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  • 1 Language in Languagein 1 Student´s Book • Workbook • SB+WB ® ® EnglishCompetencies Consciousness Raising Activities A1 By Victoria S. Oliva 5/14/13 1:53 PMpag legal SB.indd 1 5/14/13 3:55 PM
  • Editorial management: Gricelda Arvizu Viggiano Publishing coordination: Víctor Fernel Guzmán Arvizu Design: Sergio Guzmán Chavéz Front page design: Roman Olvera Delgado/Ruben Ruiz Velasco Publishing Manager: Leticia Fernández Hernández Proofreading: Ignacio Vargas Rojas Images: Shutterstock Copyright: © 2013 Victoria S. Oliva © 2013 Gricelda Arvizu Viggiano Paseo de Faisan No. 50 Col. Lomas Verdes, 1a Sección C.P 53120 Naucalpan, Edo. de México. Language in Time 1 Language in Time 1 STD and WBK ISBN: 978-607-8173-49-5 Language in Time 1 Teacher’s book ISBN: 978-607-8173-48-8 Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra por cualquier medio: electrónico o mecánico, incluso el fotocopiado, sin el consentimiento previo y por escrito del editor. Anglopublishing y Serie slim son marcas registradas. Miembro de la Cámara Nacional de la Industria Editorial Mexicana. Registro No. 3650 Miembro de la Camara Nacional de Comercio de la Ciudad de México. Registro No. 13405 Impreso en México / Printed in Mexico 1a. Edición: 2013 Se terminó la impresión de esta obra en Mayo del 2013 en los talleres de Editorial Progreso, S. A. de C. V. Naranjo No. 248, Colonia Santa María la Ribera Delegación Cuauhtémoc, C.P. 06400, México, D. F. Informes: Teléfono / Fax: (55) 5343-2542 Teléfono / Fax: (771)167-5087 www.edicionesanglo.com contacto@edicionesanglo.com pag legal SB.indd 2 5/14/13 3:55 PM
  • Language in Time takes learners from A1/1 to B1/1 levels according to CEF standards. It is a communicative-based series which has been written for teachers and students who are searching for new and innovative ways to teach and learn English. It encourages and promotes a consciousness raising approach to learning English as a foreign language. Language in Time • develops communicative (CC) and generic competencies (GC) with a learner-friendly syllabus. • encourages students to work in pairs and teams, motivating them to develop their communicative skills. • promotes students’ ability to communicate their ideas creatively and confidently. • presents topics that attract students’ interest and motivates them in an entertaining way. • demonstrates how English is used in real-life situations, enabling students to use it in meaningful contexts. Language in Time contains • a table of contents and didactic structure of the books. • modular pages presenting the topics, skills, vocabulary and functions to be worked with in the module and Diagnostic Tests, which help elicit students’ previous knowledge, following the constructivist approach. • modules divided into lessons which include the following sections: • My Project! Consolidates skills and competencies developed in small in-class projects. • Cultural Reading Presents culturally-oriented texts and tasks, to expose students to cultural issues and reading comprehension practice. • Workbook Consolidates the language learned in the module. • Total Assessment Presents 4 approaches which develop self and peer-assessing skills in each module. • Grammar Reference Explains in detail the grammatical structures practiced in each module. • Competencies LC and GC explains linguistic and generic competencies being developed, to help make students aware of their role in the learning process. • CEF Test Helps students develop self-assessing skills and acknowledge their progress. The Teacher’s book includes the Student’s book with answers and instructions, useful tips, audio scripts, portfolio/ learning evidence activities, ENLACE-type Evaluations, Speaking Evaluation Practice and much more.  The Author Get ready to Time to start Listen on Word for word Grammar peek Speak up Read on Check it out Team up Writing practice Pairwork Project@hand Introduction View slide
  • 4 Language in Time I The Structure of Language in Time Fundamental concept • Who am I? Subsidiary concept • As an individual Language functions • Introduce yourself • Introduce others • Name school and household objects p.15 p.16 p.13,21 Grammar notions • Personal pronouns • Verb ‘to be’ (am, is, are / affirm. neg.int) • Wh- questions • Possessive adjectives • Qualifying adjectives • Verb ‘to have’ • Definite and Indefinite articles p.14 p.14 p.14 p.22 p.16 p.19 p.18 Vocabulary • Family members • Feelings and emotions • Countries and nationalities • Appearance (parts of the body) • Colors • Jobs and occupations • Marital status (married, single, divorced) • Numbers (1 – 100) p.20 p.22 p.23 p.18 p.12 p.16 p.19,22 p.13 Main categories • Diversity • Space • Time • Energy • Matter Values • Freedom • Justice • Solidarity Learning context • Integrating topic “My profile” How do you introduce yourself and others? Diagnostic Test 1. Read the text and choose TRUE or FALSE for the statements below. My name is Greg. I’m 18 years old. I’m single. I have two brothers and one sister. My sister Cathy is a nurse. She’s twenty five. Cathy is married. Cathy’s husband is Rick. He’s 30. He is an architect. Rick’s parents live in Portugal, but he’s not Portuguese. He’s Italian. He works a lot and often feels tired. Rick is tall and fit. He has dark hair and blue eyes. Cathy and Rick don’t have children. I study from Monday to Friday. My school is big. The classrooms are very modern and clean. My favorite subject is Math. We have an interactive board in our classroom. When I go to school, I always take my books, a calculator, a ruler, two folders, several pens, a few pencils and my laptop. 1. His name is Grant. 2. Greg is eighteen. 3. He’s married. 4. Greg’s brother is a nurse. 5. Cathy’s husband is Italian. 6. Rick’s parents are from Spain. 7. Cathy has children. 8. Greg studies on weekends. 9. Greg’s classroom is clean. 10.His favorite subject is History. spell your name? introduce yourself? introduce others? name school and classroom objects? talk about your family? describe jobs and occupations? count from 1 to 100? describe your and other people’s appearance? name different colors? talk about countries and nationalities? Can you... Yes No TRUE FALSE 34 Language in Time I Lesson 1 Where is your home? Time to start I live in… Team up Listen on T8 Where Do They Live? Listen to Track 8. The team that answers all the questions faster, is the winner. 1. Who lives in Texas? 4. Who lives in a loft building? 7. Who lives close to work?2. Who doesn’t have a garage? 5. Who is good with plants? 8. Who has a modern kitchen?3. Who has a garden? 6. Who is a photographer? 9. Who has a small balcony? learn ordinal numbers, vocabulary related to homes and talk about different locations. Get ready to… Where would you like to live? On track 8 different people talk about their homes. Listen to them and fill in the table. Then listen again and complete thesentences below. Check it out! Type of home Location Garage GardenClaire Peter Christy I live in . I have a . It’s on the . I live in . Our house is . We have a . I live in . The loft is . We don’t have a . Claire Peter Christy I live on the 7th ( seventh ) floor. I live on the 3rd ( ) floor. We live on the 11th ( ) floor. They live on the 2nd ( ) floor. I live on the 8th ( ) floor. We live on the 1st ( ) floor. Note that the first floor in the U.S. is the ground floor in UK. 1st first 2nd second 3rd third 4th fourth 5th fifth 6th sixth 7th seventh 8th eighth 9th ninth 10th tenth 11th eleventh 12th twelfth 13th thirteenth 14th fourteenth 15th fifteenth 16th sixteenth 17th seventeenth 18th eighteenth 19th nineteenth 20th twentieth 21st twenty-first 22nd twenty-second 23rd twenty-third 24th twenty-fourth 25th twenty-fifth 26th twenty-sixth 27th twenty-seventh 28th twenty-eighth 29th twenty-ninth 30th thirtieth 31st thirty-first 40th fortieth 50th fiftieth 60th sixtieth 70th seventieth 80th eightieth 90th ninetieth 100th one hundredth 1,000th one thousandth The aim of this section is to present structures, functions or vocabulary the students are going to work with. The aim of this section is to encourage students to discuss, exchange information, make suggestions or express their personal opinion, in order to introduce the topic of the lesson and make it meaningful. Modular pages familiarize students and teachers with the goals, vocabulary, skills and structures of the module. It introduces the content of the module. Diagnostic tests help teachers elicit vocabulary and grammar rules. Students complete the task and, after finishing the module, they can take the test again to find out how well they’ve advanced. It helps develop a learner-centered approach. It makes learning memorable as learners can link new to old information, and it can help create a dynamic and stimulating environment. In this section, pre-listening activities are introduced through a series of questions or tasks to activate students’ background knowledge. A variety of pre-, during and post- listening activities are presented in each of the listening sections. Listening is one of the keys to successful language learning. After listening to a track several times, students will learn pronunciation, grammar and vocabulary. Listening activities in each module are graded to the students’ level. Listening skills are very important to learning a language because of the amount of language input that is received through listening. A variety of listening tasks are introduced in this section: • Listening and repeating • Listening and answering • Listening to scan selectively for certain information • Listening to say how many times you hear … • Listening to search for specific information • Listening for gist • Listening for the main idea • Listening and interacting View slide
  • 5The Structure of Language in Time 59Module 3 What do you normally do? Word for word Leisure Activities Match the photos to the phrases. Make sentences of your own using the new words. a - c -b - d - e - 1. go shopping 3. hang out with friends 2. do the dishes 4. go fishing 5. surf the Net Grammar peek Like + ing Enjoy, love, like, don’t mind, hate and dislike are usually followed by a verb + ing. love enjoy like don’t mind don’t like dislike hate Fill in the blanks to make the sentences that are true for you. 1. I enjoy . 2. I like . 3. I don’t like . 4. I hate . Project@Hand Look at the pie chart and draw a similar one that represents your likes and dislikes. Compare it with your classmates’. Read about Pete’s and Angela’s likes and dislikes. Discuss with your classmates who enjoys a healthy lifestyle and who doesn’t. What are your likes and dislikes? • Pete likes jogging in the morning. • Angela enjoys eating chocolates. • Pete likes working out. • Angela doesn’t mind sleeping till noon. • Pete loves having a healthy breakfast. • Angela hates cooking. • Pete enjoys riding his bicycle. • Angela doesn’t like eating fruit and vegetables. SPEAK UPSPEAK UP Pairwork Ask and answer these questions in pairs. • Where do you enjoy going on weekends? • Who do you like hanging out with? • What do you like doing on Sundays? • Do you enjoy studying alone? • What do you hate doing? • Where do you like working out? My likes and dislikes love like don’t like hate 13 Module 1 How do you introduce yourself and others? Project@HandWrite a list of classroom objects that you use and don’t use. Work in pairs.Pay attention. Raise your hand. Listen on T2 Listen and repeat the numbers. Now write and say whatseason, date, day of the week and month it is now. Pairwork What day of the week is today? Read and copy the days ofthe week in your notebook. Ask your partner to spell them. 1- one 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 30- thirty 40- forty 50- fifty 60- sixty 70- seventy 80- eighty 90- ninety 100- one hundred 1000- one thousand Cardinal Numbers Seasons and Months of the Year WINTER December January February SPRING March April May SUMMER June July August FALL (UK Autumn) September October November When is your birthday? Team up Which of these objects do you see around you? Mark andname them here. One team points to 5 classroom objects.The other team has to name them correctly. Teams have totake turns. ruler glue notebook pencil scissors eraser calculator school bag /backpack Act as a teacher. Tell your classmates what to do. Make sure they follow your instructions. Take turns SPEAK UPSPEAK UP Open your books. Write. Listen. I use … I don’t use… Lexical competence is a central part of communicative competence. In this section a variety of drills, collocations, idioms, phrasal verbs, synonyms, lexical phrases and semantic associations is introduced. The purpose of these activities is to familiarize students with a variety of words, expressions and collocations introduced in the texts and dialogs within the lesson. New lexical items are illustrated or explained through examples in every lesson. Vocabulary is just as important as grammar for communicating in a language. Activities in this section encourage students to explain the meaning of a word, pronounce it correctly, find synonyms and make sentences using them. New words are not presented in isolation and students are not encouraged to learn them by simple memorization. New vocabulary items are presented in contexts rich enough to provide clues to meaning and students are exposed to items they have to learn. Exercises include learning words through listening, reading and writing practices. This section deals with grammatical structures that appear in the lesson. Introducing grammar consciousness-raising tasks in Grammar Peek sections of the series we intend to combine the development of knowledge about problematic features with the provision for meaning-focused use of the target language. It promotes both proficiency gains and negotiated interaction in the participants. Activities in this section are created thinking about how the grammar point is used in everyday situations, then recreating some of these situations in the classroom in the form of dialogues or controlled discussions. After Ss are asked questions or given examples, which encourage them to infer the rules, grammar structures are clearly explained through notes and examples. Students should find examples of the grammatical structures in the texts or produce examples of their own. This section introduces game-type activities which should be performed in teams or groups. The activities in this section are interesting and motivating. They include guessing, matching, drawing, writing tasks and discussions. Students should be encouraged to use the lexical items and grammatical structures presented in the lesson. Examples are provided to facilitate students’ performance. This section enables students to work individually in the classroom or at home on some practical and motivating tasks like: interviews, posters, photos, recipes, descriptions, stories, formal documents, letters and research.
  • 6 Language in Time I The Structure of Language in Time 54 Language in Time I Lesson 1 What do you usually eat? Time to start I usually eat … I never eat… talk about healthy food, eating habits and learn how to use adverbs of frequency. Get ready to… Look at the illustration. Mark the food that you consider healthy. Compare and discuss it with your classmates. Interview your classmates to find out what they always, often, usually, rarely or never eat. Complete the table. How often…? Student 1 Student 2 Me always often usually rarely never SPEAK UP SPEAK UP Check it out! We use Adverbs of Frequency to tell how often something happens. always 100% frequently 90% usually 80% often 70% sometimes 40% seldom/rarely 20% never 0% Complete the sentences using adverbs of frequency. I have breakfast. I drink tea. I eat fruit. I cook dinner. I eat vegetables. Pairwork Ask and answer these questions in pairs. Do you often eat out? Do you sometimes read the nutritional information on the foods you buy? Do you usually eat junk food? Do you always have breakfast? Do you often eat fruit and vegetables? Do you sometimes eat desserts after dinner? Do you often eat at fast food restaurants? 35 Module 2 How do you get home? Word for word Homes Match the words with the illustrations. Read on The Holiday Home! Edgar and Sofia are planning a holiday. They can’t decide what country they’d like to go to and what holiday home to stay in. Read the dialog and mark the destination and the holiday home they choose. Practice the dialog in pairs. 1. garage 2. bedroom 3. kitchen 4. pool 5. balcony 6. loft 7. bathroom 8. living room Read the questions about your home. Answerthem. Then find a partner to talk about your home.Take turns. Where is your home? What don’t you like about your home and why?Is it an apartment or a house? Does it have a garage? Does it have a garden or a pool? How many bedrooms does it have? Is the kitchen spacious? Does it have a balcony or a terrace? Is it new or old? SPEAK UP SPEAK UP Project@Hand Read about holiday homes on www.midihideaways.com Choose one you would like to stay in. Explainyour choice. Look through the photo album on the web site.Choose the one you like the most and describeit to your classmates. What do you think about this one, Edgar?Your dream is to go to France but thisapartment is so small. Do you like this loft inSydney? The kitchen is so spacious and modern.I’m not sure. I’d like something closer to nature.What about this country house? It looks so old. Look at this modern house right bythe lake. It’s in Brazil. It’s beautiful. Can we make a reservation online?Of course. This is the holiday home of our dreams. Sofia: Edgar: Sofia: Edgar: Sofia: Edgar: The Holiday Home of Your Dreams! The Holiday Home of Your Dreams!• HOME • LOCATION • SEARCH • RESERVATION In this section, students’ attention is primarily focused on developing reading skills. Pre-, during- and post- reading activities are introduced in the section. Activities in this section encourage students to read for multiple purposes including: • to search for information • to synthesize and evaluate information • for general comprehension • to learn new information Some of the examples of the reading activities included in this section are: • Previewing the text • Skimming the text or portions of the text • Answering or formulating questions • Exploring key vocabulary • Outlining or summarizing key ideas • Examining emotions or attitudes of key characters • Writing down predictions • Completing tables, charts or grids • Expanding or changing a semantic map Careful reading of texts is encouraged. Tasks require students to demonstrate a good understanding of details in the text, to learn information from it, and to use that information for other tasks. Activities often focus on unraveling information in sentences, exploring inference that connect sets of information, distinguishing important ideas and using text information for other activities. If a text is too difficult for students, additional support is provided, encouraging students to work in pairs or groups and do post-reading activities together. In this section, students are encouraged to work in pairs, thus exchanging information or giving their personal opinion on a subject. Students should use the lexical items and structures introduced in the lesson. In this section, students put into practice what they’ve learned through listening, reading or writing activities, by creating dialogs, asking and answering questions, making comparisons, discussing different topics, etc. Activities in this section promote oral skills in many ways. Discussions, speeches, role plays, conversations, listening to dialogs and other accuracy-based activities are used in the speaking sections of the lessons. Activities that promote students’ getting acquainted with each other and practice specific structures in a realistic context. This section enables students to use some of the vocabulary, grammar and functions introduced in the lesson in a meaningful context. The activities are motivating and present real-life tasks. Students make suggestions, make decisions, express their personal opinion, compare photos, speculate, compare and discuss to achieve their goal. The speaking tasks are based on verbal or visual stimuli. In this section, students are introduced to different grammar points, interesting cultural facts or new lexical items which might encourage them to research more on a subject.
