Focus Introduction
- 1. Don’t wait for tomorrow, learn English ... Components: • Students’ Book or Students’ Book with MyEnglishLab • Activity Book • Class Audio CDs • Teacher’s Book with eText for Interactive Whiteboards CEFR Starter Level 1 Level 2 Level 3 <A1 A1 A2 A2+ B1 www.pearsonELT.com/today Shapes learning around the individual • Graded difficulty practice for mixed ability classes • Optional activities in the Pick and Mix section • Extra support for students with learning difficulties Motivates by using modern tools • Teachers’ eText for Interactive Whiteboards • MyEnglishLab interactive homework management tool Helps students to use English today • Authentic characters come to life in interactive video clips • Fun Grammar and Pronunciation videos • Carefully staged Communication and Writing lessons Today! is a four-level course that shapes learning around the individual, understanding that no two students are the same. Lessons feature kids in authentic situations, making English easier to understand, learning more enjoyable and teaching more effective! Activation Foundation Extension pci k mxiiicciicicciciccckcckcckcckckckkckcckckkkkckcckckkckcckc mmiiiixxiixixxixixxxxxxippiiii Teacher’s Book Catherine Bright Series consultants Brian Abbs Ingrid Freebairn 1 today!LEVEL1Teacher’sBookBright COV_TODA_TB_L01_0870_CVR.indd 1 09/10/2014 14:26 PEAR SO N
- 2. i Contents for level 1 Students’ Book Contents ii Description of the course iv Course components iv Features of the course vii Teaching notes 4–99 Word list 100 Extra speaking practice Answer Key 103 Student Book Audioscript 104 Activity Book Audioscript 108 Activity Book Answer Key 110 Teacher’s Book 1 A01_TODA_TB_L01_0870_Pre.indd 1 17/01/2014 15:34 PEAR SO N
- 3. Unit and lesson pg Grammar Vocabulary Communication 1 Family and friends A What’s your name? 4 Subject pronoun: I/You to be singular: am/is Possessive adjectives: my/your How old are you? Numbers 0-100 Say hello and introduce yourself Ask someone’s name Ask someone’s age B Who’s she? 6 to be: 3rd person singular is Who’s that? Possessive adjectives: his/her Formal greetings The time Greet people formally through the day Tell the time C He’s my uncle. 8 to be: 3rd person questions and short answers Days of the week Family members Introduce people Talk about your family D Communication 10 Speaking: Ask for personal information Writing: Complete a membership card E Culture today 12 Families: Families in the UK F Revision 14 Pronunciation: /θ/ 2 People and places A They’re from Poland. 16 to be: 3rd person plural positive, negative and questions Possessive adjectives: our/their Countries and nationalities Ask and say where people are from B What are those? 18 Plural noun forms Demonstrative pronouns: this/that/these/those Everyday objects Ask and answer about everyday objects C Communication 20 Speaking: Talk about music Writing: Write about your favourite band D Cross-curricular studies 22 Geography E Revision 24 Pronunciation: /ʃ/ Magazine 26 3 House and home A There’s a small bathroom. 28 There is/There are: all forms The house Talk about rooms in your home B It’s Grandad’s radio. 30 Possessive ’s Whose … ? Colours Common possessions Talk about possessions C It’s behind the chairs. 32 Prepositions of place House and furniture Say where things are D Communication 34 Speaking: Show someone your home Writing: Describe your room E Culture today 36 Homes: Homes in the UK F Revision 38 Pronunciation: /ʧ/ 4 Me and my things A I’ve only got one trainer! 40 have got: positive, negative and questions (1st and 2nd person) Clothes Talk about clothes Talk about what you’ve got B He’s got short spiky hair. 42 have got: positive, negative and questions (3rd person singular and plural) Hair Talk about appearance C Communication 44 Speaking: Describe people Writing: Describe a character D Cross-curricular studies 46 Art E Revision 48 Pronunciation: /ʤ/ Magazine 50 Students’ Book Contents ii A01_TODA_TB_L01_0870_Pre.indd 2 17/01/2014 15:34 PEAR SO N
- 4. Unit and lesson pg Grammar Vocabulary Communication 5 Routines A I play every Thursday. 52 Present simple positive Adverbs of frequency Routine activities Talk about routine activities B Do you have Maths every day? 54 Present simple: questions and short answers School subjects Talk about school subjects C What do you do? 56 Present simple negative Wh- questions with present simple Jobs and places of work Talk about jobs D Communication 58 Speaking: Give invitations Writing: A party invitation E Culture today 60 School: School life in the UK F Revision 62 Pronunciation: word stress with /Ə/ 6 Outside A How often do you go to karate? 64 How often … ? Expressions of frequency Places in town Talk about places in town Talk about how often you do things B Do you like my blog? 66 Present simple with like (1st, 2nd and 3rd person) Object pronouns Months Ordinal numbers 1–31 Talk about dates Talk about likes and dislikes C Communication 68 Speaking: Give directions Writing: Write directions D Cross-curricular studies 70 Geography E Revision 72 Pronunciation: /ʧ/ and /ʃ/ Magazine 74 7 Holidays A I can swim 200 metres! 76 can/can’t (ability) Sports Talk about ability B Jump! 78 Imperatives: positive/negative Parts of the body Identify parts of the body Give instructions C I haven’t got any money! 80 Countable and uncountable nouns How much … ? Snacks British money Buy snacks (food and drink) Use British money D Communication 82 Speaking: Buy a ticket for a sports event Writing: An advert for a sports fan club E Culture today 84 Festivals F Revision 86 Pronunciation: /e/ 8 Time off A What’s the weather like? 88 Present continuous: positive The weather Talk about the weather Talk about what’s happening now B What’s she doing? 90 Present continuous: negative, questions and short answers Wh- questions with present continuous Activities Talk about what you’re doing now C Communication 92 Speaking: Make suggestions Writing: A postcard D Cross-curricular studies 94 Science E Revision 96 Pronunciation: /ð/ Magazine 98 Extra speaking practice A 100 Extra speaking practice B 104 Word list 108 Lenny’s grammar lessons 110 iii A01_TODA_TB_L01_0870_Pre.indd 3 17/01/2014 15:34 PEAR SO N
