Let’s get together
2
Unit 2
Let’s get together
In this unit, we’ll talk about social activities,
friendship and love.
2
The aim of the unit is to:
• talk and write about actions going on now or
in the past,
• talk and write about likes and dislikes,
• talk about friends,
• describe daily routines,
• make invitations and social calls,
• plan activities.
Therefore, you’ll need:
• words relating to friendship and love,
• words relating to social activities,
• expressions relating to invitations and phone
calls,
• the Present Continuous as a future marker,
• the Past Simple and Continuous.
1
What’s going on?
60
2
Call me maybe!
70
3
Come on over!
72
4
What happened?
78
5
Oompa Loompas!
82
6
I’m on my way
94
7
Checkpoint: Test yourself
Strategies
Checklist
97
99
101
8
Final tasks
103
9
Vocabulary and grammar
105
fifty-nine
Que trouverez-vous dans les différentes
parties de l’unité ?
59
Parties 1 à 6 : des activités mobilisatrices qui vont
favoriser l’apprentissage :
1 une activité d’écoute qui réactive et élargit le
vocabulaire des hobbys et permet de s’entraîner à dire ce que l’on (n’)aime (pas) faire et de
revoir l’utilisation du présent simple et du présent continu à l’écrit et à l’oral ;
2 des activités qui structurent et mobilisent les
fonctions langagières nécessaires à une conversation téléphonique ;
3 une activité d’écoute, au départ de matériel
authentique (vidéo), qui débouche sur un travail des invitations à des fêtes, notamment par
un jeu de rôles, ainsi que des activités pour fixer
le vocabulaire des cadeaux et revoir le pluriel
des noms ;
4 au départ d’un poème, des activités qui réactivent le past simple, travaillent la prononciation des terminaisons et les questions dont le
mot interrogatif est le sujet ;
5 des activités de lecture qui amènent à la structuration et à la fixation du past continuous,
ainsi qu’une activité d’écoute (vidéo) qui amène
à observer et à fixer l’utilisation du past simple
et du past continuous ensemble et une activité
d’écriture qui mobilise ces temps.
6 une activité de lecture qui débouche sur la
structuration du présent continu pour exprimer un futur, ainsi qu’une activité de communication orale.
Partie 7 : des démarches qui permettent de…
7.1 installer les ressources lexicales et grammaticales,
7.2 développer une stratégie d’apprentissage :
comment étudier du vocabulaire,
7.3 s’auto-évaluer.
Partie 8 : deux tâches finales dans lesquelles l’élève
1 téléphone à un de ses amis pour l’inviter à aller
à un festival d’été et le convaincre de l’accompagner
2 envoye un mail racontant sa fête d’anniversaire
la plus folle dans le but de participer à l’émission Sweet Sixteen sur MTV.
Partie 9 : un outil de référence qui aidera l’élève à réviser
son vocabulaire et sa grammaire en autonomie
59
1
What’s going on?
Objectifs
1.1
Eveiller l’intérêt pour un sujet en faisant appel à des informations connues par
l’élève
1.2
Comprendre des informations globales et de détails à l’audition
1.1
Ces activités de warming-up sont l’occasion
de lancer la discussion avec les élèves et de
faire des liens avec leurs vécus, de connaître
leur opinion sur différents sujets.
9 Hey girlfriend! (part 2)
Katie What’s that noise in the background
anyway? Where are you?
Helen I’m at the mall. My mom’s doing some
shopping and I’m browsing through a magazine at Starbuck’s. I’m also enjoying a perfect
vanilla-flavoured latte. What are you doing?
Katie I’m trying to do my Maths homework,
but I don’t understand anything about it.
60
What’s going on?
1.1
Party Time!
• Look at the cards and read the messages that go with them.
• Who would you send these cards to?
• Why would you send someone these cards?
Script
8 Hey girlfriend! (part 1)
Helen Hey girlfriend! How are you doing?
What’s going on?
Katie Hi Helen! I’m doing OK, miss you
though.
Helen So do I, but hey, tell me all about this
new hobby of yours!
Katie Cool! Do you remember I mailed you a
picture of my Salsa teacher, Juan?
Helen Sure thing! Good looking and a good
dancer too, heaven!
Katie Tell me all about it! Well, he told me my
rhythm is definitely improving, and if I keep
up the good work, he’ll let me try salsa dancing level 2.
Helen Sorry? Level 2? What’s that?Katie Dancing with a boy instead of Auntie Meg! [(Starts
laughing)]
Helen Cool!
Katie Anything new happening in the USA?
Helen Well, next to the drama club, the basketball club and cheerleading in school, I’ve also
taken up horseback riding.
Katie I thought you were scared of horses?
Helen Let’s call it therapy, hey. Do you remember Adrian?
Katie The boy sitting next to you in Biology?
Helen That’s him, he’s the stable boy and boy,
can he ride! He’s teaching me lots of cool
stuff!
Katie OK, I get the picture.
1
2
60
sixty
Unit 2 • Let’s get together
Media
1.2
a
8
Answer the questions.
• Who is calling who?
• What are the girls talking about in the first part of the conversation?
2
(new) hobbies and activities
• What is Helen describing in the second part of the conversation?
Her daily (or weekly) routine and she names the activities she usually does at
weekends.
Circle the correct answer.
1
Katie’s taken up
hip hop
salsa
freestyle dancing.
2
Helen does
athletics
drama
volleyball.
3
Katie’s dance teacher’s called
Antonio
Juan
Hector.
4
Gwen studies in
Cambridge
Oxford
Kent.
5
Helen’s
at home
in a supermarket
at the mall.
6
Helen’s drinking
tea
a coke
vanilla coffee.
7
At weekends Helen
sees friends
goes sailing
visits relatives.
8
Katie’s doing
Maths homework
English homework
a Biology assignment.
c
9
13
–
14
9
Katie’s calling Helen.
b
–
1.2 b & c
Ces activités relèvent de la discrimination
auditive. Il est dès lors intéressant de s’en
servir pour fixer la prononciation des différents termes.
listening
Hey girlfriend!
8
Fill in the gaps.
1
Katie’s dance teacher told her that her
2
Helen’s taken up
is improving.
although she’s afraid of horses.
3
Helen is
4
Gwen’s sprained an ankle doing
.
5
At weekends, Helen goes to the
to play games.
6
Katie says the mall would be a new
a drink at Starbucks.
.
rhythm
horse riding
enjoying
fitness
youth centre
experience
sixty-one
61
And Gwen is listening to some really loud
music., which makes it very hard for me to
concentrate. (to Gwen: Gwen turn it down!!! I
can’t hear myself speak!)
Helen What’s Gwen doing at home? I thought
she was at university in Oxford.
Katie She sprained an ankle doing fitness
and now she’s driving everybody crazy all
because she needs a bit of attention.
Helen Tell her then. Tell her she’s getting on
your nerves!
Katie Are you joking? If I tell her that, she
won’t help me with my homework anymore
and I really need her help.
Helen Yeah, I know what you’re talking about.
Drew has to help me with my French all the
time.
Katie So, when am I going to meet this brother
of yours?
Helen Come to the states honey!
Katie Who knows? Maybe mum will let me in
the upcoming holidays.
Helen That would be great! We could do all
sorts of stuff together.
Katie Give me an impression! What’s a day like
in the USA?
Helen It’s not that different from life in Britain
you know, I get up, go to school, come home,
do homework, take a trip with the family, ...
Katie And that’s why I have to come to the
USA? Sounds a bit boring to me!
Helen No silly! Weekends ah, I see friends, go
to the youth centre and play games, go out
for a drink, and go to the mall, that’s the
place to be, you know!
Katie The mall, ... that would be a new experience?!! Anyway I have to go now. If I don’t
finish my homework, my Maths teacher will
kill me tomorrow. Big hug, talk to you soon,
take care, bye!!
Helen Hug back, talk to you soon too, bye!
61
1
What’s going on? (suite)
Objectifs
1.3
Fixer le vocabulaire des hobbys
1.4 a Exprimer ses goûts en matière de hobbys
1.4 b Entraîner l’expression orale en discutant de ses goûts en matière de hobbys
avec un partenaire
1.3
Cette activité permet de réactiver le vocabulaire nécessaire afin
de permettre aux élèves d’exprimer leurs préférences en matière
de hobbys.
1.3
Everyday English
Busy weekend!
Match the hobbies to the pictures.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Choose from:
2
A
dancing
reading
playing basketball
surfing
playing football
horse riding
performing drama
cheerleading
rowing
listening to music
going out with friends
watching films
playing computer games
chatting
swimming
fishing
fencing
C
D
E
F
B
J
G
H
I
K
L
M
N
O
RE ME MB ER !
P
1
62
62
2
When talking
about hobbies
you use the
gerund to name
the hobby.
EX AM PLE • My
hobbies are da
ncing,
swimming, horse
riding, chatting
, playing
computer game
s, …
Q
3
4
5
B F G
I
A D E M C L
sixty-two
6
7
8
9 10 11 12 13 14 15 16 17
J
K N P O H Q
Unit 2 • Let’s get together
1.4
a
Everyday English
Expressing likes and dislikes.
Have a look at the following expressions.
To express what hobby you like, you can use the following sentences:
I like swimming
I love dancing
I'm into horse riding
2
To express what hobby you don’t like you can use the following sentences:
I don’t like reading.
I hate collecting stamps.
I'm not into disco dancing.
1.4
Cette activité invite les élèves
à discuter de leurs goûts en
matière de hobbys, en fixant une
nouvelle fois la structure like/
hate/ … + gérondif.
The verbs in bold print are usually followed by the gerund!
b
Ask your classmate about his or her likes and dislikes about hobbies.
Write down his or her answers, and then report to the class.
Mind the structures!
EXAMPLES • Which hobbies do you like?
I like swimming and surfing.
He or she likes swimming and surfing.
My partner likes swimming, dancing and going out with friends, but he/ she
really hates reading and travelling.
Which hobbies don't you like?
I don't like playing computer games.
My partner really likes reading because he/she is totally into books and enjoys
the silence of doing an individual activity. He/ she really hates swimming
because he/she is not a sporty person and he/she hates getting wet.
REMEMBER!
When you report on your classmate’s
hobbies, you have to use the third
person singular. Don’t forget to add s or
es to the verb!
sixty-three
63
63
1
What’s going on? (suite)
Objectifs
1.5 a Entraîner sa compréhension à l’audition du détail
1.5 b Structurer l’emploi du present simple vs present continuous
1.6 a Entraîner sa compréhension à la lecture et l’utilisation du present continuous
1.6 b Poser des questions au present continuous
1.5
Cette activité relève de la discrimination auditive. Elle permet de
rappeler, de manière inductive, la
formation et l’utilisation du Present Continuous.
1.5
grammar
What are you doing after school?
Present Continuous versus Present Simple
a
2
10
Listen to the telephone conversation from exercise 2 again and fill in the
missing verbs.
Extract of part 2.
(2) through a magazine at
(1) some shopping and I
H elen I’m at the mall. My mum
Starbucks. I
(3) a perfect vanilla-flavoured latte. What
(4) you
(4)?
K aTie I
(5) to do my Maths homework, but I don’t understand anything about it. And
(6) to some really loud music, which makes it very hard for me to concentrate.