  • 7The Structure of Language in Time 25 Module 1 How do you introduce yourself and others? Cultural Reading • What do you know about Canadian people and culture? Canadian people and culture 82 percent of Canadians speak French or English, two of Canada’s official languages. Schools in Canada teach French as a second language to English-speaking students. One in five Canadians speaks French. Métis are half Native American and half French. They have separate culture and lands. There are more than 600,000 native people in Canada and there are eleven native languages. Canada has a variety of artistic cultures. People like dance, music and live theater which are common in Canada. The official colors of Canada are red and white. Writing practice 1. What are the official languages of Canada? 2. What language do schools teach to English-speaking students? 3. Who are the Métis? 4. How many native languages are there in Canada? 5. What does Canada have? 6. What are the official colors of Canada? After you read the text, answer the questions. Word for word a. indigenous, homegrown = b. fractional, incomplete = c. divided, segregated = d. average, frequent = Find synonyms for these words in the text. Use the dictionary. Write phrases or sentences of your own using them. Team up Each team has to create an ad (advertisement) of a school which offers studies for foreign students in Canada. The team that creates the most attractive and creative ad, wins. Use the model ad to create your own. WEB SEARCH Read about the Canadian flag and other interesting facts about Canada on http://www.flags-flags-flags. org.uk/canadian-flag.htm Study in Canada with CSL We offer • Highly experienced tutors • City center locations • Work experience programs • 1 year Diploma courses CALL NOW: 912 05 78 82 Email: foreigneducation@consultant.com CONTACT US TODAY Places are limited 46 Language in Time I Workbook 1. Listen to Track 8 and complete the sentences.a. Claire lives in .b. Claire’s kitchen is .c. Claire doesn’t have a .d. Claire drives a .e. Claire parks on the .f. Peter lives in .g. Peter lives in a house with a .h. Peter’s house is very .i. Peter goes fishing with his .j. There is a beautiful nearby.k. Christy lives in .l. Christy rents an .m. The loft is very .n. Christy has a modern .o. Frank is a .p. Frank works for a . 4. Write correct words for the images. Write sentences of your own using them. 3. Write ordinal numbers. 2. Read the dialog “The Holiday Home!” and answer thequestions. 1. Does Sofia like the loft in Sydney? 2. Is the kitchen in the loft small? 3. What house would Sofia like to rent? 4. Does the country house look new? 5. Where is the house in Brazil located? 6. What house does Sofia find beautiful? 7. What house does Edgar call the holiday home of theirdreams? 1. 2. 3. 4. 8. eleventh – 9. six hundred and sixth –10. twenty third – 11. nine hundred and seventh –12. seventy second – 13. three hundred and thirteenth –14. thirtieth – 1. seven hundred and fourth –2. third – 3. nineteenth – 4. one hundred and first –5. fifteenth – 6. two hundred and eighth –7. second – 47 Module 2 How do you get home? Workbook 6. Listen to Track 9 and answer the questions. 7. Write the correct words for the illustrations. Write sentences of your own using them. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 5. Identify the preposition of place or movement in theillustrations and then make sentences with them. 6. Are there many books in the bookcase?7. Is there a stove in the room?8. Is there a couch behind the bed?9. Are there two rugs on the floor?10. Is there a bathtub in the room? 1. Is the room big? 2. Is there a fridge in the room?3. Is there a chair next to the window?4. Is there a fireplace in the room?5. Are there two beds in the room? 1. 2. 3. 4. 5. 6. 7. 8. 9. 11. 12. 13. 14. 10. 1. 6. 11. 12. 13. 14. 15. 3. 8. 2. 7. 4. 9. 5. 10. The pages of the Workbook introduce a variety of exercises to consolidate speaking, writing, listening and reading skills practiced in the module. Exercises on these pages can be performed in the classroom individually, in pairs or in teams or at home. In this section of each module students are exposed to a variety of reading material. They cover multicultural topics, providing students with interesting information about the real world. The main aim is to provide intensive reading practice and to encourage students to do some research on the Internet. In this section, students are introduced to different writing tasks: answering questions, completing, expanding and elaborating, editing, comparing, retelling, etc. Students should be given enough time to perform the writing tasks. The use of the new lexical items and grammatical structures is encouraged. Students are encouraged to express their ideas in writing and to do so with reasonable coherence and accuracy. Activities introduced in this section should be viewed as an act of communication. The proposed sequence of activities start with primary focus on the mechanical aspects of writing, as the basic instrumental skill. Then they gradually move on to a combination of language focus and “purpose for writing”. Gradually, the communicative perspective will become more central to writing activities.
  • 8 Language in Time I Contents Module 2 How do you get home? p. 32 Listening Vocabulary Grammar Writing Reading Speaking Project Lesson 1 Where is your home? p. 34 - 35 “Where do they live?” Homes Simple Present - Questions Fill in the table. Write sentences. “The holiday home” Answer the questions about your home. Describe a holiday home. Lesson 2 Is there a sofa in your living room? p. 36 - 37 “Mark’s room” Furniture Prepositions of place Describe Angela’s room. Prepositions of place and sentences Describe a room. Describe a room you chose on the site. Lesson 3 What about your neighborhood? p. 38 - 39 “Neighborhoods” Adjectives Adjectives Fill up the semantic map. Questions Discuss questions and statements. Create a draft of a website. Module 1 How do you Introduce yourself and others? p. 10 Listening Vocabulary Grammar Writing Reading Speaking Project Lesson 0 ABC… p. 12 - 13 Alphabet Cardinal numbers Days of the week Classroom objects Imperatives and requests Complete the table. Numbers Colors Instructions Give classroom instructions. Write a list of classroom objects. Lesson 1 How do you spell your name? p. 14 - 15 “Nice to meet you!” Greetings ‘to be’ Simple Present Write correct sentences. Dialog and sentences Introduce yourself and your friends. Create an ID using information your peers shared. Lesson 2 What’s your job? p. 16 - 17 “What’s your job?” Jobs and Professions Possessive adjectives Possessive (‘s/s’) Complete a job application form. “Is Robert a chef?” Role play a job interview. Complete job application forms. Lesson 3 What do you look like? p. 18 - 19 “Is she pretty?” Appearance Verb ‘have’ Fill in the gaps in the sentences. Dialog and sentences Describe your appearance. Interview your classmates. Lesson 4 What´s your favorite subject? p. 20 - 21 “My favorite subject!” School subjects and classroom objects Definite and Indefinite articles Write sentences. New words Talk about your favorite subject. Write a list of classroom objects. Lesson 5 Where are your parents from? p. 22 - 23 “Jake’s family” Countries and nationalities Family members ‘Wh’ questions Complete the table. “Jake’s family” Present your classmate’s family. Build your family tree. My Project! p. 24 International Exchange Program Cultural Reading p. 25 Canadian people and culture Workbook p. 26 - 29 Total Assessment p. 30 - 31 Self-assessment Performance assessment Peer evaluation Developed projects
  • 9Contents Module 3 What do you normally do? p. 52 Listening Vocabulary Grammar Writing Reading Speaking Project Lesson 1 What do you usually eat? p. 54 - 55 “My eating habits!” Food Simple Present ‘Yes/No’ Questions Adverbs of frequency Answer the questions. Questions Discuss your and other’s eating habits. Write about how to improve eating habits. Lesson 2 What time does your friend wake up? p. 56 - 57 “Edward’s routine” The time Simple Present 3rd person singular Complete the table. Sentences Talk about your daily routine. Write about a daily routine. Lesson 3 Do you like doing exercise? p. 58 - 59 “Stacey enjoys working out!” Leisure activities Like + ing Answer the questions. Questions Discuss different lifestyles. Draw a pie chart. Lesson 4 What are you wearing? p. 60 - 61 “What are they wearing?” Clothes Present Continuous Complete the sentences. “Shopping online” Describe photos. Describe a celebrity. Lesson 5 Can cats bark? p. 62 - 63 “What can they do?” Animals Comparative and superlative adjectives Answer the questions. Questions Interview your classmates. Write about an animal. My Project! p. 64 Healthy eating habits Cultural Reading p. 65 Bicycle culture in Copenhagen Workbook p. 66 - 69 Total Assessment p. 70 - 71 Self-assessment Performance assessment Peer evaluation Developed projects Lesson 4 Is a library a public place? p. 40 - 41 “All about public places!” Public places Prepositions of time and action verbs Answer the questions. “Tokyo subway” Interview your classmates. Describe a place in Canada you’d like to visit. Lesson 5 How do you get home? p. 42 - 43 “How can I get there?” Directions Polite requests Write a conversation. “How can I get there?” Role play dialogs. Role play dialogs using a map. My Project! p. 44 Improve your neighborhood! Cultural Reading p. 45 From India with love! Workbook p. 46 - 49 Total Assessment p. 50 - 51 Self-assessment Performance assessment Peer evaluation Developed projects
  • Fundamental concept • Who am I? Subsidiary concept • As an individual Language functions • Introduce yourself • Introduce others • Name school and household objects p.15 p.16 p.13,21 Grammar notions • Personal pronouns • Verb ‘to be’ (am, is, are / affirm. neg.int) • Wh- questions • Possessive adjectives • Qualifying adjectives • Verb ‘to have’ • Definite and Indefinite articles p.14 p.14 p.14 p.22 p.16 p.19 p.18 Vocabulary • Family members • Feelings and emotions • Countries and nationalities • Appearance (parts of the body) • Colors • Jobs and occupations • Marital status (married, single, divorced) • Numbers (1 – 100) p.20 p.22 p.23 p.18 p.12 p.16 p.19,22 p.13 Main categories • Diversity • Space • Time • Energy • Matter Values • Freedom • Justice • Solidarity Learning context • Integrating topic “My profile” How do you introduce yourself and others?
  • Diagnostic Test 1. Read the text and choose TRUE or FALSE for the statements below. My name is Greg. I’m 18 years old. I’m single. I have two brothers and one sister. My sister Cathy is a nurse. She’s twenty five. Cathy is married. Cathy’s husband is Rick. He’s 30. He is an architect. Rick’s parents live in Portugal, but he’s not Portuguese. He’s Italian. He works a lot and often feels tired. Rick is tall and fit. He has dark hair and blue eyes. Cathy and Rick don’t have children. I study from Monday to Friday. My school is big. The classrooms are very modern and clean. My favorite subject is Math. We have an interactive board in our classroom. When I go to school, I always take my books, a calculator, a ruler, two folders, several pens, a few pencils and my laptop. 1. His name is Grant. 2. Greg is eighteen. 3. He’s married. 4. Greg’s brother is a nurse. 5. Cathy’s husband is Italian. 6. Rick’s parents are from Spain. 7. Cathy has children. 8. Greg studies on weekends. 9. Greg’s classroom is clean. 10. His favorite subject is History. spell your name? introduce yourself? introduce others? name school and classroom objects? talk about your family? describe jobs and occupations? count from 1 to 100? describe your and other people’s appearance? name different colors? talk about countries and nationalities? Can you... Yes No TRUE FALSE
  • 12 Language in Time I Lesson 0 ABC… learn the English alphabet, cardinal numbers, days of the week, months, colors, classroom objects and classroom instructions.Get ready to… Listen on T1 English Alphabet Listen to Track 1 and repeat the alphabet. Now try to read it backwards. Write your name on the ID card here and mark the letters from the alphabet which are in your name. NAME: __________________ Word for word Colors Read the words. What colors do you see on the palette? What three can you not see on the palette? What color is your school bag? What color is your pen? What color is your desk? What color is your cell phone? What color is your eraser? What colors are the objects around you? brown green orange pink purple white yellow red blue black
  • 13Module 1 How do you introduce yourself and others? Project@Hand Write a list of classroom objects that you use and don’t use. Work in pairs.Pay attention. Raise your hand. Listen on T2 Listen and repeat the numbers. Now write and say what season, date, day of the week and month it is now. Pairwork What day of the week is today? Read and copy the days of the week in your notebook. Ask your partner to spell them. 1- one 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 30- thirty 40- forty 50- fifty 60- sixty 70- seventy 80- eighty 90- ninety 100- one hundred 1000- one thousand Cardinal Numbers Seasons and Months of the Year WINTER December January February SPRING March April May SUMMER June July August FALL (UK Autumn) September October November When is your birthday?  Team up Which of these objects do you see around you? Mark and name them here. One team points to 5 classroom objects. The other team has to name them correctly. Teams have to take turns. ruler glue notebook pencil scissors eraser calculator school bag /backpack Act as a teacher. Tell your classmates what to do. Make sure they follow your instructions. Take turns SPEAK UPSPEAK UP Open your books. Write. Listen. I use … I don’t use…
  • 14 Language in Time I Lesson 1 How do you spell your name? Time to start Team up Grammar peek ‘to be’ Simple Present Listen on T1 English Alphabet Word for word Personal pronouns What photos illustrate these pronouns? What pronoun is missing? Illustrate it in your notebook. 1. We - 2. They - 3. I - 4. She - 5. You - 6. It - a c e f d b Each team has to spell all the names correctly. The fastest team is the winner. Now spell your first and last name (surname). Charles Dickens Meryl Streep Paulo Coelho Paul McCartney Agatha Christie Frida Kahlo He is Ben. She is not here. It is a dog. I am Mary. I am not a teacher. You are Mike. We are students. They are not here. Why does the verb (in bold) change in these sentences? Now look at the table. Make examples of your own. AFFIRMATIVE NEGATIVE QUESTION SHORT ANSWER I am (I’m) I am not (I’m not) Am I…? Yes, I am. No, I am (I’m) not. He is (He’s) She is (She’s) It is (it’s) He is not (He isn’t) She is not (She isn’t) It is not (It isn’t) Is he…? Is she…? Is it…? Yes, he is. No, he is not (isn’t). Yes, she is. No, she is not (isn’t). Yes, it is. No, it is not (isn’t). You are (You’re) We are (We’re) They are (They’re) You are not (You aren’t) We are not (We aren’t) They are not (They aren’t) Are you…? Are we…? Are they…? Yes, you are. No, you are not (aren’t). Yes, we are. No, we are not (aren’t). Yes, they are. No, they are not (aren’t). Complete the sentences with the correct form of ‘to be’. 1. She Nora. 4. We teachers. 7. It a computer. 2. They friends. 5. He James. 8. They not students. 3. I at school. 6. You young. 9. She not alone. learn the Simple Present of ‘to be’, the English alphabet, personal pronouns, spell words and introduce yourself.Get ready to… Listen and repeat the alphabet. Write in the missing letters. Write and spell your name. I am . You are . She is . He is . It is . We are . They are .
  • 15Module 1 How do you introduce yourself and others? Read on My name is Steven. Pairwork Listen on T3 Nice to Meet You! Writing practice I’m Steven. My last name is Morgan. It is spelled m-o-r-g-a-n. I’m nineteen. My friend is Mayra. She’s a student too. She is at my school. We are very good friends. After you read the text, answer the questions in pairs. After that, change all the sentences in the text into negatives. Is he Steven? Is he a student? Is he a teacher? Is he twenty years old? Is she Mary? Is she a student? Is she at his school? Are they good friends? Example: I’m Steven. – I’m not Steven. How do you greet your friends? How do you greet strangers? How do you introduce yourself? Listen to the dialog and repeat all short answers. Fill in the gaps as you listen. Listen again and underline all personal pronouns in it. Role play the dialog using different names. Hi, Rob. How ______ you? This is my boyfriend Josh. I’m fine. Thank you. Nice to meet you, Josh. ______ it your full name? Good morning, Rob. Nice to meet you, too. Josh ____ short for Joshua. How do you spell it? j – o – s – h – u – a . My last name ______ Burnes. Oh, Rob, Josh is twenty one, like me. How old _____ you? I’m nineteen. By the way, I hike with Tim. He’s over there. Have a nice day, guys. Good bye. We hike with Fred and Sharon. They ______ great. See you later, Rob. Elsa: Rob: Josh: Rob: Josh: Elsa: Rob: Josh: Listen to Track 3. Correct the mistakes and write correct sentences. Then read the correct sentences out loud. 1. Elsa are with Josh. 4. Joshua’s last name are Burnes. 2. Josh isn’t twenty one. 5. Josh are short for Joshua. 3. Fred and Sharon is great. 6. Tim are over there. Choose your favorite singer, writer or actor. Introduce yourself to your classmates using the name of your favorite celebrity. Now choose a friend or your classmate and introduce him/her to the group. Write your name and 3 other names on the board and spell them. Tell your classmates what name you like the most and spell it. Check it out! SPEAK UPSPEAK UP ‘you’ singular = ‘you’ plural Good morning – 00:00 till 12pm Good afternoon – 12:00pm till 6pm Good evening – 6pm till 12am Good night – when saying good bye at night - How old are you? - I’m ten. OR I’m ten years old. - I’m ten years. NOT CORRECT Project@Hand Bring your friend’s or parents’ ID (identification document). Write about him/her using information from the ID. Ask your classmates to create an ID using the information you shared. Read about the most popular pet names on www.petbabynames.com Spell the pet names you like the most. Work in pairs. Introduce each other and your classmates. Use the dialog from Track 3 to role play a dialog of your own.
  • 16 Language in Time I Lesson 2 What’s your job? learn possessive adjectives, the possessive (‘s/s’), cardinal numbers, to talk about jobs and to give personal information.Get ready to… Time to start What’s his job? What’s his job? What’s his job? What’s her job? What’s her job? What are their jobs? Listen on T4 What’s Her Job? What are your parents’ jobs? Listen to the dialog and circle all the jobs in it. Practice the dialog and complete the sentences below. Is your sister a nurse? No, she isn’t. She’s a veterinarian. How interesting! My friend Nick is a vet, too. What’s your job? I’m a student, but I work as a babysitter on Saturdays. My father is a doctor, but I’m studying to become an archaeologist. Really? That’s awesome! Carol: Jim: Carol: Jim: Carol Jim: Carol a. Jim’s sister is a  . b. Carol’s friend is a  . c. Jim’s father is a  . d. Carol is a  , but on weekends she is a . e. Nick is a . Grammar peek Possessive Adjectives The Possessive (‘s/s’) Which out of these 3 sentences expresses possession and why? They are doctors. Their patients are in the hospital. The doctor’s patient is here. How do you show possession in your native language? PERSONAL PRONOUNS POSSESSIVE ADJECTIVES I my you your he his she her it its we our they their How can we show possession in English? Complete the sentences. My friend is . His profession is . My friend’s father is . The teacher’s name is . Use ‘s/s’ to show possession Martha’s sister (singular) The sisters’ career (plural) The children’s room (irregular plural) Luis’s friend (word ending in ‘s’) Note: ‘s can be also a contraction of the verb ‘be’. Example: Dan’s teacher. (shows possession) Dan’s a teacher. = Dan is a teacher.
