Unit CONTENTS Out and about 41 4 Student’s Book overview 2 Revision 2 49 Unit Workbook overview 4 5 School life 51 Unit Teacher’s Book overview 5 6 Film and TV 59 Digital components 5 Revision 3 68 Unit Yearly Plan 6 7 Sport for all 70 Unit Teaching notes 8 History around us 79 Starter unit 10 Revision 4 88 Unit My world, your world 13 CLIL and Projects 91 1 Unit What are they like? 21 Editing your Work 93 2 Revision 1 30 Extra Reading 96 Unit 3 Healthy living 33 Answer Keys 97 A lejandra Ottolina www.ru M17 394 Phases1TB1 001.indd 1 12/04/18 13:04 Student’s Book overview The Student’s Book includes: • A ‘CLIL and Projects’ section (to be used every two units). • A two-page Starter unit. • A two-page section with texts for students • Eight ten-page units. • A revision section every two units.
• Four extra reading texts with activities. • ‘Upgrade for Exams’ sections after each revision. • A ten-page Language Database. • Six Student A-B ‘Communication Activities’.
Vocabulary is presented The Reading texts, which are through pictures and highly informative, introduce recorded on the Audio the new language in contexts CDs so that students can suitable to the age of the practise pronunciation. These texts are recorded on the Audio CDs. The activities in the Upgrade There is usually a listening box offer further opportunities activity with the new for students to practise what vocabulary leading to a they have learnt so far and can pair-work speaking task. be used with fast finishers.
The Pronunciation box Each unit includes an in every unit focuses extended Listening activity on sounds, stress and to develop listening skills. Look! boxes are included Grammar is presented throughout the unit with clear grammar tables. to help students by Graded exercises help providing language and students practise the form learning tips. and meaning of the new grammar structures.
The Speaking section The Writing section provides makes use of functional models of different text types. language in everyday A specific language point is situations. The texts are highlighted in each unit to help recorded on the Audio CDs. students improve their writing.
The steps included The carefully structured in the Speaking Task Writing Task provides students help students prepare with enough scaffolding for and practise their own their written production. The Culture section The exercises in the highlights an aspect of Progress check revise life in different English- the language presented speaking countries. in the unit. The texts are recorded on the Audio CDs.ru M17 394 Phases1TB1 002 005 overview.indd 2 12/04/18 10:56 The Revision sections consist of a vocabulary and grammar review from the previous two The Upgrade for Exams units through reading sections provide additional and listening exercises.
practice through international exam-type exercises. The Collaborative Task gives students the chance to work in groups and produce a text that integrates the language learnt so far, using various tools and formats. The Communication Activities section, divided into Student A and B, provides six motivating pair-work tasks that improve communication skills and foster lively interactions. Four CLIL texts and Projects present interesting topics for students to investigate further in groups, thus stimulating team work and collaboration.
The Editing your Work section provides six texts containing grammar, spelling and vocabulary mistakes for students to spot and correct using the correction code given. This section aims at raising students’ awareness of grammar, vocabulary and spelling issues. The Extra Reading section includes four reading texts presented in different formats and dealing with varied topics. They are followed by productive activities which help develop students’ reading comprehension skills.
They also include a Glossary to help students read independently. The Language Database Language Database reproduc 1 be: present simple 2 Rewrite the sentences in exercise 1 in the The two Audio CDs summarizes the grammar negative form. affirmative contracted form My friends and I aren’t at school. include the audio for I am I’m 1.
You are You’re structures in the book and 3. He/She/It is He/She/It’s 4. the texts in the book as We/You/They are We/You/They’re Pack ISBN 978-987-XXX-XXX-X © Macmillan Publishers S., 2018 3 Order the words to make questions. Then provides additional grammar • We use be to describe people and objects: Con autorización de Macmillan I’m Australian.
The table is small. write short answers. Publishers Limited from / you / Portugal / are ? ✓ well as the listening and 1 Complete the sentences with the Are you from Portugal? Yes, I am. affirmative form of be.
school / in / Oxford / is / your ? ✗ practice. This section can be My friends and I are at school. best friends / your / are / in your class ? ✓ pronunciation activities. My grandparents Moroccan.
My cousin in the USA. are / Romanian / your parents ? ✗ used in class to supplement públic 4. You and your friends Spanish. My favourite superheroes 4.
teacher / English / is / your ? ✓ Japanese. you and your friends / sixteen years old / are ? ✗ each unit in the book and/or negative contracted form I am not I’m not 6. your friend / I / am ? ✓ You are not You’re not at home to help students with He/She/It is not He/She/It’s not 1 Possessive adjectives We/You/They are not We/You/They’re not • We use not to form the negative: He isn’t (is not) subject pronouns I you he/she/it we you they Audio CD 1 Emma Heyderman Canadian. Fiona Mauchline homework and self-study.
• We usually use contracted forms in conversation possessive adjectives Daniel Morris and informal writing. my your his/her/its our your their Series consultant: Alejandra Ottolina interrogative form and short answers • A subject pronoun is always necessary: I’m from Am I. • you and your are singular and plural.? • he and his are for a man: He is in the club with Yes, you are. / No, you aren’t.