Gwen
(to Gwen: Gwen turn it down!!! I can’t hear myself speak!)
My mum is doing
I’m browsing
I’m enjoying
1
2
3
4
5
6
What are you doing?
I’m trying
Gwen is listening
Extract of part 2.
H elen It’s not that different from life in Britain you know, I
K aTie
H elen
7
8
b
(7), go to school, come home,
(8) homework, take a trip with the family, …
And that’s why I have to come to the USA? Sounds a bit boring to me!
(9), go to the youth centre and play games,
No silly! At weekends I
to the mall. That’s the place to be, you know!
get up
do my homework
9
10
(10), and go
see friends
go out for a drink
Now reread the two extracts and answer the following questions.
What tense is used in extract 1?
We use this tense to express
What tense is used in extract 2?
We use this tense to express
The tense used in extract 1 is the Present Continuous.
Actions going on now.
The tense used in extract 2 is the Present Simple.
Habits, daily routines, general facts.
Starbucks Corporation is an international coffee and coffeehouse chain
based in Seattle, Washington, USA. Starbucks is the largest coffeehouse
company in the world, with 16,120 stores in 49 countries, including around
11,000 in the United States, followed by nearly 1,000 in Canada and more than
800 in Japan. Starbucks sells drip brewed coffee, espresso-based hot drinks,
other hot and cold drinks, snacks, and items such as mugs and coffee beans.
Through the Starbucks Entertainment division and Hear Music brand, the
company also markets books, music and film.
You can find Starbucks branches in Germany, France and the UK and they are
looking to expand throughout Europe.
64
64
sixty-four
Unit 2 • Let’s get together
Media
10
15
1.6
a
Questions using the Present Continuous.
grammar
Pour plus d’exercices sur le
Present Continuous, les élèves
peuvent se rendre sur Step up
Use the extracts to answer these questions.
1
What’s Helen’s mum doing?
She’s doing some shopping.
online
b
2
What’s Helen drinking?
She’s drinking a vanilla flavoured latte.
3
Is Helen reading a book?
No, she isn’t. She’s browsing through a magazine.
2
Question time!
Write questions for the underlined parts of the sentences. Use the question words.
1
Helen is having coffee at Starbucks.
Where is Helen having a coffee?
2
Helen’s friends are hanging out at the mall.
What are Helen’s friends doing at the mall?
3
Katie’s phoning Helen now.
Who’s phoning Helen now?
4
Helen’s brother is learning how to drive a car.
What’s Helen’s brother learning?
5
Helen’s studying Biology in her room.
Where is Helen studying Biology?
6
Helen’s father is preparing dinner.
Who’s preparing dinner?
sixty-five
65
65
1
What’s going on? (suite)
Objectifs
1.7
Interagir pour trouver des différences entre deux images
Utiliser le present continuous à l’oral
1.8 a Entraîner sa compréhension à la lecture
1.8 b Poser des questions au present simple
1.7
Faire travailler les élèves par
paires et s’assurer que chacun
n’a qu’une seule des deux images
devant lui (élève 1 la A et élève 2
la B par exemple).
1.7
spoken interaction
Pair work
Use the picture to write questions in the Present Continuous. Your classmate will give you the
answers. You can use the numbers to refer to the people in the pictures. Then swap roles.
• You use picture A.
• Your classmate uses picture B.
EXAMPLE • What are the people in number 1 doing?
2
They are having a cup of coffee.
A
6
3
4
2
9
1
7
10
8
A picture
Possible questions and answers:
What are most people doing?
What is the young man doing?
What’s the man with the guitar doing?
What’s Helen doing?
What’s the security guard doing?
What are those kids doing?
B picture
Possible questions and answers:
What are most people doing?
What’s the busker doing?
What’s Helen doing?
What’s the young man doing?
What’s the young lady doing?
What’s the security guard doing?
66
66
sixty-six
5
They are walking around.
He’s pickpocketting.
He’s playing music and singing.
She’s having coffee with her mum.
He’s chasing two kids.
They’re skating in the mall.
They’re walking around, shopping.
He’s putting away his guitar.
She’s having a burger with her mum.
He’s helping an old lady.
She’s kissing her boyfriend.
He’s giving directions to two boys.
Unit 2 • Let’s get together
2
B
7
5
10
1
2
3
4
6
8
9
1.8
grammar
Who goes shopping?
Questions using the Present Simple
a
Questions in the Present Simple
Go back to exercise 1.5 a.
Use the second extract to answer these questions.
b
1
What does Helen do after school?
2
Does she take trips with the family?
She does her homework.
Yes, she does.
3
What does she do at weekends?
She goes to the youth centre, she plays games and she goes to the mall.
Write questions for these answers.
3
How often does Katie phone Helen?
What does Helen do at weekends?
Who goes to university?
4
Where does Katie’s mum drink coffee?
Katie’s mum drinks coffee at Starbucks.
5
When do they phone each other?
They phone each other every other day.
1
2
1.8b
La formation des questions avec
l’auxiliaire DO reste difficile pour
les élèves. Il est donc important
de la retravailler régulièrement.
Katie phones Helen twice a month.
Helen hangs out at the mall at weekends.
Helen’s brother goes to university.
sixty-seven
67
67
1
What’s going on? (suite)
Objectifs
1.9 a Réfléchir au départ d’un plan à quels temps utiliser dans une production
écrite
1.9 b Entraîner l’expression écrite
1.9 b
Encourager les élèves à amener des photos d’eux et de leurs
famille/amis qui font différentes
choses et dont ils se serviront
pour rédiger leur email.
Le tableau en bleu permet de
réactiver les expressions à utiliser pour débuter et terminer
un email informel. De plus, il
est intéressant de rappeler aux
élèves que, tout comme dans
une conversation, le Small talk
est important dans un email
informel et permet de développer son texte.
1.9
An email to a friend.
a
Read the instructions first and fill in the name of the correct tense.
One of your best mates has moved to another country. Write a short email to him/her.
• Tell him/her what you are doing now.
Tense used =
2
present continuous
• Tell him/her about your daily routine.
Tense used =
present simple
• You decide to enclose some pictures of your family members. Describe what they are doing in
these pictures.
Tense used =
present continuous
• Ask him/her about his or her daily routine abroad and the things he or she is doing now.
b
Write your email.
Use the Everyday English from the blue box to open and close it.
Everyday English: Opening and closing an informal email
Opening
•
•
•
•
•
Hi Helen!
Hey Katie!
How are you?
How are you doing?
How are things?
Closing
•
•
•
•
•
•
•
•
I’m looking forward to seeing you.
See you later!
Mail me!
See you then.
(CU then!)
Bye bye!
Lots of greetings.
Yours, Katie
Extra phrases
•
•
•
•
•
You’re a star!
You’re the best!
Thanks a lot/cheers!
That’s cool!
The pictures are attached.
REMEMBER!
In unit 1, you learnt to use small
talk in conversations. You can do
the same in letters and emails.
68
68
sixty-eight
Unit 2 • Let’s get together
Nathalie
Kate
Hi girlfriend!
Hi Nathalie!
2
How are you? How are things going in Oxford?
I am doing a very difficult English assignment at the moment. I’m actually writing an
essay on Roald Dahl who is one of my favourite authors as you probably know.
I am also enjoying a very nice sandwich while I’m writing to you (I was a bit hungry!).
So nothing new here. I am as busy as ever.
My routine is still the same.
I get up at 7.30, take a shower, grab something to eat and then run for school. I miss
going together with you though.
At weekends, I hang out with our usual group, we normally go the cinema to see a film
or we go to the youth centre to play some games. I’ve got a new hobby! I play basketball
three times a week and it’s so much fun!
I’m sending you some pictures of my family as well.
In picture one, my mum and dad are chasing the dog in the garden. Stupid!
And in picture two, I’m having a fight with my annoying brother. He misses you as well!
So what about your new life in England?
Tell me all about it. Mail me as soon as possible!
1.9 b
Cette activité est l’occasion d’entraîner les élèves à relire efficacement leurs productions écrites
et à s’auto-évaluer : vous pouvez
leur fournir une grille d’évaluation et leur demander de la compléter afin qu’ils puissent comparer avec la vôtre, ou encore les
mettre par paires et demander
au partenaire de relire et évaluer
le travail avant votre propre évaluation, par exemple.
Big hugs
Kate
sixty-nine
69
69
2
Call me maybe!
Objectifs
2.1
Fixer les expressions langagières à utiliser pour commencer et/ou terminer
une conversation téléphonique
Mobiliser ces expressions dans une interaction orale.
2.2 a & b Découvrir les abréviations courantes du langage sms
2.1 & 2.2
Les activités Everyday English
permettent aux élèves de se
construire un bagage d’expressions courantes à réutiliser telles
quelles et de savoir dans quel
contexte les ressortir.
Call me maybe!
2.1
Is that you?
Everyday English
11
Have a look at these expressions used to open and close a call.
2
Saying hi!
•
•
•
•
•
•
Hello, how are you?
Hey, how’s it going?
Hiyah, how are you doing?
What’s up?
What’s new?
How’s it hanging?
•
Script
•
Helen I’m at the mall. My mom’s
doing some shopping and I’m
browsing through a magazine
at Starbuck’s. I’m also enjoying
a perfect vanilla-flavoured latte.
What are you doing?
Katie I’m trying to do my Maths
homework, but I don’t understand anything about it. And
Gwen is listening to some really
loud music., which makes it very
hard for me to concentrate. (to
Gwen: Gwen turn it down!!! I can’t
hear myself speak!)
•
Saying bye! + Making suggestions
•
•
•
•
•
•
•
•
•
•
Talk to you soon!
Catch you later!
See you later!
How about going to the movies?
Let’s go out tonight!
Would you like to come to dinner?
What about going to the pool?
(Do you) feel like having some fun tonight?
Are you in for some fun tonight?
Do you want to go out and party?
•
•
•
•
•
•
Now listen again to the conversation between Helen and Katie and complete the chart with the
expressions they use.
PA I R W O R K
Practise a similar conversation with a partner. Use expressions from the box. Follow the outline
below for your conversation and write a few keywords for each step.
step
Helen It’s not that different from
life in Britain you know, I get up,
go to school, come home, do
homework, take a trip with the
family, ...
Katie And that’s why I have to
come to the USA? Sounds a bit
boring to me!
Helen No silly! Weekends ah, I see
friends, go to the youth centre and play games, go out for a
drink, and go to the mall, that’s
the place to be, you know!
keywords
1
Say hello.
2
Talk about what you’re doing while you’re calling each other.
3
Ask each other for help with your homework (you each choose a
subject).
4
Suggest something to do at the weekend.
5
Say goodbye to each other.
Pupils’ own answers
70
70
2
seventy
Unit 2 • Let’s get together
Media
11
16
2.2
a
Everyday English
CU 2moro!
What’s this?
• Look at the title of this exercise. What does it mean?
See you tomorrow
This kind of abbreviation is very common when talking on the Internet or texting. There are no
exact rules on how to write these abbreviations.
2
2.2
Cette activité très courte permet
aux élèves de découvrir la signification exacte de certains acronymes qu’ils utilisent déjà dans
leur communication online.
