. Check the Strategy on p. 138 if necessary.

7

Present your cultural celebration and your special event.

Reflection

Check your work by filling in the checklist.

N

8

Checklist: presenting a cultural event

VA

1 Preparation • I chose a cultural event or celebration and did online research. • I brainstormed ideas about a special event on my cultural day. • I completed the writing frames with the necessary information. 2 Content and structure • I mentioned all the necessary elements of the cultural event or celebration in my presentation. • I mentioned all the necessary elements of my special event on my poster. • My presentation is about 2 minutes long.

©

3 Language • I used prepositions correctly to talk about place and time. • I used the correct words for my cultural event or celebration. • I used the present simple correctly. • I spoke clearly. • I paid attention to my pronunciation. Feedback

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Trace your steps on iDiddit.

UNIT 3:

A DAY TO REMEMBER

Yes

I think so

No

UNIT 4: FAMILY MATTERS check in

IN

main track

Step 1: talking about family

Step 3: describing and comparing appearances

VA

N

Step 2: describing possession

©

summary

on different tracks

trace your steps

check out: a family tree

CHECK IN What’s my age again? 1

WATCHING

Watch the video and do the tasks below.

Type of video

Source

Name of the film

to inform to give instructions to present information to persuade to entertain to report news

Main goal of the film

N

Where can you see the film?

IN

a Complete the table.

b Would you like to watch this film? Why (not)?

I would / would not like to watch the film because

VA

2

Watch the video again and answer the questions. a What is the name of the family?

b Do they get along very well? Why do you think so?

©

c What happens to them? The Walkers get switched with another family. The family members swap roles because of a strange phenomenon. The family members decide to swap roles to see how the others’ lives are going and to help one another.

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UNIT 4:

FAMILY MATTERS

WATCHING

Who is who before and after the switch? Complete the table.

IN

3

After

N

4

Before

Discuss these questions.

VA

a What are the names of your parents?

b How many children do they have (besides you)? c Do you have any siblings?

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©

d Do you sometimes wish someone would switch with you?

UNIT 4:

FAMILY MATTERS

143

MAIN TRACK Me, my family, and I

Step 1

Talking about family

1

Listen to your teacher and do the word race.

2

Listen to the recording before watching the video, and answer the questions.

listening

IN

a Who is the extract about? b What is special about them?

c Which of their magical talents would you like to have? Why? I would like to because

N

VA

d Listen again and highlight the family members that are mentioned in the video.

great-grandfather

©

grandfather

sister

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144

brother-in-law brother

nephew niece

UNIT 4:

father

FAMILY MATTERS

mother

me

son

great-grandmother

grandmother

stepfather

uncle

aunt

ex-wife wife stepbrother sister-in-law cousin cousin’s husband

daughter

e Listen again. Choose the most suitable family tree. x

x

IN

x

x

VA

N

x

x

x

©

x

f

Now watch the video and check if you chose the right option.

watching

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g Complete the correct family tree with the missing names.

UNIT 4:

FAMILY MATTERS

145

3

Read the text and complete the sentences with the correct family relationship.

The Madrigals The Madrigals (also known as La Familia Madrigal) are a magical and famous family featured in the 2021 Disney animated film, Encanto. They live in a magical house called the Casa Madrigal, which is located in the Colombian village of Encanto.

IN

Abuela Alma is the matriarch of the Madrigal family. Her                       Pedro gave her a magical candle before his death. The triplets Julieta, Pepa, and Bruno are their                      . They have two                       and one                      .

She has six                      : Dolores, Camilo, Antonio, Mirabel, Isabela and Luisa. She is their                      . Pedro was their                      . Dolores, Camilo and Antonio’s                       is Pepa, and Félix is

N

their                      . Mirabel, Isabela and Luisa are their                      . They are (their)                       Julieta and                       Agustin’s                      .

Bruno is also their                      . He is not married. Bruno has

VA

four                         (Dolores, Mirabel, Isabela and Luisa) and Camilo and Antonio are his                      . Source: disney.fandom.com

matriarch: a woman who is the head of a family or tribe

Did you know?

Collective nouns

©

A collective noun is a noun that represents a collection of individuals, very often people, such as: • a team (e.g. eleven football players), • a family (e.g. mother, father and children).

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Each collective noun is a single ‘thing’, but consists of more than one individual. A collective noun can be singular or plural, grammatically speaking, depending on how you see the individuals in the group. Note that as a general rule: • British English treats collective nouns as plural, e.g. The family are arriving tomorrow; • American English treats them as singular, e.g. The family is arriving tomorrow. The collective noun ‘police’ is always treated as plural: e.g. The police are coming.

UNIT 4:

FAMILY MATTERS

4

Go back to the family tree in exercise 2. Do the tasks below. a Indicate the correct statements based on the correct family tree. Alma and Pedro have 2 daughters-in-law. Pepa has one brother-in-law. Alma has 4 grandchildren. Alma and Pedro have 2 grandsons. Bruno has 2 siblings. Mirabel is an only child. b Correct the incorrect statements from a.

IN

5

Write 3 sentences with 3 more words from exercise 2d on p. 144. Form your sentences using the information from the family tree.

VA

N

1 someone’s mother and father

2 your grandmother’s mother

3 the woman married to a person’s son

4 the woman a person divorced

5 your sister or brother’s daughter

6 your aunt and uncle’s children

7 your father’s new wife – not your biological mother

8 your mother’s sister

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Match the correct words to the given definitions. Use the words from exercise 2d. Use the correct article if possible.

©

6

UNIT 4:

FAMILY MATTERS

147

Match the pictures with the idioms they represent.

2

4

5

3

IN

1

6

N

7

8

9

VA

7

The black sheep of the family A tiger mother Bob’s your uncle A mother hen A chip off the old block Blood is thicker than water. The apple of your eye It runs in the family. The apple doesn’t fall far from the tree.

©

A B C D E F G H I

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UNIT 4:

FAMILY MATTERS

1

2

3

4

5

6

7

8

9

Read the following sentences about family. Match the idiom with the correct explanation. Like her father, Hala has very little patience. She’s a chip off the old block.

A

To be the outcast, the odd one out, unlike the others.

2

Rachid’s only son was the apple of his eye.

B

A person who closely resembles a parent, like father like son, to take after one of your parents.

3

Ada is the black sheep of the family. She is an artist whereas everyone else in her family is into economics.

C

A skill or quality is present in many of your relatives.

4

Families have their issues and problems, but blood is thicker than water.

D

That they are very important to you and you are extremely fond of them.

5

* How do I get to your house? - Well, take the first street to the right, walk about 50 metres and Bob’s your uncle.

E

A person who attends to the welfare of others, especially one who is fussily protective.

6

I guess a love of music runs in the family.

F

There it is, there you have it, everything is or will turn out all right.

7

Tanja took on the role of mother hen and offered her friends guidance and protection during their first day in the bustling city.

G

The loyalty to one’s family is greater than the loyalty to anyone else.

8

Layla proudly watched her child, like a tiger mother, as she aced the challenging math competition.

H

A mother who is very determined that her child should be successful and makes them work very hard.

Jonah is as chaotic as his dad: the apple doesn’t fall far from the tree.

I

To be very much like your parent(s) in a certain aspect of your personality.

N

IN

1

VA

8

9

2

3

4

5

6

7

8

9

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UNIT 4:

FAMILY MATTERS

149

9

You will get a text about a family. Read the text and answer the questions below.

reading

a Complete the table below. If there is no information about the question in your extract, leave it blank. Title book

Author

Who is the main character in this extract?

Are there any other characters? Who? What are their roles?

Where does the story take place? What is the setting?

IN

N

What do we know about the main character?

VA

What happens to the main character?

What type of family is being described? Explain.

©

How does the character feel? Explain.

Would you like to know how this story ends?

Why (not)?

