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978-1-107-49302-5 — Uncover Level 1 Student's Book
Ben Goldstein , Ceri Jones
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Unit1 WelcomeBack!
pp. 2−11

Conversation(Useful language)

Vocabulary

Grammar

Listening■ Classroom objects■ Simple present ofbe

■ Importantannouncements■ Learning a newlanguage■ Making newfriends■ Meeting andgreeting■ A computergame■ On the phone■ Podcastinterviews about
after-school
activities■ Asking for
information■ A student’s
experience at aperforming artsschool■ Asking for andgiving permission■ Colors■ Instructions■ Subject pronouns■ Imperatives
Grammar reference
p. 106

2 My World■ Personal items

pp. 12−21■ Countries,nationalities,languages

3 People inMy Life

■ Possessive
adjectives, ’s, s’■ Question words
Grammar reference
p. 107■ Family and friends■ have■ Describing people■ Comparative
adjectives

pp. 22−31■ Possessive
pronouns
Grammar reference
p. 1084 It’s My Life!

■ Daily routines

pp. 32−41■ After-school
activities■ Simple present
statements■ Simple presentquestions■ Adverbs offrequency
Grammar reference
p. 1095 School Days■ Places at school■ can for ability

pp. 42−51■ School subjects■ Object pronouns■ Verb + -ing form(gerund) foropinions
Grammar reference
p. 110

Unit 1−5 Review Game pp. 52−53

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978-1-107-49302-5 — Uncover Level 1 Student's Book
Ben Goldstein , Ceri Jones
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Writing■ A poster withclassroom
rules

Reading■ It’s a New
School Year
■ Reading towrite:
Computer Club
RulesVideoAccuracy andfluency■ Anuj’s First Day■ a vs. an

I can . . .

■ How do you
spell yourname?

■ Rising intonation in
yes/no questions■ identify classroom objects
and colors.

■ Singular form of be forgroups■ identify people in my school.

■ Zhin Yan:
A Gymnast■ Jessica Watson– A Teenage
Sailor!
■ Reading towrite:
Meet the Team■ Culture: Our
World in a Box■ talk about a school club.
■ The Yellow
Ferrari■ What’s yourname? Where
are you from?
■ Young Scientists■ The Land Down
Under (CLILProject p. 116)

■ Using demonstratives
this, that, these, andthose in introductions■ Falling intonation inWh- questions■ Capital letterswith countries,nationalities, andlanguages■ Conjugation of be after
plural possessives■ A descriptionof a person■ A Very BigFamily!
■ Reading towrite:My Best Friend■ Culture: Diwali■ A blog post
about yourroutine■ Times Aroundthe World■ Reading towrite:
Madison’s Blog
■ Culture: It’s a
New Year!

■ give and follow instructions.
■ ask for help learning English.

■ Culture:Picture It!
■ A personal
profileSpeaking outcomes■ Robot Fighters■ What’s yourphone number?
What’s youremail address?
■ My SiberianFamily■ Ali’s Day■ What do you doafter school?
■ La Quinceañera■ Mars(CLIL Projectp. 117)

I can . . .
■ identify personal items.
■ talk about my favorite things.
■ ask and answer questions
about people’s backgroundand nationality.
■ meet, greet, and introduce
people.
■ choose things for a time
capsule.

■ Using It’s . . . to
identify yourself on
the phone

I can . . .
■ identify my family members
and friends.

■ Word stress withcomparative adjectives■ talk about my family.

■ Not using more withcomparative adjectives
ending in -er■ talk on the phone.

■ compare people.
■ talk about festivals.

■ Irregular spellings ofthird person simple
present form
■ Different sounds ofthird person simple
present forms:/s/, /z/, /iz/

I can . . .
■ talk about my daily routine.

■ Position of adverbs offrequency■ ask questions for moreinformation.

■ talk about things I do anddon’t do.
■ ask and answer questions
about routines and activities.

■ discuss a special occasion.
■ An email
asking forpermission■ Kung Fu School■ Kung Fu School■ Reading towrite:
Using theComputer Lab■ Can you use
your cell phone
at school?

■ Culture: A Do-ItYourself School■ Tobilay’s SchoolDay■ Different vowel sounds
for can and can’t■ Well vs. good

I can . . .
■ identify places at my school.
■ talk about my abilities.
■ express opinions aboutschool subjects andactivities.
■ ask for and give permission.
■ discuss interesting or unusual
things about schools.