But here are some suggestions:
a very often letters are replaced by numbers: 2day = today
b Very often words are replaced by letters that are pronounced the same: CU = see you
c Sometimes all the vowels in the words are dropped: pls = please
d Sometimes only the initial letters of the words are used: ASAP = as soon as possible
Be careful, this kind of language is always changing!
b
Can you read this?
Change the messages into everyday English.
c
1
W8 4 me!
=
2
R U OK?
=
3
g2g
=
4
OMG
=
5
LOL
=
Wait for me
Are you okay
Got to go
Oh my god
Laughing out loud
Surf the Internet and find at least three other examples and their
meaning.
seventy-one
71
71
3
Come on over!
Objectifs
3.1
Eveiller l’intérêt des élèves pour le sujet
3.2
Entraîner sa compréhension à l’audition de matériel authentique au départ
d’une vidéo
3
Come on over!
3.1
Would you…?
2
1
2
3
4
3.2
Extra information
Useful links to find more information about the series Gilmore
Girls
• http://www.imdb.com/title/
tt0238784/
• http://www2.warnerbros.com/
gilmoregirls/
• http://www.crazy-internetpeople.com/site/gilmoregirls/
scripts.html
What’s going on in the picture?
What’s the man trying to do?
Try and explain the funny side of the cartoon to the rest of the class.
What/where can you invite people to?
watching
Gilmore birthday bash!
Step up
online
Watch the clip.
Gilmore Girls is a popular American series set in the fictional village of
Star’s Hollow in Connecticut. In the series everything revolves around
the relationship between Lorelai Gilmore and her teen daughter Rory.
Lorelai became pregnant with Rory at the age of sixteen, much to the
embarrassment of her rich parents. She decided to bring up Rory on
her own. Each episode shows the twists and turns to the relationship
between Lorelai and Rory and the grandparents.
REMEMBER!
Did you know that the word ‘bash’ is informal English for ‘party’?
Connecticut is one of the smaller states in the Unites States of America.
Its capital is Hartford. Connecticut borders the state of New York to
the west, to the north it borders Massachusetts, to the east it borders
Rhode island and to the south it borders the Atlantic Ocean. Connecticut
has a lot of rivers and lakes but the most important river is called the
Connecticut just like the state itself.
The most important cities in Connecticut are (apart from Hartford)
Stamford, Bridgeport and New Haven, known for its Ivy league university
‘Yale’.
72
72
seventy-two
Unit 2 • Let’s get together
Media
2
a
What is the clip about? What is the problem?
It’s about Rory’s birthday. Her mum and her grandmother both want to
organise a party on the same day
b
Imagine what the two parties will be like. Here are some adjectives to
help you. Put them in the right column.
2
intimate • fun • quiet • posh • serious • casual • boring • wild • crowded • old •
fashioned • loud • formal • exciting
Organiser :
c
Rory’s grandma
Organiser :
Rory’s mum
Here are some quotes taken from the clip. Who said them?
3.2 b
Faire trouver les adjectifs
qui s’opposent dans les deux
colonnes pour aider les élèves à
construire leur sens.
3.2 c
Encourager les élèves à justifier
leurs réponses, pour qu’ils reformulent avec leurs mots ce qu’ils
ont compris de l’extrait.
• I’m sorry. Friday nights are my nights.
Lorelei’s mum
• You couldn’t get her to cave?
Rory
• Sweety. I promise Saturday night we’ll do it up right at home.
Lorelei
• No. But she did agree to make the string quartet learn Like a Virgin.
Lorelei
• I’ll see you Friday, Birthday Girl!
Tristan (Rory’s blond schoolmate, boy)
• My parents are making me go. Another obligation party.
a blond girl in the corridor at Rory’s school
How do these people feel about the parties? Read the quotes, they can help you.
seventy-three
73
73
3
Come on over! (suite)
Objectifs
3.2 c (suite) Entraîner sa compréhension à l’audition de matériel authentique au
départ d’une vidéo.
3.3
Fixer la fonction langagière ‘inviter quelqu’un’
3.4 a
Préparer une interaction orale en réfléchissant au plan de la conversation
3.4 b
Entraîner l’interaction orale
Travailler avec du matériel
authentique peut être effrayant
pour les élèves. Il est important
de les rassurer en leur montrant
que la tâche est à leur portée,
qu’il n’est pas nécessaire de tout
comprendre et que de nombreux
éléments extralinguistiques
peuvent les aider.
She’s worried about her grandma’s party. It will be a
big fuss, with lots of people she doesn’t really know,
not very enthusiastic, … But more positive about
the birthday parties organized by her mum.
2
Takes it very seriously, looking forward to it
(buying dresses for Rory and Lorelei, inviting Rory’s
classmates, …)
Not very enthusiastic about the party her mum is
organizing for Rory but trying to cheer up Rory.
Much more enthusiastic about the birthday party
at their place: inviting friends, …
Planning to go to the party organized by the
grandma but not really enthusiastic, kind of
sarcastic, slightly making fun of Rory, trying to
annoy her.
They don’t want to go, their parents make them go.
74
74
seventy-four
Unit 2 • Let’s get together
3.3
Everyday English
Inviting people
Watch the clip from exercise 3.2 for a second time and complete the box with the missing
expressions.
To invite someone you can use the following sentences
• Would you like to come to my birthday party?
2
• I would like you to come to my sweet sixteen party.
•
I’m inviting you to come to my birthday party.
• Do you feel like coming to my Christmas party?
•
Would you like to attend my sweet sixteen birthday party?
To either accept or refuse an invitation you can use the following sentences
Accepting
•
•
•
•
3.4
a
Refusing + giving a reason why
• I’m sorry but I can’t make it.
• I’m sorry, I’ve got other plans.
I’d love to come.
I’ll be there!
Count me in!
Can I bring …?
•
I’m sorry but I can’t accept the invitation.
•
So sorry to let you down. I’m out of town.
spoken interaction
Party talk!
3.4 a
Cette activité n’a pas pour but
d’encourager les élèves à écrire
à l’avance toutes leurs interventions en interaction mais de les
faire réfléchir à la structure et au
contenu afin qu’ils soient plus à
l’aise quand ils doivent prendre la
parole spontanément.
Vous pouvez aussi laisser les
élèves s’entraîner par paires et
mélanger les paires au moment
du passage devant la classe pour
recréer la spontanéité.
Prepare a role-play in which you invite your classmate to a party at your
place. Your classmate refuses but you try to persuade him/her.
Keywords
Greetings
Inviting
Refusing + explanation
Persuading
Accepting
•
•
•
•
Saying goodbye
b
Act your role-play in front of the class.
seventy-five
75
75
3
Come on over! (suite)
Objectifs
3.5 a & b Fixer le vocabulaire des cadeaux
3.6 a & b Réactiver le pluriel des noms
3.5
Les cadeaux sur les photos
peuvent vite paraître ‘ringards’
aux élèves. Cette activité est
donc l’occasion de discuter de ce
qu’eux aiment, ou n’aiment pas,
recevoir.
3.5
a
Look at the following birthday presents and rate them from 1 to 10 to
your personal taste.
B
2
vocabulary
Top ten birthday pressies for teenagers!
C
A
D
E
F
I
J
b
G
H
Match the items to the descriptions.
1
This is the ideal gift for teenagers who are eco-conscious, a solar charger to charge up the
battery to their mobile phone or iPod.
2 For girls and women who take care of their lips, this new lip balm made from bee’s wax and
honey is super dooper!
3 Sports guys will love this new type of hi tech sneaker!
4 Are dark and mysterious events your thing? Then Philip Pullman’s novels are your best
birthday gift. Not for small children!
5 Lost and confused? Or just dying to see each and every episode all over again? This is the gift
for DVD lovers who can’t imagine life without DVDs!
6 Are you a webmaster? Can you recreate your own website over and over again! Then this
personal website builder is definitely yours!
7 Wear one of these peace bracelets or necklaces and your anger will fly away.
8 Aspen or Les Deux Alpes is your cup of tea, then this snowboard is what you need.
9 Gaming is what you do, then this package of computer games is your game heaven!
10 Can’t live without a beat?
This is the latest iPod craze
A B C D E F G H I J
for cool people!
10 7 8 9 6 5 4 3
76
76
seventy-six
1
2
Unit 2 • Let’s get together
3.6
grammar revision
Unwrapping presents
Plurals
a
Give the plurals of the underlined words from exercise 3.5b.
1
2
3
4
b
gifts
iPods
batteries
sneakers
5
6
7
8
websites
bracelets
necklaces
snowboards
2
3.6
Cette mini-réactivation du pluriel permet d’ajouter une nouvelle règle à celles déjà travaillées
précédemment.
Go back to the descriptions.
What’s the plural form of DVD?
DVDs
→ With abbreviations such as DVD, TV, CD, … we simply add
s
to the word.
Write down the plural of:
1
TV
2
CD
3
PC
TVs
CDs
PCs
4
MC
5
DJ
MCs
DJs
Give the plural of these nouns :
1
woman
women
2
person
people
3
child
children
For more exercises
about the
plural of nouns, go
on
Step up
online
seventy-seven
77
77
4
What happened?
Objectifs
4.1
4.2 a & b
4.3 a
4.3 b
Eveiller l’intérêt des élèves pour le sujet, lancer la discussion.
Entraîner la compréhension à la lecture
Réactiver le past simple des verbes réguliers et irréguliers
Fixer l’utilisation du past simple et la prononciation des finales
4.1
Never had a friend like me : lyrics
Well, Ali Baba had them forty thieves,
Scheherazade had a thousand tales.
But master you’re in luck, ‘cause up your sleeves
You’ve got a brand of magic never fails
I thought life was magic!!!!
4
What happened?
4.1
Never had a friend like me!
2
• What is the song about?
• What type of friend is the genie to Aladdin? Why?
4.2
Chorus:
“Mr. Aladdin, sir, what will your pleasure be?
Let me take your order, jot it down?”
You ain’t never had friend like me.
a
Read the poem.
Katie kissed me!
Katie kissed me! Yuck, it’s true!
My face took on a greenish hue.
My knees, like jelly, started shaking.
Then my stomach started quaking.
Slobber slithered down my cheek. k.
My consciousness was growing wea ning.
My ears were ringing, head was spin.
But all the while Katie was grinning shirt.
My heart was pounding through my
My tongue felt like I just ate dirt. n,
Though you may think I’ve lost my brai
I wish she’d kiss me once again!
Yes sir, we pride ourselves on service.
You’re the boss, the king, the shah.
Say what you wish; it’s yours, true dish.
How ‘bout a little more baklava?
have some of column A try All of column B,
I’m in the mood to help you, dude.
You ain’t never had friend like me.
I’ve got a powerful urge to help you out,
So what you wish, I really wanna know?
78
reading
Katie kissed me!
Life is your restaurant and I’m your maitre’d
Come on whisper what it is you want;
You ain’t never had friend like me!
So don’t just sit there slack-jawed, buggy-eyed,
I’m here to answer all your mid-day prayers,
You’ve got me bona fide certified;
You’ve got a genie for charge d’affaires.
Step up
online
Watch the clip.
You’ve got some power in your corner now!
Some heavy ammunition in your camp!