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UNIT 4:

FAMILY MATTERS

yes

no

b Form groups and compare your answers in exercise a. Use this information to link the different types of family below to their definitions. Search online if you need more information.

nuclear family

A

Family includes not only parents and children but also other relatives, such as grandparents, aunts, uncles, and cousins, living together or in close proximity.

2

blended family

B

Consists of partners of the same gender who live together, and may raise children, either through adoption, surrogacy, or from previous relationships.

3

single-parent family

C

The family take in children not biologically related to them, and provide temporary care.

D

Or stepfamily, this results from the remarriage of a divorced or widowed person who brings children from a previous relationship into a new union. The family includes both biological and stepchildren.

E

This family includes parents who look after children not biologically related to them. They legally embrace children as their own.

F

Consists of two parents (a mother and a father) and their biological or adopted children living together in a single household. It is often considered the traditional family structure.

G

Family is headed by one parent who may be divorced, separated, widowed, or choosing to raise children independently. The single parent assumes both caregiving and financial responsibilities.

4

adoptive family

5

same-sex family

extended family

N

6

IN

1

foster family

VA

7

1

2

3

4

5

6

7

SPOKEN INTERACTION

10 Discuss your (extended) family with a partner.

a Preparation: read the questions below. Choose 4 questions you want to answer. Then swap books with a partner.

UNIT 4:

FAMILY MATTERS

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©

Are you an only child or have you got any older or younger brothers or sisters? What does your family look like? Who do you take after? Are you a chip off the old block? Explain. Do you get on well with your brothers/sisters? How many aunts and uncles have you got? Are your great-grandparents still alive? And what about your grandparents? How old are they? Do most of your relatives live near you? How often do you see them? Which relations do you like best? Are there any people in your family who don’t get on? Is anyone in your family doing anything interesting at the moment? What?

151

b

Action: ask and answer questions about your family. Checklist: discussing family • • • •

c



Ask the 4 questions your partner indicated. Answer the questions your partner asks. Answer in full sentences. Pay attention to your pronunciation.

Reflection: check your task!

N

VA

©

CHECK 1

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UNIT 4:

writing

IN

11 Write a short paragraph about yourself and your family. Include the answers to the questions in exercise 10.

FAMILY MATTERS

My own family puzzle

Step 2

Describing possession

1 / My mother’s eyes 1

READING

Read the text on the next page and answer the questions.

Source

Title

Author

Fiction / non-fiction

b Explain the title of the text.

IN

a Complete the table.

N

c Is family important to the author? Highlight in the text why or why not.

VA

d Which family member does the author describe? What does he like about them? Give at least one example. Family member

2

3

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1

What he likes about them

UNIT 4:

FAMILY MATTERS

153

LIVE WITHOUT By Talontl SILVER, Pewaukee, Wisconsin

A piece of the puzzle I cannot live without my family. Family is truly one of the most important things in the world, not because you live with them, but because of the traditions, jokes, and bonding you have done with them all your life. Family traditions are like no other; they really bring a strong bond to the family which helps them become inseparable. The way family supports one another is something that is so important. Parents are like training wheels, they support you until you are ready to go out by yourself.

1

IN

5

15

Without my mom, I wouldn’t laugh the way I do. I definitely got my mom’s laugh because when I hear something funny I laugh so hard I fight for air. The difference is that I don’t turn bright red when I laugh. The way my mom laughs is like a tea kettle, the high-pitched noise that happens is too good not to laugh at. When I hear her laugh like a tea kettle, that’s how I know I made a good joke, well… in her opinion at least.

N

10

I have one sibling, an older brother. My brother’s name is Logan. I can’t live without him. He is what motivates me to try my hardest in everything I do. He is smart and good with his words. The way he words his sentences about trying hard is beautiful. He works them in a way where that isn’t overwhelming and it feels like I can slowly work toward the goal.

VA

My dad is a quiet dude, he is not too tall and has salt-and-pepper hair with a beard. My dad taught me how to golf at a young age. I was never really into golf until 6th grade. I started playing for fun until 8th grade, then I played for my high school team. Having him watch me play in tournaments is very fun to see. I think he enjoys watching me knowing that he has taught me up to this point and how he gets excited when I play well. In my sophomore year, I was playing and ended up tied for first place and when I got home my dad was watching the live scoring on the TV while he was working. The most recent thing he taught me was how to drive a manual car. He taught me how to drive a 1992, blue, Dodge Stealth. Learning was hard, but eventually, I got the hang of it and now I am able to drive manual cars without a problem. My father’s patience is endless. Very understanding, very well-spoken, and he always finds a way to make people laugh. I am truly grateful for my family because of the motivation and opportunities they have given me. Their presence in my daily life makes it all worthwhile.

20

25

©

Adapted from: www.teenink.com

2

Focus on the text in more detail and answer these questions. a Two phrases are underlined. What do they express? b Highlight another example like this in the text.

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154

UNIT 4:

FAMILY MATTERS

c Complete the grammar box below.

GRAMMAR

How to express possession In English we can use the genitive ’s to express possession (of nouns). This -s is preceded by Type of word

, e.g. my brother’s name. Rule

Example My teacher’s name is Miss Jones.

Singular nouns ending in -s or -z

Luis’ parents Diaz’s brother

Plural nouns ending in -s Irregular plural nouns

IN

Singular nouns

my grandparents’ only son the children’s parents

3

N

Keep in mind: - When people’s names end in ‘s’, you can either add ’or ’s (Charles’ or Charles’s) and choose pronunciation accordingly, either /iz/ or /isiz/. - If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher. - An apostrophe is never used to make the plural of a noun in English! See p. 172

Use the prompts to make sentences. Conjugate the verbs. Add genitive ’ or ’s where necessary. 1 Jack / grandparents / to live / in London

VA

2 today / lessons / to be / boring

3 his parents / neighbours / to be / American

4 his father / eyes / to be / blue

5 we / to go to / Angela / party

©

6 these / to be / our friends / cats

7 this / to be / our boss / car

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8 jack / and / joe / bags / to be / stolen 9 where / to be / the ladies / bathroom

UNIT 4:

FAMILY MATTERS

155

4

Write ’s, ’ or s where necessary. 1 Danny and Eve are husband and wife. Danny is Eve   husband. 2 He has his mother   eye   . 3 This bike belongs to Max. It’s Max   bike. 4 My 2 brother   live with my father. 5 We are at Helen   place. 6 My grandmother   birthday is on 22 October. 7 The students   books are on the teacher   desk.

IN

8 My grandparents live next to us. My grandparents   house is next to ours.

9 Sam and Nelly have got one daughter. Mary is Sam   and Nelly   daughter. 10 My sister   are older than I am. 5

Form groups of 3. You will receive 2 piles of cards (names and objects). Make genitives with the cards. Keep the cards if your answer is correct. Who can collect the most cards?

6

Some words are printed in bold in the text in exercise 1 (p. 154). a What do these words express?

Personal pronouns

Possessive adjectives

I

mother

you

life

he

words

she

laugh

it

its clothes

we

our boss

you

your children

they

presence

VA

SINGULAR

N

b Complete the grid with the correct possessive adjective from the text.

PLURAL

7

Complete the grammar box.

©

How to express possession

GRAMMAR

We can also express possession in English with possessive adjectives. They express that something or someone          to someone. They are always used in combination with a noun. e.g. my dog, your clothes

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156

UNIT 4:

FAMILY MATTERS

See p. 172

8

Use a possessive adjective to correct these phrases. Follow the example. 1 The car (of my father):

his car

2 The outfit (of my mother):

3 The cup (of you):

4 The game (of my niece and nephew):

6 The family (of my sister and me):

7 The house (of us):

8 The tail (of the snake):

IN

9

5 The name (of me):

Use possessive adjectives to make this conversation work.

1 Hi,      name is Alice. Who is that cute girl

2

Hey, I'm Aiden. That girl is

in      family photo?

sister Ruby. I don't think she looks cute

N

at all.      hair is funny and      smile is weird in this photo.

