Competence Evaluation Tracker

Regular use of the Competence Evaluation Tracker gives you the opportunity to take an active
part in your learning by:
• Helping you understand unit and class objectives
• Continuously evaluating your learning throughout the unit
• Collecting evidence of progress to complement your test results
• Setting personal Action Plans to reach your goals

Comprehension Interaction Intercultural

and Production Develop your Interaction Foster Intercultural
Improve your competence through collaborative awareness, reflect on your
Comprehension (Listening project tasks, with a focus on skills own culture and learn about
and Reading) and such as considering the needs of other cultures around the
Production (Speaking and other people, active listening, and world, and understand
Writing), with activities communicating clearly. what it means to be a global
designed to develop citizen.
competence in these skills.

Plurilingual Mediation Digital

Plurilingual competence Each Student’s Book unit contains a Digital competence
activities improve your mediation activity designed to help activities in the Competence
language awareness and you become a better communicator Evaluation Tracker give you
help you notice how English in English and your own language the confidence to navigate
compares to your own with a dedicated support section in the online world safely
language. the Competence Evaluation Tracker. and boost your online
research and presentation
skills, while Student’s Book
activities put those skills
into practice.

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 Mediation

When we mediate, we … 1 Tick the things you knew about the Aztecs
• pass information from one person to another before you read the text in the Student’s Book.
• select the most important information • The Aztec Empire was an old civilization.
• change the format, for example we read a text, but • The Aztecs lived in Mexico.
we write the information • They built pyramids.
• sometimes pass information in a different language • Their capital city was one of the largest
cities in the world.
Unit 1 Explaining in your language • They created islands where they grew food.
• They had free schools for everyone.
When we pass information from English into your own
• They had a special calendar.
language, it’s important to think how to translate or
explain key words and phrases. • People still speak the Aztec language.
• The Aztec Empire disappeared many
1 Order the description of the video. years ago.
a They put sensors on Marcus.
2 Complete the expressions for emphasising
b The special camera puts the character in a surprising information.
different place.
c In the video, they visit a film studio idea know something surprising
in London. 1 I didn’t know is that …
d A special camera makes Marcus into the 2 One thing I found was …
computer character.
3 Did you that …?
e Bren explains motion capture technology
4 I had no that …
to Marcus.
f The computer reads the sensors and creates 3 Now do the Mediation task in exercise 8 on
a virtual character. p26 of the Student’s Book. Use phrases from
g They meet Bren Jordan, a man who creates exercise 2 to emphasise the information you
special effects. didn’t know about the Aztecs before you read
the text.
2 Look at the key words and phrases from the
video. Translate them into your language.
English My language
film studio
special effects
motion capture
sensor
virtual
character

3 Now do the Mediation task in exercise 10

on p13 of the Student’s Book. Remember to
include both parts in your email.

Unit 2 Emphasising surprising

information

When we pass on information, we need to think

about what the reader/listener already knows and
what information may be surprising. It’s important to
emphasise surprising information.

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 Unit 3 Introducing and concluding Unit 4 Explaining and organising
When we pass on information from comprehension When we explain information in our own language, it’s
questions, it’s important to introduce the topic at the important to organise our ideas.
beginning and to include a conclusion at the end to
help the reader/listener understand.
1 Read the Mediation task in exercise 9 on
p53 of the Student’s Book. Complete the
1 Read the Mediation task in exercise 10 on p41 advantages of Generation Skill Share.
of the Student’s Book. Which sentence would
make the best introduction to your blog post? easier free generation help learn
Why? 1 It’s , which is better than paying for a
1 The girls were into science and entered a course.
robotics competition. 2 You can a variety of different things.
2 I recently listened to a presentation about some 3 It’s for people to learn in this way
girls from Afghanistan who entered a robotics than in a class.
competition.
4 You can meet people from a different .
3 In a recent robotics competition, a team of
5 You can other people.
Afghan girls had lots of problems.

2 Complete the sentence to make a conclusion 2 Translate the advantages of Generation Skill
Share in exercise 1 into your language.
for your blog post.
I like this story because it shows that 3 Now do the Mediation task. Organise your
ideas in this order.
1 Greet your friend.
2 Explain the reason you are sending a message.
3 Now do the Mediation task. In your blog post,
3 Give a short explanation of Generation Skill Share.
use the introduction from exercise 1, your
answers from exercise 8 in the Student’s Book 4 Tell your friend about the advantages of
and your conclusion from exercise 2. Generation Skill Share.
5 Recommend Generation Skill Share and say
goodbye.