You got some punch, pizzaz, yahoo and how.
See, all you gotta do is rub that lamp, and I’ll say:
Oh my. No no. My my my.
Can your friends do this?
Can your friends do that?
Can your friends pull this
Out their little hat?
Can your friends go poof?
Well looky here.
Can your friends go abracadabra, let her rip,
And then make the sucker disappear?
watching
slobber: spit
a hue: the colour your
face turns into
Christine Lynn Mahoney
b
Kissies!
• What is the poem about?
• Did the boy enjoy the kiss? Why (not)?
78
seventy-eight
Unit 2 • Let’s get together
You’ve got a list that’s three miles long, no doubt,
Well all you’ve gotta do is rub like so, and oh ­Mr. Aladdin, sir, have a wish or two or three.
I’m on the job you big nabob!
You ain’t never had a friend, never had a friend,
You ain’t never had a friend, never had a friend,
You ain’t never had a friend like me.
You ain’t never had a friend like me.
Media
17
–
18
3
4.3
a
grammar revision
Kissed by a girl!
The poem in exercise 4.2 a is full of verbs in a specific tense.
→ What’s this tense called?
The tense is called the Past Simple.
Now classify the underlined verbs in two columns.
regular
irregular
verbs
kissed
started
started
slithered
2
verbs
Les activités qui suivent permettent de réactiver l’utilisation du Past Simple. Pour plus
d’exercices, les élèves peuvent se
rendre sur Step up .
online
took
was/were
felt
ate
We use the Past Simple to
express actions in the Past.
Do you remember how to form questions and negations?
We use the auxiliary verb
b
DID. (= Past Simple of ‘to do’)
Complete the text.
Drew’s friend Sam, who has recently moved, has sent him a mail.
Fill in with the missing forms. Use the verbs in square brackets.
Hey Dude!
It
(1) [to be] great to have a bit of news from you! I’m doing great! Chicks love my Porsche
and the guys at school are lining up to take it for a spin. Life’s cool, but not that different. Miss
hanging out with you though.
Let me tell you what
On Monday I
right? When I
(2) [to happen] last week.
(3) [to get] out of bed feeling weird, starting a new school can be a bit scary,
(4) [to arrive] at school, the principal
new form teacher, Mr Morrison,
(5) [to take] me to my new class. My
(6) [to introduce] me to the class and
(7) [to show] me
to my desk.
And that was it! The new kid on the block in class, without any further notice.
Morrison
(8) [to start] his lesson and
straight away. No change there, right! I
but during lunch break this guy
(9) [to make] me answer one of his questions
(10) [not to talk] to anyone during that first morning,
(11) [to come] up to me and asked me if I
(12) [to want]
to join the football team. (Seems my sporting skills are pretty well-known here.). I
(13) [to
accept] and since then I’ve been one of the gang.
seventy-nine
79
79
4
What happened? (suite)
Objectifs
4.3 b Fixer l’utilisation du past simple et la prononciation des finales
4.3 c Découvrir la structure des questions qui ont le mot interrogatif pour sujet
4.3 d Fixer leur utilisation
I was invited to a party on Wednesday and some neighbours
(14)
[to throw] a welcoming bash for the whole family on Thursday evening.
You’re probably wondering what happened yesterday evening. Mate, what do you do on a
(15) [to spend] my time hanging out at the mall, then
Friday evening? Right, you are. I
(16) [to go] to Jack’s house, the new friend, to watch a movie. And, no, I
2
drink] any alcohol and I
(17) [not to
(18) [not to smoke] any cigarettes. Same supervision as at your
place! Jack’s parents were there too!
And now it’s Saturday which means that I have to start football practice in about ten minutes!
So, mail to you soon!
Mailyah!
Sam
1
2
3
4
5
6
7
8
9
was
happened
got
arrived
took
introduced
showed
started
made
10
11
12
13
14
15
16
17
18
didn’t talk
came
wanted
accepted
threw
spent
went
didn’t drink
didn’t smoke
Now listen to the text and check your answers.
Now listen again and put the regular verbs in the right column according to their final sound.
Les élèves ne pourront peut-être
pas mettre de mots précis sur les
consonnes sourdes et sonores. Il
peut être nécessaire de clarifier
ces concepts avec eux :
• Consonne sourde : consonne
dont l’articulation ne comporte pas de vibration des
cordes vocales.
• Consonne sonore : consonne
qui, quand elle est prononcée,
fait vibrer les cordes vocales.
/t/
introduced
/d/
happened
arrived
/Id
started
wanted
accepted
Do you remember this rule of pronunciation?
The past simple final –ed is pronounced /t/ after
/d/ after
/?d/ after
80
80
to line up: to queue; faire la file
to take her for a spin: to go on a ride
an ability: something you can do well
eighty
voiceless consonant sounds
voiced consonant sounds
–t and –d
Unit 2 • Let’s get together
c
Who did that?
1
Who took Sam to his new class?
2
Who introduced him to the class?
3
Who asked Sam to join the football team?
The principal
Mr Morrison
A guy/Jack
Pour plus d’exercices, les élèves
peuvent se rendre sur Step up .
did.
online
did.
did.
Read the mail in exercise B again and answer these questions.
→
2
What sort of answer do you get to these three questions?
They are the people who did the action
→
So, what’s the structure of questions in which the question word (who/what) is the subject?
verb in the simple past
Who took my pen?
WHO/WHAT +
EXAMPLE:
→
+
rest of the sentence
Then, how would you explain these two questions?
• Who did you see?
• Who did she call yesterday?
In these questions, the question word isn’t the subject but the object.
d
Now write questions about the subject.
Use the pictures and verbs in brackets.
Give short answers.
1
EXAMPLE • Who wrote Harry Potter?
JK Rowling did.
2
3
4
5
Who married Brad Pitt?
?
Answer: Angelina Jolie did.
[to invade] Who invaded
Gaul in 58 B.C.?
Answer: Julius Caesar did.
[to play] Who played
the Joker in The Dark Knight?
Answer: Heath Ledger did.
[to chase] Who chased
the man on the motorbike?
Answer: The dog did.
[to marry]
1
2
3
4
5
eighty-one
81
81
5
Oompa Loompas!
Objectifs
5.1
Eveiller l’intérêt pour le sujet
Entraîner la compréhension à la lecture
5.2 a, b & c Entraîner la compréhension à la lecture globale et du détail
Extra information
Charlie in the White House was
never finished because Roald
Dahl died before he was able to
finish it. The snippet comes from
A gloriumptious A-Z guide to the
World of Roald Dahl by Wendy
Cooling.
Some background information
on Wendy Cooling :
In addition to being a children book author, editor, and
reviewer, Wendy Cooling is a
well-known consultant in the
field of children’s literacy and
she often appears as a guest on
radio and television programmes
in her native England to discuss children literature. Beginning her career in éducation
as a secondary-school English
teacher, Cooling left teaching in
1990 to run the Children’s Book
Foundation, a group that organizes Britain’s National Children’s
Book Week and promotes childhood literacy. After leaving the
Foundation, Cooling became a
freelance consultant and anthologist and is one of the founders
of Britain’s Book Start Project.
http://www.answers.com/topic/
wendy-cooling
Oompa Loompas!
5.1
Charlie
pre-reading
• Do you know this film? Have you seen it?
• Who are the characters on the poster? Match the pictures with their description.
2
d
c
Willy Wonka is the
eccentric owner of a
chocolate factory.
e
b
f
Mike Teevee is a
young boy obsessed
with toy pistols and
television. He’s bad
tempered but really
smart.
1
Charlie Bucket
is a kind-hearted
poor boy who lives
together with his
parents and four
grandparents in a tiny
house.
4
Violet Beauregarde is
a girl who chews gum
all day. She’s very
competitive and has
won a lot of trophees.
a
2
5
Veruca Salt is a
selfish spoiled brat
whose parents are
very rich and buy her
everything she wants.
Augustus Gloop is
a gluttonous boy.
He eats all day:
chocolate, candies or
whatever comes close
to his mouth.
3
6
1
2
3
4
5
6
A D F B E C
82
82
5
eighty-two
Unit 2 • Let’s get together
Media
19
5.2
a
The President of the United States was
standing on
the lawn of the White House. He was
surrounded
by all the most important people in
the country.
They were wearing their best clothes and
there was
an air of tremendous excitement every
where. The
President himself was gazing anxiously
at the sky.
He was searching for the helicopter which
was due
to arrive at any minute. This helicopter,
as everyone
knew, was bringing to the White Hous
e the eight
brave astronauts who only a few hours
before had
rescued an American spaceship when it
was attacked
by a swarm of Vermicious Knids.
So, standing on the lawn, were:
The President of the United States, Lance
lot R. Gilligrass, the most powerful man on earth
.
The Vice-President, Miss Tibbs, a gigan
tic and fearsome lady of eighty-nine who’d been the
President’s
nanny when he was small.
Then we had the President’s inner cabin
et.
This consisted of five men.
They were the President’s closest advise
rs and they
were all immensely powerful.
Pour plus d’informations, consultez le site Internet de Roald Dahl :
https://www.roalddahl.com
Charlie in the White House was
never finished and therefore
never published either. Roald
Dahl died before he could ever
finish it.
Read this text.
Chapter 1 A snippet
b
reading
Charlie in the White House by Roald Dahl
2
Together with the President and the VicePresident,
these five men ran the country.
They were:
The Chief of the Army, General Horsebrass
, who was
wearing so many meal-ribbons they cover
ed not only
the front and back of his tunic but ran
all the way
down his trousers as well.
The Chief of the Navy, Admiral Tarbuncle,
who was
all at sea on land.
The Director of Sewage and Garbage
disposal, the
Honourable I. M. Ponky, who was stand
ing all by
himself because nobody wanted to come
too close
to him, even downwind.
The Director of Public Relations and
Bamboozlement, Wilbur G. Pocus, known as Hocu
s to his
friends.
The Co-ordinator of HI-FI and Heari
ng Aids, Mr
Bugsy Tape, who was hiding in a hollo
w tree and
recording every word that was spoken
on the White
House lawn.
There were lots of other famous and impo
rtant people there, but there isn’t room to ment
ion them all.
Who/what is the text about? It’s about the President of the USA, which in the
story is a fictitious character.
Who are the main characters? The President of the USA and the 8 astronauts
expected by the President.
c
Who else?
True, False or Not in the text. Correct the false sentences.
1
2
T
F
Not
in text
The President was standing in the garden of the White House.
☐
☐
x
☐
All the people were wearing tatty clothes.
☐
x
☐
☐
☐
x
☐
☐
They were all wearing their best clothes.
3
The important people were waiting for a space shuttle to land.
They were waiting for a helicopter to land.
eighty-three
83
83
5
Oompa Loompas! (suite)
Objectifs
5.3 a, b & c Analyser et fixer l’utilisation des adjectifs
4
There were eight astronauts involved in the space mission.
x
☐
☐
☐
5
Miss Tibbs used to be the President’s nanny.
x
☐
☐
☐
The president’s innner cabinet consisted of six men.
☐
x
☐
☐
6
2
It consisted of five men.
5.3
5.3 b
Cette analyse de l’utilisation
de l’adjectif peut être menée
en français. C’est l’occasion de
rappeler aux élèves la différence
entre épithète et attribut.