3

No way! It's so cool that      family has a family tree.      brother and

4

That's too bad … Anyway, I'm a

parents and      parents, but mum

bit sorry that      cat isn't

and dad can't find all the information …

in the tree. We couldn't

VA I are really curious about our grand­

take      picture because she wouldn't sit still.

5

Oh, do you have a cat?

6

7

Okay, I'll try. See you!

That's the bell … I have to go. See you later, Alice! And try to find some more information on      family …

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©

I just love dogs!

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157

10 Be careful not to mix up the following words! Complete the grid. =

‘Where are my new shoes?’ ‘         in the living room.’

there

=

‘Where?’ ‘Over         ! Are you blind?’

their

=

‘Is that          new car?’ ‘Yes, they just bought it.’

it’s

=

‘Whose cat is this?’ ‘Oh,          ours.’

its

=

you’re

=

your

=

IN

they’re

‘Look at that cat!          tail is so long!’

‘         very nice, Miss!’ ‘Oh, thank you!’

‘I think          teacher is very nice.’ ‘I know!’

11 Complete the sentences with the correct words.

N

a Choose between ‘they’re’, ‘there’ and ‘their’.

1       you are! Your friends are waiting. 2 I don’t know where       going.

3       are people waiting outside.       not coming in.

VA

4 Suddenly       was music.

5 Where are the guests?       over there. 6 If anyone calls, ask for       number.

b Choose between ‘you’re’ and ‘your’. 1 This is       book.

2 He’s from Chester and       from Bristol. 3 Are these       pencils?

©

4 Did you see       sister yesterday evening?

5

new here. Here’s       key.

6

teacher is ill.

c Choose between ‘it’s’ and ‘its’. 1 The shops are closed;       Sunday.

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158

2 The cat is drinking       milk. 3 The dog is wagging       tail. 4       time to go, before       too late. 5 Turn the box on       side.

UNIT 4:

FAMILY MATTERS

2 / This is mine, where is yours? 1

Read the cartoon and highlight the words that indicate possession. My phone is new and its battery doesn’t drain fast.

IN

Well, mine is still better than yours.

Did you notice yet another way to indicate possession? Complete the grid with the missing words. Choose from the following words.

N

2

hers – his – mine – ours – theirs – yours (2x) Possessive adjectives

I

my

you

your

he

his

she

her

it

its

we

our

you

your

they

their

VA

Personal pronouns

SINGULAR

©

PLURAL

/

Complete the grammar box.

GRAMMAR

How to express possession

Another way to indicate possession in English is with possessive pronouns. We use possessive pronouns to express that something or someone         to someone. They are never used in combination with a noun. e.g. Is this my schoolbag? No, it’s not yours. It’s mine.

See p. 172

UNIT 4:

FAMILY MATTERS

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3

Possessive pronouns

159

4

Write sentences with possessive adjectives and possessive pronouns. Follow the example. 1 That pen belongs to me. That is my pen.

It’s mine.

2 That dog belongs to them. 3 This house belongs to that girl. 4 That pencil case belongs to the teacher.

5 This house belongs to me and my family.

IN

6 This hole punch belongs to you.

Did you know?

N

‘They’ is considered a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are generally seen as gendered terms. ‘They’ replaces ‘he’ and ’she’ when we do not know the gender of the antecedent – the word the pronoun refers to – or when this is not important or non-binary. Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns.

VA

The Oxford English Dictionary mentions that singular ’they‘ already existed in 1375, where it appears in the medieval romance William and the Werewolf. Source: https://public.oed.com

5

Look around the classroom and choose 5 objects. Ask your classmates questions about them and use possessive adjectives and possessive pronouns. Make sure you get a negative answer. Follow the example. e.g. Student 1: Is that your schoolbag? Student 2: No, it’s not mine. It’s his/hers.

©

OR Student 1: Is this Bruno’s pen? (point at pen) Student 2: No, it’s not his. It’s mine.

CHECK 2

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UNIT 4:

FAMILY MATTERS

SPOKEN INTERACTION

You’re beautiful

Step 3

Describing and comparing appearances

1 / OMG! That’s me! 1

watching

Watch the video and answer the questions. a What is the video about?

accessories

complexion

face

moustache

body type

ears

gender

nose

brands

eyebrows

hair style

piercing

cities

eye colour

hearing aids

shoes

clothes

eye size

make-up

weight

Look at the pictures and match them with the correct words.

N

2

IN

b Highlight the categories they mention or discuss.

VA

hair

bun

bald

medium-length, wavy hair

blue eyes

grey eyes

brown eyes

UNIT 4:

FAMILY MATTERS

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green eyes

long, straight hair

eyes

©

short, curly hair

161

3

Complete the grammar box on how to describe people’s appearance.

GRAMMAR

How to describe people and things

To describe people’s appearance in English, we can use                . An                 is a word that describes people, things or places. In English they mostly appear                 the word they modify, as in the

IN

examples below.

4

N

long/short hair               blue nails

Match the images with the correct words.

VA

height

tall

slim or thin

UNIT 4:

short

build

© one hundred and sixty-two

162

medium-height

FAMILY MATTERS

muscular

chubby or overweight

See p. 175

pointy chin

beard and moustache

N

high forehead

IN

special features

freckles

braces

pimples

©

VA

accessories

glasses

nose piercing

Skin complexion: write the correct word under each complexion.

brown – dark brown – fair – medium – olive

UNIT 4:

FAMILY MATTERS

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5

head scarf

163

6

Watch the Bitmoji video again. Which of the words from exercises 2 and 4 (p. 161-162) are depicted in the video? Indicate them.

7

Complete the sentences with a suitable word from exercises 2 and 4. Don’t use a word more than once. Roberto always helps me to get the books from the highest shelf. He is very

2

Her hair is                              like the night.

3

People of all ages can get                          , but it is most common in teenagers.

4

Because my sight is not so good anymore, I have to wear                             .

5

Maria has                              hair that shines like gold in the sunlight.

6

Mara’s hair is easy to comb because it is really                             .

7

Fabiola’s eyes are                              like the colour of the sky.

8

Sarah has beautiful                            hair that reaches down to her shoulders.

9

Matthew has been losing his hair: he is                              now.

.

IN

1

watching

10 My grandfather has a long, white                           that he keeps neatly trimmed. 11 My little sister has to wear                           to straighten her teeth.

8

N

12 My brother exercises a lot in the gym and is very                             . Read the text and answer the questions.

a Which picture matches the description? b Who is Lynn?

©

VA

I have a lot of friends, but Lynn is my best friend. This is Lynn and me. We live in the same street and we do everything together. We’ve got some other things in common; we both like dancing and skateboarding and we have got long, straight hair. We don’t have any brothers or sisters. She is quite tall, but I am rather short. She has got dark hair and an olive complexion while I haven’t got dark hair at all. I’ve got fair hair and pale skin. While I have got blue eyes, she’s got brown eyes. I haven’t got a fringe like her. We both like animals a lot. She has a dog, while I have a cat and a parrot. She doesn’t have a cat anymore. I used to have a dog, but now I don’t have one anymore. I plan on getting another puppy soon! We both have a hamster too.

1

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UNIT 4:

FAMILY MATTERS

2

READING

4

IN

3

c Highlight the forms of ‘to have got’ in one colour in the text. d Highlight the forms of the verb ‘to have’ in another colour.

e Complete the grammar box with the missing forms of the verbs ‘to have got’ and ‘to have’.

How to talk about what you own

GRAMMAR

When we are talking about possession, relationships or characteristics of people or things, To have

N

we can use the verb        , but also        .