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 Mediation

Unit 5 Writing notes Unit 6 Transforming writing into video

When we write notes, it isn’t necessary to write every When we transform writing into a video, we need
word we hear. We only need to write the main ideas. to think about which features are appropriate for a
written article and which are appropriate for a video
presentation.
1 Look at the videoscript and the student’s
notes. Answer the questions.
1 Read the Mediation task in exercise 8 on p74
1 Does the student include all the information
of the Student’s Book. Make notes about the
from the videoscript in the notes?
information you want to include in your video.
2 Which types of words are missing from the
Use exercise 5 in the Student’s Book to
notes, ‘information’ words or grammar words?
help you.

Videoscript Student’s notes 2 Decide which of these things are features of a

written article or a video presentation. Write A
In the snow and Not many signs (article) or V (video).
ice in this part of of life – this part
1 complete sentences and more formal
Siberia, there aren’t Siberia (snow + ice)
language
many signs of life. Nearest town ➡ 6 hrs
The nearest town is 2 one or two photos
six hours away. 3 conversational language
4 you see the same thing all the time
2 Watch the video again and make notes 5 you can read the information several times
about it. 6 you see different things e.g. the presenter,
an image, text
3 Now do the Mediation task in exercise 8 on
7 gestures and body language are important
p61 of the Student’s Book. Use your notes
from exercise 2. 3 Now do the Mediation task. Use your notes
from exercise 1 and include the features of a
video from exercise 2.

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 Unit 7 Giving examples 3 Now do the Mediation task. Use the
information from exercise 1 and the
It’s a good idea to give examples to help the reader/ expressions to give examples from exercise 2.
listener understand what we are saying.
Unit 8 Transforming text into a poster
1 Read the Mediation task in exercise 9 on p89
of the Student’s Book. Listen to the interview. When you present information use a variety of visual
Then, complete the table with the phrases 1–6. features to show different information.
1 Give things to charity.
2 Keep useful things. 1 Read the Mediation task in exercise 10 on p98
3 Put things in a box and see if you use them in of the Student’s Book. Which feature (a–d) is
the next month. the best way to show the information (1–4)?
4 Sell them on the internet. 1 the different jobs at home that boys and
girls do
5 Take everything out of your wardrobe and off
your shelves. 2 comparing the total number of hours that
boys and girls spend on housework
6 Give them away.
3 information about different countries
How to decide what to What to do with the 4 the percentages from the fact box on
keep things you don’t need p99 of the Student’s Book.

a flags
b pictures or photographs
c a pie chart with two sections
2 Complete the expressions for giving d a bar chart with four bars
examples.
2 Find the information in exercise 1 in the text
example idea like on p99 of the Student’s Book. Make visual
1 One is to sell them online. elements for your poster.
2 For , you can sell them online.
3 Now do the Mediation task. Write a short
3 You can do things selling text for each visual element to explain the
them online. information.

MEDIATION: TIP BANK

Explaining in your own language Writing notes

• Translate the key words and phrases into your • Write only the main ideas.
language before you write or speak. • Write ‘information’ words, not grammar words.
Emphasising surprising information Transforming writing into video
• Think about what information may be surprising for • Use appropriate features for a written article and a
the reader/listener. video presentation.
• Use expressions for emphasising information.
Giving examples
Introducing and concluding • Give examples to help the reader/listener
• Introduce the topic at the beginning. understand.
• Include a conclusion at the end. • Use expressions to give examples.

Explaining and organising Transforming text into a poster

• List key points and translate them into your • Use a variety of visual features to show information.
language. • Choose appropriate visual features for different
• Organise your ideas. information.

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 Digital competence

Using a variety of sources Keeping it green

1 Match the advice about using sources (A–C) 3 Match the tips for using technology in a
with the advantages and disadvantages (1–3). sustainable way (1–5) to the pictures (a–e).
Decide which is the best advice. 1 When you throw away old devices, recycle
A them properly.
Go to an online encyclopedia. It
always has the answer. 2 Switch off: don’t leave devices on stand-by
when you’re not using them.
B 3 When possible, don’t print things on paper.
Try to look at two or three different
sources to confirm information. 4 Don’t leave devices plugged in when they are
fully charged.