7
The Honourable Ponky smelled terribly.
x
☐
☐
☐
8
Mr Bugsy Tape was recording everything that was being said.
x
☐
☐
☐
Honest Charlie
Adjectives
a
Scan the text in exercise 5.2 again and fill in the words to complete these
sentences.
They were wearing their
There was an air of
(1) clothes.
2
(2) excitement.
The helicopter was bringing eight
1
(3) astronauts
3
best
tremendous
brave
to the White House.
(4) and
4
(5) lady, was the President’s nanny.
5
Miss Tibbs , a
The astronauts had rescued an
b
(6) spaceship.
6
gigantic
fearsome
American
Adding detail
1
2
A noun
Which type of word did you fill in the blank with? An adjective
Which type of word came after the blank?
3
In what way did the word you filled in change the word after the blank?
4
It says something more about the noun.
Adjectives are words that say something more about
5
In these examples, where did you place the adjective?
a
noun
.
In front of the noun.
6
7
In some cases, adjectives come
after
a noun.
What if you used two adjectives? How do you connect the two adjectives?
You put a comma between the two adjectives or you use ‘and’
8
84
84
eighty-four
If you have two adjectives before a noun, connect the adjectives with the word
and
.
Unit 2 • Let’s get together
c
Matching adjectives with nouns
1
2
Match the adjectives from the first column to the nouns from the second column.
Adjectives
Nouns
1
2
3
4
5
6
7
8
A
B
C
D
E
F
G
H
handsome
beautiful
green
best
powerful
dirty
wild
pretty
dress
frog
man
grades
people
clothes
girl
animal
Now write them out into phrases.
2
1
2
c
3
4
5
6
7
8
A B D E F H G
5.3c
Cette activité peut être l’occasion d’expliquer comment on
utilise les adjectifs beautiful,
handsome, good-looking, …
Pour plus d’activités de vocabulaire, les élèves peuvent se rendre
sur Step up .
online
REMEMBER!
When you make a phrase with an adjective, don’t
forget to put an article in front of the adjective when
the noun is singular. Your choice of article depends,
now, on the adjective: an umbrella; a blue umbrella.
1
2
3
4
5
6
7
8
3
a handsome man
A beautiful dress
A green frog
The best grades
Powerful people
Dirty clothes
A wild animal
A pretty girl
Use the phrases from the above exercise to turn them into sentences.
1
2
3
4
5
6
7
8
The handsome man dates beautiful women.
I like wearing a beautiful dress.
The prince turns into a green frog.
My best friend has the best grades of our class.
Powerful people sometimes do stupid things.
My mum always washes my dirty clothes.
A lion is a wild animal.
My sister’s a pretty girl.
eighty-five
85
85
5
Oompa Loompas! (suite)
Objectifs
5.3 d & e Analyser et fixer l’utilisation des adjectifs
5.4 a & b Réactiver la conjugaison de to be au passé
5.5 a
Induire la forme et l’emploi du past continuous
5.3 d
La partie analyse de cette activité peut être menée en français. C’est l’occasion de rappeler
aux élèves la différence entre
épithète et attribut.
d
Use adjectives from the text to complete these sentences.
The President of the United States is
Miss Tibbs is
3
The astronauts are
The spaceship is
4
(4).
5
(5).
3
an adjective
No
Did you need a noun in these examples?
What verb comes before all the adjectives? the verb ‘to be’
4
If there are two adjectives after the verb, what word do you use to connect them? And
1
2
Which type of word did you put in the blank?
You can place adjectives after the verb
including the
e
important
gigantic
fearsome
brave
American
1
2
(2)
(3).
and
2
(1).
to be
noun
without
.
Practise
Use the phrases from Part C and turn them into sentences with the verb ‘to be’ in the present
tense.
1
2
3
4
5
6
7
8
5.4
The man is handsome.
The dress is beautiful.
The frog is green.
The grades are the best.
The people are powerful.
The clothes are dirty.
The animal is wild.
The girl is pretty.
grammar
Charlie was at the White House.
The Past Simple of ‘to be’
a
Complete the grid with the missing forms of ‘to be’ in the Past Simple.
Positive
86
86
Negative
Questions
I
was
I
wasn’t
Was
I… ?
You
were
You
weren’t
Were
you… ?
He/she/it
was
He/she/it
wasn’t
Was
he/she/it… ?
We
were
We
weren’t
Were
we… ?
You
were
You
weren’t
Were
you… ?
They
were
weren’t
Were
they… ?
eighty-six
They
Unit 2 • Let’s get together
b
Fill in with the correct form of ‘to be’ in the Past Simple.
I
1
(1) happy
when I
5
(5) very cold.
6
(6) in London last weekend.
The Oompa Loompas (not)
Darren (not)
The pupils
You (not)
a
4
(4) allowed to go out.
Last winter it
Jane
3
(3) very angry because
Yesterday they
they (not)
5.5
2
(2) young.
(7) happy when they saw Willy Wonka.
(8) very pleased with his new birthday present.
(9) very happy when they got their test results.
7
8
9
10
(10) at the club yesterday, were you?
was
was
were
weren’t
was
was
weren’t
wasn’t
were
weren’t
2
Ces activités permettent de
réfléchir à l’utilisation et à la formation du Past Continuous au
départ du Present Continuous.
En observant les parallèles, les
élèves partiront de ce qu’ils
connaissent déjà et n’auront pas
l’impression d’être noyés dans
une nouvelle matière.
grammar
What was going on?
Go back to the text in 5.2 A. Look at the underlined verbs in the text.
Form and use
1
Which two verbs are used in every underlined sentence?
to be
2
+
Present Participle of the main verb
The first part of the verb phrase is ‘was’ and ‘were’. Which tense of ‘to be’ are these?
Past Simple
3
Look at the second part of the verb phrase.
ing
Present Participle
Which ending do these verbs all have?
What is the name for this verb form?
4
The ‘ing-form’ or the Present Participle is used in another verb tense you have learnt.
(Think: He is walking home now.) What is the name of this tense?
The Present Continuous
5
What do you think you call the tense formed with the Past Simple of ‘to be’ and a Present
Participle?
The Past Continuous
6
Write down two examples of this tense from the text:
a
b
The President of the USA was standing on the lawn of the White House.
They were wearing their best clothes.
eighty-seven
87
87
5
Oompa Loompas! (suite)
Objectifs
5.5 b
Fixer l’utilisation du past continuous
5.6 a & b Entraîner sa compréhension à l’audition de matériel authentique (vidéo)
7
Pour plus d’exercices, les élèves
peuvent se rendre sur Step up .
Make this statement in the Present Continuous negative:
He is standing on the lawn now.
He isn’t standing on the lawn now.
online
In the Present Continuous, where do you put ‘not’ in negative statements?
After the verb ‘to be’.
2
Make this statement in the Past Continuous negative:
He was standing on the lawn.
He wasn’t standing on the lawn.
Where do you put ‘not’ in negative statements in the Past Continuous?
After ‘to be’
8
Rewrite this statement in the Present Continuous as a question:
He is standing on the lawn now.
Is he standing on the lawn now?
Rewrite this statement in the Past Continuous as a question:
He was standing on the lawn.
Was he standing on the lawn?
You use the Present Continuous to express actions happening in the present.
Therefore, you use the Past Continuous to express actions
in the
b
past
happening
.
Complete the sentences with the Past Continuous form of the verbs in
square brackets.
1
When I phoned Alex, he [to play]
2
I [to practise]
3
Yesterday at half past seven you [to prepare]
4
I tried to tell them the truth but they [not listen]
Risk with John.
my lines for the play, when she came home.
5
Most of the time we [to listen]
6
The students [to read]
7
The children [to play]
8
Geraldine [not to clean]
dinner.
.
to pop music.
the text when the professor came in.
in the pool when it started raining.
the table when her father stepped
was playing
was practising
were preparing
weren’t listening
were listening
were reading
were playing
wasn’t cleaning
into the kitchen.
9
You [not to exercise]
10 Charlie [not to eat]
88
88
eighty-eight
in the gym yesterday.
a chocolate bar.
weren’t exercising
wasn’t eating
Unit 2 • Let’s get together
Media
4
5.6
watching
Charlie and the Chocolate Factory
Charlie and the Chocolate Factory is one of Roald Dahl’s most famous and best loved stories ever.
The story is about Charlie, a boy from a poor but loving family, who wins a golden ticket to visit
Mr Willy Wonka’s Chocolate factory, a dream come true for most kids.
a
Step up
online
Watch the clip.
2
b
What’s behind the door?
Use the following words to describe what you see...
Circle the words you can actually hear in the video.
garden
tree
grass
cherry
river
meadow
waterfall
mushroom
eighty-nine
5.6
When Willy Wonka decides to
let five children into his chocolate factory, he decides to
release five golden tickets in five
separate chocolate bars, causing complete mayhem. The
tickets start to be found with the
fifth going to a very special boy
called Charlie Bucket. With his
grandpa, Charlie joins the rest of
the children to experience the
most amazing factory ever. But
not everything goes to plan within the factory.
http://trailers.apple.com/trailers/
wb/charliechocolatefactory/
http://www.imdb.com/title/
tt0367594/
89
89
5
Oompa Loompas! (suite)
Objectifs
5.6 c Entraîner sa compréhension à l’audition de matériel authentique (vidéo)
Entraîner son expression écrite
5.7 a Induire l’utilisation du past simple et du past continuous ensemble
5.7 b Fixer l’utilisation du past continuous, contrasté au past simple
c
In the room, you can see little people working.
• What are they called?
Oompa Loompas
• Willy Wonka explains where they come from: from Oompaland.
Yet, somebody doesn’t believe it.
2
→ Who?
→ Why?
Mike’s father
Because he teaches High School Geography and doesn’t know that
country.
• Here’s what Willy Wonka says about their country : “Well then you’ll know all about it and –ohwhat a terrible country it is”.
Imagine what these little creatures were doing before Willy Wonka arrived.
5.7
5.7
Cette activité permet de contraster l’utilisation du Past Simple et
du Past Continuous de manière
inductive.
a
grammar
What was going on when the lights went out?
Have a look at the following sentences.
EXAMPLES •
While I was watching Charlie and the Chocolate Factory, my sister came in.
I was having dinner when my boyfriend called.
1
Mark the verb forms in different colours.
2
In the first sentence, which action is happening in the past?
the watching
3
In the first sentence, which action is completely over?
the fact that my sister came in.
In this example, the action of ‘was watching’ is interrupted by the action ‘came in.’
4
In the second sentence, which action is interrupted?
having dinner
5
Which tense is this? The Past Continuous
In the second sentence, which action is completely over?
the fact that my boyfriend called
Which tense is this? The Past Simple
You use the
Past Continuous
to express actions happening in the past that are interrupted by a
shorter, completely over action expressed by the
90
90
ninety
Past Simple
.
Unit 2 • Let’s get together
b
Sam’s essay on Roald Dahl.
Pour plus d’exercices, les élèves
peuvent se rendre sur Step up .
Sam, Drew’s friend, had to write an essay on Roald Dahl for his English class.
Complete the essay with the missing forms. Use the verbs in square brackets and put them into
the Past Continuous.