Personal pronoun (subject) I You

Negative

have

don’t have

VA

He/she/it

Positive

We

don’t have

You

have

don’t have

They

have

don’t have

Positive

Negative

have got

haven’t got

To have got

Personal pronoun (subject) I

You

He/she/it

hasn’t got

You

have got

haven’t got

They

have got

haven’t got

Keep in mind: – ‘have got’ has a long form and a short form: e.g. I have got = I’ve got She has got = she’s got You have not got = you haven’t got He has not got = he hasn’t got – ‘don’t have’ and ‘doesn’t have’ are short for ‘do not have’ and ‘does not have’. In the positive we mostly use the full form.

UNIT 4:

See p. 174

FAMILY MATTERS

one hundred and sixty-five

©

We

165

Write 3 sentences with the verb ‘to have got’ and 3 sentences with ‘to have’, explaining why the others can’t be the people from the text. To have got

To have

10 Describe someone’s looks.

IN

9

WRITING

a Preparation: you will get a photo. Complete the grid with suitable words.

Hair

Complexion

N

Eyes

VA

Special features

b Action: write a short paragraph about the looks of the person in your photo. Checklist: describing looks

• • • •



Write about 40 words. Describe hair, eyes, complexion and special features. Use ‘to have’ and ‘to have got’ in your text. Pay attention to your spelling and punctuation.

©

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166

c Reflection: check your text! Then sit with a classmate, read their text and give them some feedback!

UNIT 4:

FAMILY MATTERS

2 / He looks younger than he is 1

Look at the following pictures from the bitmoji video and complete the sentences. Choose from the following words.

IN

bald(er) – much nicer – bigger – longer – more dangerous – more muscular – older – skinnier – thinner – younger

.

She is much

.

N

Grandma’s bitmoji looks

She looks

in the second picture. In the first picture, she .

His hair is

in his bitmoji.

In real life, he is

.

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©

VA

looks

UNIT 4:

FAMILY MATTERS

167

The bitmoji on the right is

, while in reality he is

.

IN

2

Read the short text below and answer the questions. a Highlight the differences between the bitmoji and the real person in the text. b Who is … Bitmoji taller

Real person

sillier

the fanciest

N

more creative the shortest

VA

the most beautiful

©

A bitmoji is like a funny cartoon version of a person. Comparing it to the real person is cool. The real person can be taller, and the bitmoji is usually the shortest, but they both have nice smiles. The bitmoji can seem sillier than the real person, but it’s also the most creative. When it comes to clothes, the bitmoji is definitely the fanciest with many clothes to choose from. People’s real clothes are usually more ordinary than the bitmoji’s clothes! The bitmoji can also show age differences, making the real person look older or younger than their bitmoji. And sometimes people build their bitmoji so that it looks nicer, or is more muscular than they really are … The real person is of course the most beautiful . But the best thing of all is that both the bitmoji and the real person are special in their own ways!

3

😊

Check exercise 2 to answer these questions. a What word is used in combination with words like ‘taller’ and ‘sillier’?

b What word is used in combination with ‘shortest’ and ‘most beautiful’?

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UNIT 4:

FAMILY MATTERS

or

reading

c Complete the grammar box with the correct information.

GRAMMAR

How to make comparisons

Adjectives can be used in English to make comparisons. Degrees of comparison are used if we want to compare                   or

.

Superlative

- To compare 1 thing or person with another thing or person - Used with

- To compare 1 thing or person with all of their group - Used with

IN

Comparative

The form of the comparisons depends on the number of syllables in the adjective: Comparative 1 syllable

rule: -(e)r + than

old

Adjective ending in consonant + y rule: change -y to -i before adding -er

silly

VA

skinny

Other adjectives rule: more + adjective + than

common

>2 syllables

N

tall

2 syllables

rule: the + (e)st

young

nice

Superlative

rule: more + adjective + than

Adjective ending in consonant + y rule: change -y to -i before adding -est

Other adjectives rule: the + most + adjective rule: the + most + adjective

creative

beautiful

©

Keep in mind: Some adjectives are irregular: e.g. good - better - best bad - worse - worst

Complete the sentences with the correct form of the comparative or superlative. 1 Maria is                          (tall) her sister. one hundred and sixty-nine

4

See p. 175

2 The elephant is                          (big) the giraffe. 3 Tom is                          (old) Jane. 4 My cat is                          (small) your dog.

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169

5 The new video game is                  (cool), and has                   (good) features. 6 The mountain is                          (high) the hill. 7 Hajar is the                          (creative) artist in the gallery. 8 This book is                          (interesting) the one I read last week. 9 Lisa is                          (fast) her sister. 10 That nice car outside is                          (expensive) car in the entire street. 11 Winter in Canada is                          (cold) winter in Brazil. 12 The old clock in the living room is                    (heavy) thing and impossible to move.

IN

13 The red car is                          (expensive) the blue one. 14 Swimming is                          (easy) rock climbing.

15 Sarah is                          (happy) person I know; she laughs all the time. 5

Look at the pictures. Write sentences using the adjectives from the box to compare them. Write one sentence with a comparative and one with a superlative for each set of pictures.

VA

N

colourful – good – heavy – light – long – short

©

ZARA

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UNIT 4:

FAMILY MATTERS

ELSA

IN

6

WRITING

Make and describe your avatar.

a Preparation: which categories are very important to make your avatar look like you? Write down some keywords. Think about hair, face, complexion, build, special features.

N

VA

b Action: write your text below.

Checklist: describing your avatar • • • •



Make an avatar and add a screenshot or drawing. Write about 50 words to describe yourself and your avatar. Make at least 3 comparisons between the avatar and the real you. Pay attention to your spelling and punctuation.

c Reflection: check your text! Then show your avatar to a classmate who will give you some feedback too.

CHECK 3

UNIT 4:

FAMILY MATTERS

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©

171

HOW TO express possession

Possessive pronouns and adjectives and the genitive form

Is that your dog?

No, that’s Milo. It’s his. Milo is Jack’s best friend.

Milo is my dog. I love him. He’s mine!

N

IN

GRAMMAR

SUMMARY

VA

In English we can express possession with personal pronouns and adjectives and the genitive form.

1 Personal pronouns and adjectives

PERSONAL PRONOUNS

Subject pronoun

Possessive pronoun

I love

my dog Milo.

He’s mine.

You love

your dog Milo.

He’s yours.

He loves She loves It is showing

his dog Milo. her dog Milo. its teeth.

He’s his. He’s hers. /

We love

our dog Milo.

He’s ours.

You love

your dog Milo.

He’s yours.

They love

their dog Milo.

He’s theirs.

© one hundred and seventy-two

172

Possessive adjective

Keep in mind: – ‘They’ is also a gender-neutral pronoun, compared to pronouns like ‘he/him’ or ‘she/her’ which are gendered terms. Some people use ‘they’, ‘them’ and ‘theirs’ as personal pronouns. – Possessive adjectives are always used in combination with a noun: e.g. my mother, your dog, his family tree, his wife, her brother, its name, our father, their children – Possessive pronouns are never used in combination with a noun: e.g. Is this my schoolbag? No, it’s not yours, it’s mine.

UNIT 4:

FAMILY MATTERS

2 The genitive form THE GENITIVE FORM We use the genitive ’s to express possession (of nouns). This -s is preceded by an apostrophe, e.g. my brother’s name. Type of word

Rule

Example

’s

My teacher’s name is Miss Jones.

Singular nouns ending in -s or -z

’ or ’s

Luis’ parents Diaz’s brother

Plural nouns ending in -s

’

My grandparents’ only son.

Irregular plural nouns

’s

IN

Singular nouns

The children’s parents.

Keep in mind: – When people’s names end in ‘s’, you can either add ’ or ’s (Charles’ or Charles’s) and choose pronunciation accordingly, either /iz/ or /isiz/. – If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher. – An apostrophe is never used to make the plural of a noun in English!

3 Watch out for these forms! = they are

there

= somewhere, a place

their

= possessive adjective

it’s

= it is

its

= possessive adjective

you’re

= you are

your

= possessive adjective

‘Where are my new shoes?’ ‘They’re in the living room.’ ‘Where?’ ‘Over there! Are you blind?’ ‘Is that their new car?’ ‘Yes, they just bought it.’