🛒
C
5 Don’t get a new phone until you really need one.
Write your question in the search
box and go to the first option.

🖨 🔋
a d
1 + It’s always a good idea to check. Don’t just
accept one answer.
– It will take more time, but you’ll get a better b e
result.
2 + It’s free and it has information on
everything – it’s a great place to start looking.
c O
– Anyone can write the information. The
Helping your posture
people who write it aren’t always experts.
3 + The first answer is often the best place to find
a quick answer.
– The first option is often advertising, paid for
by a company that wants to sell something.

Keeping personal details safe

2 Complete the table with the things that you
should and shouldn’t do online (a–j).
a Share your personal details online.
b Ask an adult if you feel worried about a contact. 4 Match 1–6 with a–f to make tips on how to sit
c Make sure only friends can contact you on your at a computer and help your posture.
social media accounts.
1 Sit so your eyes are looking directly at
d Cover the camera on your laptop.
2 Put your feet
e Let an app know where you are.
3 Don’t work lying
f Select cookies: don’t just click ‘accept all’.
4 Working with your computer on your lap
g Share information about your friends.
5 Try to
h Tag other people in photographs.
6 Take regular
i Use a good password.
j Use free wi-fi in public places.
a in bed.
Dos Don’ts b breaks.
c the top part of the screen.
d relax your shoulders.
e is bad for your back.
f on the floor.

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 Citing your sources 4 : it’s better to use these
than a lot of words.
5 Match the tips for citing your sources (1–4) 5 : don’t use long
with the reasons to do them (a–d). sentences; use key words.
1 It’s important to say whose idea it is.
2 When you find a good webpage, note the Working in groups
address.
3 Use quotation marks when you use a
7 Complete the text.
person’s exact words. abilities different divide everyone’s
4 List the websites you used at the end of responsibility times
your work.
Tips for successful group work
1 Listen to ideas.
a The reader can look up the information.
2 work equally.
b To show that another person said those words.
3 Ask a person to write notes
c You can give the web address at the end of your each time you meet.
work.
4 Agree to meet and work
d You need to show clearly that it’s not your own and stick to them.
idea.
5 Use everybody’s talents and .
Keeping presentations simple 6 Share for the project.

6 Complete the tips with the headings.

Consistent Changing slides Fonts
Images Text
1 : choose one that’s easy
to read and use it for all your headings. Choose
a smaller one for text.
2 : use one simple way to
make new slides or text appear.
3 : your presentation will
look better if you use the same style for all your
slides.

Digital competence: Tip bank

Using a variety of sources Citing your sources

• Always use two or three sources to check • Say whose work it is and include sources.
information. • Include the web address.
Keeping personal details safe • Use quotation marks for someone’s words.
• Don’t share information or photos about other Keeping presentations simple
people.
• Don’t use too many fonts.
• Ask an adult if you’re worried.
• Use a consistent style.
Keeping it green • Use images.
• Limit your use of electricity.
Working in groups
• Avoid using paper.
• Discuss how to divide work before you start.
• Recycle old devices.
• Use different people’s abilities.
Helping your posture
• Think about your eyes, back and feet.
• Take regular breaks.

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 1 Stories

Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video about a visit to a

W
film studio.

 ead and understand a blog post about young

R
people using technology.

Listening and Make and check predictions.

Reading
L isten to and understand a live report from a
public library.

Answer true/false questions.

Express preferences.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write a review.

Writing
Use also, too and as well.

 se the Skills boost to Think, Prepare, Write and

U
Check my review.

In groups, discuss information on a storyboard.

Interaction
Generate ideas together.

 atch a video, then write an email to a friend

W
Mediation explaining what the video is about and why
he/she would like it.

 nderstand the similarities and differences

U
Plurilingual between English and my language by translating
questions and answers in the present simple.

Intercultural Find out about libraries in different countries.

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 1
Project INSTRUCTIONS

evaluation
z Evaluate your work on each part of the project (OK, Good, or Excellent).
z Colour the sections of the chart to show your evaluation.
z Complete your unit test result and the Action plan.

