Inkijkexemplaar New Interface B1 (met literatuur) by ThiemeMeulenhoff

N ew I nterface

Tweede fase

Level B1

Monique Bos

Jantine Broek

Marleen Cannegieter

Annie Cornford

Saul Gallagher

Nathalie Meeuwsen

Mayke Munten

Welmoed Oman

Zarina Rimbaud-Kadirbaks

Sally Ripley

Eindredactie

Gudy Luchjenbroers

Sandra van de Ven

Bureauredactie

Hanna Molenaar

Vormgeving

Studio Michelangela

Opmaak

Crius Group

Omslagfotografie

Flirt Creativity

Foto's

Shutterstock: Mohamed Abdulraheem, Artic Photo, Asiandelight, Mile Atanasov, Chameleons Eye, Mark C Creations, DisobeyArt, EFKS, Fizkes, Fototrips, Motortion Films, Michael Jung, Kraiot, Daria Krasnenko, The Picture Studio, Prostock Studio, SpeedKingz, Asier Romero, ViDi Studio, Ekaterina Vidyasova

Unsplash: Dan Gold, Maria Greller, Bing Han, Verne Ho, Aaron Lee, Zach Lucero, Gaelle Marcel, Nadim Merrikh, Avi Richards, Norman Toth, Van Veen, Fremantle Wa, Averie Woodard

123RF: Juan Garcia

Illustraties

Eduardo Media, EMK cartografie

Over ThiemeMeulenhoff

ThiemeMeulenhoff ontwikkelt slimme flexibele leeroplossingen met een persoonlijke aanpak.

Voor elk niveau en elke manier van leren. Want niemand is hetzelfde.

We combineren onze kennis van content, leerontwerp en technologie, met onze energie voor vernieuwing. Om met en voor onderwijsprofessionals grenzen te verleggen. Zo zijn we samen de motor voor verandering in het primair, voortgezet en beroepsonderwijs.

Samen leren vernieuwen.

www.thiememeulenhoff.nl

ISBN 978 90 06 15312 5

Tweede druk, eerste oplage, 2024

Alle rechten voorbehouden. Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën, opnamen, of enig andere manier, zonder voorafgaande schriftelijke toestemming van de uitgever.

Voor zover het maken van kopieën uit deze uitgave is toegestaan op grond van artikel 16B Auteurswet 1912 j° het Besluit van 23 augustus 1985, Stbl. 471 en artikel 17 Auteurswet 1912, dient men de daarvoor wettelijk verschuldigde vergoedingen te voldoen aan Stichting Publicatie- en Reproductierechten Organisatie (PRO), Postbus 3060, 2130 KB Hoofddorp (www.stichting-pro.nl).

Voor het overnemen van gedeelte(n) uit deze uitgave in bloemlezingen, readers en andere compilatiewerken (artikel 16 Auteurswet) dient men zich tot de uitgever te wenden. Voor meer informatie over het gebruik van muziek, film en het maken van kopieën in het onderwijs zie www.auteursrechtenonderwijs.nl.

De uitgever heeft ernaar gestreefd de auteursrechten te regelen volgens de wettelijke bepalingen. Degenen die desondanks menen zekere rechten te kunnen doen gelden, kunnen zich alsnog tot de uitgever wenden.

Deze uitgave is volledig CO2-neutraal geproduceerd. Het voor deze uitgave gebruikte papier is voorzien van het FSC®-keurmerk. Dit betekent dat de bosbouw op een verantwoorde wijze heeft plaatsgevonden.

B1 WRITING

B1 SPEAKING

B1 CONVERSATION

Skilled for life!

New Interface tweede fase prepares you for life. Not just any life; YOUR life. Using the English language, we aim to broaden your knowledge and teach you valuable and practical skills that help you shape your life, now and in the future.

How? By practising English in real-life situations, by doing assignments that prepare you for the choices you will be faced with and by using the English language as a means to an end, as opposed to a goal in itself. Whether you travel the world or stay close to home, New Interface helps you to open new worlds.

LIFE SKILLS

COMMUNICATION

CREATIVE THINKING

INFORMATION SKILLS

MEDIA LITERACY

CRITICAL THINKING

WORDS CAN OPEN NEW WORLDS

PROBLEM SOLVING

NEW INTERFACE

Missions

COLLABORATION

SOCIAL AND CULTURAL SKILLS

SELF-REGULATION

ATTITUDE

COPING WITH STRESS

COPING WITH EMOTIONS

You’ll work on Missions. According to the Cambridge Dictionary a Mission is ‘an important job that someone is given to do’. Each Mission focuses on one or more life skills and two or three language skills.

Completing an important job requires training. That’s why you can follow three or four Training sessions to prepare yourself for completing your Mission. In the first Training session you can practise with the Mission support subjects: vocabulary, grammar and phrases. The other Training sessions will each centre around a single language skill (reading, listening, writing, speaking or conversation). The life skills are the backbone and will be present throughout the entire Mission. Together with your teacher you can decide which Training sessions are important for you. Maybe all of them, but maybe you will only need to do one of them. Perhaps you can even complete your Mission successfully without having to train at all. Each Mission teaches you a new range of knowledge and skills, but you can use the same step-bystep road map to accomplish every one of them.