  • 17Module 1 How do you introduce yourself and others? Imagine you are interviewed for a job position. Introduce yourself. Give personal information like your full name, age, marital status, occupation, e-mail address and telephone number. Now interview your classmates. Ask them to give you their personal information. SPEAK UPSPEAK UP Project@Hand On the website www.job-applications.com you will find application forms for different companies. Choose a company and print out an application form. Fill it out. Role play a job interview with your classmates using your form. Full name: Marital status: E-mail address: Age: Occupation: Telephone number: Word for word Jobs and Professions secretary NAMES JOBS AGE ACTIVITIES mailman doctor nurse plumber handyman architect businessmanchef cook Team up Each team member has to show/mime a worker of any profession presented in this lesson. The team that guesses all jobs shown by the opposite team correctly is the winner. With your books closed, remember as many jobs mentioned in class as you can. Example: Carlos is a businessman. Roxana is a nurse. Robert is a secretary. Check it out! Weekday = from Monday to Friday Weekend = Saturday and Sunday Tim’s and Rita’s books are here. (Each of them has one book.) Tim and Rita’s books are here. (Books belong to both Tim and Rita.) Read on Is Robert a chef? Look through the text and say what it is about. Scan the text to find all the jobs in it. After you read the text, find words in the text which refer to names, jobs, age and activities. Write some questions for the text in your notebook and have your classmates answer them. Check their answers and correct their mistakes if necessary. Robert is my friend. He is a cook at his father’s restaurant. His father, Daniel, is a chef. Robert’s job is to slice and chop vegetables. Robert’s sister, Jess, is a waitress. She attends tables at the restaurant on weekends. Jess’s friends are waiters on weekends too. On weekdays Robert’s sister goes to school. Writing practice Complete this job application form. Interview your classmate and complete a form for him/her.
  • 18 Language in Time I Lesson 3 What do you look like? describe your and other people’s appearance and use the verb ‘have’.Get ready to… Time to start What do your classmates look like? What do you look like? • Who is tall? • Who is short? • Who is slim? • Who has short hair? • Who has long hair? • Who has dark hair? • Who has blue eyes? NAME 1 NAME 2 ME Word for word Appearance Mark the words that can help you describe your appearance. blue eyes curly dark hair tall short overweight slim/fit shaved head/bald straight short light/blond hair fair/pale skin dark skin tanned skin brown eyes green eyes gray eyes Grammar peek Verb ‘have’ Read the sentences and say what the verb ‘have/has’ is used for. Then look at the table. After that, make examples of your own. I have short hair. He has dark eyes. They have dark skin. She has green eyes. AFFIRMATIVE NEGATIVE QUESTION SHORT ANSWER I/You/We/They have I/You/We/They don’t have Do I/you/we/they have? Yes, I/you/we/they do. No, I/you/we/they don’t. He/She/It has He/She/It doesn’t have Does he/she/it have? Yes, he/she/it does. No, he/she/it doesn’t. EYES HAIR HEIGHT WEIGHT COMPLEXION
  • 19Module 1 How do you introduce yourself and others? 1 2 3 3 Listen on T5 Is She Pretty? Have you ever been on a blind date? Listen to the dialog and complete the sentences in it. Listen again and practice it in pairs. Now replace some words with the words below and practice it again. Mark the photo of Paola. Could you go on a blind date? It’s with my friend Paola. Tell me about her. What does she look like? Well, she’s tall. She has hair and eyes. She has skin and she’s . Wow. She sounds like a very attractive girl. Does she like guys like me? She likes guys who have skin, dark eyes and a shaved head! Just like you! All right then. I’ll see her this Saturday. Pam: Jason: Pam: Jason: Pam: Jason: blonde / curly short green / brown overweight Would you like to change anything in your appearance? If yes, what? Tell your classmates about it. Interview your classmates to find out if they would like to change their appearance and why. SPEAK UPSPEAK UPProject@Hand Describe your favorite celebrity’s appearance. Go to www.celebstyle.com to find out the latest styles of celebrities. Choose one photo of a celebrity and write a description of his/her appearance. Read your writing and compare it to your classmates’. Complete the sentences according to the photos above. Read them out loud. 1. She has hair, eyes and skin. 2. She long , big blue and skin. 3. She glasses and hair. 4. She has hair, eyes and tanned . Writing practice
  • 20 Language in Time I Lesson 4 What’s your favorite subject? learn about qualifying adjectives, school subjects, school objects, definite and indefinite articles, feelings and emotions.Get ready to… Time to start Mark’s favorite subject is history. And yours? My favorite subject is … In Mark’s classroom… a board, a projector, a computer, a globe, a clock, a ruler, a marker, a lamp In my classroom…  How do you feel in your Math, English, Gym classes? Listen on T6 My favorite subject Listen to Mayra. What classroom objects does she mention? Mark them in the WORD FOR WORD section. Listen again and circle the correct words here. Read the correct sentences. 1. Mayra’s geography teacher is . Mr. Jensen Mr. Lensen 2. Mayra is good at . geography Gym 3. Mayra’s desk and chair are . uncomfortable comfortable 4. The map in the classroom is . old new 5. The globe in the classroom is . small big 6. In geography class Mayra is never . bored interested 7. Mayra’s friend likes . history geography 8. Mayra’s classmates are excited to go to . gym class math class 9. When Mayra has lots of homework, she gets . hungry tired Grammar peek Definite and Indefinite articles A. It is a pen. B. This is a map. C. Look at the pen! D. The map in our classroom is old. Indefinite articles ‘a’ and ‘an’ do not refer to a particular thing and are not used with plural nouns. a notebook, a pencil, a board BUT an ID card, an object, an umbrella (we use ‘an’ for words that begin with a vowel sound) The definite article ‘the’ refers to a particular thing and can be used with singular and plural nouns. The desk in my room is old. Listen to Track 6 again and say how many indefinite and definite articles you hear. Why do you think in sentences A and B the article ‘a’ is used? And in sentences C and D the article ‘the’ is used?
  • 21Module 1 How do you introduce yourself and others? Word for word School and Classroom objects “What’s this?” Feelings and Emotions “How do you feel?” Adjectives Tell your classmates about your favorite subject. What classroom objects does your math/science/ history/geography teacher use? Describe your classroom using the adjectives from the WORD FOR WORD section. SPEAK UPSPEAK UP Project@Hand Write a list of school/classroom objects that would make the teaching/learning process and classroom environment in your school motivational and efficient. Use the Internet to find out about modern school/classroom items. Report to your group about your findings. Check it out! To ask about an object we say “What’s this?” or “What’s that?” To ask about objects we say “What are these?” or “What are those?” To answer we say “This is a …” or “That is a…”, “These are …” or “Those are …”. What do we add to a noun to change it from singular to plural? Singular Plural one pen two pens a book many books a house houses clips /s/ cars /z/ boxes /Iz/ 1. new 2. big 3. dirty 4. light 5. comfortable 6. hot 7. full a. cold b. dark c. empty d. old e. clean f. uncomfortable g. small Match the opposites. tired excitedthirsty bored paper clip paintbrush globe chair desk board map projector ruler scissors felt pensthumbtack rubber band colored pencils notebook this these thosethat pencil
  • 22 Language in Time I Lesson 5 Where are your parents from? learn about different countries and nationalities, family members and ‘Wh-‘ questions.Get ready to… Time to start Where are you from? Where is he from? Where is she from? Where are they from? Listen on T7 Jake’s family Is your family big? As you listen, circle correct words in the text. Listen again and say how many nationalities Jake mentions. Read the text and answer the questions below. Identify and write Jake’s family members in the photo. I’m Jake and my family is really big. My father/mother, Martha, is sixty five. She’s Portuguese. My father/mother, Nick, comes from Germany. I’m married. My wife/husband, Jennifer, is from Argentina. Her parents/grandparents aren’t Argentinian. They are American. Jennifer’s parents are very nice. My mother-in-law/father-in-law is a chef and he loves cooking for the family. I have a brother/sister, Leila. Her husband/wife, Giorgio, is Italian. I have a sister/brother too, Victor. Victor’s wife, Rosa, is Cuban. I have two uncles/ aunts and they live in Canada, so my nephews/cousins are Canadian. I have two daughters/sons, Alex and Ben. Alex is ten and Ben is six. I love family reunions. 1. Is Jake’s family big?  2. How old is Jake’s mother?  3. Where is Jennifer from?  4. Are Jennifer’s grandparents American?  5. Is Leila’s husband Cuban?  6. Where is Giorgio from?  7. Who is Rosa? 8. Are Jake’s uncles Canadian?  9. What nationality are Jake’s cousins?  10. How many children does Jake have?  Jake ask about things ask about time ask about manner ask about a person ask about place or position ask for reasons Grammar peek ‘Wh’ Questions What question words do you use if the answers are - Mexico, - 8 o’clock, - Anna ? Examples: - What is it? – It is a map. - Where is it? – The map is on the wall. - When do you study? – I study at night. - Who is your teacher? – My teacher is Mr. Dublin. - How do you sleep? – I sleep well. Write the questions of your own in a notebook using different question words.
  • 23Module 1 How do you introduce yourself and others? Team up Each team has to ask correct questions for the answers here. The team that makes more correct questions, wins. on the weekend in the house my uncle a computer because I like it at 10 o’clock Word for word Countries and Nationalities Family Members 1. Cuba 2. The United States of America 3. Germany 4. Argentina 5. Italy 6. Canada 7. Portugal a. Italian b. Canadian c. Portuguese d. Cuban e. German f. American g. Argentinian parent(s) grandchild(ren) cousin(s) uncle - aunt nephew - niece in-law(s) Interview a classmate about his/her family. Write the names of his/her family members on the tree here. Fill in the table and present his/her family to the group. SPEAK UPSPEAK UP Match the countries with the nationalities. mother/ wife son/ brother daughter/ sister grandfather grandmother father/ husband NAME RELATIONSHIP NATIONALITY AGE Tim brother American 20 Project@Hand Visit www.familyecho.com to build your own family tree. Print it out and tell your classmates about your family using it. Have your classmates draw your family tree as they listen to you. Compare your family tree to their drawings. Example: Carla’s brother is Tim. He is American. He’s 20. Now I can… YES NO spell my name. introduce myself. introduce others. name school and classroom objects. talk about my family. describe jobs and occupations. count from 1 to 100. describe my and other people’s appearance. identify different colors. talk about countries and nationalities.
  • 24 Language in Time I My Project International Exchange Program A student from Canada wants to stay with you in your home. The International Exchange Program agency wants to find the right family for his stay. They would like to know about you, your family and your interests. Fill out the application form. Write about you and your family (jobs, occupations, favorite school subjects and appearance). About 70 words. APPLICATION FORM First Name (s) Last name Marital status Occupation Address Zip code Date of birth Age Nationality Telephone number E-mail address       
  • 25Module 1 How do you introduce yourself and others? Cultural Reading • What do you know about Canadian people and culture? Canadian people and culture 82 percent of Canadians speak French or English, two of Canada’s official languages. Schools in Canada teach French as a second language to English-speaking students. One in five Canadians speaks French. Métis are half Native American and half French. They have separate culture and lands. There are more than 600,000 native people in Canada and there are eleven native languages. Canada has a variety of artistic cultures. People like dance, music and live theater which are common in Canada. The official colors of Canada are red and white. Writing practice 1. What are the official languages of Canada?  2. What language do schools teach to English-speaking students?  3. Who are the Métis?  4. How many native languages are there in Canada?  5. What does Canada have?  6. What are the official colors of Canada?  After you read the text, answer the questions. Word for word a. indigenous, homegrown = b. fractional, incomplete = c. divided, segregated = d. average, frequent = Find synonyms for these words in the text. Use the dictionary. Write phrases or sentences of your own using them. Team up Each team has to create an ad (advertisement) of a school which offers studies for foreign students in Canada. The team that creates the most attractive and creative ad, wins. Use the model ad to create your own. WEB SEARCH Read about the Canadian flag and other interesting facts about Canada on http://www.flags-flags-flags. org.uk/canadian-flag.htm Study in Canada with CSL We offer • Highly experienced tutors • City centre locations • Work experience programs • 1 year Diploma courses CALL NOW: 912 05 78 82 Email: foreigneducation@consultant.com CONTACT US TODAY Places are limited
  • 26 Language in Time I Workbook 1. Match the questions with the answers. a. How are you? b. What’s your name? c. Where are you from? d. What color is it? e. How old are you? f. How do you spell that? 2. Listen to Track 3 and answer the questions. 4. Fill in the gaps with the correct form of the verb ‘to be’. Now change the sentences into negatives. Now change the sentences into questions. 3. Write the correct words and numbers according to the photos. 1. I’m fifteen. 2. It’s brown. 3. r – o – s – e 4. Fine, thanks. 5. I’m Sam. 6. I’m from France. 1. Who is Josh?  2. What’s Josh’s last name?  3. How old is Rob?  4. How old is Joshua?  5. Who is Elsa’s boyfriend?  6. Where is Tim?  1. He is my friend. 2. We students. 3. She Anna. 4. They young. 5. It a dog. 6. I a teacher. 7. It a long desk. 8. You six years old. 9. Tim and Mark doctors. 1. He isn’t my friend. 2.  3.  4.  5.  6.  7.  8.  9.  1. Is he my friend? 2.  3.  4.  5.  6.  7.  8.  9.  ten students
  • 27Module 1 How do you introduce yourself and others? Workbook 5. Write the correct numbers. 6. What classroom objects are these? 7. What are their jobs? Write them down. 1. thirty-six – 2. eighteen – 3. five hundred and twelve – 4. ninety-one – 5. forty-seven – 6. eleven – 7. fifty-two – 8. nine hundred and eight – 9. thirteen – 10. four hundred and ten – 11. seventeen – 12. twenty-one –
  • 28 Language in Time I Workbook 8. Listen to Track 5 and choose TRUE or FALSE for the statements. a. Paola is short. b. Paola has long hair. c. Jason has fair skin. d. Paola has blue eyes. e. Jason has curly hair. f. Paola is slim. g. Jason has green eyes. h. Jason would like to meet Paola. 1. He’s twenty eight. He has blond hair and blue eyes.  2. She’s in her twenties. She has long blond hair and green eyes.  3. He’s fifty-two years old. He has gray hair, gray eyes and fair skin.  4. She is nineteen. She has long dark hair and dark eyes.  5. She is in her forties. She has blond hair and glasses.  6. He is twenty-two. He has dark skin, short dark hair and glasses.  9. Match the descriptions with the names. Then describe your best friend. TRUE FALSE Christina Robert Marco Diana Erica Michael
  • 29Module 1 How do you introduce yourself and others? Workbook 10. Listen to Track 6 and answer the questions. 1. What’s Mayra’s favorite subject?  2. Who is Mayra’s geography teacher?  3. Is Mayra’s classroom dirty?  4. Is the map old in her classroom?  5. Is geography interesting?  6. Who is Mayra’s best friend?  7. Is Mayra bored when she studies geography?  12. Write the nationality for each country. 11. Complete the sentences with the correct family-related words according to the Green’s family tree. 1. Sam and Lina are Mary’s  . 2. Daniel is Hector’s  . 3. George is Lina’s  . 4. Kate is Daniel’s  . 5. Paul and Hector are Sam’s  . 6. Elsa is Hector’s  . 7. Inga is Edgar’s  . 8. Ben is Sonia’s  . 9. Kate is Sam’s  . 10. Paul is George’s  . 11. Kate is Rita’s  . 12. Ben is Paul’s  . 13. Rita and Fred are George’s  . 14. Paul is Ben and Sonia’s  . 1. Cuba –  2. Argentina –  3. China –  4. France –  5. Germany –  6. Italy –  7. Mexico –  8. Canada –  9. Portugal –  10. Japan –  13. Listen to Track 7 and choose TRUE or FALSE for the statements. 1. Jake’s family isn’t big. 2. Jake’s mother is 65 years old. 3. Jake’s father is French. 4. Jake is single. 5. Jake’s wife comes from Argentina. 6. Jennifer’s parents are Canadian. 7. Leila’s husband is Italian. 8. Victor’s wife isn’t Cuban. 9. Jake’s mother-in-law is a chef. 10. Jake has two aunts. 11. Jake’s sons are Ben and Alex. 12. Jake’s cousins are American. TRUE FALSE Inga Fred Sharon Sonia Ben Hector Elsa Paul Daniel RitaEdgar Kate George Mary Sam & Lina
  • 30 Language in Time I Total Assessment SELF-ASSESSMENT Aspects of Competence ADEQUATE (9 – 10) SUFFICIENT (6 – 8) INADEQUATE (0 – 5) REVIEW Expresses ideas and concepts by means of language, math or graphics. Lesson 1 Word for word Lesson 2 Listen on Lesson 3 Time to start Uses technology to solve problems. Lesson 1,3 Project@Hand Cultural Reading WEB SEARCH Accepts that respect for differences is a principle of integration and coexistence in local, national and international contexts. Lesson 1 SPEAK UP Lesson 4 Team up Lesson 5 Listen on Cultural Reading My project! Uses information and communication technology to find information and express ideas. Lesson 2 Project@Hand Lesson 4 Project@Hand Cultural Reading WEB SEARCH Total Performance Assessment Performance Indicators Yes No Introduces himself/herself and others. Describes his/her family. Names different jobs and professions. Spells words. Counts from 1 to 100. Names different countries and nationalities. Understands and follows classroom instructions. Names school and classroom objects. Fills out an application form. Names different school subjects. Describes his/her and other people’s appearance. Distinguishes between singular and plural nouns. Identifies the verb ‘to be’ in its Present forms. Total
  • 31Module 1 How do you introduce yourself and others? PEER EVALUATION Individual Work Aspects of Competence PEER 1 PEER 2 PEER 3 1. Uses information and communication technology to find information to express his/her ideas and opinions. 2. Has responsibility, discipline and initiative to learn. 3. Accepts responsibility for his own learning. Team Work Aspects of Competence PEER 1 PEER 2 PEER 3 1. Expresses ideas and points of view as well as listens to his/her peers in a cooperative way. 2. Respects points of view and opinions of his/her teammates. 3. Acknowledges his/her teammates’ skills when assigning tasks. 4. Assumes responsibility for the final result of teamwork. DEVELOPED PROJECTS Self-Assessment Lesson Project Delivered on time YES (1) NO (0) Information is clear and adequate YES (1) NO (0) Good use of ICT YES (1) NO (0) 0 Make a list of classroom objects you use and do not use. 1 Create an ID according to your classmate’s description. 2 Fill out a job application form. 3 Describe your favorite celebrity’s appearance. 4 Write a list of classroom objects that would improve teaching and learning process. 5 Build your family tree. Total
  • Fundamental concept • Where do I live? Subsidiary concept • Geographical location Global National Local Language functions • Give and follow instructions. • Ask for and give information about places. • Describe places. • Locate objects. p.43 p.42 p.38 p.36 Grammar notions • Prepositions of time (in, on, at) • Prepositions of place (in, on, at, between, in front of, under, above, next to, behind, across) • Demonstrative adjectives • There is / There are p.40 p.36 p.38 p.36 Vocabulary • Action verbs • Directions • Parts of a house • Furniture • Public places (local, national, worldwide) p.40 p.43 p.34 p.36 p.40 Main categories • Diversity • Space • Time • Energy • Matter Values • Freedom • Justice • Solidarity Learning context • Integrating topic “My home” How do you get home?
