Grammar coach
Design thinking coach
Past simple
Past continuous
1 Complete the sentences with the correct past simple forms of the verbs given. 1 ( you / buy ) a denim jacket yesterday? No, I ( do ). 2 When Jack ( have ) his final exam in music school last year, he ( wear ) a suit and tie. 3 My sister ( not take ) a course in Spanish before she ( go ) on an exchange to Spain. 4 ( you / get ) a refund when you ( return ) that backpack with the broken zip to the shop? No, I ( do ). 5 We ( study ) all day yesterday and by the evening we ( be ) bored with being at home. 2 Find and correct the mistakes in the sentences. 1 Did they used to wear a uniform in primary school? 2 Women don’t use to wear shorts in public until after the 1940s. 3 I used wear patterned leggings when I was young. 4 This programme use to be very popular with schoolchildren. 5 Did it use to took you ages to get dressed on a morning?
3 Match the sentence halves. 1 I was trying on a hoodie
The Design Thinking Coach encourages students to start
5 Read the Writing bank. Which expressions did Sam use in their story?
Empathy
He liked/went to the new shopping centre. We didn’t like/go to the new shopping centre. Did you like/go to the new shopping centre? Yes, I did . / No, I didn’t .
subject + was / were + verb + ing subject + wasn’t / weren’t + verb + ing Was/Were + subject + verb + ing ? Yes, subject + was / were . No, subject + wasn’t / weren’t .
I was taking selfies.
subject + regular verb with - ed / irregular verb subject + didn’t + infinitive
Positive
2 Mia was riding a bike in the park 3 Fede was shopping for new shoes 4 While Ben was looking in a charity shop, 5 Kim was listening to music
In Design thinking project 1 you will practise empathy. Read the description. Then read each situation and choose which response you might have. Empathy is when we are aware of how another person is feeling. When we show empathy, we can imagine what that person is thinking, and see things from their point of view.
Positive
WRITING BANK Writing a story Beginning a story • It was the worst/best day of my life. • That day/afternoon/evening I was …- ing. • It all began/started when … Describing the order of the events • When/As soon as I … • After that/ Then/Finally, … Ending a story
You weren’t buying a belt. Were they wearing gloves?
Negative
Negative
Questions
a when she saw a colourful bird in a tree. b while she was doing her homework. c he found a stylish, second-hand jacket. d while his sister was looking for a bag. e when the changing room lights turned off. 4 Complete the sentences with the correct past
thinking about the Design Thinking projects (there are 3 in every level). By focusing on one particular competence at a time, students start to develop the soft skills they will need to successfully carry out these projects This Time to Reflect section gives students the opportunity to return to the original question at the start of the unit and see what else they know now. There are also extra activities in the WB. carry out these projects
Did + subject + infinitive ?
Questions
Yes, they were . / No, they weren’t .
Short Answers
Short Answers
Yes, subject + did . No, subject + didn’t
1 You have a little brother and he’s learning to ride a bike. He’s upset because it’s hard. Before you help, do you remember how you felt when you were his age? 2 A classmate doesn’t want to give a presentation in front of the class. Do you try to think why?
We use the past continuous to: • talk about actions that were in progress, but not completed, in the past. We often mention a specific time. At 9 p.m. yesterday, I was looking at photos on my phone. • describe scenes in a story or description. The birds were singing and the leaves were moving in the wind . • talk about an activity in progress when another, shorter activity happened or interrupted it. We use the past simple for the shorter action. She lost her bracelet while she was running in the park. Some verbs, called state verbs, do not usually have a continuous form. These verbs describe our opinions, feelings, senses or possessions, e.g. think , understand , love , hate , see , have . I was liking/liked baggy clothes when I was ten years old. when and while We use when and while to connect two actions happening at the same time in the past. When when and while come at the beginning of the sentence, we use a comma: While / when we were taking selfies, we saw Tom. We can’t use while before the action in the past simple. We were taking selfies when / while we saw Tom.
We use the past simple to: • describe completed actions or situations in the past. We usually say when the action happened: I bought a new hoodie on Saturday. Did you see your friends last weekend? • describe something that was true for a period of time in the past. The Romans didn’t like wearing trousers. • say that one completed action happened after another in the past. I stopped buying cheap clothes after I saw a programme about fast fashion. Many common verbs are irregular, e.g. buy–bought , go–went , take–took . For a complete list, see page 151. Used to
• A few days/months later, … • Unfortunately,/Fortunately, … • In the end …
simple or past continuous form of the verbs given. Then for each sentence, write another one starting with the word Fortunately or Unfortunately and using the past tense. 1 I (work) on my project on the computer when there (be) a power cut. 1 Fortunately, I didn’t lose any work. 2 I (lose) my phone while I (shop). 3 When I (walk) in the park, it (start) raining. 4 We (run) to the platform when the train (leave). 5 While we (play) basketball, my friend (fall) over.