- 5. iv Course components Each level of the course consists of: • Students’ Book • Activity Book • Teacher’s Book • Class audio CDs • Teacher’s eText for IWB (digitised Students’ Book for use on interactive whiteboards) • Student’s eText (digitised Students’ Book for use on tablet PCs) • MyEnglishLab (online practice with Learning Management System) Students’ Book Level 1 The Students’ Book consists of eight units. The units are organised into lessons, each taking up one spread (two pages). Video is an integral part of the course. The video elements can be accessed on the eText or using a DVD player . Units 1, 3, 5 and 7 follow this pattern: • Three language input lessons • One Communication lesson • One Culture today lesson • One Revision lesson Units 2, 4, 6 and 8 follow this pattern: • Two language input lessons • One Communication lesson • One Cross-curricular studies lesson • One Revision lesson • One pick and mix magazine-style spread of fun activities At the end of the Students’ book there is a unit- by-unit word list and a grammar reference section. Input lessons present and practise new grammar, vocabulary and everyday expressions in a communicative way using integrated skills. All the grammar boxes are animated on video. Communication lessons encourage students to use the productive skills of speaking and writing in authentic contexts while recycling the language from the input lessons. A model dialogue is presented through a three- frame photo story. No new grammar is introduced but new functional exponents are introduced and listed in an English today box. Students then create and act out their own dialogue. The model dialogue can be watched on video. A second version with an alternative ending is also available on the video to encourage discussion and prediction. A model text and exercise on a related topic then lead to a guided writing task. Culture today lessons introduce students to different aspects of British life, which are often compared and contrasted with life in other countries. Description of the course Who the course is for Today! is a four-level course for young learners between the ages of 9/10 and 13/14. There are two possible entry points: Today! Starter for complete beginners or for students with little formal knowledge of English and Today! 1 for false beginners. The course will appeal to teachers who value a communicative approach. How the syllabus is constructed Today! combines a clear grammar syllabus with a strong focus on communication. Grammatical structures are linked closely to everyday language use. Topic areas relate to the students’ own experiences and have been specially chosen to present a range of useful vocabulary. New language is recycled in different situations and regular opportunities for revision are provided. How language is presented Each level of Today! features three or four main characters who are approximately the same age as the students. These characters are photographed interacting in domestic, school and leisure settings with their families and friends. The target language is presented in context through their conversations and interactions in these settings so that students learn useful everyday language and expressions right from the start. The characters and situations provide a realistic view of the UK today – its people, their lifestyles and their cultural background. How language is practised New vocabulary and grammar are practised in a series of simple steps which include carefully graded speaking, listening and writing activities. Each lesson ends with a productive outcome task. This is either a speaking or a writing task, or a game. From the beginning, students learn to use the language to communicate in situations related to their own lives. How skills are developed Communication lessons develop the productive skills of speaking and writing in real-life contexts. Reading for specific information is practised in Culture today lessons that focus on aspects of life in Britain and Cross-curricular studies lessons. How the material is organised The Students’ Book consists of eight thematic units divided into lessons. Each lesson is presented on a double-page spread in order to foster a sense of achievement and progress in the student. A01_TODA_TB_L01_0870_Pre.indd 4 17/01/2014 15:34 PEAR SO N
- 6. v Activity Book The Activity Book, to be used in class or for homework, gives further extensive practice of the language in the Students’ Book. For each language input spread in the Students’ Book, there are four pages of practice in the Activity Book. To cater for mixed ability classes, the four pages are carefully differentiated to provide practice at different levels. The practice starts at the most basic level with the Foundation page, then progresses to the Activation spread, which features controlled and less controlled practice of the language. The final page of practice is the Extension page, which provides more challenging activities for more confident or able students. For every Communication spread, there is one page of related practice in the Activity Book. For every Revision spread, there is a Check page. This generally features a text consolidating the language of the whole unit with an exam style task as appropriate. The exercises are scored and students record their score after they have been checked. Teacher’s Book The Teacher’s Book contains reduced facsimiles of the Students’ Book together with lesson-by-lesson teaching notes, featuring background Culture today notes, suggested warm-ups and lead-ins, suggestions for additional activities, teaching tips and notes on how to help and support students with learning difficulties. Answers to exercises are provided either on the facsimile Students’ Book page or with the teaching notes. The Students’ Book Audioscript, the Activity Book Audioscript and the Activity Book Answer Key can be found at the back of the Teacher’s Book. Cross-curricular studies lessons provide information about a general curriculum subject, e.g. Science, Geography, History or Art. These lessons review the language