NAME:
FORM:
Sam Miller
Group 5
online
Roswell High
13 October 2009
SCHOOL:
DATE:
2
Last night I tried to finish Charlie and the Chocolate Factory. I quite liked it although I
didn’t expect it.
While I … (1) [to read] the final chapter, my annoying brother came into my room. He
wanted to borrow my copy of Charlie. Since I … (2) [to finish] still … (2) it, he obviously
couldn’t have it. While we … (3) [to argue] about it, my mom entered the room. She started
complaining about the mess straight away. While she … (4) [to shout] my dad came in
wondering what the noise was all about.
My mom turned to him and explained that my room was in an awful state and that she
wanted me to clean it up. While they … (5) [to talk] to each other, my brother snatched
Charlie away and ran to his bedroom. While I … (6) [to shout] at him and calling him all
kinds of names, he locked his door and pretended not to hear me.
My mom and dad … (7) [to talk] still … (8) to each other and I didn’t want to interrupt
them because I knew that if I did that, they’d want me to start cleaning up my room
straight away. So while they … (9) [to have] an argument about it, I escaped from my
room and went downstairs for a drink.
My sister … (10) [to call] her boyfriend, when I came into the kitchen and she gave me an
angry look. So I took a can of soda from the fridge and went to the garage. My next door
neighbours … (11) [to play] a game of basketball in front of the garage and I joined them.At
ten o’clock I went back in. My mom and dad … (12) [to watch] telly. But when they heard
me they turned around and they told me to go to bed straight away.
And that’s why, Mr Morrison, I wasn’t able to finish my essay on Roald Dahl.
1
2
3
4
5
6
was reading
was finishing
were arguing
was shouting
were talking
was shouting
7
8
9
10
11
12
were
talking
were having
was calling
were playing
were watching
ninety-one
91
91
5
Oompa Loompas! (suite)
Objectifs
5.7 c Fixer l’utilisation des temps du passé (past simple & continuous) dans des
questions
5.8
Entraîner l’expression écrite
Mobiliser les temps du passé dans une production écrite
c
grammar
Question time again.
Go back to exercise 5.5 and look at the questions in the Past Continuous.
Use question word questions to ask about the underlined parts of the sentences. Mind the tense!
Past Simple or Past Continuous.
1
Drew went to a party at his best friend’s house last weekend.
When did he go to a party at his best friend’s house?
2
2
Helen wrote a love letter to Sam yesterday.
What did Helen write to Sam yesterday?
3
Katie was phoning Helen yesterday.
Who was phoning Helen yesterday?
4
Last year Drew and Sam were travelling around Europe.
Where were they travelling last year?
5
Sam felt weird when he arrived at his new school.
How did Sam feel when he arrived at his new school?
6
My mum was having a latte when the phone rang.
When was my mum having a latte?
7
Helen was crying because Sam had made fun of her.
Why was Helen crying?
8
Drew drove to Sam’s last night.
How did Drew go to Sam’s last night?
92
92
ninety-two
Unit 2 • Let’s get together
5.8
My weekend!
writing
Write a short email to a friend about the things you did last weekend.
Use both the Past Simple and Past Continuous.
Remember: both tenses are used to express actions in the past, but with the Past Continuous
you put the stress on the duration of the activities!
Step 1: Use the Everyday English box from exercise 1.9 to open and close your email.
2
Step 2: Write about five activities from last weekend. Use both past tenses.
Step 3: Ask your friend what he/she did/was doing last weekend.
Cette activité est l’occasion d’entraîner les élèves à relire efficacement leurs productions écrites
et à s’auto-évaluer : vous pouvez
leur fournir une grille d’évaluation et leur demander de la compléter afin qu’ils puissent comparer avec la vôtre, ou encore les
mettre par paires et demander
au partenaire de relire et évaluer
le travail avant votre propre évaluation, par exemple.
Pupils’ own answers
ninety-three
93
93
6
I’m on my way!
Objectifs
6.1
Eveiller l’intérêt des élèves pour le sujet
Enrichir le vocabulaire autour de la thématique des activités de temps libre
6.2
Entraîner sa compréhension à la lecture d’un agenda
Utiliser le present continuous dans un sens futur
6.3 a Structurer l’utilisation du present continuous pour exprimer un futur
6.1
Cette activité peut être l’occasion d’une discussion avec les
élèves : quelles sont les activités
les plus fun ou les plus ridicules
auxquelles ils ont déjà participé,
par exemple ?
6
I’m on my way!
6.1
FUN, FUN, FUN!
vocabulary
Fun activities with friends.
2
Katie is visiting her friend Helen, in the United States.
Helen has asked her brother Drew, to help her out with fun activities for Katie’s visit.
Here’s his list.
1
2
3
4
5
6
7
8
9
Buy a kiddy pool for the back garden and invite everyone over for a pool party.
Kidnap some friends and go out for breakfast in pyjamas.
Make friends with a total stranger at the mall.
Play word games at the mall. See how many people you can get in on the story.
Share a book by reading out loud to one another.
Sneak your friends into a drive-in film.
Take one hundred dollars each out of the bank and spend it on each other.
Take digital pictures of your friends and add funny captions to them.
Have an armpit fart contest with your friends.
Match Drew’s silly ideas to Helen’s alternatives. (You don’t have to use all Drew’s ideas.)
a
b
c
d
e
f
g
h
6.2
6.2
L’idée est ici d’apprendre aux
élèves à scanner un texte pour
trouver les informations nécessaires. Vous pouvez donc leur
donner un temps très limité pour
réaliser l’activité.
Read a good book when it’s raining.
Swimming/a pool party.
Go to the mall/shopping centre.
Play word games.
Go to the youth centre to play games and do competitions.
Photography/nature.
Go to the movies.
Go shopping/spend a bit of money.
a
b
c
d
e
f
5
1
3 4 10 8 6 7
reading
Helen’s planning for the holidays.
Scan the text on the next page and find answers to these questions.
Answer the questions. Use full sentences
EXAMPLE • What are Helen’s plans for Monday at seven o’clock in the evening?
She’s going to James’s house with Katie to play games
1
What are Helen’s plans for Tuesday at eleven o’clock?
She’s visiting her mom’s best friend, Paulette.
2
What’s happening at five o’clock on Wednesday?
She’s going to the youth centre with Katie.
3
What’s happening at three o’clock on Thursday?
They’re going to Burt’s computer store to play video games.
4
When’s the party at Helen’s house taking place?
The party’s taking place on Thursday at seven o’clock.
94
94
ninety-four
Unit 2 • Let’s get together
g
h
Mon
Tues
10:00 am –
2:00 pm
Visit museums
Go downtown to
walk around a bit
10:00 am
Katie’s arrival
11:00 am
Visit mom’s
best friend,
Paulette
on the way back
5:00 pm
Go to Uncle
Charlie’s
drive-in
1:00 pm
Go to Lou’s
restaurant for
lunch
6:00 pm
Go to McDonald’s
7:00 pm
See Peter and An
at the bowling alley
3:00 pm
Go home and
unpack, relax and
chat
Wed
Thurs
10:00 am
Visit Aunt Peg’s
farm
Feed the animals
11:00 am
Go horse riding
2:00 pm
Take Katie to the
swimming pool
5:00 pm
Go to the youth
center with Katie
7:00 pm
Dinner with the
family
7:00 pm
Go to James’s
house with Katie to
play games
6.3
a
Fri
9:00 am
Have breakfast at
my grand–
parents’
house
Sat
LAST DA Y!
9:00 am
Royal breakfast in
bed!
11:00 am
Get ready
11:00 am
to go to the
Go to the animal
hairdresser’s
rescue society.
Bathe the baby birds
12:00 pm
Have lunch with
1:00 pm
nasty brother
Grab a sandwich
Drew
and go to the mall
to meet the gang
2:00 pm
Go carting with
3:00 pm
Katie
Go to Burt’s
Computer
4:00 pm
Mania store, play
Go to the youth
videogames
center for a quiz
10:00 am
Katie’s
departure
Drive to the
airport
2
11:30 am
Arrival at the
airport, give
Katie’s
present
12:30 pm
Plane takes off
(Sniff, sniff)
7:00 pm
PA RTY at our
house!
grammar
Katie is arriving on Monday morning.
Look at the following sentence from the previous exercise.
On Monday, Helen and Katie are visiting Paulette, Helen’s mom’s best friend.
What tense is used?
The Present Continuous.
When is the action taking place? Circle the answer:
We use the Present Continuous to express
the
future
PAST
PRESENT
definite arrangements
FUTURE
in
.
ninety-five
95
95
6
I’m on my way! (suite)
Objectifs
6.3 b Fixer l’utilisation du present continuous pour exprimer un futur
6.4
Entraîner l’interaction orale
Mobiliser le present continuous dans un sens futur à l’oral
7.1
Le ‘test yourself’ du checkpoint permet à l’élève de réaliser s’il maîtrise suffisamment le vocabulaire, les expressions usuelles et la grammaire de l’unité
pour les mobiliser dans la tâche finale puis en situation de test.
b
Write down five arrangements from Helen’s planning.
1
2
2
3
4
5
6.4
6.4
Cette activité doit rester de l’interaction. Les élèves peuvent
donc préparer une liste d’activités et un agenda mais ne
peuvent en aucun cas écrire
exactement ce qu’ils vont dire.
Katie is arriving on Monday.
Helen and Katie are going to Lou’s restaurant for lunch at eleven o’clock on
Monday.
On Monday evening Helen and Katie are going to James’s house to play
games.
On Tuesday Helen and Katie are visiting some museums and they are going
downtown for a walk.
At five o’clock the girls are going to uncle Charlie’s drive-in.
spoken interaction
Planning fun activities with a friend.
Step 1
Choose a partner.
Step 2
Go to a classroom with Internet access. Google ‘fun activities’
Step 3
Use the information from the Internet to prepare a planning of fun activities similar to
Helen’s planning.
You have to fill two days with fun activities.
You have to say when the activities are taking place.
You have to be able to describe the activities.
Step 4
Use your info to turn it into a telephone conversation.
Prepare your speaking part. Divide the roles. (Who’s saying what?)
Make sure you speak as much as your partner.
Step 5
Perform your telephone conversation in which you discuss two days of ‘fun’.
Step 6
Ask your classmates for feedback.
7.1
L’élève peut réaliser ce test seul ;
le corrigé se trouve à la fin du
livre.
96
96
ninety-six
Unit 2 • Let’s get together
Checkpoint
7
Name:
No.:
Class:
7
Checkpoint
7.1
Test yourself
Date:
VOCABULARY
GRAMMAR
2
Use only words from the Vocabulary page to complete
these exercises.
3
Ask questions for the underlined parts of the
sentences.
1
1
Yesterday I was reading a book.
Name the hobbies and activities in the pictures.
When were you reading a book?
2
John went on a trip to Amsterdam last weekend.
Who went on a trip to Amsterdam?
When did he go on a trip to Amsterdam?
fishing
chatting/playing playing
computer games basketball
3
Katie is leaving for New York next week.
What’s Katie doing next week?
4
Sam felt weird at his new school.
Who felt weird at his new school?
watching a film/ swimming
a movie
....../5
5
Helen phones Katie at least twice a week.