Yes/No
6 Read the Exam hack. Choose the options to make the sentences true for you.
Yes/No
Before adjectives, we often use expressions such as a bit, a little, pretty, quite, really, very e.g. It was quite / pretty / really important to me . These expressions reinforce the meaning of the adjectives and can make your story sound more interesting. 1 I feel a bit / really worried if I can’t find something. 2 My smartphone is pretty / very important to me. 3 I’m quite / really careful with things I care about. 4 I feel pretty / very happy when there are discounts in a shop. 7 COMMUNICATE Explain your choices in Exercise 6 to your partner. 8 EXAM TASK Follow the instructions. Write a story about a time when you lost something. Begin with this sentence: I still remember the day I lost something really important to me. Would you like some help? >>> Yes? Go to: Writing coach, Workbook page 21 EXAM HACK
3 A friend is in a bad mood. Do you try to understand what is making them feel that way? Yes/No Now, think of one situation in your life when you can show empathy. Does it change your feelings about the situation? Tell a partner.
subject + used to + infinitive subject + didn’t use to + infinitive Did + subject + use to + infinitive ? Yes, subject + did . No, subject + didn’t
I used to wear a tracksuit to school. He didn’t use to like going shopping. Did they use to buy designer labels? Yes, they did . / No, they didn’t .
Positive
Time to reflect
Vocabulary coach Clothes and accessories 13
Negative
1 Look at the unit question from page 12 again. Has your answer changed? Why? How much stuff do we really need? 2 COMMUNICATE In groups, reflect on the whole unit. Answer the questions. 1 Did you enjoy learning about shopping? Why/Why not?
Questions
Adjectives with prepositions 1 15 aware of /əˈweər ɒv/ ■ bored with /ˈbɔːd wɪð/ brilliant at /ˈbrɪliənt æt/ ■ famous for /ˈfeɪməs fɔː(r)/ full of /ˈfʊl ɒv/ ■ good at /ˈɡʊd æt/ happy with /ˈhæpi wɪð/ ■ popular with /ˈpɒpjələ(r) wɪð/ proud of /ˈpraʊd ɒv/ ■ quick at /ˈkwɪk æt/ ready for /ˈredi fɔː(r)/ ■ well-known for /ˌwel ˈnəʊn fɔː(r)/
Short Answers
backpack /ˈbækpæk/ ■ belt /belt/ ■ bracelet /ˈbreɪslət/ earrings /ˈɪərɪŋz/ ■ gloves /ɡlʌvz/ ■ hoodie /ˈhʊdi/ leggings /ˈleɡɪŋz/ ■ necklace /ˈnekləs/ ■ ring /rɪŋ/ sandals /ˈsændlz/ ■ suit /suːt/ ■ tie /taɪ/ top /tɒp/ ■ tracksuit /ˈtræksuːt/ Describing clothes and styles 14 baggy /ˈbæɡi/ ■ bold /bəʊld/ ■ casual /ˈkæʒuəl/ cotton /ˈkɒtn/ ■ denim /ˈdenɪm/ designer labels /dɪˌzaɪnə ˈleɪblz/ ■ loud /laʊd/ patterned /ˈpætənd/ ■ plain /pleɪn/ second-hand /ˈsekənd hænd/ ■ stylish /ˈstaɪlɪʃ/ trendy /ˈtrendi/
We use used to to: • describe past habits and repeated actions in the past that don’t happen now: I used to play with toys every day when I was child. • describe something that was true in the past, but is different now. She used to like loud, patterned clothes. (Now she likes dark, plain clothes.) We can use the past simple instead of used to , but the past simple doesn’t emphasise that the action happened many times or that something is no longer true. My parents chose my clothes for me. / My parents used to choose my clothes for me.
Plan
Draft
Write
Text Analysis
Phrases with take 16 take a course (in) /teɪk ə kɔːs (ɪn)/ take ages /teɪk eɪdʒɪz/ take a look (at) /teɪk ə lʊk (æt)/
9 When you finish your story, use these tips to check it. 1 I started my story with the correct sentence. 2 I used adjectives with expressions to make my story sound interesting. 3 I used expressions from the Writing Bank.