of the unit and provide practice in the four skills of Reading, Writing, Listening and Speaking. Topic specific vocabulary is presented in a New words box. These lesson are accompanied by a short video related to the topic covered in the lesson, bringing it alive for the students. The Teacher’s Book offers suggestions for exploitation but the video can be played at any point in the lesson. Revision lessons occur at the end of every unit and offer the opportunity to revise the language of the unit. Each Revision lesson has a song or a rap to consolidate the language in a fun way. A Pronunciation feature focuses on difficult sounds through an amusing rhyme. Each Pronunciation video features a native speaker saying the rhyme to illustrate the correct pronunciation. Students can be asked to listen and repeat. A final My progress feature, in the form of I can ... statements, encourages students to think about what they can now do after studying the unit, for example I can talk about appearance. The pick and mix spread is designed to look like a magazine and contains a mix of puzzles, jokes, fun facts and activities which recycle language from the previous two units (or ‘unit’ in the case of unit 1). Recurring features are: Fun Time!, Guess what?, Star spot, Just joking and How to .... The activities can be done in any order as they are not related to each other. They can be done by students with very little teacher guidance. One activity could be assigned to the whole class or different activities to different students according to their strengths. Activities could also be allocated to fast finishers, used as fillers or used for a change of pace in any lesson. Class audio CDs The Class audio CDs contain the recordings of all the Students’ Book dialogues, reading texts and listening tasks. Track numbers are shown in a CD symbol on the page. The Students’ Book audio is followed by the Activity Book audio and finally the Tests audio. When using the eText, the Students’ Book audio can be accessed directly by clicking on one of the ‘play’ icons on the page spreads – each of these icons will activate a mini audio player, allowing control over the audio track. An audioscript for each recording can be accessed from the mini audio player if the teacher wishes to focus students on it, for example when checking answers. A01_TODA_TB_L01_0870_Pre.indd 5 17/01/2014 15:34 PEAR SO N
- 7. vi eText The eText is an electronic version of the Students’ Book compatible with an interactive whiteboard or tablet PC. With interactive activities, integrated audio and video and additional games, teaching is made easier for the teacher and more engaging for the student. The eText is available in two versions, as a Teacher’s eText for IWB (T) and as a Students’ eText (S). These contain: T S • an interactive version of the Students’ Book ✓ ✓ • integrated class audio ✓ ✓ • integrated video ✓ ✓ • games ✓ ✓ • teacher workshops on aspects of teaching and learning, including dyslexia ✓ ✗ • downloadable worksheets for extra language practice ✓ ✗ • downloadable assessment and testing materials ✓ ✗ (See page xi.) Assessment and testing materials on eText The assessment and testing programme comprises: • Diagnostic Test (beginning-of-year test) • Unit Tests (A and B versions) • Achievement Tests (A and B versions) • Skills Tests (A and B versions) • Mid-year and end-of-year Review Tests to measure ability (Basic and Standard level) • Extension tests for stronger students • Revision worksheets for weaker students The materials can be downloaded as PDFs. They are also available as editable Word documents so that teachers can customise them to suit their own students if required. A and B versions of the tests are supplied to discourage cheating. When the tests have been marked and graded, the teacher can allocate an Extension Test or a remedial Revision worksheet to stronger and weaker students. • Adapted Tests for students with dyslexia The Unit, Achievement, Skills and Standard level Review tests have been specially adapted for students with dyslexia to ensure that these students are not disadvantaged as a result of their reading and writing difficulties. These tests are at the same level as the regular tests but include changes to the design and format of the exercises that take into account the special needs of dyslexic students, including larger point size, increased interlinear spacing and dyslexia- friendly layout. They are only available as PDFs and there is only one version. • Tests audio The same audio is used for the listening tasks in the regular and adapted tests, and in the Basic and Standard level Review Tests. The tasks themselves are adapted as necessary. The audioscripts are available to print. MyEnglishLab MyEnglishLab is an online resource which allows teachers and students to interact beyond the classroom. It contains interactive practice exercises from the print Activity Book that are automatically graded, while tips and feedback help students to improve their performance. MyEnglishLab gives teachers instant access to a range of diagnostic tools. The gradebook enables teachers to see at a glance how students are progressing. The Common Error Report indicates which errors are the most common and which students are making these errors. The testing programme is also available in interactive format. Teachers can assign tasks to the whole class, groups of students or individual students and the communication tools provided enable teachers to send instant feedback on their work. (See page xi.) Today! and the CEFR Today! is correlated to the Common European Framework of Reference (CEFR) as follows: Today! CEFR Starter Towards A1 1 A1 2 A1–A2 3 A2+ A01_TODA_TB_L01_0870_Pre.indd 6 17/01/2014 15:34 PEAR SO N