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Ben Goldstein , Ceri Jones
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Unit
6 Time to Eat!
pp. 54–63

7 Animal World
pp. 64–73

8 City Life
pp. 74–83

VocabularyListening■ Food■ More food
■ Meals■ a/an■ some/any withcountable anduncountable nouns■ there is/are■ much, many, anda lot ofGrammar reference
p. 111■ A conversation
about afterschool snacks■ Ordering food■ Animals■ Action verbs■ Present continuous■ Simple present vs.
present continuous
Grammar reference
p. 112■ Conversations ata zoo■ Asking for andgiving directions■ Places in town
■ Transportation■ Simple past of be■ there was/were■ Simple paststatements withregular and irregularverbs■ ago
Grammar reference
p. 113■ A report on aschool trip

■ Sharing excitingnews■ Simple past yes/noquestions and shortanswers■ Simple past Whquestions
Grammar reference
p. 114■ A conversation
about askateboard
competition■ Expressinginterest■ be going to■ Superlative
adjectives
Grammar reference
p. 115■ A conversation
about a trip toEcuador■ Makingsuggestions

places■ Prepositions ofplace

9 Fun andGames
pp. 84–93

10 Vacation: Hereand Therepp. 94–103

Conversation(Useful language)

Grammar■ Sports andactivities■ Clothes■ Weather■ Months■ Seasons■ Landforms

Unit 6−10 Review Game pp. 104–105vi© in this web service Cambridge University Press

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Accuracy andfluency

Writing

Reading

Video■ An article about
a special meal

■ Art You Can
Eat!
■ Reading towrite: Let’s
Celebrate!
■ Culture: Chino
Meets Latino■ Fishing in Japan■ What do you
usually have forlunch?
■ Dabbawallas■ Mountainsof Rice
(CLIL Projectp. 118)

■ Linking vowel
sounds with an■ Not using muchin affirmativesentences■ Animal Actions
Quiz■ Reading towrite: All about
Hippos■ Culture:
Huskies: The
Inuit’s Best
Friend■ Shark Attack!
■ Do you likegoing tomuseums?
■ Animals in theCity■ Chameleons(CLIL Projectp. 119)■ Irregular pluralwords for animals■ Different gsounds: going■ Verbs usuallyused in thesimple present,
not the present
continuous

I can . . .

■ An email abouta place■ Pompeii■ Reading towrite: My trip toPuebla■ Culture:Getting Aroundin Hong Kong

■ Rome: Ancientand Modern■ Where do you
usually go withyour friends?
■ Crossing Cities■ Different sounds
for -ed endings:/t/, /d/, /ɪd/■ Using were after
singular subjects
when they’re partof a list

I can . . .
■ talk about places in my city ortown.
■ ask and answer questions about
the past.
■ describe past events andactivities.
■ share exciting news andexperiences.
■ talk about transportation andhow I get to school.

■ A biography ofan athlete■ Sumo Giants■ Reading towrite: A TeenAthlete■ Culture: Ye
Olde EnglishFaire■ The Palio■ What’s yourfavorite sportand why?
■ The Bowler■ Using somewords for sports
as both nouns
and verbs■ Reduction of did
you to /dɪdʒə/■ Using did (not do)in past tenseWh- questions

I can . . .
■ identify different sports andactivities.
■ ask and answer yes/no questions
about past events.
■ ask and answer Wh- questions
about past events.
■ express interest in whatsomeone is saying.
■ talk about traditional sports
events.

■ An email abouta vacation■ Wish You WereHere■ Reading towrite: My Tripto Brazil■ Culture:Canada: Landof Surprises■ City of Water■ Where do you
like going onvacation?
■ Alaska!
■ Big Art
(CLIL Projectp. 120)

■ Reduction ofgoing to to /gənə/■ Remembering
the apostrophein let’s

I can . . .
■ talk about weather, seasons,and months.
■ discuss vacation plans.
■ describe different landforms andplaces to visit.
■ make suggestions.
■ share interesting facts about mycountry.

■ A description ofan animal

Speaking outcomes
I can . . .
■ identify different kinds of food.
■ ask and answer questions
about food.
■ talk about quantities of foodand meals.
■ order food in a restaurant.
■ talk about food and culture.

■ identify different animals.
■ ask and answer questions aboutanimals’ actions.
■ talk about my favorite zoo animal.
■ ask for and give directions.
■ talk about how animals help
people.

Irregular verbs p. 121vii© in this web service Cambridge University Press

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