N

they’re

VA

‘Whose cat is this?’ ‘Oh, it’s ours.’ ‘Look at that cat! Its tail is so long!’

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©

‘You’re very nice, Miss!’ ‘Oh, thank you!’ ‘I think your teacher is very nice.’ ‘I know!’

UNIT 4:

FAMILY MATTERS

173

HOW TO talk about what you own

The verbs ‘to have’ and ‘to have got’ ‘No, I don’t have any children, but I have a dog!’

IN

‘I’ve got 2 children: a son and a daughter. What about you? Have you got any children?’

When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘to have got’. TO HAVE Personal pronoun (subject) You He/she/it We You

Question

have

don’t have

Do I have?

have

don’t have

Do you have?

has

doesn’t have

Does he/she/it have?

have

don’t have

Do we have?

have

don’t have

Do you have?

have

don’t have

Do they have?

VA

They

Negative

N

I

Positive

TO HAVE GOT

Personal pronoun (subject)

Negative

Question

I

have got

haven’t got

Have I got?

You

have got

haven’t got

Have you got?

He/she/it

has got

hasn’t got

Has he/she/it got?

We

have got

haven’t got

Have we got?

You

have got

haven’t got

Have you got?

They

have got

haven’t got

Have they got?

Keep in mind: – ‘have got’ has a long form and a short form: e.g. I have got = I’ve got She has got = she’s got You have not got = you haven’t got He has not got = he hasn’t got – ‘don’t have’ and ‘doesn’t have’ are short for ‘do not have’ and ‘does not have’. In the positive we mostly use the full form. – The ‘have got’ forms are more common in an informal style. The ‘have got’ form is also used more in British English than in American English. e.g. How many sisters have you got? I’ve got 2 sisters. (BrE) How many sisters do you have? I have 2 sisters. (AmE)

© one hundred and seventy-four

174

Positive

UNIT 4:

FAMILY MATTERS

HOW TO describe and compare people and things

IN

Adjectives and degrees of comparison

1 Adjectives

N

To describe people’s appearance in English, we can use adjectives. An adjective is a word that describes people, things or places. – In English they mostly appear before the word they modify, e.g. long hair, short hair, blue nails. – They are also used in combination with the word ‘to be’, e.g. My hair is long.

2 Degrees of comparison

Degrees of comparison are used if we want to compare people or things. Superlative

– To compare 1 thing or person with another thing or person – Used with ‘than’

– To compare 1 thing or person with all of their group - Used with ‘the’

VA

Comparative

The form of the comparisons depends on the number of syllables in the adjective.

1 syllable

old young tall nice

rule: -(e)r + than older than younger than taller than nicer than

Adjective ending in consonant + y rule: change -y to -i before adding -er silly sillier than skinny skinnier than

©

2 syllables

Superlative rule: the + (e)st the oldest the youngest the tallest the nicest Adjective ending in consonant + y rule: change -y to -i before adding -est the silliest the skinniest

Other adjectives rule: more + adjective + than common more common than

Other adjectives rule: the + most + adjective the most common

rule: more + adjective + than >2 syllables creative more creative than beautiful more beautiful than

rule: the + most + adjective the most creative the most beautiful

UNIT 4:

FAMILY MATTERS

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Comparative

175

©

VA

N

IN

Keep in mind: – Short adjectives ending in a short vowel + consonant = double the consonant. e.g. big, bigger, biggest hot, hotter, hottest – Short adjectives ending in -e = adjective + -r/-st e.g. nice, nicer, nicest – There are irregular forms. e.g. good, better, best bad, worse, worst

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UNIT 4:

FAMILY MATTERS

UNIT 4:

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William a son

Jada a wife

Shanila a mother-in-law

Jackie Jamal a brother-in-law a sister-in-law

Logan a father-in-law

a husband

Luke me

Priscilla a daughter

Marc a father (dad)

Caitlin a sister

Terell a nephew

Aliyah a stepfather’s ex-wife

Jasmin a niece

IN

Jenna an aunt

Bruce a cousin

Theresa a grandmother

Tiane Connor Malik a sister-in-law a half-brother a stepbrother

Sylvia a mother (mum)

John a stepfather

George a grandfather

N

Jake a brother

VA

©

Maya a cousin’s partner

Hiro a cousin’s son

Kelly a cousin

Stephen an uncle

VOCABULARY

1 FAMILY RELATIONS

FAMILY MATTERS

177

2 OTHER FAMILY WORDS

adoptive family

adoptiefamilie

blended family

(nieuw) samengesteld gezin

child(ren)

kind(eren)

extended family

uitgebreide familie

foster family

pleeggezin

nuclear family

kerngezin

parent(s)

ouder(s)

partner

partner

relatives

familieleden

same-sex couple

koppel van hetzelfde geslacht

siblings

broers en/of zussen

single-parent family

eenoudergezin

My notes

IN

Translation

N

Word

VA

3 IDIOMS RELATED TO FAMILY Translation

Explanation

To be a chip off the old block.

Een aardje naar zijn vaartje hebben.

A person who closely resembles a parent; to take after one of your parents.

The apple doesn’t De appel valt niet ver fall far from the van de boom. tree.

A person who closely resembles a parent; to take after one of your parents.

To be the apple of Zijn/haar oogappel his eye. zijn.

To be very important to someone and to be very fond of them.

To be the black sheep of the family.

Het zwarte schaap zijn.

To be the outcast, the odd one out, unlike the others of the family

Blood is thicker than water.

Het bloed kruipt waar het niet gaan kan.

The loyalty to one’s family is greater than the loyalty to anyone else.

Bob’s your uncle.

Klaar is Kees.

There it is, there you have it, everything will turn out all right.

To run in the family.

In de familie zitten.

A skill or quality is present in many of your relatives.

To be a mother hen.

Een moederkloek zijn.

A person who attends to the welfare of others, especially someone who is very protective.

To be a tiger mother.

Een tijgermoeder zijn.

A mother who is very determined that her child should be successful .

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Idiom

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UNIT 4:

FAMILY MATTERS

4 DESCRIBING PEOPLE HAIR

shoulder length hair

EYES

black hair

ginger hair

blond(e) hair

long hair

straight hair

blue eyes

brown hair

short hair

wavy hair

VA

brown eyes

green eyes

grey eyes

©

HEIGHT AND BUILD

medium-height

chubby

short

muscular

tall

overweight

slim, thin

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FAMILY MATTERS

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curly hair

IN

bald

N

179

COMPLEXION

medium

brown

dark brown

OTHER FEATURES

a beard

braces

cheekbones

N

olive

IN

fair

VA

a (pointy) chin

eyebrows

a moustache

©

a (high) forehead

a nose

pimples

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UNIT 4:

glasses

FAMILY MATTERS

a head scarf

a nose piercing

cheeks

ACCESSORIES

freckles

CHECK OUT: A FAMILY TREE Orientation You will make a family tree of your own family or an invented family. You will then present your family.

Preparation Decide if you want to do this task about your own family or an invented family.

2

If you do this task about your own family, ask your (grand)parents what they know about their relatives. Go through old photo albums or folders in your gallery and select some good photos (old and new!) of as many family members as you can.

3

If you do this task about an invented family, browse through newspapers, magazines, etc., or go online to find good photographs.

Action

IN

1

Put the most suitable photos on a blank piece of paper. – Make a family tree or a collage of photos and write the names of your ‘relatives’ (real or fake) under each photo. – Match the names of your relatives with the correct vocabulary: mother, sister, stepbrother, etc.

5

WRITING Write a text (about 100 words) in which you introduce your (real or invented) family. – Describe the looks of four family members in a few lines. Write about their hair, eyes, height, build and special features. – Compare 3 people using 5 different adjectives. – Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.