- 8. vii 6 5 Read the interview and complete the table. 6 Look at the table in Exercise 5 and write sentences about Lang Lang. 1 He plays the piano seven times a week, every day. 2 3 4 5 6 7 Write questions. 1 A: (how often / you) How oftendo youplayfootball? B: I play football twice a week. 2 A: (how often / you) B: We have English lessons three times a week. 3 A: (how often /he) B: He watches TV every evening. 4 A: (how often / they) B: They have a karate tournament twice a year. 5 A: (which day / he) B: He has guitar lessons on Thursdays. 6 A: (which day / she) B: She chats to her cousin online on Sundays. 7 A: (how often / you) B: We visit our grandmother twice a month. English today 8 Complete the dialogue. can say that again you any good Eddie: I’ve got tennis practice at five o’clock. Hannah: Tennis? Are 1 , Eddie? Sophie: Any good? You 2 ! Eddie’s the tennis club champion! What? How often? Which days? 1 play the piano 7x/week every day 2 watch TV 3 watch sports programmes 4 go to the cinema – 5 watch films 6 listen to music SixTEEN talks to Lang Lang, the Chinese star of the piano. He works in New York, in the USA. SixTEEN:How often do you play the piano, Lang Lang? LL: I play every day, seven times a week. SixTEEN:Do you watch TV? LL: Yes, I do. SixTEEN:How often? LL: Every day! SixTEEN:What’s your favourite programme? LL: I often watch a sports programme, Sport Today. It’s on Monday, Wednesday and Sunday. SixTEEN:How often do you go to the cinema? LL: Once a year. I usually watch films at home. SixTEEN:How often do you watch films? LL: Twice a week, usually on Sunday and Thursday. SixTEEN:How often do you listen to music? LL: Every day! It’s my job! I listen to music with my friends at home, too. 65 Vocabulary: Places in town 1 Write the words that go together. book music shopping sports swimming 2 Write the names of places in your town. A Extension exercises 1 shopping centre 2 3 shop 4 5 pool 1 a cinema: the Rex 2 a café: 3 a newsagent’s: 4 a supermarket: 5 a station: Grammar: How often do you ...?; Time expressions 3 Answer the questions about you.Write a number and choose week, month or year. About you 4 Answer the questions in Exercise 3 about you. 1 I do my homework five times a week. 2 3 4 5 6 7 5 Write questions. Use how often.Then answer the questions about you. 1 you go to school? How often do you go to school? I go to school five times a week. 2 you have a birthday? 3 your dad go to work? 4 your friend go to the sports centre? 5 you do your homework? 6 you and your family watch TV? ? YOU AND YOUR ROUTINES Tell us about you! 1 How often do you do your homework? 5 times a week / month / year 2 How often does your mum watch TV? times a week / month / year 3 How often does your family have a barbecue? times a week / month / year 4 How often do your friends have a party? times a week / month / year 5 How often do you have English lessons? times a week / month / year 6 How often do you and your friend chat online? times a week / month / year 7 How often do you and your friends go to the cinema? times a week / month / year 66 5 Read the interview and complete the table. What? How often? Which days? 1 play the piano 7x/week every dayevery dayevery day 2 watch TV 3 watch sports programmes 4 go to the cinema – 5 watch films 6 listen to music SixTEEN talksSixTEEN talksSixTEEN to Lang Lang, the Chinese star of the piano. He works in New York, in the USA. SixTEEN:How often do you play the piano,How often do you play the piano,How often do you play the piano, Lang Lang?Lang Lang? LL: I play every day, seven times a week.I play every day, seven times a week.I play every day, seven times a week. SixTEEN:Do you watch TV?Do you watch TV? LL: Yes, I do. SixTEEN:How often?How often? LL: Every day!Every day! SixTEEN:What’s your favourite programme?What’s your favourite programme?What’s your favourite programme? LL: I often watch a sports programme,I often watch a sports programme,I often watch a sports programme, Sport TodaySport Today. It’s on Monday,Sport Today. It’s on Monday,Sport Today Wednesday and Sunday.Wednesday and Sunday. SixTEEN:How often do you go to the cinema?How often do you go to the cinema?How often do you go to the cinema? LL: Once a year. I usually watch filmsOnce a year. I usually watch filmsOnce a year. I usually watch films at home. SixTEEN:How often do you watch films?How often do you watch films? LL: Twice a week, usually on Sunday andTwice a week, usually on Sunday andTwice a week, usually on Sunday and Thursday. SixTEEN:How often do you listen to music?How often do you listen to music?How often do you listen to music? LL: Every day! It’s my job! I listen toEvery day! It’s my job! I listen toEvery day! It’s my job! I listen to music with my friends at home, too.music with my friends at home, too.music with my friends at home, too. 2 Match the letters to make four places. Then write. 1 2 3 4 1 music shop 2 3 4 Grammar: How often do you ...?; Time expressions 3 Complete the answers with once,twice,three times or four times. How often do you go to computer classes? 1 Jerry: I go twice (2×) a week. 2 Maria: I go (3×) a week. 3 Letty: I go (1×) a week. 4 Sam: I go (2×) a month. 5 Harry: I go (4×) a week. 6 Kelly: I go (1×) a month. 4 Choose the correct words. 1 A: How often / every do you visit your aunt and uncle? B: Twice a month. 2 A: How often do you practise football? B: Twice a / any week. 3 A: How often do you watch TV? B: Every / Once evening. 4 A: How / What often do you and your brother have an English lesson? B: Three times a week. 5 A: How often do you go to karate class? B: Twice a / the week. 6 A: How often / sometimes do you play basketball? B: Every Saturday. Outside A Foundation exercises Vocabulary: Places in town 1 Complete the places. 1 boo k sh o p 2 po t of ice 3 cin ma 4 ne sag nt’s 5 swi ming p ol 6 ca é 7 sta ion 8 spo ts ce tre music shopping super swimming market pool centre shop 63 Vocabulary: Places in town 1 Find the correct stickers. 1 station 2 sports centre 3 café 4 newsagent’s 5 supermarket 6 post office 2 Write the places. 1 There are lots of shops here. shopping centre 2 There are lots of CDs here. 3 We watch films here. 4 I go swimming here once a week. 5 There are lots of books here. A Activation exercises Grammar: How often do you ... ?; Time expressions 3 3 06 Listen and choose the correct answers. 1 Sophie goes to judo practice a four times a week. b twice a week. 2 Ben watches TV a three times a week. b every evening. 