How often does Helen phone Kate?
EVERYDAY ENGLISH
2
....../6
Complete the dialogue with the correct Everyday
English phrases.
Helen phones Katie.
how are you?/ how are you doing ?
?
K aTie : I’m great, how are you
tonight?
H elen : I’m ok! Do you feel like coming over
H elen : Hi Katie,
K aTie : I’d love to come over. Have you got anything planned?
H elen : What about/ how about
going to the movies?
K aTie : Sounds great, which one would you like to see?
H elen : I’d love to see the new Johnny Depp movie, Public
4
Complete the dialogue with the missing verbs.
Mind the tenses: Present or Past Continuous?
Present or Past Simple?
l ars : Excuse me, which movie are you waiting for?
Tony : We
are waiting
(1) [to wait] for the new Star
Wars movie. We have been waiting here for five
hours.
l ars : Five hours? When did you arrive?
Tony : We
got
(2) [to get] here at
6:00 o’clock this morning. More than forty
Enemies.
were already standing in line
K aTie : Cool, what time?
people
H elen : Let’s say, seven thirty at my place!
[to stand, already] here waiting for tickets when
That’s great
, see you then!
H elen : See you then!/ Goodbye!/ Bye./See you later.
we
K aTie :
....../6
arrived
(3)
(4) [to arrive].
l ars : I can’t believe that! Are you serious?
Tony : Yeah, people are taking
(5) [to take]
ninety-seven
97
97
7
Checkpoint (suite)
Star Wars movies seriously. In fact, this particular
button and on the other end of the line I heard a nice
show has been sold out for over a week.
voice saying
We
are waiting
(6) [to wait] in line to get a
good seat in the theatre.
l ars : When did you buy your tickets?
2
Tony : I
bought
(7) [to buy] them last week
over the phone. I
knew
(8) [to
know] tickets would be hard to get because
I
saw
(9) [to see] a news interview
talk]; for a while and you’ll never guess what the outcome
of the conversation was. I
am meeting
First we
are going
. (17) [to go] for a burger and
chips at MacDonald’s and then we
tickets. They waited for ages!
[to see] the new Batman movie.
Tony : It’s true. They
are seeing
(18)
Isn’t that great? You’re probably wondering why I’m
camped
(10) [to camp] out
in front of Mann’s Chinese Theater in Los Angeles
because they
(16) [to
meet] him on Saturday at about seven o’clock.
with a group of people standing in line to get
l ars : I don’t believe that!
wanted
(11) [to want] to
be the first people to see the movie.
going on a date with this guy, knowing how picky I am.
Well, we
are into
(19) [to be into] the same
hobbies. You know I absolutely
love/ adore
(20)
dancing; well he’s a salsa teacher and we both
. . . . . . / 11
INTEGRATED
5
hello, hi
(11). I was trembling
with excitement
(12) [enthousiasme].
It was
(13) [to be] a boy’s
(14)
[genitive of boy] voice! We talked
(15) [to
Complete the text with the missing words. Pay
attention to the tenses. Use the verbs in brackets
where necessary.
like
reading
(21) [lire] too.
So, big plans in store for me!
Have to go now, mum’s yelling! Dinner’s ready.
Mail you/ talk to you/ write to you
(22) soon!
Big hug and kiss
Mia
Hi Jess!
. . . . . . / 22
How have things been since you moved away to
FEEDBACK
Kent? Everything’s pretty much the same around
here. I celebrated my sixteenth birthday party last
got/had
cool presents/ gifts
My auntie gave
week and I
mobile phone
and dad bought
gold necklace
new
1
My score
vocabulary
...........
Everyday English
...........
grammar
...........
integrated
...........
Total score . . . . . . . . . . .
. (1) [to have got] some
(2) [cadeaux].
(3) [to give] me a
(4) [GSM] and my mum
(5) [to buy] me a new
How well did you do?
Check your answers with the key.
2
(6) [collier]. I was quite
Tick the correct box to have an idea of your level of
English.
My personal profile
pleased with everything. After dinner, while mum
vocabulary
Everyday English
grammar
integrated
Total score
was doing the washing up (7) [to do the washing
up] and my dad was watching
(8) [to watch a sports
programme] on BBC, I sneaked/snuck into
(9) [to sneak into] my room to try out my new phone. I
accidentally
98
98
pushed
ninety-eight
(10) [to push] the wrong
5
6
17
22
50
3
J
K
L
5–3
6–5
17–13
22–18
50–40
2–1
4–3
12–9
17–12
29–21
<1
<2
<8
<11
<20
Complete your checklist. If necessary, do the exercises
on the Step up website. Step upe
onlin
Unit 2 • Let’s get together
titel
1
Objectifs
7.2
Utiliser des stratégies pour étudier plus efficacement son vocabulaire.
Au cours de la méthode, nous proposons aux élèves de développer différentes stratégies d’apprentissage (métacognition). Réfléchir sur sa façon d’apprendre n’est pas du
temps perdu car l’élève deviendra ainsi plus efficace et plus autonome dans son étude.
Strategies
7.2
a
How to work with vocabulary: word webs
How to work with vocabulary
TASK
• You will brainstorm about vocabulary linked to feelings.
• You will make a word web with expressions linked to the verb ‘to feel’
• You will use the expressions in a short note to a friend.
PROCESS
•
•
•
•
2
Use a piece of paper to jot down all the words that pop up in connection to the verb ‘to feel’
Make a selection of 10 expressions you think can be used in a note to a friend.
Use a dictionary to help you with the translation of the words you don’t know in English.
Go to a computer and make a new file. (Word document). Draw up a graphic organiser. (see
example)
• Now put your expressions into your graphic organiser. ‘to feel’ is the keyword that goes in the
middle. Write your positive feeling expressions on top of your organiser, put your negative
expressions at the bottom.
Prononciation
–trimaran : | ˈtraɪməræn |
–trilogy : | ˈtrɪlədʒi |
–awesome : | ˈɔːsəm |
–vegan : | ˈviːɡən |
–knight : | naɪt |
–schedule : | ˈʃedjuːl |
–clothes : | kləʊðz |
–chocolate : | ˈtʃɒklət |
–furniture : | ˈfɜːnɪtʃə |
–vegetable : | ˈvedʒɪtəbl ̩ |
EXAMPLE
to feel
RESOURCES
7.2
Quoique ces activités puissent
être réalisées en autonomie,
nous vous suggérons d’y consacrer un peu de temps en classe
afin de guider les élèves dans les
démarches.
• A piece of paper, a dictionary (paper or online) and a computer
b
How to pronounce new words correctly
1
Here’s a list of words you’ve already studied. How do you pronounce them?
• to take – to talk – cat
• to ride – music - shirt
• her – egg – horse - enough
→ What conclusion can you draw from this?
One letter can have different pronunciations.
2
And how do you pronounce these words?
• to check – to look – could - chemistry
• blue – to lose – too
→ What conclusion can you draw from this?
Some sounds can be spelled differently.
ninety-nine
99
99
7
Checkpoint (suite)
Objectifs
La checklist permet à l’élève de visualiser l’ensemble des apprentissages attendus dans
cette unité et de se situer.
So, what do these conclusions show you?
Just reading a word isn’t enough to know how to pronounce it.
Then what can you do if you want to pronounce a word correctly?
Listen to the teacher or a native (TV, Internet, radio, ...).
Check on the internet.
Check in a dictionary.
...
2
.
.
Here are some tools to help you:
• Phonemic chart on page 329.
• Online dictionaries with pronunciation.
Step up
online
• Websites where all the words are pronounced.
Step up
online
Check out www.editionspelckmans.be/stepup for more tools and exercises.
Your turn now! Can you pronounce these words?
trimaran • trilogy • awesome • vegan • knight • schedule • clothes • chocolate •
furniture • vegetable
100
100
one hundred
Unit 2 • Let’s get together
titel
7.3
1
Checklist
I CAN… / I KNOW THIS
I NEED MORE PRAC TICE SO I…
Listening
☐ I can get and use information by
listening to a telephone call or a
poem.
☐ I revise exercises 1.2 a & 1.2 b.
2
Spoken Interaction
☐ I can express likes and dislikes.
☐ I review the likes/dislikes phrases on the Everyday English
page.
☐ I ask my classmate what he or she likes doing. We swap roles
and I talk about my likes and dislikes.
☐ Steonplinupe I do the exercises on the website.
☐ I can make social calls.
☐ I review the social calls box on the Everyday English page.
☐ I prepare a telephone call with my classmate.
☐ I ask my teacher if I can act it out for him/her so he/she can
check it.
☐ I can invite someone and accept or
refuse an invitation.
☐ I review the inviting box on the Everyday English page.
☐ I revise exercise 3.4, asking my teacher if he or she can listen
to it and check it.
☐ I can plan fun activities with a friend
and talk about those activities.
☐ I revise exercise 6.3.
☐ I can have a new telephone conversation with my classmate
or a friend, asking my teacher if I can act it out in class.
Writing
☐ I can write about activities which are
in the present, in the past or definite
arrangements in the future.
☐ I review the Present and Past tenses in the Grammar Pages.
☐ I revise exercises 1.9 et 5.8.
☐ Steonplinupe I do the exercises on the website.
Vocabulary
☐ I can name hobbies and activities and
describe those I like or dislike.
Test yourself: exercises 1 & 2
☐ I can make a social call.
Test yourself: exercise 2
☐ I review hobbies and activities on the Vocabulary Pages
☐ I review the likes/dislikes phrases on the Everyday English
page.
☐ I revise exercises 1.3 & 1.4.
☐ Steonplinupe I do the exercises on the website.
☐ I review the social calls box on the Everyday English page.
☐ Steonplinupe I do the exercises on the website.
Grammar
☐ I can express actions happening in
the present.
Test yourself: exercises 3, 4 & 5
☐ I review the Present tenses on the Grammar Pages.
☐ I revise exercises 1.5 & 1.6.
☐ Steonplinupe I do the exercises on the website.
one hundred and one
101
101
7
Checkpoint (suite)
☐ I can express actions that are
completely over or actions
happening in the past.
☐ I review the Past tenses on the Grammar Pages.
☐ I revise exercises 4.1 to 5.2.
☐ Steonplinupe I do the exercises on the website .
Test yourself
☐ I can express definite arrangements
happening in the future.
2
Test yourself: Checkpoint Integrated 1
☐ I review writing definite arrangements on the Grammar
Pages.
☐ I review the Present continuous on the Grammar Pages.
☐ I revise exercise 6.1
☐ I can describe people, places and
things.
☐ I review the use and position of adjectives on the Grammar
Pages.
☐ I review adjectives in the Grammar Summary.
☐ I revise exercise 5.2.
☐ Steonplinupe I do the exercises on the website.
☐ I can talk about more than one
person, place or thing.
☐ I review noun plurals in the Grammar Pages.
☐ I do exercises 3.4 & 3.5.
☐ Steonplinupe I do the exercises on the website.
Test yourself: Checkpoint Grammar &
Integrated 1
Strategies
☐ I can use word webs.
102
102
one hundred and two
☐ I practise making word webs and review 7.2 Strategies.