2 What can you remember best from the unit? Why? 3 What was your favourite lesson in the unit? Why?
take a trip /teɪk ə trɪp/ take selfies /teɪk selfiz/
Want more practice?
take some time /teɪk sʌm taɪm/ take your time /teɪk jə(r) taɪm/
23 Unit 1
24
25 Unit 1
Workbook Review Reflect Build, page 15
Workbook page 25 Workbook Cumulative review, page 14
Unit 1
The last two pages of every unit feature vocabulary lists, phonetics, grammar boxes and extra grammar practice activities
Workbook Students decide how much support they want for the Student's Book writing task. After analysing an example, they can choose planning help, drafting help, or to work on their own. Teachers responded positively. Some prefer giving students this choice, others set the level of support themselves. We’ll highlight to teachers why learner agency matters.
Vocabulary
Shopping around
1
Adjectives with prepositions 1 1
Phrases with take 1
Complete the table with the adjectives below. aware ■ bored ■ brilliant ■ famous full ■ good ■ happy ■ popular proud ■ quick ■ ready ■ well-known at for
Choose the correct option. 1 Iwanttotake in artsothatIcandesignmyownclothes. a alook b sometime c acourse 2 Aylahassomanyclothes!Ittook
Vocabulary
Clothes, accessories and how to describe them 1 Find six words from Clothes and accessories in the word search. S N O F B A I E D M B T N I T R A C K S U I T X E M V D C V C N T N S A C H V V K I P E O T A Q K O Z J P M L F N S N R L O M A A E A V G Z D S A D I Y C X J I Q A A N C I L A K U A V Q Y L Q E E R L E G G I N G S Q J B Y W X R U C J R P J words. The first letters are given. 1 Thesejeansarequitebigforme,butthey’refine ifIweara b . 2 IlovejewelleryIcanwearonmyarmsandhands. Likea b ora r . 3 Whataheavy b ,Laura!Doyou reallyneedtotakeallthesebookstoschool? 4 Andylooksgreatinhisolderbrother’ssuitand t .He’sreadyfortheprom! 5 IfIfeelalittlebitcold,Iputonajumperora h . 3 Choose the correct option. 1 Amaralovesblue,whichiswhyshewears loud / denim jeansalmosteveryday. 2 Ineverbuy second-hand / designer label clothes becausetheyaretooexpensive. 3 Mybrotherdoesn’tlike patterned / baggy T-shirts. Heprefersclothesinonecolour. 4 Don’tyouthinkthisdressistoo casual/cotton foraformaldinner? 2 Complete the sentences with the correct
4
Complete the table.
toorganiseherwardrobe. a selfies b herages
People:
He/She should buy ...
c atrip
1 Amywantstowear somethinginherears. 2 Elliot’shandsgetvery coldinthewinter. 3 Carmen’strousersare alittlebittoobig. 4 Sarawantssuitable shoesforthebeach. 5 Paulisgoingto a formalpartythis weekend.
CRITICAL THINKING Lots of people love taking selfies in different places and at events. Do you think there are any places where it isn’t OK to take a selfie? Why? Use vocabulary from the unit. attheposterfor our‘SecondHandOctober’eventbeforeIprintit? a alook b sometime c ages 4 Mygrandmatookashopping to Austriatovisitthefestivemarketslastyear. a trip b look c course 2 Complete the conversations with the correct form of take and the phrases below. a course ■ a look ■ selfies a trip ■ some time ■ your time 1 A I (a) atthebookyesterday,butI couldn’tfindtheinformationIneeded. B Look,here’smycopy!Youcan (b) withit–Idon’tneedit rightnow. 2 A (c) you in the historyoffashionnextyear? B I’mnotsure.Ineedtosavemoneytopayfor it,andthatwill (d) . 3 A DanandLizareholdingtheirphonesup.Are they (e) again? B Yes,theyalwaysdowhenthey (f) . 3 Wouldyoutake
of
with
VOCABULARY THROUGH … READING
Complete the text with the correct
adjectives.
5
Write the correct words to replace the definitions given. 1 Thecolourofthenewschooluniformisa (strong and very noticeable) orange.It’sinteresting! 2 Theseearringsareso (modern and fashionable) ! Everybodyiswearingthem. 3 Ericneedstobuya (simple and basic) whiteshirt fortheshow. 4 MichaelBJordan’sclothesareso (fashionable and of a high quality) !Healwayslooksgreaton theredcarpet.
Are you (a)
for
‘Second Hand September’?
Can you not buy any new clothes for a whole month? This is Oxfam’s challenge – an initiative to make people (b) of the environmental impact of fast fashion and the importance of sustainable shopping choices.
for
Oxfam, the organisation which is (c) its charity work around the world, is also (d)
for ‘Second Hand September’, a campaign that encourages people not to buy new clothes and accessories every September. with buyers of all ages, but it is more than not buying new items: if you’re (f) with your accessories and your wardrobe is (g) of clothes you’re not (h) with anymore, ‘Second The initiative has become very (e) Hand September’ is also the perfect moment to donate and give these items a chance to find a new owner!