3 Maddie has piano lessons a twice a week. b three times a week. 4 Josh goes to the cinema a every morning. b every week. 4 Look at Sheena’s timetable and complete the sentences about her. 1 I go bowling once a month . 2 I play basketball . 3 I go to the cinema . 4 I have judo practice . 5 I do my homework . 6 I watch TV . 7 I visit Grandma . 8 I go to computer club . My activities by Sheena times a week times a month times a year 1 go bowling 1x 2 play basketball 2x 3 go to the cinema 4x 4 have judo practice 2x 5 do my homework 6x 6 watch TV 7x 7 visit Grandma 6x 8 go to computer club 1x 64 Features of the course Students’ Book Every unit has a listening task. Students have the chance to personalise the language and write about themselves. Activity Book The Activity Book provides four pages of practice and consolidation for each Students’ Book lesson. There are three levels of difficulty. 65 6 Vocabulary: Places in town 4 2 19 Listen and repeat.Then match. Which places are not in the pictures? Grammar How often do you go to karate class? I go once a week. twice a month. three times a year. I go every Monday/Tuesday/Sunday. She sometimes goes three times a week. 5 Ask and answer about the places. 1 A: How often do you go to the cinema? B: I go to the cinema twice a year. 1 watch TV 2 chat to Jo online 3 play basketball 4 have a piano lesson 5 go to Jo’s house 6 go to the cinema 7 go to the shopping centre bookshop café cinema library music shop newsagent’s post office shopping centre sports centre station supermarket swimming pool 1 swimming pool Speaking 6 Look at Jenna’s diary.Ask and answer. Use the words below. A: How often does Jenna watch TV? B: Four times a week. A:Which day(s) of the week does she watch TV? B: On Mondays,Tuesdays,Thursdays and Fridays. 1 the cinema 2 the swimming pool 3 the library 4 the post office 5 the music shop 6 the sports centre About you 7 Write about your typical week. >Now turn to Unit 6A in the Activity Book. Start on p63. MY TYPICAL WEEK Hi, I’m Martin. I’m from Córdoba in Argentina. My week is always very busy! I play football three times a week. I’m in the school football team. We have football practice on Mondays and Wednesdays after school and we play a match on Saturdays. I have guitar lessons twice a week. They are on Tuesdays and Fridays after school. I meet my best friend, Marek, at the shopping centre once a week on Saturday afternoons. We usually go to the music shop and listen to CDs! 1 3 5 7 2 4 6 8 Monday p.m. Watch TV, chat to Jo online Tuesday p.m. Watch TV, play basketball Wednesday p.m. Visit Grandma, have a piano lesson Thursday p.m. Watch TV, go to Jo’s house Friday p.m. Watch TV, chat to Jo online Saturday p.m. Go to the cinema, go to the shopping centre Sunday p.m. Play basketball, go to the swimming pool Diary 64 Presentation 1 2 17 Listen and read.What’s Megan’s hobby? Will: Here are Anna and Megan! Mark: Hey! Look at Megan! Will: Is that a judo outfit? Anna: No, it isn’t. It’s a karate outfit. Megan: My karate class is at seven o’clock. Mark: How often do you go to karate class? Megan: I go twice a week. Anna: Yes, and she sometimes goes three times a week. She’s got a tournament next week. Will: Where do you train? Megan: At the new sports centre. Mark: Oh, where’s that? Megan: It’s here, next to the shopping centre. Mark: And how often do you have tournaments? Megan: Once a year. Will Are you any good? Anna: Good? You can say that again! She’s the club champion! Comprehension 3 Read again and answer True (T) or False (F). 1 Megan has got a karate outfit. T 2 The karate class is at six o’clock. 3 Megan’s karate class is next to the station. 4 Megan always trains three times a week. 5 Megan is good at karate. 2 2 18 Listen and repeat the dialogue. English today • Are you any good? • You can say that again! 64 A How often do you go to karate? Lesson aims: • talk about places in town • talk about how often you do things Outside6 Clear learning aims are expressed as communicative competencies. Real characters are photographed in real-life situations. Visuals help students to memorise new vocabulary. Students can personalise the language and write about themselves. Target language is presented in a communicative context. Students learn useful everyday expressions. Grammar is presented in clear and prominent grammar boxes, animated on the eText. A01_TODA_TB_L01_0870_Pre.indd 7 17/01/2014 15:34 PEAR SO N
- 9. viii Students’ Book Communication Activity Book Communication Students’ Book Culture today D Communication 5 Speaking: Give invitations 1 Write the phrases in the correct box. Are you free on Saturday? Great! See you soon! Sorry, I can’t. I’m busy. Sure! That’s a pity. Would you like to come ...? Yes, that sounds fun/good/great. Your turn 2 Complete the dialogue. Use phrases from Exercise 1. Mark: Hi,Will! Are 1 you free on Saturday ? I’ve got some great new CDs. Will: Sorry, Mark, I 2 . I’ve got football practice with the school team. Mark: Oh, that’s a 3 . And we have burgers for lunch – they’re your favourite! Will: Oh, that 4 great! But never mind. Mark: Would you 5 on Sunday? Will: Sure! Do you have burgers on Sunday, too? Mark: No, we don’t.We have sandwiches for lunch. Will: That’s OK. 6 you on Sunday! Respond Respond Give an invitation Accept an invitation Sure! Refuse an invitation Writing: A party invitation 3 Write the headings.Use Date,Place,Time or To. 1 Place 34, Poolside Road 2 Will Taylor 3 Tuesday 6th January 4 12, High Street 5 2 o’clock–5 o’clock 6 Amy Price 7 5 o’clock–8 o’clock 8 Saturday 30th September Your turn 4 Complete the invitation. 16, Rowling Road 9 p.m. Friday Love Please come to Sophie Lewis the right clothes IT’S A PARTY! To: 1 Sophie Lewis 2 my ‘Jobs’ party! Date: 3 7th November Time: 6 p.m.– 4 Place: My house – 5 Wear 6 for your job! See you soon! 7 , Drew 61 61 5School New words after-school club band boarding school exchange trip excited free time library nervous routine share village Reading 1 2 12 Listen and read.Where are Kasia, Danny and Nina from? Comprehension 2 Read again. Complete the table with the correct times. 3 Choose Danny or Nina. 1 Danny / Nina goes to a small school. 2 Danny / Nina has breakfast at school. 