Unit 2 • Let’s get together
Final tasks
8
Objectifs
Mobiliser les savoirs, savoir-faire et savoir être travaillés dans l’unité pour réaliser des
tâches d’écriture et d’expression orale.
8
Final tasks
8.1
Speaking
2
F UN
t he B at
E AC H
!
8.1
Pour cette activité, faire travailler les élèves par paires, puisqu’il
s’agit d’une conversation téléphonique. Il faut aussi inverser
les rôles pour que chacun puisse
s’entraîner à la tâche finale.
Come enjoy
the summer with us!
WHER E? BRIG HTON ROAD
WHE N? SAT-SUN AUGUST 14-15, 9
AM to 10 PM
Last year, you went to the Fun at the Beach Festival and you really enjoyed it! You’ve just seen
the poster for this year and you call your best friend to invite him/her. Tell him/her why you had
so much fun last year to convince him/her.
one hundred and three
103
103
8
Final tasks (suite)
8.2
L’émission MTV Sweet Sixteen
(en français « mon incroyable
anniversaire ») est une émission
de télé-réalité dans laquelle des
jeunes fêtent leur anniversaire de
manière grandiose.
8.2
Your ultimate birthday dream would be to celebrate it live on MTV. People who want to be part
of their show Sweet Sixteen have to send an email to the producers, telling how crazy their
last birthday bash was, what they did, what happened, who was there, what your guests were
doing...
2
104
104
Writing
one hundred and four
Unit 2 • Let’s get together
Vocabulary and grammar
9
Objectifs
Les pages qui suivent sont un outil de référence que l’élève utilisera pour mémoriser
son vocabulaire ou consulter/réviser ses règles de grammaire. A l’aide de son mica, il
pourra faire apparaître ou disparaître les mots clés en orange.
9
Les phrases et les mots des
pages suivantes ont été enregistrés pour les élèves et placés
online en version téléchargeable.
Vocabulary and grammar
9.1
Vocabulary
Nouns
an arrival
What’s the time of arrival for that flight?
une arrivée
☐
a battery
(batteries)
Does it say batteries included?
une pile
☐
a bracelet
She got a bracelet from her boyfriend.
un bracelet
☐
a charger
Where’s the charger for the laptop?
un chargeur
☐
a departure
Arrivals and departures can be checked on
the board.
un départ
☐
une source
d’embarras
☐
an embarrassment You’re an embarrassment; go change your
clothes!
excitement
I was bursting with excitement after having excitation
seen The Dark Knight.
☐
a gift = a present
I brought you a gift.
un cadeau
☐
a grade
Did you have good grades for English?
une note (des
points)
☐
an iPod
Do you have an iPod or an MP3?
a mess
Don’t make a mess in here!
une pagaille, un
fouillis
☐
a mobile phone
My mobile phone’s a Samsung.
un GSM
☐
a nanny (nannies)
Prince William had a nanny when he was a
kid.
une nounou
☐
a necklace
I lost my gold necklace.
un collier
☐
a sneaker
I’ve got a brand new pair of sneakers from
All Stars.
une basket
(chaussure de
sport)
☐
a snowboard
Do you prefer a snowboard or a
wakeboard?
☐
a website
I designed my own website.
☐
2
Step up
online
Des exercices d’appropriation
pour les élèves se trouvent
online.
☐
☐
☐
☐
one hundred and five
105
105
9
Vocabulary and grammar (suite)
Verbs
2
to argue
Don’t argue with me; I’m always right!
se disputer
☐
to attack
Do sharks attack humans?
attaquer
☐
to bury
They buried the dog in the garden.
enterrer
☐
to call (up)
My sister’s calling (up) her boyfriend again.
téléphoner
☐
to chase
Look! The cat’s chasing a mouse.
poursuivre
☐
to complain
She complained she had a headache and
didn’t want to work anymore.
se plaindre
☐
to divorce
My mum divorced my dad when I was four.
divorcer
☐
to enter
When she entered the room, everybody
was staring at her.
entrer
☐
to escape
Three prisoners escaped from prison last
week.
s’enfuir,
échapper à
☐
to expect
What did you expect? A jumbo jet?
s’attendre à
☐
to explain
The teacher explains English grammar really expliquer
well.
☐
to feel (felt, felt)
weird
I felt weird because that cute boy had given se sentir bizarre
me a strange look.
☐
to get (got, got)
bored
He easily gets bored during the lessons.
s’ennuyer
☐
to get (got, got) up What time did you get up yesterday
morning?
se lever
☐
to grab
Grab a sandwich before you leave, will you!
We don’t have time to go out for lunch.
attraper
☐
to graduate
In six months’ time I’m graduating from
high school.
obtenir un
diplôme
☐
to hang (hung,
hung) out
Who do you usually hang out with? Your
best friend?
traîner (par
exemple avec
quelqu’un)
☐
to hide (hid,
hidden)
Children hide when their parents get angry. se cacher
☐
to interrupt
Stop interrupting me! It’s getting on my
nerves.
interrompre
☐
to invade
The Romans invaded Gaul in Antiquity.
envahir
☐
to lock
Don’t forget to lock the door when you go
out.
fermer à clé
☐
to make (made,
I’ve just made friends with the new girl in
made) friends with school.
106
106
one hundred and six
devenir ami avec ☐
Unit 2 • Let’s get together
titel
1
to make (made,
made) fun of
somebody
Bullies usually make fun of other pupils who se moquer de
feel insecure.
☐
to pretend
Don’t pretend you can’t hear me; I’m
practically shouting!
faire comme si,
faire semblant
☐
to rescue
The lifeguard rescued my son from
drowning once.
secourir, sauver
☐
to set (set, set) off
Yesterday I set off at 6 o’clock in the
morning.
démarrer, partir
☐
to share something Do you feel like sharing an ice cream with
with somebody
me?
partager quelque ☐
chose avec
quelqu’un
to snatch
The thief snatched the old lady’s handbag
and ran.
voler, arracher
☐
to sneak into
When I was 16, I sneaked/snuck into the
cinema to see an 18-or-over film.
se faufiler
☐
to surround
The police surrounded the prisoners.
entourer
☐
2
☐
☐
☐
Adjectives
annoying
My kid sister can be really annoying at
times.
embêtant
☐
awful
What an awful thing to say about your
friend!
terrible, horrible
☐
gigantic
Look at the size of that skyscraper, it’s
gigantic!
gigantesque
☐
hollow
A tube is hollow.
creux
☐
tremendous
You’ve got tremendous grades,
congratulations!
extraordinaire,
énorme
☐
troubled
I was troubled because I hadn’t studied for
the test.
tracassé,
préoccupé
☐
☐
☐
☐
one hundred and seven
107
107
9
Vocabulary and grammar (suite)
Hobbies Vocabulary
2
1
dancing
2 playing
basketball
3 surfing
4 playing football
☐
1
☐
2
☐
3
☐
4
☐
5
☐
6
☐
7
☐
8
☐
9
☐ 10
5 horse riding
6 performing
drama
7
cheerleading
8 rowing
☐ 11
☐ 12
☐ 13
☐ 14
☐ 15
☐ 16
9 reading
10 going out with
friends
11 watching films
12 playing
computer
games
☐ 17
☐
☐
☐
☐
☐
☐
13 chatting
14 swimming
15 fencing
16 listening to
music
17 fishing
108
108
one hundred and eight
Unit 2 • Let’s get together
titel
1
Everyday English
Expressing likes and dislikes
To express what hobby you like you can use the following sentences:
• I like swimming
• I love dancing
• I’m into horseback riding
2
To express what hobby you don’t like, you can use the following sentences:
• I don’t like reading.
• I hate collecting stamps.
• I’m not into disco dancing.
The verbs in bold print are usually followed by the present participle of the main verb!
Opening and closing an informal email
OPENING
CLOSING
EX TRA PHRASES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hi Helen!
Hey Katie!
How are you?
How are you doing?
How are things?
I’m looking forward to seeing you.
See you later!
Mail me !
See you then.
(CU then!)
Bye bye!
Lots of greetings.
Yours, Katie
You’re a star!
You’re the best!
Thanks a lot/cheers!
That’s cool!
The pictures are attached.
Saying hi and bye! / making suggestions
SAYING HI!
SAYING BYE! + MAKING SUGGESTIONS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hello, how are you?
Hey, how’s it going?
Hiyah, how are you doing?
What’s up?
What’s new?
How’s it hanging?
Talk to you soon!
Catch you later!
See you later!
How about going to the movies?
Let’s go out tonight!
Would you like to come to dinner?
What about going to the pool?
(Do you) feel like having some fun tonight?
Are you in for some fun tonight?
Do you want to go out and party?
Inviting someone, accepting and refusing an invitation
To invite someone you can use the following sentences:
• Would you like to come to my birthday party?
• Would you like you to come to my sweet sixteen party?
• I’m inviting you to my end of the year party.
• Do you feel like coming to my Christmas party?
• How about coming to my pool party?
To either accept or refuse an invitation you can use the following sentences:
ACCEPTING
REFUSING AND GIVING A REASON
• I’d love to come.
• I’ll be there!
• Count me in!
• I’m sorry but I can’t make it.
• I’m sorry, I’ve got other plans.
one hundred and nine
109
109
9
Vocabulary and grammar (suite)
9.1
a
Grammar
The Past Simple
Questions about the subject
Structure
2
Who/what + main verb in the Past Simple + rest of the sentence.
Who went out last night?
What happened last night?
b
Adjectives
• Adjectives are used to describe or add detail to a noun.
• Adjectives can come before a noun in a sentence: They were wearing their best clothes.
• Adjectives can come after the verb ‘to be’ and describe the noun or pronoun before the verb
‘to be’. The astronauts are brave. (astronauts = brave)
• Two adjectives can be joined with ‘and’ before a noun or after the verb ‘to be.’
The gigantic and fearsome lady, Miss Tibbs, was the President’s nanny.
Miss Tibbs is a gigantic and fearsome lady!
c
d
The Past Simple of ‘to be’
I, he, she, it
was (not)/wasn’t
happy.
You, we, they
were (not)/weren’t
happy.
The Past Continuous
Form
SUBJECT + PAST SIMPLE OF TO BE (not) + PRESENT PARTICIPLE
I, he, she, it
was (not)/wasn’t
walking home.
You, we, they
were (not)/weren’t
walking home.
PAST SIMPLE OF TO BE + SUBJECT + (NOT) PRESENT PARTICIPLE
Was/Wasn’t
I, he, she it
(not) walking home?
Were/Weren’t
you, we, they
(not) walking home?
QUESTION WORD + PAST SIMPLE OF TO BE + SUBJECT + (NOT) PRESENT PARTICIPLE
Question Word
was/wasn’t
I, he, she it
(not) walking home with?
Question Word
were/weren’t
you, we, they
(not) walking home with?
Use
• You use the Past Continuous to express actions happening in the past. You are stressing the
duration of the past action.
• You use the Past Continuous to express actions happening in the past that are interrupted by
a shorter, completely over past action.
e
Using the Present Continuous to express the future
(definite arrangements)
On Monday Helen and Katie are visiting Paulette, Helen’s mom’s best friend.
• You can use the Present Continuous when a future action is already arranged.
110
110
one hundred and ten
Unit 2 • Let’s get together