Planning visual output

N
organise your space
include a title What did your
choose black and white classmates think?
or colour attractive storyboard
do a rough plan clear presentation
Ok

N
T IO

G
A PE

ood
U ER
Project content IT
storyboard
S

RE
G

presentation
NIN

VIE

Excel
LEAR

lent
W E
Make a
storyboard
for a film or
book.
ILL

LA
K

N
S

G
R

AG
U

Creativity PE E
SU
Generating ideas
together
use everyone’s Grammar
present simple and
ideas
continuous
discuss before you

S
decide
use Key phrases
on p22 to share
Vocabulary
ideas
TV and films

Unit evaluation + ACTION PLAN

Project evaluation + My goal for the next unit is
To work on this, I’m going to
Unit test results: I’m going to try NOT to

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 2 Then and
now
Unit evaluation
How well did I do it?
Competence What can I do?

Watch and understand a video about life in 1927.

 ead and understand an article from a history

R
magazine about the Aztecs.

Listening and Use visuals to understand ideas.

Reading
L isten to and understand a podcast about First
Nations people of Canada.

Identify key words in questions.

Ask for clarification.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write an email to an e-pal.

Writing
Use because and because of.

 se the Skills boost to Think, Prepare, Write and

U
Check my email.

In groups, discuss where to find information.

Interaction
Take turns.

 ead an article, then write an email to a friend

R
Mediation explaining what I know about Aztec society.

 nderstand the similarities and differences

U
Plurilingual between English and my language by translating
sentences with used to.

F ind out about objects and technology from

Intercultural ancient cultures in different countries.

10

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 2
Project INSTRUCTIONS
evaluation z Evaluate your work on each part of the project.
z To show your evaluation, colour one leaf for OK, two leaves for good
and three leaves for excellent.
Presenting to z Complete your unit test result and the Action plan.
an audience
make eye What did your
contact classmates think?
don’t block interesting presentation Grammar
the presentation attractive poster (there) was/were
use gestures learnt new things could
and point past simple
don’t speak used to
too fast
smile

LEARNING
Project content SITUATION
PEER
research REVIEW
poster
presentation

SUPER
SKILL LANGUAGE
Communication
Taking turns
share speaking Vocabulary
time everyday objects
listen, and respond
use Key phrases on
p34 to work well
together
Create a
fold-out
poster about
life 25 years
ago where
you live.

ACTION PLAN
Unit evaluation +
Project evaluation + My goal for the next unit is
To work on this, I’m going to
Unit test results: I’m going to try NOT to

11

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 3 Goals

Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video about making a

W
goal diary.

 ead and understand an online article about

R
three brands.

Listening and Find answers in a text.

Reading
L isten to and understand a presentation about
the Afghan girls’ robotics team.

Write notes.

Tell a story.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write a story.

Writing
Use time expressions.

 se the Skills boost to Think, Prepare, Write and

U
Check my story.

In pairs, discuss and choose a person we admire.

Interaction
Take on different roles.

L isten to a presentation, then write a blog post

Mediation about it.

 nderstand the similarities and differences

U
Plurilingual between English and my language by answering
questions about noun suffixes.

L earn about First Nations people in Canada and

Intercultural find out how young people from different
countries are trying to achieve success.

12

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 3

INSTRUCTIONS
Project z Evaluate your work on each part of the project (OK, Good, or Excellent).

evaluation z Colour the sections of the chart to show your evaluation.

z Complete your unit test result and the Action plan.

Giving a visual
presentation
give people time to read
Project content give additional information
research RNING SITUAT ION explain what the photos and
infographic LEA images show
don’t go too fast

nt
elle
c
Ex
ood
G

PEER REVIEW
Ok
SUPER SKILL

Make an
infographic
about a
success
story.

Collaboration
Taking on different roles What did your
share work equally classmates think?
between you interesting person
work in different good infographic
ways LANGUAGE
develop new skills
use Key phrases on p46 Vocabulary
to organise tasks success and
Grammar achievements
past simple and
past continuous

Unit evaluation + ACTION PLAN

Project evaluation + My goal for the next unit is
To work on this, I’m going to
Unit test results: I’m going to try NOT to

13

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 4 Spend!

Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video about what you

W
can buy for €1.

 ead and understand a magazine article about

R
selling things you don’t need.

Listening and Learn to scan a text.

Reading
L isten to and understand an interview about a
skills-sharing scheme.

Choose between options.

Give advice.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write notes and messages.

Writing
Use too + adjective, not + adjective + enough.

 se the Skills boost to Think, Prepare, Write and

U
Check my messages.

In pairs, discuss ideas for a business.

Interaction  ommunicate effectively in a formal situation to

C
a group.