3 Danny / Nina doesn’t have lunch at school. 4 Danny / Nina does homework at school. 5 Danny / Nina plays a musical instrument at school. 6 Danny / Nina sleeps at school. Listening 4 2 13 Listen to a boy from South Africa and choose the correct answers. 1 Name: a Benny b Bryce 2 School starts: a 9.00 b 9.15 3 Morning: a 3 lessons b 4 lessons 4 Lunch: a café b school 5 Afternoon: a 2 lessons b 4 lessons 6 School finishes: a 2.30 b 3.30 7 After school: a rugby b football Speaking 5 Tell the class about your school day.Think about the questions below. School starts at 8.30 every day. • When does school start? • How many lessons do you have in the morning? • When is lunch? • Where do you eat lunch? • When does school start after lunch? • How many lessons do you have in the afternoon? • What time does school finish? • What do you do after school? Project: My school routine 6 Write about your school routine. 1 Introduce yourself. 2 Describe your school, the morning, lunch, the afternoon, your favourite subjects and what you do after school. Name School starts at … Lunch is at … School finishes at … Danny 1 8.45 2 3 Nina 4 5 6 Hi, I’m Konrad and I’m twelve. I’m from Poznan in Poland. My school is big and it’s great. We don’t wear a uniform to school! School starts at 8.00 every day. We have three lessons in the morning and then we have a break. After the break we have two more lessons. School finishes at 1.30. My favourite lessons are English and History. We have a short lunch break, so we have lunch at school with our friends. After school, I do my homework and watch TV. On Tuesdays I have piano lessons after school. Mum says I’m the new Chopin! 61 in the uk? Hi! My name’s Kasia and I’m from Poznan in Poland. Our school exchange trip to the UK is next week! I’m very excited … but I’m nervous, too! What’s an English school like? What’s the routine in your school? Kasia FOR foru m Hi Kasia! There are lots of different schools in the UK. This is my school. It’s in London and it’s very big! We always start school at 8.45. We have two lessons in the morning and then we have a small break. We have two more lessons and then I have lunch at home at 12.30. We have two lessons in the afternoon. My favourite subject is History – the Romans are great! We go home at 3.20. There are lots of after-school clubs, too. I’m in the school band – I play the violin! Danny, London Hi Kasia! This is my school. It’s in Chelwood (a village near Bath) and it’s very small! It’s great, but it’s different from Danny’s school. I go to a boarding school, so we sleep in the school. We get up at seven o’clock in the morning and get dressed. We have breakfast at school, too! We start lessons at eight o’clock. We have lunch at twelve o’clock in the canteen and then we have more lessons. School finishes at four o’clock but after school we do our homework in the library. After that we have some free time and then we go to bed. I like my school. My friends and I share a room – it’s so cool! Nina, Bath 60 Culture today 60 E School life Here are some facts about schools in the UK: 99% of schools in the UK have a uniform. 2% of schools in the UK are for boys or girls only. Students learn about aspects of British life and culture, develop skills and expand their language. A specially filmed video brings the topic to life. TO: MEGAN CHEUNG Date: Saturday, 18th May Time: 6 p.m.–9 p.m. Place: 37, Woodlands Road (my house!) Wear a pop star costume and get ready to dance! See you soon! Love, Anna 59 Writing tip 5 Writing: A party invitation 4 Read the invitation and answer the questions. 7 Write an invitation for your party. 1 Think about your party.What kind of party is it? When is it? Where is it? Say what clothes to wear. 2 Write your invitation. Use the headings in the Writing tip. Look at Exercises 4 and 5 to help you. 3 Show your invitation to the class and vote for the best one! Your turn >Now turn to p61 in the Activity Book. 5 Complete the invitation with the headings from the Writing tip. 1 Who is the invitation to? The invitation is to Megan. 2 Who is the invitation from? 3 When is the party? 4 What time does the party finish? 5 Where is the party? 6 What kind of party is it? How to write an invitation When we write an invitation, we include these headings: To: Date: Time: Place: Look at the invitation in Exercise 4. Circle the headings.What information comes after each heading? 6 Match the headings with the information. 1 To: a Burger Palace 2 Date: b 2 p.m.–3 p.m. 3 Time: c Matt Parker 4 Place: d Sunday, 27th July 1 : Will Taylor Please come to my ‘football stars’ party! 2 : Saturday, 25th May 3 : 5 p.m.–8 p.m. 4 : Woodlands Park Wear a football shirt and trainers and get ready to play! See you soon! Mark Communication 58 1 2 10 Listen and read. It’s half past three.Mark,Megan andWill are in the school playground. Speaking: Give invitations D Mark: Hi, Megan.Would you like to come to the cinema with me on Saturday afternoon? Megan: Sorry, I can’t. I’m busy. It’s my grandmother’s sixtieth birthday party. Mark: That’s a pity. Never mind. Mark: Are you free on Saturday afternoon,Will? Will: Yes, I am.Why? Mark: Would you like to come to the cinema with me? Will: Sure.What’s on? Mark: The new Smurf film. Will: Oh no! The Smurfs are boring! Mark: No, they aren’t. They’re fun. Will: Well, I don’t think so. Mark: OK, then. Let’s play a computer game instead. Will: Yeah! That sounds great. English today • Would you like to come to the cinema? • Are you free on Saturday? •Yeah! That sounds fun/ good/great. • Sorry, I can’t. I’m busy. • That’s a pity. • Never mind. 2 2 11 Put the dialogue in the correct order. Listen and check.Then act out the dialogue. Megan: Well, I don’t think so. 1 Anna: Would you like to watch TV at my house on Sunday evening, Megan? Megan: Yeah! That sounds great. Anna: A fashion show. Anna: OK, then. Let’s watch a DVD instead. Megan: Oh no! Fashion shows are boring! Anna: No, they aren’t.They’re great. Megan: Sure.What’s on? Your turn 3 Act out your dialogue. Student A: You want to go to the park and read magazines with your friend. Student B: You don’t want to read magazines. You want to play football. A: Are you free this afternoon? B: Yes, I am.Why? 1 2 3 Everyday functional/situational language is presented through a photo story. A video accompanies the photo story. Key functional expressions are presented in a clear box. Further consolidation is provided in the Activity Book. Encourage students to work out the meaning of new words from the context. Listening texts expand the topic and provide further input for speaking and writing. Project work relates the topic to the students’ own lives and culture. Productive speaking and writing tasks are carefully staged. A01_TODA_TB_L01_0870_Pre.indd 8 17/01/2014 15:34 PEAR SO N