  • Diagnostic Test 1. Christina lives in a big apartment. 2. There is a garden in her house. 3. There are three bathrooms in her house. 4. There is a balcony on the 2nd floor. 5. The kitchen is old. 6. There is a bed behind the mirror in her bedroom. 7. Christina’s neighborhood is dangerous. 8. She can go to school by bus. 9. She turns left on the main street to get to school. 10. The school is in front of the market. identify action verbs? use prepositions of place? talk about public places? name parts of a house and furniture? use prepositions of time? ask for and give directions? use ‘there is’ and ‘there are’? describe different places? Can you... Yes No TRUE FALSE 1. Read the text and choose TRUE or FALSE for the statements below. I’m Christina. I live in a big house. There is a garage and a garden. There are three bedrooms and four bathrooms in my house. There is a small balcony on the second floor. The kitchen is new and modern. My favorite room is my bedroom. The bed is next to the mirror and there are beautiful curtains on the window. The closet is next to the bed. There is a small rug on the floor. I live in the suburbs. My neighborhood is safe but not very clean. There are not many places to go to, but people are friendly. There is a park, a shopping mall and a cathedral in my neighborhood. There are two schools and a library near my house. My school is not far from my house. It’s just 2 kilometers away, so I can get there by bus or walking. First I turn right on the main street and then go straight. It’s right in front of the market. I like my house and my neighborhood a lot.
  • 34 Language in Time I Lesson 1 Where is your home? Time to start I live in… Team up Listen on T8 Where Do They Live? Listen to Track 8. The team that answers all the questions faster, is the winner. 1. Who lives in Texas? 4. Who lives in a loft building? 7. Who lives close to work? 2. Who doesn’t have a garage? 5. Who is good with plants? 8. Who has a modern kitchen? 3. Who has a garden? 6. Who is a photographer? 9. Who has a small balcony? learn ordinal numbers, vocabulary related to homes and talk about different locations.Get ready to… Where would you like to live? On track 8 different people talk about their homes. Listen to them and fill in the table. Then listen again and complete the sentences below. Check it out! Type of home Location Garage Garden Claire Peter Christy I live in  . I have a  . It’s on the  . I live in  . Our house is  . We have a  . I live in  . The loft is  . We don’t have a  .Claire Peter Christy I live on the 7th ( seventh ) floor. I live on the 3rd ( ) floor. We live on the 11th ( ) floor. They live on the 2nd ( ) floor. I live on the 8th ( ) floor. We live on the 1st ( ) floor. Note that the first floor in the U.S. is the ground floor in UK. 1st first 2nd second 3rd third 4th fourth 5th fifth 6th sixth 7th seventh 8th eighth 9th ninth 10th tenth 11th eleventh 12th twelfth 13th thirteenth 14th fourteenth 15th fifteenth 16th sixteenth 17th seventeenth 18th eighteenth 19th nineteenth 20th twentieth 21st twenty-first 22nd twenty-second 23rd twenty-third 24th twenty-fourth 25th twenty-fifth 26th twenty-sixth 27th twenty-seventh 28th twenty-eighth 29th twenty-ninth 30th thirtieth 31st thirty-first 40th fortieth 50th fiftieth 60th sixtieth 70th seventieth 80th eightieth 90th ninetieth 100th one hundredth 1,000th one thousandth
  • 35Module 2 How do you get home? Word for word Homes Match the words with the illustrations. Read on The Holiday Home! Edgar and Sofia are planning a holiday. They can’t decide what country they’d like to go to and what holiday home to stay in. Read the dialog and mark the destination and the holiday home they choose. Practice the dialog in pairs. 1. garage 2. bedroom 3. kitchen 4. pool 5. balcony 6. loft 7. bathroom 8. living room Read the questions about your home. Answer them. Then find a partner to talk about your home. Take turns. Where is your home? What don’t you like about your home and why? Is it an apartment or a house? Does it have a garage? Does it have a garden or a pool? How many bedrooms does it have? Is the kitchen spacious? Does it have a balcony or a terrace? Is it new or old? SPEAK UPSPEAK UP Project@Hand Read about holiday homes on www.midihideaways.com Choose one you would like to stay in. Explain your choice. Look through the photo album on the web site. Choose the one you like the most and describe it to your classmates. What do you think about this one, Edgar? Your dream is to go to France but this apartment is so small. Do you like this loft in Sydney? The kitchen is so spacious and modern. I’m not sure. I’d like something closer to nature. What about this country house? It looks so old. Look at this modern house right by the lake. It’s in Brazil. It’s beautiful. Can we make a reservation online? Of course. This is the holiday home of our dreams. Sofia: Edgar: Sofia: Edgar: Sofia: Edgar: The Holiday Home of Your Dreams!The Holiday Home of Your Dreams!• HOME • LOCATION • SEARCH • RESERVATION
  • 36 Language in Time I on under/below over/above in behind in front of between into out of up through across beside/next to around Lesson 2 Is there a sofa in your living room? use prepositions of place, ‘there is/there are’, describe furniture and household items.Get ready to… Time to start What furniture is there in this living room? Grammar peek Word for word Prepositions of Place and Movement Pairwork Furniture When do we use ‘There is’ or ‘There are’? Use ‘There is / There are’ to say that something exists (or does not exist) or to describe a place. Use ‘There is’ for singular nouns and ‘There are’ for plural nouns. Positive Negative Question There is a chair in the room. Thereisn’tachair in the room. Is there a chair in the room? There are chairs in the room. There aren’t any chairs in the room. Are there any chairs in the room? There is … There are … Write the correct words by the items. couch armchair bed clock stove rug bookcase curtains fireplace Work in pairs. Read the sentences and decide when we use ‘some’ or ‘any’. Ask your teacher if your suggestions are right. – Are there any chairs in your classroom? – Yes, there are some. But there aren’t any tables.
  • 37Module 2 How do you get home? Make a drawing of a room. Describe it to your classmates and ask them to draw it. Then compare your drawing to theirs. Take turns. Tell your classmates how you imagine an ideal kitchen, bedroom or living room in your dream house. What furniture would it have and where? Choose the descriptions you like the most. Explain your choice. SPEAK UPSPEAK UP Project@Hand Visit http://idealhouse.com.sg/project.html. Look through the photos of different room designs offered on the site. Choose the room you like the most. Describe it in your notebook. Now choose the room you don’t like and write what you would change in it. Compare your choices with your classmates’. Writing practice This is Angela’s room. Do you like it? What furniture would you add, remove or move to another place in Angela’s room? Describe this room in your notebook using ‘There is’ or ‘There are’. Read your description to your classmates. Correct your classmates’ mistakes if any. Listen on T9 Mark’s Room Listen to Mark’s description of his room and choose YES or NO for the statements. 1. There are two desks in Mark’s room. YES NO 2. There is a big mirror on the wall. YES NO 3. There aren’t any books in his room. YES NO 4. There is a big couch between the desk and the bed. YES NO 5. Mark’s desk is next to the window. YES NO
  • 38 Language in Time I Lesson 3 What about your neighborhood? talk about neighborhoods and learn new adjectives to describe them.Get ready to… SUBURB FARM or RANCH CITY TOWN Discuss these questions and statements with your classmates. What is a neighborhood? Why do some people live on ranches? What kinds of neighborhoods do you know? Some people like to live in suburbs. Why? What neighborhoods in your city/district are dangerous? People with families like to live in quiet neighborhoods. Why? SPEAK UPSPEAK UP Time to start Which of these places look like your neighborhood and which don’t? Pairwork This is a farm. That is a big house. These are animals. Those are big barns. In pairs, discuss what demonstrative adjectives are used for. Determine which of them show that something is located near and which show that something is located far from the speaker or writer. Write some sentences using this, that, these, those. Listen on T10 Neighborhoods Do you like living in your neighborhood? Listen and fill out the map with the key words related to different kinds of neighborhoods.
  • 39Module 2 How do you get home? Writing practice Listen to Track 10 and answer the questions. Discuss your answers in pairs or groups. 1. What is a neighborhood?  2. What do people who live on a farm or ranch do?  3. Are there many apartments in small towns?  4. Where do most people live nowadays?  5. Where can you see the tallest buildings?  6. What are the main characteristics of an ethnic neighborhood?  7. What do most people do in industrial neighborhoods?  8. Where do people do their shopping and business in suburbs?  Team up First each team has to match the adjectives with their opposites. After that, the teams have to write descriptions of the two neighborhoods presented in the images. The teams have to use as many adjectives as possible from the list. The team that writes their descriptions faster and uses more adjectives from the list, becomes the winner. 1. quiet 2. large 3. different 4. clean 5. safe a. dirty b. similar c. noisy d. dangerous e. small Project@Hand Let’s improve life in our neighborhoods! www.neighborhoodlife.net is a web site created to promote the well being of neighborhoods. Some of the ideas to improve neighborhoods that the site offers are: promoting to buy local, organizing street cleaning, planting trees, building new facilities and making neighborhood life more entertaining. What ideas to promote the well being of your neighborhood do you have? Write them down. In pairs or groups create a draft of a website which could help improve life in your neighborhood.
  • 40 Language in Time I Lesson 4 Is a library a public place? talk about different public places, use action verbs and learn about prepositions of time.Get ready to… Time to start What is a public place? Do you know any rules of conduct which apply to public places? What public places do you know? What public places do you normally visit? What do you do there? Grammar peek Prepositions of Time and Action Verbs Word for word Public Places Match the places with the questions below. Now mark the places you usually go to or visit. Tell your classmates what you do there. Example: I usually buy groceries in a supermarket. Supermarket - Library - Movie theater - Post office - Restaurant - Clothing store - 1. Where do you have a meal? 2. Where do you buy groceries? 3. Where do you try on or buy clothes? 4. Where do you watch the movies? 5. Where do you borrow or read books? 6. Where do you mail letters or packages? Why do we say “at 5 o’clock” but “in the afternoon”? What are action verbs? IN ON AT months, years, centuries, long periods days, dates precise time in June on Monday at 2 o’clock in winter on October 7 at night in 2006 on Christmas Eve at 9 a.m. in the 90s on his birthday at noon in the next decade on Sunday morning at sunset in the past on Mother’s Day at the moment Action verbs express action. Something that a person, animal, force of nature or thing can do. I read books in libraries. ‘read’ – action verb I like reading books. ‘like’ – not an action verb Make examples of your own.
  • 41Module 2 How do you get home? Interview your classmates to find out what public places they normally visit and why. Tell your classmates what rules people usually follow in public places and what ideas you have to make people follow those rules. SPEAK UPSPEAK UPProject@Hand Visit http://www.planetizen.com/toppublicspaces and read about the top 100 public places in the U.S. and Canada. Choose one you would like to visit and describe it to your classmates. Make a poster for one of the places you talked about. Listen on T11 All About Public Places! What public places are there in your neighborhood? Listen to the track and mark all the public places mentioned. Then choose TRUE or FALSE for the statements below. Listen again and describe 3 public places. Write a list of the action verbs you hear. library post office movie theater museum supermarket school police station gym park swimming pool zoo concert hall 1. Children can play in a library. 2. You can learn about history in a museum. 3. People relax and walk their dogs in parks. 4. Anyone can enter a fire department. 5. People listen to music and dance in swimming pools. TRUE FALSE Read on Tokyo Subway What can you say about subway in your city? If you don’t have any, how do you imagine it? Read the article and answer the questions. Use the dictionary to find the definitions of the words you don’t know. Explain them to your classmates and make examples using them. Now with the book closed describe the Tokyo subway. The Tokyo subway system is rapid and punctual. An average of 17 million people use the Tokyo subway every year. There is the subway sign and the name of the subway station at the entrance to each station in Japanese and in English. People use the ticket vending machines to purchase their tickets. The subway in Tokyo opens at 5 a.m. and closes at 1 a.m. In the morning some subway lines have “women-only” cars during the rush hours. Tokyo subway is clean and safe. a. How many people use the Tokyo subway every year?  b. What do people use to purchase their tickets?  c. What time does the subway in Tokyo open?  d. What cars do some subway lines have in the morning? 
  • 42 Language in Time I Lesson 5 How do you get to school? give and follow instructions, ask for and give directions.Get ready to… Time to start What do these signs mean? Listen on T12 How Can I Get There? Fill in the blanks in the dialog with the words below. Then listen to the track and check. Practice the conversation. Carlton Bay Planetarium Carlton Bay Planetarium It is near the sports center. It’s on Channing Avenue, three blocks from the amusement park. It’s open from 9a.m. to 4p.m. You can get there by bus or subway. Read on Excuse me. Where is the Opera House? It’s on Ferry Street. How can I get ? It’s not far from here. You can get there bus or you can walk. How far is it from this hotel? It’s about five kilometers. down Edmund Street. Then right. Go straight, past St.Peter’s Street and turn left on 5th Avenue. The Opera House is a big building on the right, to the Concert Hall. Thank you. You’re . Tourist: Women: Tourist: Women: Tourist: Women: Tourist: Women: there turn next by go welcome Pairwork In pairs, write and practice a new conversation using other places, street names and means of transportation.       
  • 43Module 2 How do you get home? Project@Hand Bring a map of your hometown. Mark several public places on it. Write a few directions to get from one place to another. Role play dialogs with your classmates asking for and giving directions using your map. Now I can… YES NO identify action verbs. use prepositions of place. talk about public places. name parts of a house and furniture. use prepositions of time. ask for and give directions. use ‘there is’ and ‘there are’. describe different places. Team up Look at the map. Each team has to circle the correct answers for the questions. The team that circles all the correct answers faster, is the winner. Now read the questions and the answers out loud. 1. How far is the restaurant from the park? a. It’s eight kilometers. b. It’s five kilometers. 2. Is the park far from the hotel? a. Yes, it is. b. No, it isn’t. 3. How far is the history museum from the shopping mall? a. It’s four kilometers. b. It’s ten kilometers. 4. Is the shopping mall near the restaurant? a. Yes, it is. b. No, it isn’t. 5. How far is the restaurant from the history museum? a. It’s five kilometers. b. It’s eight kilometers. 6. Is the cathedral near the river? a. Yes, it is. b. No, it isn’t. History Museum Shopping mall Cathedral Restaurant Park Hotel 8Km 10Km 4 Km 5 Km Word for word ASKING FOR DIRECTIONS • Where is (the) …? • How do you get to (the) … (from here)? • How do/can I get to (the) …? • Can you tell me how to get to (the) …? • Can you give me directions to (the) …? • What’s the best way to get to (the) …? • How far is the … from the …? • How near is the … to the …? • Can I get there by …? GIVING DIRECTIONS turn left turn right go straight on go past the... go through the... stop take the first turn left take the first turn right cross the road
  • 44 Language in Time I My Project Prepare a power-point© presentation “Improve your neighborhood!” Present it to your group. Have a look at Kelly’s presentation. You can use it as a model. WHY? Do you dream of living in a neighborhood like the one you remember as a child? I have some ideas for creating a supportive and peaceful environment in your neighborhood. Get involved Note your neighbors’ habits. Let your neighbors know when you are gone for a day or more. Offer to watch your neighbors’ homes when they’re away. Create a neighborhood directory. Be considerate of others Keep your yard or garden neat and tidy.Keep your animals or pets at home. Don’t allowthem to invade your neighbors’ space.Maintain peace. Don’t play loud music.Inform your neighbors when you’re planning a party. Be generous Organize a dinner or a picnic for your neighbors. Organize a garage sale or give away things you don’t use. Offer your help. Volunteer Show that you’re available and willing to help your neighbors. Volunteer to mow the lawn or clean when your neighbors need it. Notice and reward your neighbors for any help.
  • 45Module 2 How do you get home? Cultural Reading • What do you know about India? Writing practice 1. What cities does Chad travel to when he’s in India?  2. Where do many people sleep in India?  3. What transport do people use in India for traveling?  4. What makes it difficult to keep the country together?  After you read Chad’s letter, answer the questions. WEB SEARCH Find out more about India on www.incredibleindia.org Tell your classmates what interesting facts about India you found on the site. Check it out! • Hindi, Gujarati, Punjabi, Bengali, Marathi are the languages spoken in central and north India. • The most famous street in Old Delhi is Chandni Chowk. • Rickshaw taxis are yellow scooters or bicycles. • It’s common to see people buying fried snacks at the side of the streets. From India with Love! “Why do you keep going back to India?” my friends often ask me. I don’t quite understand why this country keeps calling me back every time I go home. When I’m in India I travel to Mumbai and Calcutta, two of the world’s biggest cities. In big cities people can find more job opportunities. Many people build their own shelters or sleep in the streets. Sometimes I travel more than 15,000 kilometers by train. I see villages from the train and most villagers work in the fields. People in India walk a lot, travel by bicycle, rickshaw, camel cart or truck. There are many different languages and religions in India. It makes it difficult to keep the country together. There are large numbers of Muslims, Christians, Sikhs, Jains and Buddhists. When I am in Varanasi, I like to listen to musicians playing together on the banks of the River Ganges. They play the sitar, a large string instrument. I don’t think that what attracts me to India are national parks, wildlife, exotic food, museums or other common tourist attractions. I think it’s the people who welcome me as part of their families. Chad Denton
  • 46 Language in Time I Workbook 1. Listen to Track 8 and complete the sentences. a. Claire lives in  . b. Claire’s kitchen is  . c. Claire doesn’t have a  . d. Claire drives a  . e. Claire parks on the  . f. Peter lives in  . g. Peter lives in a house with a  . h. Peter’s house is very  . i. Peter goes fishing with his  . j. There is a beautiful  nearby. k. Christy lives in  . l. Christy rents an  . m. The loft is very  . n. Christy has a modern  . o. Frank is a  . p. Frank works for a  . 4. Write correct words for the images. Write sentences of your own using them. 3. Write ordinal numbers. 2. Read the dialog “The Holiday Home!” and answer the questions. 1. Does Sofia like the loft in Sydney?  2. Is the kitchen in the loft small?  3. What house would Sofia like to rent?  4. Does the country house look new?  5. Where is the house in Brazil located?  6. What house does Sofia find beautiful?  7. What house does Edgar call the holiday home of their dreams?  1.  2.  3.  4.  8. eleventh –  9. six hundred and sixth –  10. twenty third –  11. nine hundred and seventh –  12. seventy second –  13. three hundred and thirteenth –  14. thirtieth –  1. seven hundred and fourth –  2. third –  3. nineteenth –  4. one hundred and first –  5. fifteenth –  6. two hundred and eighth –  7. second – 
  • 47Module 2 How do you get home? Workbook 6. Listen to Track 9 and answer the questions. 7. Write the correct words for the illustrations. Write sentences of your own using them. 1.  2.  3.  4.  5.  6.  7.  8.  9.  10.  11.  12.  13.  14.  5. Identify the preposition of place or movement in the illustrations and then make sentences with them. 6. Are there many books in the bookcase?  7. Is there a stove in the room?  8. Is there a couch behind the bed?  9. Are there two rugs on the floor?  10. Is there a bathtub in the room?  1. Is the room big?  2. Is there a fridge in the room?  3. Is there a chair next to the window?  4. Is there a fireplace in the room?  5. Are there two beds in the room?  1. 2. 3. 4. 5. 6. 7. 8. 9. 11. 12. 13. 14. 10. 1. 6. 11. 12. 13. 14. 15. 3. 8. 2. 7. 4. 9. 5. 10.