6

Present your family to your group or the entire class.

7

While you are listening to your classmates’ presentations fill in the listening table you will get. listening

N

4

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VA

SPEAKING

UNIT 4:

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181

Reflection 8

Check your task by filling in the checklist. Checklist: a family tree

Yes

I think so

No

1 Preparation • I asked family members for photos or I browsed newspapers and magazines for photos.

IN

2 Content and structure • I made a family tree or collage. • I wrote the names under each photo. • I described 4 family members and their looks. • I compared 3 people.

Feedback

VA

N

3 Language • I used the correct vocabulary to describe family relations. • I used possessive adjectives and possessive pronouns correctly. • I used comparisons correctly. • I used ‘to have (got)’ correctly. • I used correct spelling and punctuation. • I paid attention to my pronunciation.

©

Trace your steps on iDiddit.

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UNIT 4:

FAMILY MATTERS

UNIT 5: W HAT'S HAPPENING? check in

IN

main track

Step 1: talking about chores

Step 3: using present simple and present continuous

VA

N

Step 2: using the present continuous

©

summary

on different tracks

trace your steps

check out: a day in the life

CHECK IN A role or just a normal chore? 1

watchING

Watch the video and answer the questions. a Complete the text. Brooke Walker is interviewing and the

; she is a

of online community

kids

. She gives

IN

She thinks kids need to and want to feel

.

. It is based on the ‘

get in

’ children

. Kids love this and it is a fun way to learn how

to be

.She wanted to take that idea and implement it in her home

to teach her children and

and

.

with one another

b Who takes care of what? Match the roles with the explanation. the zookeeper

A

Writes notes of encouragement to the family members.

2

the news reporter

B

Keeps the bookshelf nice and tidy and chooses the bedtime story for the night.

3

the cheerleader

C

Takes care of the animals in the house; they are responsible for walking the dog and changing the litter box, etc.

VA

N

1

4

the DJ

D

Looks for things to highlight during the week, a birthday, for example. They also mention the people who are doing good things in the home.

5

the librarian

E

Picks the music on car rides and can decide to start spontaneous dance parties in the house.

1

2

3

4

5

©

c What do we normally call things you have to do at home?

2

Do you agree with the statement: ‘It‘s smart to turn the names into roles; it turns the things they need to do into things they want to do.’ Tell the others why (not). Yes, I agree / No, I don’t agree because

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3

Do you have a chore to do at home that you don’t really like to do? Can you give it a creative name to describe it?

UNIT 5:

W HAT'S HAPPENING?

MAIN TRACK Step 1 1

So little time, so much to do Talking about household chores

reading

Read the text and answer the questions. Indicate an example in the text.

b What is the text about?

IN

a What type of text is this? How do you know?

c Who is talking about it? Find proof in the tekst. d What is the writer’s opinion about it? Why?

N

e Find a good title for this text.

VA

I really do hate housework, I find it such a chore, Just the thought of ironing, Makes me want to snore.

I’d like my house real tidy, But lack the inclination, I really have to wonder, If mine’s the messiest in the nation.

On the rare occasion, That I make the house pristine, The husband and the kids come home, And ruin my tidy dream!

©

And then I must start over, It makes me want to cry, I wish we got on better, My hoover, mop and I!

inclination: intention to start pristine: very clean

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Source: https://dizzypoet.blogspot.com

UNIT 5:

W HAT'S HAPPENING?

185

2

Brainstorm! a Write down all the chores you can think of on a piece of paper. TIP: if you don’t know the name in English, first write it in a language you do know. b Circle the chores you have to do at home with a coloured pen. c Find a classmate. Ask them if they know the English for the chores you don’t know. If you both don’t know, look it up or ask the teacher. d Circle the chore(s) your partner does around the house in a different colour. e What do you have in common? Tell the class. Read this note and answer the questions. a Who wrote this note?

b Who is this note meant for?

Dear kids,

N

c What is it about?

I am out at work all day so I expect you to do some things around the house.

VA

clear the kitchen table unload the dishwasher do the laundry dust the furniture take out the dustbins tidy your bedrooms fold clothes

I hope all goes well. In case of an emergency, call me! Or if something goes really wrong, dial 999.

©

Thanks!

Love, Dad.

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d What ‘emergency’ could there be? Think of 3 things that could go wrong. Report your emergencies to your classmates.

UNIT 5:

W HAT'S HAPPENING?

reading

IN

3

Look at the picture, and then indicate which chores from the note in exercise 3 still need to be done.

5

Look at the pictures on the next page and match them with the questions. Write down the names of the people doing the chore.

N

IN

4

1 Who is washing the car?

VA

2 Who is clearing the table? 3 Who is making the bed? 4 Who is folding clothes?

5 Who is mowing the grass?

6 Who is hanging the clothes on the clothes rack? 7 Who is loading the dishwasher?

8 Who is putting out the dustbins? 9 Who is tidying up the bedroom?

©

10 Who is doing the washing?

11 Who is cleaning the windows?

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12 Who is vacuuming the carpet?

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W HAT'S HAPPENING?

187

BRENDA

RACHID

GEMMA

N

APRIL

JIM

IN

MANDY

MIKE

VA

AYISHA

ERIC

LEONARD AND ADAM

6

What is happening in these pictures? Complete the sentences. Use the information from exercise 5.

©

1

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TIM

Channing Tatum is

UNIT 5:

W HAT'S HAPPENING?

2

Ryan Gosling is

3

4

Marie Kondo is

;

Martha Stewart and Snoop dogg are

IN

she has a special way of doing it.

5

6

Frank is

for Billie Eilish. (Bad Canteen)

at the White House.

8

Princess Kate and King Charles are

Charlie d’Amelio is .

the carpet.

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VA

7

N

Shaq and Scott are

UNIT 5:

W HAT'S HAPPENING?

189

7

8

listening

Listen to these sounds. What is going on? Circle the correct answer. 1 Someone is

vacuuming the carpet.

mowing the grass.

2 Someone is

washing the car.

taking a shower.

3 Someone is

doing the washing up.

cooking dinner.

4 Someone is

flushing the toilet.

cleaning the windows.

5 Someone is

putting out the dustbins.

loading the dishwasher.

What places do you know around the house? a Look at the plan of this apartment building and name the rooms. Use the words below.

1

IN

attic – bathroom – basement – bedroom – dining room – hallway – kitchen – living room – terrace – study – storeroom – utility room – garden

2

4

N

3

6

5

8

VA

©

9

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UNIT 5:

7

11

10

12

13

1

6

11

2

7

12

3

8

13

4

9

5

10

W HAT'S HAPPENING?

b Look at the chores in exercise 5 on p. 187. Use the plan to indicate where the household chores have to be done.

9

watchING

Watch the video and answer the questions. a Why does she want to share her chore routine?

c Why does she want to clean her room?

IN

b Describe the first step of Molly’s chore routine. What does she do to her room?

N

d How does Molly ensure that her pets are taken care of as part of her chores? Explain her routine for each pet.

VA

e Molly’s chores vary from day to day; find an example of a chore she might do on a different day.

f

What does Molly suggest viewers do in the comments regarding their own chores?

writing

10 But what do I need for that? Answer the questions. a Before you watch the video, look at the screenshot. What do you think the purpose of the video will be?

©

to entertain to influence to persuade to give information to express feelings

b Can you think of items that will be presented in the video?

c Now watch the video. Circle the items that are mentioned/discussed in the video.

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d Label the items that are mentioned.

watchING

UNIT 5:

W HAT'S HAPPENING?

191

e What other items do you know? Write the names under the pictures.

2

3

4

5

6

7

8

N 11

VA

10

IN

1

©

13

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UNIT 5:

W HAT'S HAPPENING?