- 10. ix 7171 Study tip Geography New words explore harbour high island key landmark skyscraper symbol Reading 1 2 26 Listen and read. Name two landmarks in New York City. Comprehension 2 Look at the map in Exercise 1 and write the grid references. 1 The hotel is in D3 . 2 The fire station is in . 3 The Statue of Liberty is in . 4 The hospital is in . 5 The theatre is in . 6 The Empire State Building is in . 7 The school is in . 8 The bank is in . 9 The restaurant is in . 10 The library is in . 6 When you learn new words, it’s sometimes useful to write the word in a sentence. The Statue of Liberty is a famous landmark in New York. Find three new words on page 70 and write a sentence for each word in your exercise book. harbour - There are lots of boats in the harbour. Speaking 3 Ask and answer about the places in Exercise 2. 1 A:Where’s the hotel? B: It’s in D3. 2 A:Where’s the fire station? B: It’s in D2. Listening 4 2 27 Listen and draw the symbols on the grid. Which grid squares are empty? 5 Student A: go to page 102. Student B: go to page 106. Writing: Describing a map 6 Draw a map of your town or the area near your school. Use symbols and a grid. Draw a key for your map.Then describe your map. This is a map of my town, Toledo. Toledo has got a river and it’s got some beautiful bridges. It’s got an amazing old castle, too. The train station is in A1 and the bus station is in D4. My school is in C2 and the park is next to the school, in C3. Toledo has got a library, too. It’s in D1. The theatre is in D3. There’s a hospital in A2 and a post office in B4. Toledo is a great place to visit. A 1 2 3 B C school car park museum landmark theatre library park restaurant hotel bus station hospital fire station bank train station post office police station 1 A B C D E F 2 3 4 D 7070 Cross-curricular studies WELCOME TO NEW YORK CITY! This is a map of New York City. New York City is a very busy place and there are lots of cool places to visit. The key has symbols for the different places in the city. Can you find the symbol for a landmark? The Statue of Liberty is a very famous New York landmark. It’s on Liberty Island in New York harbour. Lots of people visit the Statue of Liberty every year. You can climb up to the head of the statue – but there are 154 steps! There is a museum in the statue, too. Can you find the Statue of Liberty on the map? The Empire State Building is a very tall skyscraper. It’s 443 metres high and it’s got 102 floors! You can see amazing views of New York City from the top floor. What square is the Empire State Building in on the map? New York has got some amazing parks and great museums. How many parks can you find on the map? How many museums can you find? What squares are they in? Now you’re ready to explore New York City. Have fun! Reading texts provide interesting information about areas of the curriculum such as Geography, Art or Science. Study tips suggest various techniques for recording and memorising vocabulary. Writing tasks give students the chance to apply the topic of the lesson to their own lives. Students’ Book Cross-curricular studies Optional information gap activities at the end of the Students’ Book provide further opportunities for communicative speaking practice. How to … Guess what? 51 magazine 4 draw a face! Guess the correct numbers! 1 There are about hairs on your head. a 100 b 10,000 c 100,000 You need: • paper • a pencil • an eraser What to do: Step 2 Think about where the eyes, nose, mouth and hair are. Step 4 Draw the hair and finish your picture. Use your eraser to erase the lines. Now your picture is ready! Step 1 Draw this shape.Then draw two lines on the shape, like this. Step 3 Draw the eyes, nose and mouth. Think about what kind of hair the person has got. Is it long or short? Is it straight or curly? 2 People with blonde hair have got about hairs on their heads. a 13,000 b 130 c 130,000 3 People with red hair have got about hairs on their heads. a 90 b 90,000 c 900,000 4 It’s normal to lose about hairs every day. a 75 b 7 c 7,500 5 Hair is very strong. One hair can hold about grams. That’s the same weight as one chocolate bar! a 5 b 100 c 1,000 All about HAIR! Fun Time! 1 teacher ✗ singer ✓ 2 ✗ ✓ 3 ✗ ✓ 4 ✗ ✓ 5 ✗ ✓ Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Pop fact: Miley’s real name is Destiny Hope Cyrus. Miley Cyrus:American actress and singer 50 and pci k mxipppppppppppppppppppppppppppppppppppppppppppppipiipiipiipiipiipiipiipiipiipiipiccccccccccccccccccccccccccccccccccccccccckccckcckccckcckccckcckccckcckccckcckccckcckccckcckccckcckccckcckccckckckiciciiiiiiiiiiiiiiiiiiiiiiiiiiiiciciciccicicicciciciccicicicciciciccicicicciciciciiipipipiiipiipiiipiipiiipiipiiipiipiiipiipiiipiipiiipiipiiipiipiiipiipiiipicccicccccciccccccicccccciccccccicccccciccccccicccccciccccccicccccciccccic mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmimiimiimiimiimixxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxkkkkkkkkkkkkand kandand kandand kandand kandand kandand kandand kand kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkckckckckkkckckckkkckkckkkckkckkkckkckkkckkckkkckkckkkckkckkkckkckkkckkckkkckkckkkckkckkkckckccckckckccckcckccckckckccckcckccckckckccckcckccckckckccckcckccckckckccckcckccckckckccckcckccckckckccckcckccckckckccckckckkkck iiiiiixixiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiixixixixxixixixxixixixxixixixxixixixiiixixxxxixxxxxxixxxxxxixxxxxxixxxxxxixxxxxxixxxxxxixxxxixixiiixiand Look at the two pictures. Spot the differences.There are eight differences. 1 In Picture A, the woman has got curly hair. In Picture B, she’s got ... What clothes has a house got? STAR SPOT Find and correct the five mistakes in the text. This is Miley Cyrus. She’s a teacher and an actress. She’s in the TV series Hannah Montana. Miley is from the UK. She’s got three brothers and two sisters. Miley isn’t very tall but she’s very pretty. She’s got short, straight hair. She’s got brown eyes, too. In this photo, she’s got a white jacket. She’s very cool. A B JUST JOKING! Address! UK short straight white USA long wavy black A range of magazine-style activities consolidate language in a fun way. Students can choose what they want to do and work on their own or in pairs/groups. Individual activities can be used as fillers or for a change of pace in any lesson. Students’ Book pick and mix A01_TODA_TB_L01_0870_Pre.indd 9 17/01/2014 15:34 PEAR SO N