  • 48 Language in Time I Workbook 8. Listen to Track 10 and choose TRUE or FALSE for the statements. 1. People who live on a ranch or farm grow crops or raise animals. 2. The good thing about living on a farm is that it is noisy. 3. There is often a church or a park in a town neighborhood. 4. Big cities aren’t made up of many neighborhoods. 5. In the United States, the old town is far from downtown. 6. You can see the tallest buildings in downtown. 7. There are many ethnic neighborhoods in big cities. 8. People in an ethnic neighborhood don’t speak the same language. 9. Suburbs are found outside of cities. 10. An industrial area is another kind of neighborhood in small towns. TRUE FALSE 10. Write eight sentences about your neighborhood using ‘there is’ or ‘there are’.                 9. Complete the sentences with ‘there is’ or ‘there are’. 1. a big table in the corner of the room. 2. two schools in my neighborhood. 3. many tall buildings downtown. 4. a church in the town. 5. a shopping mall in front of the hotel. 6. three chairs next to the window. 7. large yards in school areas. 8. a bathtub in the bathroom. 9. a closet next to the mirror. 10. two windows in my room. 11. If a statement is true for you, put a check mark . Add some sentences of your own. • My neighborhood is clean. • My neighborhood is safe. • My neighborhood is noisy. • My neighborhood is dangerous. • My neighborhood is dirty. • My neighborhood is quiet. • My neighborhood is friendly. • My neighborhood is beautiful. • My neighborhood is small. • My neighborhood is big.
  • 49Module 2 How do you get home? Workbook 12. Read the text “Tokyo Subway” in Lesson 4 and write correct sentences. 1. The Tokyo subway is slow.  2. About eighteen million people use the Tokyo subway routes every year.  3. There are no subway signs at the entrance of the stations.  4. The signs are written only in Japanese.  5. People purchase their tickets in a stores.  6. The subway in Tokyo closes at 2 a.m.  7. There are “children-only” cars during rush hours.  8. The Tokyo subway is dirty and dangerous.  15. Listen to Track 12 and choose YES or NO for the statements. 1. The tourist is looking for the Concert Hall. 2. The Opera House is on Ferry Street. 3. You can get there walking. 4. It’s close to the hotel. 5. You can get there by subway. 6. It’s very far from the hotel. 7. It’s about five kilometers from the hotel. 8. You have to turn right after you pass Edmund Street. 9. Turn right on 5th Avenue. 10. The Opera House is a small building. 11. The Opera House is next to the concert hall. YES NO 13. Fill in the blanks with correct prepositions of time. Write sentences of your own using them. 14. Read the ad “Carlton Bay Planetarium” in Lesson 5 and answer the questions. 1. Is it near the sports center?  2. How far is it from the Amusement Park?  3. What time does it open?  4. What time does it close?  5. How can you get there?  6. Can you get there by subway?  a. Tuesday b. 7 o’clock c. January d. night e. Monday night f. sunrise g. May h. Wednesday i. 6 p.m. j. the 60s k. summer l. 1997 m. my birthday n. the past o. September
  • 50 Language in Time I Total Assessment SELF-ASSESSMENT Aspects of Competence ADEQUATE (9 – 10) SUFFICIENT (6 – 8) INADEQUATE (0 – 5) REVIEW Expresses ideas and concepts by means of language, math or graphics. Lesson 1 Listen on Lesson 2 WORD FOR WORD Lesson 3 Listen on Uses technology to solve problems. Lesson 1 Project@Hand Lesson 3 Project@Hand Accepts that respect for differences is a principle of integration and coexistence in local, national and international contexts. Lesson 2 Pairwork Lesson 3 Team Up Lesson 4 Read on Lesson 5 Time to Start Lesson 5 Team Up My Project! Uses information and communication technology to find information and express ideas. Lesson 2 Project@Hand Lesson 4 Project@Hand Cultural Reading Web Search Total Performance Assessment Performance Indicators Yes No Asks for and gives information about places. Gives and follows instructions. Describes different places. Locates objects. Identifies and uses prepositions of time (in, on, at). Identifies and uses prepositions of place or movement. Uses ‘there is/there are’ to express existence and location. Identifies and uses demonstrative adjectives ‘this/that’ and ‘these/those’. Describes a house. Describes a neighborhood. Asks for and gives directions. Talks about different public places. Total
  • 51Module 2 How do you get home? PEER EVALUATION Individual Work Aspects of Competence PEER 1 PEER 2 PEER 3 1. Uses information and communication technology to find information to express his/her ideas and opinions. 2. Has responsibility, discipline and initiative to learn. 3. Accepts responsibility for his own learning. Team Work Aspects of Competence PEER 1 PEER 2 PEER 3 1. Expresses ideas and points of view as well as listens to his/her peers in a cooperative way. 2. Respects points of view and opinions of his/her teammates. 3. Acknowledges his/her teammates’ skills when assigning tasks. 4. Assumes responsibility for the final result of teamwork. DEVELOPED PROJECTS Self-Assessment Lesson Project Delivered on time YES (1) NO (0) Information is clear and adequate YES (1) NO (0) Good use of ICT YES (1) NO (0) 1 Write the description of a holiday home. 2 Write the description of a room. 3 Create a draft of a website. 4 Make a poster of a place to visit in Canada. 5 Write directions according to a map. Total
  • What do you normally do? Fundamental concept • What do I do? Subsidiary concept • Activities Individual Social Economic Language functions • Ask for and give information about oneself and others. • Ask for and give information about economic activities. • Ask for and give information about self and other's likes and dislikes. • Ask for and give information about what someone else is doing. • Describe what people do every day. p.54 p.61 p.58 p.59 p.54 Grammar notions • Present Simple • Present Continuous • Likes/Dislikes • Can/Can’t • Adverbs of frequency • Comparative adjectives • Superlative adjectives p.55 p.60 p.58 p.62 p.54 p.63 p.63 Vocabulary • Food • Verbs • Time • Clothes • Public places (local, national, worldwide) • Preferences • Leisure activities p.54 p.58 p.56 p.60 p.58 p.58 p.59 Main categories • Diversity • Space • Time • Energy • Matter Values • Freedom • Justice • Solidarity Learning context • Integrating topic "My routine"
  • Diagnostic Test 1. Thomas likes leading a healthy lifestyle. 2. He doesn’t like working out. 3. Thomas seldom eats fruit and vegetables. 4. His sister often eats homemade meals. 5. Thomas wakes up at seven thirty. 6. He leaves work at 5:15 p.m. 7. He meets his friends at seven. 8. Thomas doesn’t like wearing tennis shoes. 9. His dog can bark really loud. 10. When Thomas rides his bicycle, Mitch can’t run by his side. identify adverbs of frequency? use the Present Simple tense? talk about food and healthy lifestyles? identify comparative and superlative adjectives? use the Present Continuous tense? talk about your daily routine? say what someone else is wearing? talk about likes and dislikes? Can you... Yes No TRUE FALSE 1. Read the text and choose TRUE or FALSE for the statements below. I’m Thomas and I like leading a healthy lifestyle. I enjoy working out. I always have a healthy breakfast and I never eat junk food. I often eat fruit and vegetables. My sister Roxanna rarely eats homemade meals and she loves fast food. I usually wake up at 7 a.m. I jog and take a shower. At 8 o’clock, I go to work. I have lunch at noon and I leave work at a quarter past five. I love hanging out with my friends. I normally meet them at 7 p.m. and we have dinner together. At 9, I ride my bicycle and at ten thirty I go to bed. I like wearing comfortable clothes: T-shirts, pants and tennis shoes. I have a dog. His name is Mitch. Mitch can bark really loud and it often bothers my neighbors. When I ride my bicycle, Mitch can run by my side.
  • 54 Language in Time I Lesson 1 What do you usually eat? Time to start I usually eat … I never eat… talk about healthy food, eating habits and learn how to use adverbs of frequency.Get ready to… Look at the illustration. Mark the food that you consider healthy. Compare and discuss it with your classmates. Interview your classmates to find out what they always, often, usually, rarely or never eat. Complete the table. How often…? Student 1 Student 2 Me always often usually rarely never SPEAK UPSPEAK UP Check it out! We use Adverbs of Frequency to tell how often something happens. always 100% frequently 90% usually 80% often 70% sometimes 40% seldom/rarely 20% never 0% Complete the sentences using adverbs of frequency. I  have breakfast. I  drink tea. I  eat fruit. I  cook dinner. I  eat vegetables. Pairwork Ask and answer these questions in pairs. Do you often eat out? Do you sometimes read the nutritional information on the foods you buy? Do you usually eat junk food? Do you always have breakfast? Do you often eat fruit and vegetables? Do you sometimes eat desserts after dinner? Do you often eat at fast food restaurants?
  • 55Module 3 What do you normally do? Team up Listen on T13 My Eating Habits! Pick 4 judges for this game. Each team has to write two lists; 1. Healthy eating habits. 2. Poor eating habits. The teams have to read their writings for the “judges”. The team that writes more complete and longer lists, is the winner. Do you think you have healthy eating habits? Listen to Barbara and match the adverbs of frequency to the illustrations. Then answer the questions. Project@Hand Write your ideas about improving eating habits at home, at school and in your community. Visit www.healthyeating.com to check out healthy food recipes. Choose a recipe you like the most and share it with your classmates. Grammar peek Simple Present – ‘yes/no’ questions For which of these questions can you answer ‘Yes, I do.’ or 'No. I don't.' ? Do you drink coffee? Does he eat fruit? Are you a chef? Do you often eat apples? Now look at the table. Answer the questions below. - Do I/you/we/they have breakfast every day? - Yes, I/you/we/they do. - No, I/you/we/they don’t. - Does he/she/it have breakfast every day? - Yes, he/she/it does. - No, he/she/it doesn’t. 1. Do they often cook? -  2. Does Kim always eat out? -  3. Do you drink tea? -  4. Does Luis eat vegetables? -  5. Does your dog sleep a lot? -  6. Do her children eat junk food? -  When do we use the Present Simple? Do we use it to talk about A. continuous actions or B. regular actions? a b c d 1. always - 2. often - 3. never - 4. frequently - a. Does Barbara think it is always easy to eat healthy meals?  b. Does she work all day?  c. Does she often eat fast food?  d. Do they eat homemade meals on weekends?  e. Is Barbara worried that her son will develop poor eating habits?  f. Does Frederick often buy junk food at school?  Writing practice Write in your notebook about your family’s eating habits. Read your writing to the group and compare it to your classmates’. Example: My brother often eats junk food. My mother never drinks soda. I always have breakfast. Yes, No, Yes, Yes, No, Yes,
  • 56 Language in Time I Lesson 2 What time does your friend wake up? learn how to tell the time and talk about your daily routine.Get ready to… Time to start What time does she …? Word for word The Time Listen on T14 Edward’s Routine Listen to what Edward says about his daily routine and mark YES or NO for the statements here. 1. Edward lives in New York. YES NO 2. He’s married. YES NO 3. He always has lots of work. YES NO 4. When he wakes up at seven, he does exercise. YES NO 5. Edward goes to work at 8:30 a.m. YES NO 6. He gets to work at ten. YES NO 7. Mark arrives at work at eight. YES NO 8. Edward has lunch at one o’clock. YES NO 9. He often cooks. YES NO 10. At work, he answers phone calls. YES NO 11. Edward leaves work at seven. YES NO 12. He meets his friends at eight. YES NO 13. Edward goes to bed at eleven o’clock. YES NO What’s the time? What time is it? Do you have the time? Could you tell me the time, please? Do you know the time? Match the times with the clocks. 1. It’s four o’clock. 2. It’s ten past ten./ It’s ten ten. 3. It’s a quarter to eight./ It’s seven forty five. 4. It’s half past two./ It’s two thirty. 5. It’s noon./ It’s midnight. 6. It’s one o’clock. 7. It’s a quarter past five./ It’s five fifteen. 8. It’s three o’clock. 9. It’s six o’clock. 10. It’s twenty to nine./ It’s eight forty. 11. It’s eleven o’clock. 12. It’s seven o’clock.
  • 57Module 3 What do you normally do? Grammar peek Simple Present – 3rd person singular Interview your classmates to find out who has a similar daily routine to yours. Tell the group about the daily routine of a classmate. SPEAK UPSPEAK UP Project@Hand Write about a daily routine of a family member. Read your writing to your classmates. Correct mistakes in your classmates' writing. Writing practice Interview two classmates. Ask them about their daily routine and complete the table. Example: “What time do you wake up?” STUDENT 1 “I wake up at 7 a.m.” He wakes up at 7 a.m. ROUTINE STUDENT 1 STUDENT 2 wake up have breakfast go to school have lunch go home meet friends chat online do homework go to bed In the Simple Present 3rd person singular affirmative we add ‘s’ or ‘es’ to the main verb. To the verbs ending in ‘sh’, ‘ch’, ‘ss’, ‘x’, ‘o’ add ‘es’. Example: go – goes, miss – misses, match – matches, fish – fishes, fix – fixes Change the sentences into 3rd person singular affirmative. 1. I wash cars. He  . 2. I always stretch my jeans. She always  . 3. I never miss classes. She never  . 4. I do yoga. He  . Team up Look at the photos. The team that remembers more about Carl’s daily routine with the books closed, is the winner. 8:40 8:00 6:45 9:00 12:00 5:10 7:30 7:00
  • 58 Language in Time I Lesson 3 Do you like doing exercise? talk about your likes/dislikes and discuss healthy lifestyles.Get ready to… Writing practiceTime to start In my free time I like… but I don’t like… Listen on T15 Stacey Enjoys Working Out! What are your likes and dislikes? Listen to Stacey and mark the illustrations that represent what she enjoys, loves or likes doing. Then answer the questions below. Interview your classmates to find out what they enjoy, like and don’t like doing in their free time. Complete the table. Then compare your writings to your classmates’. Find 2 students whose likes and dislikes are similar. ENJOY LIKE DON’T LIKE STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 STUDENT 5 STUDENT 6 ME 1. What does Stacey enjoy doing?  2. What does she love doing?  3. What does she like doing?  4. What does she hate doing?  5. What doesn't she mind doing? 
  • 59Module 3 What do you normally do? Word for word Leisure Activities Match the photos to the phrases. Make sentences of your own using the new words. a - c -b - d - e - 1. go shopping 3. hang out with friends2. do the dishes 4. go fishing 5. surf the Net Grammar peek Like + ing Enjoy, love, like, don’t mind, hate and dislike are usually followed by a verb + ing. love enjoy like don’t mind don’t like dislike hate Fill in the blanks to make the sentences that are true for you. 1. I enjoy  . 2. I like  . 3. I don’t like  . 4. I hate  . Project@Hand Look at the pie chart and draw a similar one that represents your likes and dislikes. Compare it with your classmates’. Read about Pete’s and Angela’s likes and dislikes. Discuss with your classmates who enjoys a healthy lifestyle and who doesn’t. What are your likes and dislikes? • Pete likes jogging in the morning. • Angela enjoys eating chocolates. • Pete likes working out. • Angela doesn’t mind sleeping till noon. • Pete loves having a healthy breakfast. • Angela hates cooking. • Pete enjoys riding his bicycle. • Angela doesn’t like eating fruit and vegetables. SPEAK UPSPEAK UP Pairwork Ask and answer these questions in pairs. • Where do you enjoy going on weekends? • Who do you like hanging out with? • What do you like doing on Sundays? • Do you enjoy studying alone? • What do you hate doing? • Where do you like working out? My likes and dislikes love like don’t like hate
  • 60 Language in Time I Lesson 4 What are you wearing? describe what someone else is doing and wearing.Get ready to… Time to start What is she trying on? What is he trying on? What are they wearing? What are they doing? Grammar peek Present Continuous Word for word Clothes Which of these clothes are you wearing now? Which of these clothes do you wear in winter or in summer? Why does the tense change in these two sentences? 1. I wear a hat every day. 2. I’m wearing a hat now. We use the Present Continuous to talk about actions that take place at the moment of speaking. QUESTION SHORT ANSWER AFFIRMATIVE NEGATIVE Am I wearing a hat? Yes, I am. No, I’m not. I’m wearing a hat I’m not wearing a hat. Are you/we/they wearing a hat? Yes, you/we/they are. No, you/we/they aren’t. You/We/They are wearing a hat. You/We/They aren’t wearing a hat. Is he/she/it wearing a hat? Yes, he/she/it is. No, he/she/it isn’t. He/She/It is wearing a hat. He/She/It isn’t wearing a hat. Rewrite the sentences using the Present Continuous questions and then negative forms. 1. He’s wearing a jacket. ? . 2. They’re buying shoes. ? . 3. I’m wearing socks. ? . skirt coat shorts boots T-shirt mittens pants summer hat socks shoes jacket scarf bikini hat shirt suit
  • 61Module 3 What do you normally do? Bring photos of your friends and tell your classmates what you and your friends are wearing. Take turns and correct each other’s mistakes if any. SPEAK UPSPEAK UP Project@Hand What is your style? Visit www.celebrityfashion.com Choose a photo of a celebrity you like the most. Describe what he/she wearing and discuss his/ her fashion style with your classmates. Read the article in the ‘celebrity styles’ section “How to get pop star looks without looking ridiculous” and discuss it with your classmates. Listen on T16 What Are They Wearing? What are your classmates wearing now? Listen to the track and complete the sentences. Then read them out loud. Listen again and circle the correct answers below. Molly is organizing . Mark is wearing . Ingrid and Linn are . Paul is . Rose is wearing . Jeff and . Johanna . 1. Who is wearing a dress? 2. Who is wearing black shorts? 3. Who is wearing a hat? Read on Shopping Online Read the dialog and practice it in pairs using different words from the WORD FOR WORD section. Rose Jeff Linn Johanna Mark Peter Molly Paul Carol A: What are you doing? B: I’m shopping online. A: What are you looking for? B: I’m looking for a prom dress. A: Are you buying shoes too? B: Yes, I am. And I’m buying a purse and sunglasses. A: Are you paying with your credit card? B: No, I’m not. I don’t have one. I’m using my Dad's PayPal© account. Team up Look at the photo for 30 seconds. The team that remembers with books closed what the students in the photo are wearing, is the winner.