14

9

12

15

f

Explain the specific uses of the following numbers of cleaning supplies. Cleaning supply

Use

2 3 5 7

Chores

IN

g What are some other supplies you need to do your chores at home? Make a list of the chores and the key equipment you need to do them. Equipment

N

11 Try to be the king or queen of chores.

a Make a list of the rooms in your house (see column 1: Room).

b Write down the chores you can do in the rooms (see column 2: Chores). You only have 2 minutes!

VA

c Walk around the classroom for another minute and ‘steal’ ideas from your classmates. Add them to your list (column 3: More chores). d Who can come up with the most chores and places to do them? Chores

More chores

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©

Room

UNIT 5:

W HAT'S HAPPENING?

193

N

IN

e Write sentences about the chores you have to do at home and the places where you do them. writing Don’t forget to mention the equipment you need to use!

12 Watch the video and answer the questions.

VA

a What is this video about?

b Who is it meant for? people watching the news teenagers browsing the internet cleaners

c How does she ‘solve’ her problem? Write down at least 5 tips.

©

d Name the 3 tricks that you like best.

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e Do you think these tricks will work? What could go wrong?

UNIT 5:

W HAT'S HAPPENING?

watchING

writing

13 Write a note and a ‘creative’ chores list for your siblings to do. a Preparation: make a list of at least 4 chores you don’t like to do. Think of alternative names for these roles (see the Check In on p. 184).

b Action: write your sibling a note. Follow these steps: Checklist: writing a note

IN

Check the structure of your note. Look at the note in exercise 3 on p. 186. Mention at least 4 chores and use the correct words for them. Give those chores a new creative name (see the Check In on p. 184). Write about 50 words. Pay attention to your spelling and punctuation.

VA

N

• • • • •



©

c Reflection: check your text. Then show it to your classmate who will give you some feedback too.

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CHECK 1

UNIT 5:

W HAT'S HAPPENING?

195

Step 2

What is going on?

Using the present continuous

1 / Lily is talking to Mia 1

Listen to the conversation between Mia and her best friend, Lily, and answer the questions.

listening

a What is the name of Lily’s father?

c Who are Jack and Ella?

IN

b How is Mia feeling? Why?

d Listen again and indicate the correct answers. Statement

listening

True

False

1 Mia is calling Lilly in the evening.

N

2 Lily’s mother has just left for work. 3 Mia has got a brother and a sister.

4 Mia likes helping Mum around the house.

VA

5 Mum wants her children to help out around the house.

6 Mia is going to tell Jack and Ella which chores they have to do.

2

listening

Listen to the next part of the conversation and answer the questions. a Complete the conversation text with the missing words. Mia

Hi Lily! What’s up?

Lily

Hi Mia! Erm … Is that a vacuum cleaner I’m hearing? Or are you

Mia

Erm … I’m not watching TV. I’m

TV?

. I’m vacuuming the floor in the

©

living room! Oh wait, I’ll turn it off.

Lily

Oh yeah, the household chores. How are you getting on with them? Are Jack and Ella helping out? You aren’t fighting, the three of you, I hope?

Mia

Jack is in the storeroom taking out the dustbins and Ella’s

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Well … yes, they are helping out! I actually got them to do a few things. Right now,

in the utility room. Lily

UNIT 5:

Well done, Mia! You are managing quite well over there.

W HAT'S HAPPENING?

Mia

Yes, I am. Some things still need to be done, but we’ll get there. Oh, there’s Jack. He’s coming into the living room.

Jack

Okay Mia, the dustbins are gone! Am I off duty now?

Mia

No way, Jack! By the way, can’t you see I’m

Jack

It looks like you aren’t cleaning right now.

to Lily?

Oh, hi Lily! What are you doing? Oh, I’m not cleaning. I’m just sitting here, listening to you two arguing about the chores your mum gave you.

IN

Lily

Mia

Right, Jack, next on the list is …

Jack

What!? There’s more?

Mia

Of course! We all have to tidy up our bedrooms. So I guess you’d better start. You’ve got quite a lot of work, I suppose …

Jack

Are you kidding me?! My bedroom? But it looks as if a bomb has exploded in

N

there. I’ll be tidying for ages …

Wait, Ella isn’t doing anything at the moment, she’s Mia

a computer game.

Don’t change the subject! You should have thought about that before you made that mess! Come on! And don’t forget to finally take those empty boxes up to the attic. Hey guys, are you arguing? Please, stop! Anyway, I have to go. My dad is calling

VA

Lily

me. Bye!

***

Dad

Hi Lily, how are you?

Lily

Great, dad! Thanks. I was just talking to Mia. You know Mia, right? Jack’s sister? They are fighting because they have to do lots of chores. Really, now, there’s an idea …

Lily

Dad … no!

©

Dad

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b How does Lily contact Mia this time?

c Is Mia Happy about how the chores are going?

d Why does Lily end the conversation?

UNIT 5:

W HAT'S HAPPENING?

197

e Try to find synonyms for the underlined words in the text.

3

1 You are coping quite well.

2 Are you joking?

3 We all have to clean up our bedrooms.

4 You made that clutter.

Check the text again and describe what everyone is doing. Add the place where they are doing it. 1 Mia

3 Jack 4 Ella

Scan the text for more examples. Complete the table below. Subject

Full form (+)

I

am

You

are

Jack (he) Ella (she) We

VA

You

Short form (+)

-ing form

Rest of the sentence the floor.

coping

N

4

IN

2 Lily

well. the dustbins. the laundry.

talking.

making

a mess.

They

5

Look at the verbs in the text again and what you filled in in exercise 4. Answer the following questions. a What verb do you see in every sentence?

©

b How do the other verbs end?

c Are these sentences about the past, the present or the future?

d What is described? States or actions?

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UNIT 5:

W HAT'S HAPPENING?

e Complete the grammar box.

GRAMMAR

How to talk about actions going on now

To talk about actions going on       (or in the      ), we use the present continuous in English. The present continuous is formed with the verb                      and the main verb in           . e.g.

I am talking.

e.g.

See p. 210

Complete the table below and try to work out the spelling rules on how to form the -ing form of the verb. Infinitive

-ing form

to work

working

to read

to cook

Spelling rules

Rule

We add        to the base form of the verb.

N

6

He is talking or He’s talking.

IN

The verb ‘to be’ is the            and can be in the long form or in the short form:

to make

making

If a verb ends in    , we drop the -e and then add     .

to drive

to ride

to put

putting

If a verb is short and ends in one vowel and one consonant,

to stop

we         the consonant (never double ‘x’ or ‘w’).

to swim

to tie

tying

If a verb ends in -ie, we replace the -ie by a        and

to lie

then add       .

to die

to travel

travelling

If a verb ends in one vowel + l (even long verbs), we

to control

the -l and then add       .

to quarrel

Exception 1: to be >

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VA

Exception 2: to see >

UNIT 5:

W HAT'S HAPPENING?

199

7

What a mess! a Look at these photos. What does Hannah need to do?

2 1

2

IN

3

8

N

b Watch the introduction. Write down 5 things that Hannah is doing.

Look at these pictures. What are these people doing? Write a sentence for each photo. Use the verbs from the box in the present continuous tense. Add where these people are doing this if possible.

VA

do – eat – make dinner – play – shop – sleep – watch – write

1

©

Jason

3

two hundred

200

Victor

UNIT 5:

W HAT'S HAPPENING?

2

My parents

4

watchING

6

IN

5

8

N

7

2 / Jack is not working very hard!

Check the text again in exercise 2 on p. 196 and answer the questions. a Highlight examples of the present continuous in the negative form.

VA b Copy two examples here. Subject

Auxiliary verb

Main verb

Rest of the sentence

Rule

©

c How is the negative form of the present continuous formed? Complete the rule in the table in exercise b.

d Now complete the grammar box with the correct information.

GRAMMAR

How to talk about actions going on now

The present continuous tense in the negative form is formed with the verb                               and the main verb in           . e.g.

I am not talking.

The verb to be is the auxiliary verb and can be in the long form or in the short form: e.g.