- 11. x Students’ Book Lenny’s grammar lessons Students’ Book Word list Students’ Book Extra speaking practice 1 museum1 106 Unit 5C, Exercise 9 Student B 1 Look at the notes about Lisa.Answer Student A’s questions. A:What does she do? B: She’s a hairdresser. 2 Use the cues to make questions.Ask Student A and complete the notes about John. B: What does he do? A: He’s a firefighter. 1 what / do? 2 where / work? 3 when / work? 4 what time / start work? 106 Unit 6D, Exercise 5 Student B 1 Look at the grid.Answer Student A’s questions. A:What’s in A1? B: A school. 2 Look at the grid and the key.Ask Student A and complete the grid. B: What’s in A2? A: A museum. Student B Activities Key school police station car park hotel hospital post office Lisa Roberts Job: hairdresser Place: salon Works: Mondays, Wednesdays and Saturdays Starts work: nine o’clock in the morning John Jones Job: Place: Works: Starts work: A B C 1 2 3 4 firefighter school 102 Unit 5C, Exercise 9 Student A 1 Use the cues to make questions.Ask Student B and complete the notes about Lisa. 1 A: What does she do? B: She’s a hairdresser. 1 what / do? 2 where / work? 3 when / work? 4 what time / start work? 2 Look at the notes about John.Answer Student B’s questions. B:What does he do? A: He’s a firefighter. Unit 6D, Exercise 5 Student A 1 Look at the grid and the key.Ask Student B and complete the grid. A: What’s in A1? B: A school. 2 Look at the grid.Answer Student B’s questions. B: What’s in A2? A: A museum. Student A Activities John Jones Job: firefighter Place: fire station Works: Fridays, Saturdays and Sundays Starts work: four o’clock in the afternoon Lisa Roberts Job: Place: Works: Starts work: Key museum restaurant library park bank theatre A B C 1 2 3 4 hairdresser Word list 108 Unit 1 Lesson A Numbers 0–100 Lesson B Formal greetings: Good morning! Good afternoon! Good evening! The time: o’clock five past/to ten past/to quarter past/to twenty past/to twenty-five past/to half past Lesson C Days of the week Family members: grandmother (grandma) grandfather (grandad) grandparents mother (mum) father (dad) parents uncle aunt brother sister cousin niece nephew son daughter Unit 2 Lesson A Countries: Argentina Australia Brazil Canada China Greece Italy Poland Portugal Spain Turkey the UK the USA Nationalities: American Argentinian Australian Brazilian British Canadian Chinese Greek Italian Polish Portuguese Spanish Turkish Lesson B Everyday objects: address book apple bag book cake CD diary eraser ice cream MP3 player orange strawberry umbrella watch Unit 3 Lesson A The house: bathroom bedroom dining room garage garden hall kitchen living room toilet Lesson B Colours: black brown dark blue gold green grey light blue orange pink purple red silver white yellow Common possessions: bike camera computer football games console mobile phone radio rollerblades skateboard Lesson C House and furniture: bed bookcase chair cupboard desk door lamp plant poster sofa table TV (television) wardrobe window Unit 4 Lesson A Clothes: boot cap coat dress hat jacket jeans jumper shirt shoe shorts skirt trainer trousers T-shirt Lesson B Hair: long medium-length short black blonde brown red curly spiky straight wavy 110110 Subject pronouns I I’m Lenny. you You’re a student. he He’s Mark. she She’s Anna. it It’s a book. we We’re friends. you You’re happy. they They’re Will and Megan. Questions Possessive adjectives my My name is Lenny. your Your name is Mark. his His name is Will. her Her name is Anna. its Its name is Fluffy. our Our names are Anna and Megan. your Your names are Will and Mark. their Their names are Anna and Amy. 1 3 2 Lenny’s grammar lessons What’s your name? How old are you? My name’s Lenny. Who’s he? He’s Lenny. What day is it today? It’s Friday. Where are you from? I’m from the USA. 1 Subject pronouns 2 Possessive adjectives 3 Questions 4 Verb: to be positive 5 Verb: to be negative and questions 6 Indefinite article: a/an 7 This/That and These/Those 8 Noun plurals 9 There is/There are 10 Possessive ’s 11 Prepositions of place 12 Verb: have got 13 Present simple 14 Adverbs of frequency 15 Object pronouns 16 Verb: can 17 Imperatives 18 Countable/Uncountable nouns 19 some/any 20 How much … ? 21 Present continuous I’m ten. Optional information gap activities provide opportunities for communicative speaking practice. A six page fold-out grammar reference section provides full paradigms for all the grammar points covered in the Students’ Book. The unit-by-unit word list facilitates revision and memorisation of key vocabulary. A01_TODA_TB_L01_0870_Pre.indd 10 17/01/2014 15:35 PEAR SO N
- 12. xi eText Audio icons bring up the relevant audio for the exercise in an audio player. Videos such as animated grammar boxes can be accessed from the video icons on the page spreads. Interactive practice exercises and tests can be assigned to the whole class or individual students. They can be automatically graded. MyEnglishLab The Gradebook shows at a glance how students are progressing. It can be viewed for the class or individual students. Interactive activities can be opened via the star icons on the page spreads. Tests, classroom photocopiables and additional resources are available for download as PDFs. A01_TODA_TB_L01_0870_Pre.indd 11 17/01/2014 15:35 PEAR SO N