Is he/she/it .? • she and her are for a woman: She is at school. M17-394-Phases1-Audio CD.indd 1 3/8/18 11:52 AM Yes, he/she/it is. / No, he/she/it isn’t. Where is her brother? • it and its are for an animal or object.
Are we/you/they .? • they and their are for men, women, animals and Yes, we/you/they are. / No, we/you/they aren’t. • In questions, we use is or are before the subject.ru M17 394 Phases1TB1 002 005 overview.indd 3 12/04/18 10:56 Workbook overview The Workbook includes: • Practice activities for all the units in the Student’s Book. • Four Worksheets which provide further reading practice.
• A Digital Competence worksheet at the end of each unit. The Upgrade exercises are intended for students who need more challenge. Dictation exercises are The Vocabulary and Grammar provided for students practice exercises correspond to to further practise their the topics presented in the same spelling and to help them sections in the Student’s Book. develop their listening skills.
The Reading section The Writing section follows provides a passage related the same guided approach to the theme of the unit, presented in the Student’s followed by comprehension Book. This page may be used with fast finishers and at any time during the class. The Writing guide steps help students with the preparation of their own text. The Unit check section The Digital Competence revises the main worksheets at the end of each vocabulary and grammar unit include a collaborative from the unit.
project where students use online tools for production and interaction. This section concludes with a Listening comprehension activity. The Workbook audio, which includes the tracks for the listening activities and the dictations, is provided in mp3 format to be downloaded from the Student’s Resource Centre at www.ru M17 394 Phases1TB1 002 005 overview.indd 4 12/04/18 10:56 Teacher’s Book overview The Teacher’s Book includes: • Complete answer keys to the Language Database and the Workbook, including all the Workbook • The Yearly Plan. • Unit-by-unit notes with answers to all the exercises and audioscripts.
• Useful ideas on how to exploit the Communication Activities, the Editing your Work and the Extra Reading sections. Teaching tips are included to help you make the most of each class. 3 Unit TEACHING TIP Initial phase Healthy living PHASES EXTRA 3 Each lesson is divided into Students must be warned against false cognates. Use the texts on page 31 to contextualize the Students work in groups and decide on a diet Cognates are words that have a common pre-teaching of these verbs: ‘eat’, ‘drink’, ‘study’, scheme for these people: a one-year-old child, etymological origin.
Some of these words that ‘have’ (an apple, breakfast, etc) and ‘make’. Practise Lesson 1 a teenage student, a hard-working executive and are cognates in English and Spanish are ‘doctor’, ‘horror’, ‘actor’, ‘tourist’, ‘intelligent’, ‘hospital’, by asking students to provide collocates, eg ‘drink’: an old lady. ‘water’, ‘orange juice’, ‘fizzy drinks’, ‘tea’, etc; ‘eat’: three stages: Initial phase, Aims etc. False cognates are words that look similar ‘an apple’, ‘spaghetti’, ‘pizza’, ‘unhealthy food’, ‘at a to a word in your mother tongue but differ restaurant’, etc.
To learn vocabulary about food. 3 Play the track for students to listen to Max 1.29 in meaning, eg ‘conductor’, ‘carpet’, ‘blank’, To read about eating habits. Ask what their favourite food is. ‘parent’, ‘pan’, etc.
Core To talk about one’s diet using cognates. Grammar 1 Core and Closing phase. Audioscript/Answers Max Hey, Sally. What’s your favourite food? Present simple – affirmative and negative Initial phase Sally My favourite food? Um, it’s fish.
What about you, Max? PHASES EXTRA Max Err, it’s ice cream. I love it! Make sure students remember some of the new 1 Ask the class to look at the sentences in the table Oral discussion: invite the class to describe the best and say what is different about the ‘he/she/it/’ vocabulary items. You can do this by spelling out restaurants in their hometown. Pre-teach the words 4 Students work in pairs to ask and answer form in the first box (we add the ‘s’ at the end of some of the words for them to guess but leaving ‘healthy’ and ‘unhealthy’ in reference to fast food.
about their favourite food. This may be made the verb in the affirmative and we use ‘doesn’t’ in one letter out, eg ‘s–u–a–r–s’ (sugars). After two Have students talk about their meals: breakfast, slightly more complex by having the class ask the negative). Refer students to the texts on page or three examples, a student may take your role.
lunch and dinner. Ask, ‘What time is it?’ ‘Where is and answer about their favourite breakfast, 31 again and ask what we use this verb tense for it?’ ‘Is it healthy?’ dinner or lunch food/drink. Elicit one exchange (habits, routines in the present). from a strong pair first and then walk around Core monitoring students’ work.
UPGRADE 2 Have students circle the correct words and check Workbook references are their work orally. This exercise should be done in pairs so that TEACHING TIP weaker learners are helped by stronger ones. Answers Food Weaker learners should be encouraged to work They find in the text words that are similar to 1 eats; 2 drink; 3 make; 4 get up; 5 eats; 6 don’t 1 1.28 Use this exercise to elicit what students with average ones, neither with strong learners words in their language and are invited to add included when appropriate. know and teach what they don’t.
Play the track nor with other weak ones. for students to listen, repeat and match the PHASES EXTRA B. Ask different students to read the texts in pictures 1–6 with some of the words in green. exercise 5 and then have the class write about Invite students to play a mime game in pairs.
Workbook page 25 their diets.