  • 62 Language in Time I Lesson 5 Can cats bark? use comparative & superlative adjectives, can/can’t and talk about animals.Get ready to… Time to start What can they do? Which one is the fastest, the smallest and the strongest? Listen on T17 What Can They Do? Which animals can jump, crawl or bark? Listen to the track and match the images to the phrases. Then listen again and fill in the blanks in the sentences below. I’m the  . I can  . I can’t  . 1. can’t jump 2. can make webs 5. can see in the dark 6. can change colors 3. can bark 4. can fly 7. can hop 8. can climb trees a. Spiders are the  . b. Cats have the  . c. Birds are  . d. Dogs are the most  . e. Kangaroos have the  . f. Elephants are the  . g. Chameleons are  . h. Monkeys don’t have  . Check it out! When do we use ‘can’ or ‘can’t’? ‘Can’ is normally used to express ability or opportunity, to request or offer permission, and to show possibility. ‘Cannot’ or ‘can’t’ is used to express impossibility or inability to do something. Example: - Can it fly? – No, it can’t. - Can it swim? – Yes, it can. Writing practice Answer the questions about you. Compare your answers to your classmates’. 1. Can you swim?  2. Can you drive?  3. Can you run?  4. Can you crawl?  5. Can you speak French?  6. Can you surf?  7. Can you ride a bicycle?  8. Can you ski?  9. Can you sing? 
  • 63Module 3 What do you normally do? Project@Hand Learn about wildlife and different species of animals in danger of extinction on www.defendors.org Read “Animal and Habitat Fact Sheets”. Choose an animal described there. Write about it. Use ‘can’, ‘can’t’, comparative and superlative adjectives in your sentences. Read them to your classmates. Choose the best description. Express your opinion about protecting endangered animals. I can… YES NO identify adverbs of frequency. use the Present Simple tense. talk about food and healthy lifestyles. identify comparative and superlative adjectives. use the Present Continuous tense. talk about your daily routine. say what someone else is wearing. talk about likes and dislikes. use 'can' or 'can't'. Team up The team that answers the questions faster and marks more correct options, is the winner. Grammar peek Comparative and Superlative Adjectives In which of these sentences are two things compared? In which of these sentences is one thing compared to many? 1. The tortoise is the slowest animal of all. 2. Tigers are more dangerous than rabbits. Comparative adjectives are used to compare two things. Add ‘er’ to short (one and two syllables) adjectives. Use ‘more’ or ‘less’ before long (more than two syllables) adjectives. Example: Spiders are smaller than mice. Snakes are more dangerous than mice. Superlative adjectives are used to compare one thing to many. Add ‘est’ to short (one and two syllable) adjectives. Add ‘most’ before long (more than two syllable) adjectives. Example: Sharks have the sharpest teeth. Snakes have the most poisonous venom. Irregular Adjectives ADJECTIVE COMPARATIVE SUPERLATIVE good better the best bad worse the worst far further (farther) the furthest (the farthest) many more the most little less the least 1. Which animal can swim? a. horse b. fish c. koala 2. Which animal is the most dangerous? a. cat b. mouse c. snake 3. Which animal is faster than a lizard? a. tiger b. tortoise c. worm 4. Which animal can climb trees? a. monkey b. elephant c. whale 5. Which animal is the best hunter? a. dog b. rabbit c. bird Interview your classmates to find out what they can or can’t do. Then compare your classmates. Write sentences using comparative and superlative adjectives. Example: Marco can run fast. He is the fastest boy at school. Diana can speak three languages. She’s the smartest girl in class. Tim is taller than Carlos. Kim is more intelligent than Tim. SPEAK UPSPEAK UP
  • 64 Language in Time I My Project Take the quiz and discuss it with your classmates. QUIZ 1. What is the most important meal of the day? 2. How many spoons of sugar can be found in a 60g bar of chocolate? 3. Do potatoes, cereals, bread and pasta contain high amounts of protein? 4. How many glasses of water should we drink every day? 5. Are hidden fats found in sausage rolls? 6. Is soda considered a healthy drink? 1. breakfast 2. five 3. No,theydon’t. 4. 8 5. Yes,theyare. 6. No,itisn’t. CORRECT ANSWERS Alexander Murdock is a fitness instructor. He likes giving advice about healthy lifestyles. Read his tips about fitness and healthy nutrition. How to implement healthy eating in schools? Read a guide to implementing the nutritional requirements for food and drink in schools in Scotland on the site http://www.scotland.gov.uk/Publications/2008/09/12090355/2 After that, answer the questions and prepare a guide of your own to implement healthy eating in schools of your country. 1. Why do children and young people need the right balance of food and nutrients? 2. What does the “eatwell plate” show? 3. What aspects of children’s life can obesity affect? 4. Can schools alone be expected to address children’s poor eating habits? 5. Why do children have to be provided with a solid foundation for establishing healthy life-long eating habits? 6. What program requires local authorities to ensure that food and drink provided in schools comply with the nutritional requirements? 7. What power does the Act give to Scottish Ministers? 1. Keep a food diary! 2. Drink 8 glasses of water daily! 3. Experiment with different types of breakfast! 4. Always include proteins and carbohydrates in your meals! 5. Eat five portions of fruit and vegetables a day! 6. Walk 30 minutes daily!
  • 65Module 3 What do you normally do? Cultural Reading • What’s the capital of Denmark? • What are the Danes well known for? Writing practice 1. Where can you go by bicycle in Copenhagen?  2. How many kilometers of bicycle lanes connect different districts of the city?  3. Why do the bike lanes make it safer to ride through the city?  4. What is the Copenhagen government planning?  5. What do the Danes feel?  6. What does the bike counter show?  WEB SEARCH Read about climate-friendly transport on http://www.visitcopenhagen. com/ecopenhagen/climate- friendly-transport Tell your classmates what you read about. Write questions for the information you found and ask them to your classmates. Bicycle Culture in Copenhagen More than 38% of traffic through the city is on bike in Copenhagen. You can go by bike anywhere in Copenhagen. The different districts of the city are connected by more than 25 kilometers of bicycle lanes. Bike lanes are separated from the traffic, which makes it safer to ride through the city. The amount of bikes is increasing. The Copenhagen government is now planning new urban districts with integrated bicycle traffic and parking. A new bridge has been made to connect two new districts of the city to make the distance for bikers and pedestrians much shorter. The Danes feel that the city is getting smaller and everyone is getting closer. In several places in the city a bike counter has been put up to show how many bikes are passing each day. Word for word Match the words to the illustrations. Find them in the text and write sentences of your own using them. a. pedestrians b. lane c. traffic d. parking The Copenhagen government is planning new districts with integrated bicycle traffic and parking. The Danes feel that the city is getting smaller and everyone is getting closer. It shows how many bikes are passing each day.
  • 66 Language in Time I Workbook 2. Write about your eating habits. Fill in the gaps using frequency adverbs. 3. What food do you usually, often, seldom, always, never eat? Look at the illustrations and write in your notebook about your eating habits. Use the dictionary to find words related to food. • I eat fruit. • I buy fast food. • I have breakfast. • I eat vegetables. • I cook healthy meals. • I eat hot dogs and hamburgers. • I eat out. 1. Listen to Track 13 and choose YES or NO for the statements. a. Barbara is tired when she gets home. b. She has a young daughter. c. Frederick is 12 years old. d. It’s easy for Barbara to plan healthy meals. e. She never eats fast food. f. Barbara often picks up fast food on the way home. g. She’s worried that her son will develop healthy eating habits. h. Frederick often buys junk food at school. i. He usually eats apples or oranges. j. Barbara puts fruit in his lunch box. YES NO
  • 67Module 3 What do you normally do? Workbook 4. Listen to Track 14 and answer the questions. 1. Where does Edward live?  2. What does he do?  3. What time does he usually wake up?  4. What time does he go to work?  5. Does he have time to cook?  6. What time does he get to the office?  7. Who is Edward’s associate?  8. What time does Mark arrive to work?  9. What time does Edward have lunch?  10. What does he do at work?  11. What time does he leave work?  12. Who does he meet at 8?  5. Read what Boris and Sandy say about their daily routines. Then complete the sentences. I get up at 7 a.m. I go to work at 9. I have lunch at noon. I leave work at 6 p.m. I have dinner at 7 p.m. I watch TV at 9. I go to sleep at 11 p.m. I have breakfast at 8. I do yoga at 8:15 a.m. I go to school at 9 a.m. I go home at 3:30 p.m. I do homework at 5. I chat online at 8 p.m. I go to bed at 10. 1. Boris dinner at 7 p.m. 2. Sandy home at 3:30 p.m. 3. Boris work at 6 p.m. 4. Sandy online at 8 p.m. 5. Boris up at 7 a.m. 6. Sandy yoga at 8:15 a.m. 7. Boris TV at 9. 8. Sandy to school at 9 a.m. 9. Boris to work at 9. 10. Sandy to bed at 10. 11. Boris to sleep at 11 p.m. 12. Sandy breakfast at 8.
  • 68 Language in Time I Workbook a e c g b f d h a.  b.  c.  d.  e.  f.  g.  h.  7. Read about Pete’s and Angela’s likes and dislikes in Lesson 3 and write correct sentences that correspond with the images. 6. Listen to Track 15 and choose TRUE or FALSE for the statements. 1. Stacey works as a fitness instructor. 2. She works in one of the biggest sports clubs in the city. 3. She doesn’t like working out. 4. Stacey loves dancing. 5. She never hikes. 6. She likes hanging out with friends. 7. Stacey hates going fishing. 8. She doesn’t like going shopping. 9. She enjoys watching TV. 10. Stacey hates staying home. 11. She loves doing the dishes. 12. She likes cooking. 13. Stacey doesn’t mind reading. 8. Answer the questions about you. • Do you like working out?  • Do you enjoy walking?  • Do you mind cooking healthy meals?  • Do you hate eating out?  TRUE FALSE
  • 69Module 3 What do you normally do? Workbook 10. Listen to Track 17 and answer the questions. 1. Can chameleons fly?  2. Are kangaroos the smallest animals?  3. Can cats bark?  4. Do monkeys have the sharpest hearing?  5. Can spiders make webs?  6. Are dogs the most loyal?  7. Can elephants change colors?  8. Do cats have the best eyesight?  9. What animals can bark?  10. What animals can make webs?  11. What animals can change colors?  12. What animals can see in the dark?  13. What animals can fly?  14. What animals can climb trees?  15. What animals can hop?  16. What animals have the strongest back legs?  9. Listen to Track 16 and mark the clothes mentioned on it. Correct the mistakes in the sentences. 1. Ingrid and Linn is wearing red T-shirts.  2. Carol are wearing a white blouse.  3. Jeff and Peter are wearing red caps.  4. Johanna are wearing a long purple dress.  5. Mark isn’t wearing black shoes. 
  • 70 Language in Time I Total Assessment SELF-ASSESSMENT Aspects of Competence ADEQUATE (9 – 10) SUFFICIENT (6 – 8) INADEQUATE (0 – 5) REVIEW Expresses ideas and concepts by means of language, math or graphics. Lesson 1 Speak Up Lesson 2 Writing Practice Lesson 4 Team Up Uses technology to solve problems. Lesson 1 Project@Hand Lesson 4 Project@Hand Accepts that respect for differences is a principle of integration and coexistence in local, national and international contexts. Lesson 3 Pairwork Lesson 5 Speak up My project! Cultural Reading Uses information and communication technology to find information and express ideas. My project! Cultural reading Web Search Total Performance Assessment Performance Indicators Yes No Asks for and gives information about oneself and others. Asks for and gives information about economic activities. Talks about everyday routines. Asks for and provides information about likes and dislikes of oneself and others. Asks for and provides information about what someone else is doing. Describes what people do every day. Uses the Present Simple. Uses the Present Continuous. Identifies and uses adverbs of frequency. Describes what someone else is wearing. Identifies comparative and superlative adjectives. Talks about food and healthy lifestyles. Total
  • 71Module 3 What do you normally do? PEER EVALUATION Individual Work Aspects of Competence PEER 1 PEER 2 PEER 3 1. Uses information and communication technology to find information to express his/her ideas and opinions. 2. Has responsibility, discipline and initiative to learn. 3. Accepts responsibility for his own learning. Team Work Aspects of Competence PEER 1 PEER 2 PEER 3 1. Expresses ideas and points of view as well as listens to his/her peers in a cooperative way. 2. Respects points of view and opinions of his/her teammates. 3. Acknowledges his/her teammates' skills when assigning tasks. 4. Assumes responsibility for the final result of teamwork. DEVELOPED PROJECTS Self-Assessment Lesson Project Delivered on time YES (1) NO (0) Information is clear and adequate YES (1) NO (0) Good use of ICT YES (1) NO (0) 1 Write your ideas about improving eating habits. 2 Write about a daily routine. 3 Create a pie chart about your likes and dislikes. 4 Describe and discuss the fashion style of a celebrity. 5 Read and talk about endangered animals. Total
  • 72 Language in Time I Grammar reference Simple Present tense – verb ‘be’ FORM SUBJECT verb BE CONTRACTION EXAMPLE AFFIRMATIVE 1st person singular I am I’m I’m a teacher. 1st p.pl., 2nd p.s/pl., 3rd p.plural YOU, WE, THEY are we’re, you’re, they’re They’re friends. 3rd p. singular HE, SHE, IT is he’s, she’s, it’s He’s young. FORM SUBJECT verb BE CONTRACTION EXAMPLE NEGATIVE 1st person singular I am not I’m not I’m not a teacher. 1st p.pl., 2nd p.s/pl., 3rd p.plural YOU, WE, THEY are not we’re, you’re, they’re not They aren’t friends. 3rd p. singular HE, SHE, IT is not he/she/it isn’t He isn’t young. verb BE and SUBJECT Positive short answer Negative short answer QUESTIONS Am I …? Yes, I am. No, I’m not. Are you/we/they…? Yes, you/we/they are. No, you/we/they aren’t. Is he/she/it…? Yes, he/she/it is. No, he/she/it isn’t. Possessive Pronouns and Adjectives A possessive pronoun is used instead of a noun. Example: Tim’s house is big. Mine is small. A possessive adjective is usually used to describe a noun, and it comes before it. Example: This is his car. There are no apostrophes in possessive nouns and adjectives. PERSON PERSONAL PRONOUN POSSESSIVE ADJECTIVE POSSESSIVE PRONOUN 1st singular I my mine 2nd singular and plural you your yours 3rd (female) she her hers 3rd (male) he his he his 3rd (neutral) it its its 1st plural we our ours 3rd plural they their theirs Simple Present Tense We use the Simple Present tense: • For repeated or regular actions in the present time. Example: Bus 8 leaves every hour. • For facts. Example: They come from Europe. • For habits. Example: He gets up every morning. • For things that are generally true. Example: They speak English in the USA. SUBJECT VERB the rest of the sentence SHORT ANSWERS AFFIRMATIVE I/You/We/They work every day. He/She/It works every day. NEGATIVE I/You/We/They do not (don’t) work every day. He/She/It does not (doesn’t) work every day. QUESTION Do I/you/we/they work every day? Yes, I/you/we/they do. No, I/you/we/they don’t. Does he/she/it work every day? Yes, he/she/it does. No, he/she/it doesn’t. The spelling of the verb in the 3rd person differs depending on the ending of that verb: 1. To verbs that end in –o, -ch, -sh, -ss, -x or –z we add –es. watch – watches go – goes fix - fixes 2. If a verb ends in a consonant + y, remove y and add –ies. study – studies copy – copies worry – worries 3. If a verb ends in a vowel + y, just add –s. say – says play – plays stay – stays
  • 73Grammar reference Present Continuous Tense The Present Continuous is used when we talk about something which is happening now. We use it for: • actions happening at the moment of speaking (now, at the moment) James is studying now. • fixed plan in the near future We’re having a meeting tonight. • temporary actions Her parents are working in the city this month. • actions happening around the moment of speaking (longer actions) Anna is preparing for the test. • trends More and more teenagers are using modern gadgets. Signal words tell you what tense you have to use. In the Present Progressive /Continuous, these words are used in situations which happen at the time of speaking. now at the moment Look! Listen! AFFIRMATIVE NEGATIVE QUESTION SHORT ANSWERS I am working now. You/we/they are working now. He/she it is working now. I’m not working now. You/we/they aren’t working now. He/she/it isn’t working now. Am I working now? Are you/we/they working now? Is he/she/it working now/ Yes, I am. / No, I’m not. Yes, we are. / No, we aren’t. Yes, he is. / No, he isn’t. Present Continuous – spelling rules • with a consonant after a short, stressed vowel at the end of the word, double the consonant. sit – he is sitting put - he is putting • If the consonant is not stressed, we do not double it: benefit - benefiting (Here we stress the first 'e', not the 'i'.) • one -e at the end of the word, leave out the -e. write – he is writing take – he is taking BUT: double –e: add -ing see – he is seeing verbs ending in –ie, change 'ie' to 'y'. lie - he is lying verbs ending in –c, change 'c' to 'ck' picnic – they are picnicking There are verbs which are normally not used in the Present Progressive like: be, believe, belong, hate, hear, like, love, mean, prefer, remain, realize, see, seem, smell, think, understand, want, wish. Countable and Uncountable Nouns and Quantifiers A noun can be countable or uncountable. Countable nouns can be "counted". They have a singular and plural form. For example: a chair, two chairs, three chairs ..... Uncountable nouns cannot be counted, they are not separate objects. This means you cannot make them plural by adding -s because they only have a singular form. It also means that they do not take a/an or a number in front of them. For example: water, work, information, coffee, sugar Countable (use a/an or a number in front of countable nouns) Uncountable (there is no a/an or number with uncountable nouns) an orange / 1 orange cereal I eat an orange every day. I eat cereal every day. Add (s) to make a countable noun plural There is no plural form for an uncountable noun oranges rice Oranges are good for you. Cereal is good for you. a spoon - spoons To make uncountable nouns countable, add a counting word, such as a unit of measurement, or the general word piece. We use the form "a ....... of ......." a bin - bins cereal = a box of cereal water= a glass of water jelly = a jar of jelly beer = a can of beer We use some and any with countable nouns. There are some pictures on the wall. I don’t see any bags in the rooms. We use some and any with uncountable nouns. Can I have some water? She doesn’t drink any milk. We use many and few with plural countable nouns. She has a few friends. I have many friends. We use much and little with uncountable nouns. He drinks a little wine at dinner. I don’t drink much wine. We use a lot of with plural countable nouns. My mother buys a lot of vegetables. We use a lot of with uncountable nouns. Your friends drink a lot of beer. Some nouns can be countable or uncountable depending on their meaning. Usually a noun is uncountable when used in a general, abstract meaning (when you don't think of it as a separate object) and countable when used in a particular meaning (when you can think of it as a separate object).