Writing Coach
A story
Inclusive Learning
TASK Student’s Book, page 23, Exercise 8 Write a story about a time when you lost something.
Would you like help drafting your story? >>> Yes? Continue! >>> No? Go to Write 1 Use the paragraph plan to write your draft. Write below (in pencil) or in your notebook. Draft
Would you like help understanding a story?
Text Analysis
>>> Yes? Continue! >>> No? Go to Plan
• Paragraph 1 Beginthestorybytalkingabouttheday, whatyoulost,andwhyitwasspecial. e.g. The day I lost my ... was the worst of my life. This ... was very special to me because it was .... • Paragraphs 2 and 3 Describetheeventsinthestory intheordertheyhappened.Useappropriatewords, phrasesandverbtenses.Includeinformationabout thedayandhowyoufeltaboutlosingtheitem. e.g. That day I was ... As soon as I got to ..., I realised ...
• Paragraph 4 Writethe conclusion.Usewordsand phrasestoshowreaderstheyare closetotheendofthestory. e.g. Unfortunately, we didn’t find ...
My favourite hoodie
1 Match the
paragraphs (1–4) to their function in the story (a–c). a Describingthe mainevents , b Explainingthe resolution c Introducingthe topicofthestory
1 One of the worst days I can remember is the day when I lost my favourite hoodie. It was really important to me because I found it in a second-hand shop and it has a Wednesday theme. It’s my favourite TV show and it was the first thing I bought with my savings. 2 That day I was travelling into town on the bus to meet my best friend. It was quite a hot day, so I took my hoodie off and put it on the seat next to me. When I got to town, my friend was waiting there for me. I jumped off the bus and the first thing he said to me was, ‘Where’s your hoodie?’ It was too late! The bus wasn’t there anymore. 3 I felt terrible. I was wondering what to do when my friend suggested contacting the bus company. I called them, but they couldn’t find my hoodie anywhere. After that, I let everyone on my social media know, but nobody could help. 4 A few months later, I walked into the same second-hand shop, and guess what? There was the same hoodie! Luckily, when I told the shop assistant my story, he let me have the hoodie. I couldn’t believe my luck!
2 We use linking words to join sentences together. Match the words to their
7 Unit 1
6 Unit 1
functions. a because b so c but
showcontrast givereasons expressresults
2 Review your draft and make any necessary changes until you have a final version.
3 Choose the correct option. a Weusethe past simple/past continuous to
Write your story
Write
4 Choose the correct option.
describethemain actionsinastory. b Weusethe past simple/past continuous to addbackground informationtothe mainactions.
Full colour WB with practice at 3 levels and Adaptive Practice for individual success
Wecanuseadverbsto describe… howactionsare
performedorhow wefeelaboutthem. thesize,shapeand colourofthenouns wewanttouse.
Would you like help planning your story? >>> Yes? Continue! >>> No? Go to Draft
Plan
WRITING BANK Writing a story Beginning a story • Itwastheworst/bestdayofmylife. • Thatday/afternoon/evening Iwas... -ing • It all began/startedwhen ... Describing the order of the events • When/Assoonas I... • Afterthat/Then/Finally , ...
1 Take notes about your lost item.
Whatdidyoulose? Whywasitspecialforyou? Whatwasthedaylike? Howdidithappen? Howdidyoufeel? Howdidyoutrytofindit? Didyoufindtheitem?
Ending a story • Afewdays/
Writing Coach in WB provides scaffolding at the level the student needs and supports learner agency
monthslater,... • Unfortunately,/ Fortunately, ... • Intheend...
REFLECT Go to Student’s Book page 23 and complete Exercise 9.
12 Unit 1
13 Unit 1
ISBN chart
A2
B1
B1+
B2
Student's Book with Digital Pack
9781035190072
9781035190157
9781035190164
9781035190171
Workbook with Digital Pack
9781035190096
9781035190287
9781035190294
9781035190300
Digital Student's Book Pack
9781035189670
9781035189717
9781035189724
9781035189731
Digital Workbook Pack
9781035189687
9781035189779
9781035189786
9781035189793
Digital Student's Book and Digital Workbook Pack
9781035189694
9781035189830
9781035189847
9781035189854
Teacher's Digital Student's Book and Digital Workbook Pack
9781035189601
9781035189625
9781035189632
9781035189649
Teacher's Digital Student's Book Pack
9781035189892
9781035189908
9781035189915
9781035189922
Teacher's Book
9781035184279
9781035184354
9781035184446
9781035184538
32
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