He is not talking or He isn’t talking.

See p. 210

UNIT 5:

W HAT'S HAPPENING?

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1

201

Describe what Jack is not doing right now, based on what you see in his bedroom. Follow the example.

1 Jack            carpet. is not vacuuming the 2            3            4

IN

2

(to vacuum / the carpet) (to dust / the furniture)

(to clean / the windows)

(to tidy / the bedroom) (to make / the bed)

Look at the pictures and the descriptions: they do not match up! Write down what is not happening in the picture and what is really going on. Follow the example.

VA

3

N

5

3 Rashida: to have a bath

©

1 James and Cindy: to mop 2 Jim: to do the washing up the floor

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4 Daisy: to mow the grass

UNIT 5:

W HAT'S HAPPENING?

5 John: to load the dishwasher

6 Annie and Ramesh: to feed the pets

1 James and Cindy are not mopping the floor. They are vacuuming. 2 3 4

IN

5 6 4

SPOKEN INTERACTION

Mime the chores! a Form groups.

b You will get a stack of cards. Take turns to take a card and mime the chore.

N

c The others will try to guess the chore you are doing. d If you want to answer, use a sentence. Start by saying what the person who is miming is not doing, and then say what they are doing. e.g. You are not sweeping the floor, but you are doing the dishes.

VA

3 / What is going on?

Check the text in exercise 2 on p. 196 once more and answer the questions. a Highlight examples of the present continuous in question form. b Copy two examples here. Auxiliary verb

Subject

Main verb

Rest of the sentence

©

1

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c How is the question form of the present continuous formed? Complete the table in exercise b.

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W HAT'S HAPPENING?

203

d Complete the table below with the correct forms. Then answer the questions with a short answer (both in the positive and in the negative). Questions Subject -ing form

Short answer: positive

Short answer: negative

you

the bed? (to make)

Yes, I     .

No, I     .

they

TV? (to watch)

Yes, they     .

No, they     .

Lily

the floor? (to vacuum)

Yes, she     .

No, she     .

Jack

the car? (to wash)

IN

Yes, he     .

No, he     .

e Now complete the grammar box with the correct information.

How to talk about actions going on now

GRAMMAR

To form questions in the present continuous tense, we start with the verb                          followed by            and the main verb

e.g.

N

.

Are you talking?

You can answer a yes/no question with           ; however, you have to repeat            and the auxiliary verb           . - Are you talking?

VA

e.g.

- Yes, I am. or No, I’m not.

2

Look at the pictures. Answer the questions. Follow the example.

©

1

a What is Lily doing? She is vacuuming the floor.

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204

See p. 210

b Is she doing the dishes? No, she isn’t!

UNIT 5:

W HAT'S HAPPENING?

2

3

a Is Jack mowing the lawn?

a Ella, what are you doing?

b Is he washing the car?

b Are you tidying up the kitchen?

4

5

a

a (to watch TV) No, they aren’t!

IN

(Grace / to make the bed) No, she isn’t.

b (What / Grace/ to do)? She is talking on Facetime! 3

b No, it isn’t!

(TV / to work)

Complete the sentences with the correct form of the present continuous. a What

(you / to do)?

(not to work).

N

too hard. I

(to work)

(to watch) videos on YouTube. b Sam, where are you? What I’m here, I

(to do)?

(to browse) through some leaflets;

VA

(to look) for a new phone.

c

(to work) on her school project at the moment?

Anna

No, she isn’t. She

Who is doing what?

a Preparation: pair up. Look at the pictures and decide who is going to ask questions about which building.

SPOKEN INTERACTION

A

Cliff

Macy John

Jenny

Roy two hundred and five

©

4

(to have) a rest.

UNIT 5:

W HAT'S HAPPENING?

205

b Jill

Calvin

IN

Elly

Jax

Stanley

N

b Action: ask each other questions about what people are doing and answer them. Follow these steps. Check: Who is doing what?



©

VA

• Person A starts by asking a question about someone in the other building. e.g. Is Macy mowing the lawn? • Person B answers the question with a short answer, and then says what this person is really doing. e.g. No, she isn’t. Macy is cleaning the windows. • Then person A asks who is doing the task they were asking about. e.g. Then who is mowing the lawn? • Then person B answers the question. e.g. Roy is mowing the lawn! • Repeat this procedure until you have asked and answered questions about every person in the pictures. • Make sure to use the present continuous correctly. • Use the correct vocabulary for all the chores. • Pay attention to your pronunciation.

c Reflection: what does your partner say? Do you know all the chores? Can you use the present continuous correctly?

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206

CHECK 2

UNIT 5:

W HAT'S HAPPENING?

 D  D

Step 3 1

A day in the life of the busy house

Using present simple and present continuous reading

Read the text, and then answer the questions. a What is explained in each paragraph? - Paragraph 1: - Paragraph 2: - Paragraph 3:

c The verbs in paragraph 1 and 2 explain habits actions going on now d The verbs in paragraph 3 explain

IN

b Highlight the verbs that are used in paragraph 1 and 2 in one colour and the verbs that are used in paragraph 3 in another colour. What do you notice?

N

habits actions going on now

This is Mr. Grant, his daughter Elly, and their playful cat, Whiskers. Mr. Grant works at a local office, and every morning, he drinks his coffee in the kitchen before he leaves the house for work. These are his regular habits, things he does every day.

VA

Elly, on the other hand, goes to school by bike every day and does her homework in her bedroom after school. She usually plays the guitar in the evening. Her father plays the guitar very well too. But right now, things are a little different. Look, Mr. Grant is reading a book in the living room and Emily is playing with Whiskers.

2

Use the information from exercise 1 to complete the grammar box below.

GRAMMAR

©

How to talk about facts, routines and actions going on now We use the present simple to talk about:

2

e.g. He usually drinks his coffee in the kitchen before he leaves. We often use words like ‘usually’, ‘normally’, ‘often’, ‘every’, etc. in this case. e.g. Mr. Grant works at a local office.

We use the present continuous to talk about (at the moment of speaking). e.g. Look, Mr. Grant is reading a book in the living room. For a detailed overview of the form and use of the present simple and the present continuous, check the Summary. UNIT 5:

See p. 210

W HAT'S HAPPENING?

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1

207

3

Complete the sentences with the correct form of the verb. Use either the present simple or the present continuous tense. 1 Every Saturday, I

(to clean) my bedroom.

2 Right now, my sister

(to vacuum) the living room.

3 My dad

(to cook) dinner every evening.

4 Listen! They

(to do) the washing up in the kitchen.

5 She usually

(to do) the laundry on Sundays,

but she

(to do) it today because she’s busy tomorrow. (to iron) my clothes; I just fold them.

IN

6 I never 7 At the moment, we 8

(to rearrange) the furniture in the living room.

you usually

(to make) your bed in the morning?

9 Right now, my brother

(to take out) the trash.

10 My parents

(to dust) the shelves every Friday.

11 At the moment, I

(to sweep) the floor in the kitchen.

12 He always

(to mop) the bathroom floor after his shower.

13 They rarely

(to wash) the windows, (to do) it today.

N

but they

14 Right now, we

(to clean) the garage together.

15 Every evening, my family

What do people usually do and what is everyone doing now? Pair up and play the chores game.

VA

4

(to watch) TV after all the chores are done.

5

writing Andrew, Beryl and their friends do a lot of sports and activities. They have found some chores that will help them to stay fit. Talk about what they usually do and what they are doing in the house. a Make sentences and use the correct present tenses. Andrew

©

to redecorate

to clean the windows

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to sweep the floor UNIT 5:

W HAT'S HAPPENING?

to move the furniture

Jeff and Mo

to scrub the shower to wash the floor

to rearrange your closet

Soumaya

Jess and Jill

Elsa

208

SPOKEN INTERACTION

Samir

to wash your car

Zara Tony

to mop

Beryl

Soumaya – to play football – on Saturdays

2