  • 74 Language in Time I Test Yourself A 1/1 I. Choose the correct option. 1. A. How old is you? B. How old are you? C. What old are you? 2. A. I live in Mexico. B. I lives in Mexico. C. I live on Mexico. 3. A. He have a pencil. B. He has an pencil. C. He has a pencil. 4. A. She’s Chinese. B. She’re Chinese. C. She’s from Chinese. 5. A. It is a quarter past nine. B. It is a quarter from nine. C. It are quarter past nine. 6. Does he speak English? A. Yes, he do. B. Yes, they do. C. Yes, he does. 7. A. Tom go to work by bus. B. Tom goes to work by bus. C. Tom going to work by bus. 8. A. We’re French. We isn’t German. B. We is French. We aren’t German. C. We are French. We aren’t German. 9. A. This is an apple. B. This is a apple. C. These is an apple. 10. A. Where color is it? B. When color is it? C. What color is it? 11. A. He don’t like coffee. B. He doesn’t like coffee. C. He not like coffee. 12. A. Are Sam and Lola classmates? B. Is Sam and Lola classmates? C. Are Sam and Lola classmate? 13. A. Mark aren’t a doctor. B. Mark isn’t a doctor. C. Mark doesn’t a doctor. 14. A. Who do a teacher? B. Who is a teacher? C. Who are a teacher? 15. A. He goes to bed in 10pm. B. He goes to bed on 10pm. C. He goes to bed at 10pm. 16. A. What are they wearing? B. What do they wearing? C. What is they wearing? 17. A. Is you working now? B. Are you working now? C. Are you work now? 18. A. It raining outside. B. It’s rain outside. C. It’s raining outside. 19. A. She have short curly hair. B. She has short curly hair. C. She is having short curly hair. 20. A. How much coffee do you drink? B. How many coffee do you drink? C. How some coffee do you drink? 21. A. I don’t have some tea. B. I don’t have any tea. C. I don’t have many tea. 22. Would you like a glass of juice? A. Yes, I do. B. Yes, I wouldn’t. C. Yes, I would. 23. A. There is a little sugar left. B. There is a few sugar left. C. There are a little sugar left. 24. A. There are a little bottles in the fridge. B. There are any bottles in the fridge. C. There are a few bottles in the fridge.
  • 75Test Yourself A 1/1 II. Choose the correct word to fill in the blanks. 1. I Claudia. A. is B. am C. are 2. I live New York. A. on B. in C. at 3. My family from Argentina. A. is B. are C. does 4. I’m 25 years . A. age B. old C. on 5. I’m . A. marrying B. marry C. married 6. My husband is . A. Polish B. Poland C. Pollish 7. He in an office. A. works B. work C. working 8. name is John. A. He B. His C. He’s 9. best friend is Mark. A. Johnes B. Johns’ C. John’s 10. In winter I wear warm . A. cloths B. clothes C. clothies 11. I enjoy TV. A. watching B. watches C. watch 12. I hiking. A. don’t like B. doesn’t like C. not like 13. John plays tennis. A. often B. much C. yet 14. I never magazines. A. reads B. read C. reading 15. Sometimes we swimming. A. goes B. going C. go 16. I tall and slim. A. am B. are C. have 17. I blue eyes and dark hair. A. have B. is C. am 18. John is . A. bold B. beard C. bald 19. Here in winter it cold. A. are B. has C. is 20. My birthday is January. A. on B. at C. in
  • 76 Language in Time I Test Yourself A 1/1 III. Choose correct sentences for the illustrations. 1 32 7 98 4 65 Kip Bick 1. A. She’s reading in the library. B. She’s reading on the beach. C. She’s reading by the beach. D. She’s reading on the road. 2. A. The apple is under the desk. B. The apple is next to the desk. C. The apple is in the desk. D. The apple is on the desk. 3. A. They are on the car. B. They are in the car. C. They are at the car. D. They are over the car. 4. A. Mayra has short curly hair. B. Mayra has long blonde hair. C. Mayra has long straight hair. D. Mayra has long wavy hair. 5. A. They’re wearing caps. B. They’re wearing T-shirts. C. They’re wearing hats. D. They’re wearing sunglasses. 6. A. Bick is bigger than Kip. B. Bick is smaller than Kip. C. Kip is bigger than Bick. D. Kip is as big as Bick. 7. A. Ann wakes up at 7a.m. B. Ann wakes up at 8:30p.m. C. Ann wakes up at half past six. D. Ann wakes up at quarter to seven. 8. Jason is an architect. A. He cooks food. B. He cuts hair. C. He designs buildings. D. He cleans buildings. 9. A. Elsa is hating cleaning. B. Elsa hate cleaning. C. Elsa hates clean. D. Elsa hates cleaning.
  • 77Test Yourself A 1/1 IV. Look at the photos. Talk for 3 minutes about each photo. CORRECT ANSWERS I. 1 – B, 2 – A, 3 – C, 4 – A. 5 – A. 6 – C, 7 – B, 8 – C, 9 – A, 10 – C, 11 – B, 12 – A, 13 – B, 14 – B, 15 – C, 16 – A, 17 – B, 18 – C, 19 – B, 20 – A, 21 – B, 22 – C, 23 – A, 24 - C II. 1 – B, 2 – B, 3 – A, 4 – B, 5 – C, 6 – A, 7 – A, 8 – B, 9 – C, 10 – B, 11- A, 12 – A, 13 – A, 14 – B, 15 – C, 16 – A, 17 – A, 18 – C, 19 – C, 20 – C III. 1 – B, 2 – D, 3 – B, 4 – D, 5 – C, 6 – A, 7 – C, 8 – C, 9 – D
  • 78 Language in Time I The English Irregular Verb List Base Form Awake Be Bear Beat Become Begin Behold Bend Bet Bring Broadcast Build Burn Burst Bust Buy Cast Catch Choose Clap Cling Clothe Come Cost Creep Cut Dare Deal Dig Dive Do Draw Dream Drink Drive Eat Fall Feed Past Participle Awoken Been Born/Borne Beaten Become Begun Beheld Bent Bet Brought Broadcast/Broadcasted Built Burnt/Burned Burst Bust Bought Cast Caught Chosen Clapped/Clapt Clung Clad/Clothed Come Cost Crept Cut Dared Dealt Dug Dived Done Drawn Dreamt/Dreamed Drunk Driven Eaten Fallen Fed Simple Past Awoke Was/Were Bore Beat Became Began Beheld Bent Bet Brought Broadcast/Broadcasted Built Burnt/Burned Burst Bust Bought Cast Caught Chose Clapped/Clapt Clung Clad/Clothed Came Cost Crept Cut Dared/Durst Dealt Dug Dived/Dove Did Drew Dreamt/Dreamed Drank Drove Ate Fell Fed Base Form Feel Fight Find Fit Flee Fling Fly Forbid Forecast Foresee Foretell Forget Forgive Forsake Freeze Get Give Go Grind Grow Handwrite Hang Have Hear Hide Hit Hold Hurt Keep Kneel Knit Know Learn Leave Lend Let Lie Light Simple Past Felt Fought Found Fit/Fitted Fled Flung Flew Forbade/Forbad Forecast/Forecasted Foresaw Foretold Forgot Forgave Forsook Froze Got Gave Went Ground Grew Handwrote Hung/Hanged Had Heard Hid Hit Held Hurt Kept Knelt/Kneeled Knit/Knitted Knew Learnt/Learned Left Lent Let Lay Lit Past Participle Felt Fought Found Fit/Fitted Fled Flung Flown Forbidden Forecast/Forecasted Foreseen Foretold Forgotten Forgiven Forsaken Frozen Got/Gotten Given Gone/Been Ground Grown Handwritten Hung/Hanged Had Heard Hidden Hit Held Hurt Kept Knelt/Kneeled Knit/Knitted Known Learnt/Learned Left Lent Let Lain Lit
  • 79The English Irregular Verb List Base Form Lose Make Mean Meet Melt Mislead Mistake Misunderstand Pay Preset Prove Put Read Rid Ride Ring Rise Run Saw Say See Seek Sell Send Set Sew Shake Shave Shear Shed Shine Shoe Shoot Show Shut Sing Sink Sit Simple Past Lost Made Meant Met Melted Misled Mistook Misunderstood Paid Preset Proved Put Read Rid/Ridded Rode Rang Rose Ran Sawed Said Saw Sought Sold Sent Set Sewed Shook Shaved Shore/Sheared Shed Shone Shod Shot Showed Shut Sang Sank Sat Past Participle Lost Made Meant Met Molten/Melted Misled Mistaken Misunderstood Paid Preset Proven/Proved Put Read Rid/Ridded Ridden Rung Risen Run Sawn/Sawed Said Seen Sought Sold Sent Set Sewn/Sewed Shaken Shaven/Shaved Shorn/Sheared Shed Shone Shod Shot Shown Shut Sung Sunk Sat Base Form Slay Sleep Smell Sneak Soothsay Sow Speak Speed Spell Spend Spread Spring Stand Steal Stick Sting Sweep Swell Swim Swing Take Teach Tear Tell Think Throw Understand Undertake Wake Wear Withdraw Withhold Withstand Wring Write Simple Past Slew Slept Smelt/Smelled Sneaked/Snuck Soothsaid Sowed Spoke Sped/Speeded Spelt/Spelled Spent Spread Sprang Stood Stole Stuck Stung Swept/Sweeped Swelled Swam Swung Took Taught Tore Told Thought Threw Understood Undertook Woke Wore Withdrew Withheld Withstood Wrung Wrote Past Participle Slain Slept Smelt/Smelled Sneaked/Snuck Soothsaid Sown Spoken Sped/Speeded Spelt/Spelled Spent Spread Sprung Stood Stolen Stuck Stung Swept/Sweeped Swollen Swum Swung Taken Taught Torn Told Thought Thrown Understood Undertaken Woken Worn Withdrawn Withheld Withstood Wrung Written
  • 80 Language in Time I Competencies CC1 GC1 GC2 GC3 GC4 GC5 GC6 GC7 GC8 GC9 CC2 CC3 CC4 CC5 CC6 CC7 CC8 CC9 GC10 CC10 GC11 CC11 CC12 Communicative Competencies The student: Identifies, organizes and interprets ideas, data and explicit/implicit concepts of a text, taking into consideration its origin and objective. Evaluates a text by comparing its content with other contents, applying previously and newly acquired knowledge. Makes assumptions about natural and cultural phenomena of his environment based on the consultation of diverse sources. Creates texts according to the language rules, considering communicative intentions and situations. Expresses ideas and concepts in creative and coherent compositions with clear introductions, developments and conclusions. Expresses his point of view in public in a precise, coherent and creative way. Values and describes the role that art, literature and means of communication have in recreation and transformation of a culture, taking into account different communicative purposes of distinct genders. Values logical thinking in the communicative process of his daily and academic routine. Analyzes and compares the origin, development and diversity of the media and means of communication. Identifies and interprets general idea and possible development of an oral or written message in the target language, recurring to previously acquired knowledge, verbal elements and his cultural context. Communicates in a foreign language using logical oral or written discourse corresponding the communicative situation. Uses information and communication technology to investigate, solve problems, produce material and transmit information. Generic Competencies The student: Knows and values himself; faces problems and challenges having specific objectives in mind. Is sensitive to art ad participates in the appreciation and interpretation of art in its different forms. Selects and follows healthy lifestyles. Listens to, interprets and gives messages that are relevant to the context, selecting the appropriate medium and code. Innovates and suggests solutions to problems based on established methods. Has a personal opinion about topics of general interest and relevance, reflecting and critically considering different opinions. Has initiative and interest to learn throughout his life. Participates and collaborates effectively in groups. Participates, with civic and ethic values, in the life of his community, region, Mexico and the world. Respects cultural diversity, beliefs, values, ides and social practices. Contributes to sustainable development critically and with responsible actions. CC GC
  • 81LinT I Teacher’s Book Contents Audio Transcripts p. 82 Evaluation Test 1 p. 86 Test 2 p. 87 Test 3 p. 88 Test 4 p. 89 Speaking Practice Test 1 p. 90 Test 2 p. 91 Test 3 p. 92 Test 4 p. 93 Portfolio and Learning Evidence activities p. 94 American vs. British English p. 96
  • 82 Language in Time I Audio Transcripts Module 1 Track 1 ABCDEFGHIJKLMNOPQRSTUVWXYZ Track 2 Track 3 Track 4 Track 5 1- one 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 30- thirty 40- forty 50- fifty 60- sixty 70- seventy 80- eighty 90- ninety 100- one hundred 1000- one thousand Is your sister a nurse? No, she isn’t. She’s a veterinarian. How interesting! My friend Nick is a vet, too. What’s your job? I’m a student, but I work as a babysitter on Saturdays. My father is a doctor, but I’m studying to become an archaeologist. Really? That’s awesome! Carol: Jim: Carol: Jim: Carol Jim: Carol Hi, Rob. How are you? This is my boyfriend Josh. I’m fine. Thank you. Nice to meet you, Josh. Is it your full name? Good morning, Rob. Nice to meet you too. Josh is short for Joshua. How do you spell it? j – o – s – h – u – a . My last name is Burnes. Oh, Rob, Josh is twenty one, like me. How old are you? I’m nineteen. By the way, I hike with Tim. He’s over there. Have a nice day, guys. Good bye. We hike with Fred and Sharon. They are great. See you later, Rob. Elsa: Rob: Josh: Rob: Josh: Elsa: Rob: Josh: Could you go on a blind date? It’s with my friend Paola. Tell me about her. What does she look like? Well, she’s tall. She has straight blond hair and big blue eyes. She has pale skin and she’s slim. Wow. She sounds like a very attractive girl. Does she like guys like me? She likes guys who have dark skin, dark eyes and a shaved head! Just like you! All right then. I’ll see her this Saturday. Pam: Jason: Pam: Jason: Pam: Jason:
  • 83LinT I Teacher’s Book Track 6 My favorite subject is geography. My geography teacher is Mr. Michael Lenson, but we call him Mike. I think I’m very good at geography. Our classroom is very clean. We have many things in our classroom: a big globe, a new map, a computer, an old projector, a white board, comfortable desks and chairs. Geography is very interesting. My best friend Sam likes it too. I’m never bored when I study geography. Sometimes I get tired when I have lots of homework. My classmates are excited to go to gym class, but I like to stay and study geography in the library of our school. Track 7 I’m Jake and my family is really big. My mother, Martha, is sixty five. She’s Portuguese. My father, Nick, comes from Germany. I’m married. My wife, Jennifer, is from Argentina. Her grandparents aren’t Argentinian. They are American. Jennifer’s parents are very nice. My father-in-law is a chef and he loves cooking for the family. I have a sister, Leila. Her husband, Giorgio, is Italian. I have a brother too, Victor. Victor’s wife, Rosa, is Cuban. I have two uncles and they live in Canada, so my cousins are Canadian. I have two sons, Alex and Ben. Alex is ten and Ben is six. I love family reunions. Module 2 Track 8 Hello, my name is Claire. I live in Hong Kong. I have a one-bedroom apartment. It is close to work. I don’t have a garden and my kitchen is small. But I love my apartment. It’s on the seventh floor and I have a small balcony. I don’t have a garage, but it’s all right, since I only drive a motorcycle. I park it on the ground floor where some of my neighbors park their bicycles and bikes. Hi, I’m Peter. I live in Bay City. It’s in Texas. This is my wife, Amy. We live in a terraced house with a pool. We have a big garden and a garage. Our house is very comfortable. Amy is really good with plants. I go fishing every Sunday with my friends. We have a beautiful lake nearby. My name is Christy. I live in London. I rent an apartment downtown in a modern loft building with my boyfriend, Frank. The loft is very spacious. It’s about 170 square meters. I have a modern kitchen and the bathroom is cozy. Frank is a photographer. We don’t have a garage or a garden. Frank works for a fashion magazine and it is convenient to live downtown. Track 9 My room is not big but I have everything I need in it. There is a desk and a chair next to the window. There are many books in the bookcase in front of my bed. A small couch is between the desk and the bed. There is a big mirror on the wall, behind the lamp. My computer is on the desk and a rug is on the floor by the bed. I really enjoy studying in my room. Track 10 Everyone lives in some kind of neighborhood. It is a place where a group of people carry on an activity, such as living, doing business or manufacturing. There are many kinds of neighborhoods. If you live on a ranch or farm you grow crops and raise animals. The good thing about living on a farm is that it is quiet but you travel to visit family or friends, or go shopping or go to school. The second kind of neighborhood is a town neighborhood. Usually there aren’t many condominiums or apartments in small towns. There is often a church or a park in the neighborhood. There are large yards to play in and most people know each other. Nowadays, most people live in large cities. Big cities are made up of many different neighborhoods. In the United States, the
  • 84 Language in Time I old town is often close to downtown. That’s where you can see the tallest buildings. There are many ethnic neighborhoods in big cities, like Chinese or African. People in an ethnic neighborhood speak the same language and share common traditions. An industrial area is another kind of neighborhood in big cities. Most people work in industrial areas making things, such as heavy machinery, cars or clothes. A suburb is another kind of neighborhood. Suburbs are found on the outside of cities. They are like small towns, but instead of going downtown, people often do their shopping and business in malls, which are large buildings with different kinds of stores. They are usually clean and safe. All of the neighborhoods have their own characteristics. What kind of neighborhood do you live in? Track 11 The homes we live in are private, but places owned by the community are public. That means that everyone can visit and use them, like sidewalks, streets and roads. Schools are the most common public place. They often have playgrounds where children play. Most neighborhoods have parks where people usually walk their dogs or relax in the mornings or on weekends. Swimming pools are another kind of public place. People swim in the swimming pools. One of children’s favorite public places is a zoo. There they can observe and learn about animals. Libraries are important public places in any neighborhood. People can read and study in a quiet atmosphere at any hour of the day. Museums attract people from around the world. You can learn about the history of different cultures and see unique objects. Concert halls or art centers are other kinds of public places. People are entertained there with music, plays or dance. Not anyone can enter a police station or a fire department. They are public buildings but rules don’t allow just anyone to be there. Police officers and fire fighters are at community service even if an alarm rings at night. Each public place makes an important contribution to our community. Which one do you think is the most important? Track 12 Excuse me. Where is the Opera House? It’s on Ferry Street. How can I get there ? It’s not far from here. You can get there by bus or you can walk. How far is it from this hotel? It’s about five kilometers. Go down Edmund Street. Then turn right. Go straight, past St.Peter’s Street and turn left on 5th Avenue. The Opera House is a big building on the right, next to the Concert Hall. Thank you. You’re welcome. Tourist: Women: Tourist: Women: Tourist: Women: Tourist: Women: Module 3 Track 13 I think that it isn’t always easy to eat healthy meals. I work all day and I’m tired when I get home. I have a young son, Frederick. He’s twelve and needs a lot of attention. It is difficult for me to plan healthy meals with such a busy schedule. Sometimes I eat fast food: hotdogs, hamburgers or potato chips. I often pick it up on the way home. I know it is a bad habit. On weekends, we frequently eat healthy homemade meals: fruit salads, yoghurt and cereal, seafood or vegetable soups. I’m worried that my son will develop poor eating habits. He often buys junk food at the school cafeteria to eat at lunch. At school, he always buys candies, popcorn, ice-cream or sodas. Frederick never eats apples or oranges that I put in his lunch box in the morning.