L isten to an interview, then send a friend a

Mediation voicemail recommending skill-sharing and
explaining its advantages.

 nderstand the similarities and differences

U
Plurilingual between English and my language by
forming comparative and superlative adjectives.

Intercultural Learn about money in different countries.

14

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 4

Project INSTRUCTIONS
z Evaluate your work on each part of the project.

evaluation z To show your evaluation, colour one bar for OK, two bars for good and
three bars for excellent.
z Complete your unit test result and the Action plan.

make a different
Creating What
slide for each idea a digital did your
write key facts presentation classmates
use short sentences think?
ask questions
use pictures
make sure you can
read it easily LEARNING
SITUATION PEER good business idea
REVIEW attractive presentation

Project
content
Make a
idea for your proposal to
business get money Grammar
presentation for a business
idea.

quantifiers
SUPER LANGUAGE comparatives and
SKILL superlatives
(not) as … as
Communicating
effectively in a formal
situation to a group
adapt to your audience
show that you are
Vocabulary
confident Communication money
use gestures and smile adverbs
use key phrases on
p58 to discuss how
to behave in the
presentation

ACTION
PLAN
Unit evaluation +
Project evaluation + My goal for the next unit is
Unit test results: To work on this, I’m going to
I’m going to try NOT to

15

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 5 A better
place
Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video about nomadic

W
life.

 ead and understand a newspaper report about

R
3D printing of houses.

Listening and Read quickly.

Reading
L isten to and understand a podcast about
environmental campaigners.

Answer true, false and no information questions.

Make decisions.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write an advertisement.

Writing
Give examples.

 se the Skills boost to Think, Prepare, Write and

U
Check my advertisement.

I n groups, discuss how to improve our school

environment.
Interaction
Solve different types of problems.

 atch a video, then make notes for a classmate

W
Mediation who isn’t at school.

 nderstand the similarities and differences

U
Plurilingual between English and my language by translating
phrases about the environment.

L earn about nomadic life and new houses in the

Intercultural Netherlands.

16

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 5

Project INSTRUCTIONS
z Evaluate your work on each part of the project (OK, Good, or Excellent).
evaluation z Colour the sections of the chart to show your evaluation.
z Complete your unit test result and the Action plan.

Presenting arguments

N
make a limited number
of points What did your
classmates think?
give examples
interesting information
have clear sections
good proposal
summarise the main points Ok

N
T IO

G
A PE

ood
U ER
Project content IT
audit
S

RE
G

poster
NIN

VIE

Excel
LEAR

lent
W E
Conduct a
green audit
of your
school.
ILL

LA
K

N
S

G
R

AG
U

Critical thinking UPE E

S
Solving different types of
problems
Vocabulary
find solutions
rooms and furniture
discuss and plan before
your environment
you start

S
use Key phrases on
p70 to discuss how to
create the poster Grammar
will
first and zero conditional

Unit evaluation + ACTION PLAN

My goal for the next unit is
Project evaluation +
To work on this, I’m going to
Unit test results: I’m going to try NOT to

17

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 6 Animals
in danger
Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video in which friends

W
play a guessing game.

 ead and understand a profile about a tech

R
entrepreneur.

Listening and Answer questions in my own words.

Reading
L isten to and understand a conversation about
finding a present.

 otice differences between the question and

N
what I hear.

Talk about experience.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write an e-postcard.

Writing
Use who, where and which.

 se the Skills boost to Think, Prepare, Write and

U
Check my e-postcard.

I n pairs, plan a questionnaire about experiences

and ask your classmates.
Interaction
Work with my partner to achieve our goals.

Mediation Read an article, then make a short video about it.

 nderstand the similarities and differences

U
Plurilingual between English and my language by answering
questions about been and gone.

L earn about experiences people can have in

Intercultural different countries.

18

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 6
Project INSTRUCTIONS

evaluation
z Evaluate your work on each part of the project.
z To show your evaluation, colour one leaf for OK, two leaves for good
and three leaves for excellent.
z Complete your unit test result and the Action plan.
Creating
a meme
use a free online
meme generator What did your
upload a photo classmates think?
Grammar
write a meme good list of experiences
present perfect for
statement attractive memes
experience
save your meme ever and never
give your meme
a heading

LEARNING
SITUATION
Project content
PEER
questionnaire REVIEW
memes

SUPER
SKILL LANGUAGE

Collaboration
Vocabulary
Working together to
achieve your goals collocations
take turns to experiences
speak and listen
make sure you all
agree
share the work
equally Make memes
use Key phrases of things
to do before
on p82 to work you are 18.
together

ACTION PLAN
Unit evaluation +
My goal for the next unit is
Project evaluation + To work on this, I’m going to
Unit test results: I’m going to try NOT to

19

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 7 My stuff

Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video about birthday

W
presents.

 ead and understand a feature article about a

R
new way to collect.