  • 85LinT I Teacher’s Book Track 14 I’m Edward Dawson and I live in New York. I’m originally from Chicago, but New York is now my home. I’m single and I have many friends. I’m an interior designer. In New York there are many opportunities for people like me. I always have lots of work. It’s not as glamorous as some may think, but interior design is my passion. I wake up late after a night of making drafts and looking through catalogues. When I wake up at 7 a.m. I take a shower, shave and have breakfast. I go to work at 8:30 a.m. I drive to the office and get there at 9. My best friend Mark is my associate. He arrives at work at 8 a.m. I don’t have time to cook, so I have lunch at noon at a restaurant. At work I check my mails, answer phone calls and visit new clients. I leave work at 6 p.m. and arrive home at 7. I meet my friends at 8 and we have dinner together. I watch TV at 10 p.m. and go to bed at 11. Track 15 I’m Stacey and I work as a fitness instructor in one of the biggest sports clubs in the city. I enjoy working out. I love dancing and hiking in my free time. I like hanging out with friends and we enjoy going fishing. I don’t like going shopping or watching TV. I hate staying home, doing the dishes or cooking. I don’t mind reading or surfing the Net sometimes, but I’d rather go swimming. Track 16 Molly: Hi Zack. I need your help. As you know I’m organizing a surprise birthday party for Kim. I want to call her friends and invite them. I think I called everyone but I’m not sure. There is a photo in her album taken in the college cafeteria. I’ve seen it in your Facebook© page too. You’re there with some other friends. I don’t know their names. Could you tell me their names so I can call and invite them? Zack: In that photo Carol is wearing a blue blouse and a red summer hat. Mark is wearing a black suit and black shoes. Ingrid and Linn are wearing red T-shirts. Paul is wearing a gray coat. Rose is wearing a blue skirt and brown boots. Jeff and Peter are wearing black shorts and white caps. Johanna is wearing a long purple dress. Molly: Thank you so much. Zack: You’re welcome. Track 17 Birds can fly. They are the fastest. Spiders can make webs. They’re the smallest. Chameleons can change colors. They’re the smartest. Kangaroos can hop. They have the strongest back legs. Monkeys can climb trees. They don’t have the sharpest hearing. Elephants can’t jump. They’re the largest. Dogs can bark. They are the most loyal. Cats can see in the dark. They have the best eyesight.
  • 86 Language in Time I Evaluation 1 I. Underline the correct sentence. 1. A. Queen Elizabeth II is the fourteenth ruler of England. B. Queen Elizabeth II is the forty fourth ruler of England. C. Queen Elizabeth II is the forty second ruler of England. D. Queen Elizabeth II is the fortieth ruler of England. 2. A. Elizabeth´s friends call her ‘Lilibet’. B. Elizabeth’s family calls her ‘Lilibet’. C. Elizabeth’s family call her ‘Lizbeth’. D. Elizabeth calls herself ‘Lilibet’. 3. A. She’s eighty years old. B. She’s eighty seven years old. C. She’s seventy eight years old. D. She’s eighty two years old. 4. A. She’s married to Prince Philip. B. She’s single. C. She isn’t married. D. She’s married to Prince Charles. 5. A. They have three daughters. B. Andrew is Anne’s brother. C. Their daughter is Diana. D. Charles is Edward’s cousin. II. Circle the correct answer. 1. How many children does Queen Elizabeth II have? A. three B. four C. two D. five 2. Which of Elizabeth’s children is divorced? A. Princess Anne B. Prince Edward C. Prince Andrew D. Prince Philip 3. Where does the Queen live most of the time? A. at Versailles B. at Winter palace C. at Balmoral castle D. at Buckingham palace 4. One of her duties is A. to approve official meetings B. to approve all official engagements C. to approve acts of Parliament D. to approve acts of government Elizabeth II Queen Elizabeth II is the 42nd ruler of England. Her family calls her ‘Lilibet’. Her full name is Elizabeth Alexandra Mary. She´s 87 years old. She’s married to Prince Philip of Greece. They have one daughter and three sons. Their children are Charles Philip Arthur George, Anne Elizabeth Louise, Andrew Albert Christian Edward and Edward Anthony Richard Louis. Prince Andrew is divorced. Most of the time The Queen lives at Buckingham Palace in London. She also sometimes resides at Windsor Castle in Berkshire. The Queen herself owns Sandringham House in Norfolk and Balmoral Castle in Scotland. Queen Elizabeth II travels a lot. She attends official duties. As a Queen, she undertakes more than four hundred engagements a year. She gives her official approval to acts of Parliament. I. 1 – C, 2 – B, 3 – B, 4 – A, 5 – B II. 1 – B, 2 – C, 3 – D, 4 - C CORRECT ANSWERS
  • 87LinT I Teacher’s Book Evaluation 2 I. Underline the correct words to fill in the gaps in the sentences. 1. old are you? A. What B. Where C. How D. Why 2. are you from? A. Where B. How C. When D. What 3. Tim and Kate my friends. A. are B. do C. is D. isn’t 4. What is your name? A. brother B. brothers C. brothers’ D. brother’s 5. Rick is a doctor. He patients. A. treat B. treating C. treats D. treates 6. Kim and Dan have a beautiful house. house is big. A. Their B. They C. There D. Thier 7. Rita a very interesting book now. A. reads B. read C. are reading D. is reading 8. Does she jogging? A. likes B. like C. liking D. do like 9. you now? A. Are/working B. Are/work C. Do/working D. Is/work 10. Chris English. A. don’t speak B. doesn’t speak C. isn’t speak D. not speak II. Mark the correct words to complete the sentences. 1. You can swim in a . A. kitchen B. car C. pool D. garden 2. She has dark curly . A. eyes B. ears C. hair D. skin 3. We can use to cut paper. A. crayons B. erasers C. maps D. scissors 4. He is from Canada. He’s . A. Canish B. Canadese C. Canadian D. Canadien 5. I usually buy groceries in a . A. restaurant B. supermarket C. movie theater D. library 6. How is the museum from the mall? A. long B. deep C. far D. old 7. What time is it? – It’s . A. a quarter between five B. a quarter over five C. a quarter and five D. a quarter past five 8. She often eats hamburgers, potato chips and hot dogs. She likes . A. trash food B. junky food C. junk food D. jock food 9. I don’t smoke. I smoke. A. always B. often C. usually D. never 10. Dogs can . A. bark B. make webs C. fly D. change colors I. 1 – C, 2 – A, 3 – A, 4 – D, 5 – C, 6 – A, 7 – D, 8 – B, 9 – A, 10 – B II. 1- C, 2 – C, 3 – D, 4 – C, 5 – B, 6 – C, 7 – D, 8 – C, 9 – D, 10 - A CORRECT ANSWERS
  • 88 Language in Time I Evaluation 3 Circle the correct sentences. 1. A. Nobody knows what the Internet is. B. It’s difficult to find a person who knows what the Internet is. C. Everybody knows what the Internet is. 2. A. The Internet can connect only few computers. B. The Internet can connect many computers. C. The Internet can’t connect computers. 3. A. Information can be exchanged if computers are connected to the Internet. B. Information can be stored if computers are connected to the Internet. C. Information can be exchanged if computers aren’t connected to the Internet. 4. A. The Internet is the slowest way of sending information. B. The Internet is the least efficient way of sending information. C. The Internet is the most rapid way of sending information. 5. A. Thanks to the Internet, you can send packages. B. Thanks to the Internet, you can send e-mails. C. Thanks to the Internet, you can send meals. 6. A. If you use the Internet, you can shop and work from home. B. If you use the Internet, you can work only in the office. C. If you use the Internet, you can shop in a store. 7. A. Only few people can use the Internet. B. Many people can use the Internet. C. Not anyone can use the Internet. 8. A. The Internet consists of two computer networks. B. The Internet consists of small computer networks. C. The Internet consists of small computers. Internet Nowadays, it’s not easy to find a person who doesn’t know what the Internet is. Everybody knows it is a huge computer network. The Internet stretches around the world. It connects millions of computers. Computers connected to the Internet can exchange information. It is the fastest and the most efficient way of sending information. If you have a computer connected to the Internet, you can send e-mails, transfer files, watch videos and find information. Anyone can use the Internet: researchers, doctors, businessmen, lawyers, scientists, students, etc. Many people can work from home, shop, visit libraries, watch movies, all through the Net. The Internet consists of small computer networks linked together. Most individuals and small organizations link up to the Internet through Internet service providers. 1 – C, 2 – B, 3 – A, 4 – C, 5 – B, 6 – A, 7 – B, 8 - B CORRECT ANSWERS
  • 89LinT I Teacher’s Book Evaluation 4 Choose the correct sentence in the first column. Then choose the sentence in the second column that can follow the first one. 1. A. My mother are a doctor. A. She cuts hair. B. My mother is a doctor. B. She designs buildings. C. My mothers is a doctor. C. She treats patients. 2. A. Mark lives in New York. A. There are many farms. B. Mark live in New York. B. There are many skyscrapers. C. Mark living in New York. C. There are many beaches. 3. A. She doesn’t have a car. A. She drives to work. B. She don’t have a car. B. She wants to sell it. C. She doesn’t has a car. C. She goes to work by bus. 4. A. I has a modern kitchen. A. There is a big stove in it. B. I have a modern kitchen. B. There is a big bed in it. C. I am have a modern kitchen. C. There is a big bathtub in it. 5. A. Spiders can makes webs. A. They can also fly. B. Spiders can making webs. B. They can also bark. C. Spiders can make webs. C. They can also crawl. 6. A. Boris wake up at 6am. A. He likes waking up early. B. Boris waking up at 6am. B. He likes waking up late. C. Boris wakes up at 6am. C. He likes sleeping till late. 7. A. The restaurant is long from the museum. A. Let’s take a cab. B. The restaurant is far from the museum. B. Let’s walk there. C. The restaurant is the worst from the museum. C. Let’s not hurry. 8. A. The office is on the twelve floor. A. Let’s go by car. B. The office is on twelfth floor. B. Let’s take an elevator. C. The office is on the twelfth floor. C. Let’s take the stairs. 9. A. Your neighborhood are dangerous. A. Don’t go out in the morning. B. Your neighborhoods is dangerous. B. Don’t go out in the afternoon. C. Your neighborhood is dangerous. C. Don’t go out at night. 10. A. Fred needs an aspirin. A. He can buy it in a library. B. Fred need an aspirin. B. He can buy it in a bank. C. Fred needs a aspirin. C. He can buy it in a drugstore. 1 – BC, 2 – AB, 3 – AC, 4 – BA, 5 – CC, 6 – CA, 7- BA, 8 – CB, 9 – CC, 10 – AC CORRECT ANSWERS
  • 90 Language in Time I Speaking Practice Test 1 Talk for 3 minutes about each photo. Talk for 3 minutes about the differences between the photos.
  • 91LinT I Teacher’s Book Test 2 Talk for 3 minutes about each photo. Talk for 3 minutes about the differences between the photos.
  • 92 Language in Time I Speaking Practice Test 3 Talk for 3 minutes about each photo. Talk for 3 minutes about the differences between the photos.
  • 93LinT I Teacher’s Book Test 4 Talk for 3 minutes about each photo. Talk for 3 minutes about the differences between the photos.
  • 94 Language in Time I Project@Hand Write a list of school/classroom objects that would make the teaching/learning process and classroom environment in your school motivational and efficient. Use the Internet to find out about modern school/classroom items. Report to your group about your findings. Project@Hand Visit www.familyecho.com to build your own family tree. Print it out and tell your classmates about your family using it. Have your classmates draw your family tree as they listen to you. Compare your family tree to their drawings. Project@Hand On the website www.job-applications.com you will find application forms for different companies. Choose a company and print out an application form. Fill it out. Role play a job interview with your classmates using your form. Project@Hand Describe your favorite celebrity’s appearance. Go to www.celebstyle.com to find out the latest styles of celebrities. Choose one photo of a celebrity and write a description of his/her appearance. Read your writing and compare it to your classmates’. Project@Hand Write a list of classroom objects that you use and don’t use. I use … I don’t use… Project@Hand Bring your friend’s or parents’ ID (identification document). Write about him/her using information from the ID. Ask your classmates to create an ID using the information you shared. Read about the most popular pet names on www.petbabynames.com Spell the pet names you like the most. Portfolio and Learning Evidence activities Project@Hand Read about holiday homes on www.midihideaways.com Choose one you would like to stay in. Explain your choice. Look through the photo album on the web site. Choose one you like the most and describe it to your classmates. Project@Hand Visit http://idealhouse.com.sg/project.html. Look through the photos of different room designs offered on the site. Choose the room you like the most. Describe it in your notebook. Now choose the room you don’t like and write what you would change in it. Compare your choices with your classmates’. Project@Hand Visit http://www.planetizen.com/toppublicspaces and read about the top 100 public places in the U.S. and Canada. Choose one you would like to visit and describe it to your classmates. Make a poster for one of the places you talked about. Project@Hand Bring a map of your hometown. Mark several public places on it. Write a few directions to get from one place to another. Role play dialogs with your classmates asking for and giving directions using your map. p. 13 p. 15 p. 17 p. 19 p. 21 p. 23 p. 35 p. 37 p. 41 p. 43
  • 95LinT I Teacher’s Book Project@Hand Let’s improve life in our neighborhoods! www.neighborhoodlife.net is a web site created to promote the well being of neighborhoods. Some of the ideas to improve neighborhoods that the site offers are: promoting to buy local, organizing streets cleaning, planting trees, building new facilities and making neighborhood life more entertaining. What ideas to promote the well being of your neighborhood do you have? Write them down. In pairs or groups create a draft of a website which could help improve life in your neighborhood. Project@Hand Write your ideas about improving eating habits at home, at school and in your community. Visit www.healthyeating.com to check out healthy food recipes. Choose a recipe you like the most and share it with your classmates. Project@Hand Write about a daily routine of a family member. Read your writing to your classmates. Correct mistakes in the writings of your classmates if any. Project@Hand Look at the pie chart and draw a similar one that represents your likes and dislikes. Compare it with your classmates’. My likes and dislikes love like don’t like hate Project@Hand What is your style? Visit www.celebrityfashion.com Choose a photo of a celebrity you like the most. Describe what he/she wearing and discuss his/ her fashion style with your classmates. Read an article in ‘celebrity styles’ section “How to get pop star looks without looking ridiculous” and discuss it with your classmates. Project@Hand Learn about wildlife and different species of animals in danger of extinction on www.defendors.org Read “Animal and Habitat Fact Sheets”. Choose an animal described there. Write about it. Use ‘can’, ‘can’t’, comparative and superlative adjectives in your sentences. Read them to your classmates. Choose the best description. Express your opinion about protecting endangered animals. p. 39 p. 55 p. 57 p. 59 p. 61 p. 63 p. 25 p. 45 p. 65 WEB SEARCH Read about Canadian flag and other interesting facts about Canada on http://www.flags-flags-flags. org.uk/canadian-flag.htm WEB SEARCH Find out more about India on www.incredibleindia.org Tell your classmates what interesting facts about India you found on the site. WEB SEARCH Read about climate-friendly transport on http://www.visitcopenhagen. com/ecopenhagen/climate- friendly-transport Tell your classmates what you read about. Write questions for the information you found and ask them to your classmates.
  • 96 Language in Time I The list of common words in American and British English American English apartment argument baby carriage band-aid bathroom can chopped beef cookie corn diaper elevator eraser flashlight fries gas guy highway British English flat row pram plaster WC or loo tin minced beef biscuit maize nappy lift rubber torch chips petrol chap motorway American English hood jello jelly kerosene lawyer license plate line mail motor home movie theater muffler napkin nothing overpass pacifier pants parking lot British English bonnet jelly jam parafin solicitor number plate queue post caravan cinema silencer serviette naught flyover dummy trousers car park American English period pharmacist potato chips rent sausage sidewalk soccer sweater subway trash can truck (car) trunk vacation vest (car) windshield zip code British English full stop chemist crisps hire banger pavement football jumper metro / tube bin lorry boot holiday waistcoat windscreen postal code American vs. British English Understanding American English • Use last names with people you do not know. Address people using their title (Mr., Ms., Dr.) and their last names. • Always use “Ms.” when addressing women: It is important to use “Ms.” when addressing a woman. Only use “Mrs.” when the woman has asked you to do so! • Many Americans prefer first names: Americans often prefer using first names, even when dealing with people in very different positions. Americans will generally say, “Call me Jack.” and then expect you to remain on a first name basis. • Americans prefer informal: in general, Americans prefer informal greetings and using first names or nicknames when speaking with colleagues and acquaintances. Common spelling differences between American and British English American British color colour favorite favourite honor honour catalog catalogue center centre theater theatre meter metre check cheque program programme