Listening and Understand unfamiliar words.

Reading
L isten to understand an interview with a teenage
minimalist.

Justify answers.

Ask about lost and found objects.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write a personal email.

Writing
Use adjective order.

 se the Skills boost to Think, Prepare, Write and

U
Check my email.

In pairs, discuss how to organise a project.

Interaction
Take the initiative.

L isten to an interview, then send a voice message

Mediation giving advice to a friend.

 nderstand the similarities and differences

U
Plurilingual between English and my language by answering
questions about adjective suffixes.

Intercultural Learn about the Museum of the World.

20

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 7

Project INSTRUCTIONS
z Evaluate your work on each part of the project (OK, Good, or Excellent).
evaluation z Colour the sections of the chart to show your evaluation.
z Complete your unit test result and the Action plan.

Making a video
practice first
Project content film yourself or work with
items to include RNING SITUAT ION a friend
video LEA use different shots
speak clearly

nt
elle
c
Ex
ood
G

PEER REVIEW
Ok
SUPER SKILL

Prepare a
‘Me Box’ and
make a video of
yourself talking
about it.

Creativity
Taking the initiative
What did your
organise time
classmates think?
effectively full information about
divide the task into the items
steps learnt something new
offer to help LANGUAGE
use Key phrases on
p94 to discuss how to Vocabulary
Grammar describing things
organise the task
present perfect adjective suffixes
with for and since
present perfect
and past simple
time expressions

Unit evaluation + ACTION PLAN

My goal for the next unit is
Project evaluation +
To work on this, I’m going to
Unit test results: I’m going to try NOT to

21

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 8 Responsibility

Unit evaluation
How well did I do it?
Competence What can I do?

 atch and understand a video about

W
responsibilities.

 ead and understand an online news story about

R
jobs girls do at home.

Listening and Identify the text type.

Reading
L isten to and understand a presentation by a
teacher at an Open Day.

Recognise a speaker’s feelings.

Make offers and requests.

 se the Skills boost to Think, Prepare, Practise

U
and Perform my dialogue.

Speaking and Write a for-and-against essay.

Writing
Balance my arguments.

 se the Skills boost to Think, Prepare, Write and

U
Check my essay.

In groups, discuss ideas for a final class.

Interaction
Think about other people’s interests.

 ead an article, then create a poster summarising

R
Mediation the facts.

 nderstand the similarities and differences

U
Plurilingual between English and my language by answering
questions about -ed and -ing adjectives.

L earn about jobs at home in different countries

Intercultural and about jobs in Japanese schools and about
British schools.

22

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 8

Project
INSTRUCTIONS
z Evaluate your work on each part of the project.

evaluation z To show your evaluation, colour one bar for OK, two bars for good and
three bars for excellent.
z Complete your unit test result and the Action plan.

decide on the What

format Presenting did your
plan your ideas classmates
presentation think?
use short sentences
speak clearly and
use gestures
LEARNING
SITUATION PEER good idea that
REVIEW everyone would enjoy
good way to practise
Project English
content

proposal Make a
proposal for the
presentation final lesson at Grammar
the end of the
school year.

have to
SUPER LANGUAGE
will and going to
SKILL

Thinking about other

people’s interests
don’t just think
about your personal
preferences Critical Vocabulary
think about the thinking -ed and -ing
advantages and adjectives
disadvantages of
different ideas
use Key phrases on
p106 to discuss ideas

ACTION
PLAN
Unit evaluation +
Project evaluation + My goal for the next unit is
Unit test results: To work on this, I’m going to
I’m going to try NOT to

23

9781380086426_BOOK.indb 23 2022/06/02 10:07

 Macmillan Education Limited
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Competence Evaluation Tracker ISBN 978-1-380-08642-6

Text, design and illustration © Macmillan Education Limited 2022

Written by Kate Pickering

The author has asserted their right to be identified as the author of this
work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2022

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