Mission road map

Look at the opening spread of the Mission and read the Mission briefing. Now you know what important job you have been given.

Go to the end of the Mission to read Complete your mission and Mission debriefing. These will tell you what your exact assignment is, the steps you need to take to complete it and how the end result of your Mission is going to be assessed.

Follow the Training sessions (your teacher has assigned to you) to make sure you are ready to complete the Mission successfully.

Complete your mission

Follow the Mission debriefing to evaluate the end result.

References

Throughout the Missions you will come across the following references and icons:

Use Mission support, vocabulary, list number 7 in the back of your book.

Use Mission support, grammar, theory number 11 in the back of your book.

Use Mission support, phrases, list number 13 in the back of your book.

This strategy, input text or assignment will help you develop your life skills.

Work together with one or more classmates (as indicated in the assignment).

Go to New Interface online or the website that is indicated in the assignment. Scan the QR-code next to the assignment or find the website on New Interface online.

Listen to the audio clip. Scan the QR-code next to the assignment or find your clip on New Interface online.

Watch the video. Scan the QR-code next to the assignment or find your clip on New Interface online

Mission 1 Trials and tribulations

MISSION GOALS

Life skill: Critical thinking

Reading B1:

Writing B1: Can respond to adverts.

MISSION SUPPORT

Mission briefing

You're a student and in constant need of cash ... This is no secret, so a friend of yours who has read an ad for a clinical trial has referred you. The clinical trial company reaches out to you by sending you a leaflet by mail.

YOUR MISSION

Read the leaflet and research the upsides, downsides and possible risks of clinical trials. Use this research to decide whether you want to sign up, ask some additional questions about the trial or decline the offer.

Training session 1: Mission support

In order to read and write about participating in a clinical drug trial, you need to know words like 'admission', 'administer', and 'reasonable'. You also need to know the correct phrases to ask for additional information, and to give reasons and explanations for your decision. Furthermore, because some articles will deal with subjects that require close interpretation, you need to know the difference between words that look a lot alike but are very different, such as 'prescribe' and 'proscribe'. Finally, in order to understand long, often rather scientific articles about the subject, you need to know about conjunctions and the different forms of the present tense.

TIP

Looking for similarities

Did you know that a large part of the English vocabulary has words in common with French, Latin, German and even Dutch? Try to find links between the new vocabulary and similar words in other languages you already know. For example, villain from the French villain and cookie from the Dutch koekje

1 Vocabulary: Medicine

Use Tip: Looking for similarities. Complete the sentences with the English translations of the words. There are three extra words. You have to change some of the words to fit the sentences.

Choose from: afnemen – belangrijker zijn dan – bijwerking – contact opnemen –heroverwegen – monster – nastreven – onafhankelijk – onderzoek – polsslag – specifiek –te voorkomen – uitbraak – vereiste – veronderstellen – voorlopig – wijzen op – zeldzaam

1 All my life I've one big dream: to become a surgeon.

2 May I that you frequent the gym? You are very fit.

3 My sister didn't meet the for the study, so she wasn't accepted.

4 Fortunately, there haven't been any of the plague for at least a century.

5 The advantages of partaking in this clinical drug trial the disadvantages. I'd just do it if I were you!

6 The first test results that the new drug does not have the desired effect.

7 I want to be financially . That's why I want to earn my own money.

8 When a patient hasn't got a , that means that the heart has stopped beating.

9 If you want to know more about the study, with our manager through the email address provided below.

10 The doctor said the pain would after a few days' rest.

11 Is there a doctor you want to be treated by or will any doctor do?

12 According to this article, many illnesses are not by vaccines.

13 I heard a story about a girl who has a disease. The doctors didn't know how to treat her because it's so uncommon.

14 Even though the vaccine is harmless, it can cause some nasty , such as a sore arm and a slight fever.

15 Could you please put the on the desk? I will analyse the results later.

2 Vocabulary: Medicine

Match the descriptions with the correct words. There are three extra words. Choose from: carry out – eliminate – enable – gain – illness – lounge – pass on –precaution – preliminary – preventable – proceed – prove – pulse – query – rare –reconsider – response – suitable

1 another word for 'question'

2 to come into possession of

3 to create a situation in which someone can do something

4 to do a task that you were given

5 to give something to someone else

6 said of something that can be avoided

7 to remove from a competition by defeating

8 another word for 'reply'

9 the room in a house where you can relax with your family

10 something that fits an occasion or a person

11 an action taken to prevent danger, failure, or injury

12 to support with conclusive evidence

13 very uncommon

14 when you're feeling sick, this is probably what's causing it

15 when you made a decision but have now changed your mind

ADVANCED VOCABULARY Confusing word pairs

Some words sound similar or look very much alike, but have a different meaning. Even native speakers are sometimes confused by these words.

Examples of confusing word pairs:

• accept (accepteren) – except (behalve)

• bare (onbedekt) – bear (znw: beer, ww: verdragen)

• prescribe (voorschrijven) – proscribe (verbieden)

3 Advanced vocabulary: Confusing word pairs

Use Advanced vocabulary: Confusing word pairs

a Choose the correct definition for each word in bold.

1 It didn't affect me much when I heard that the measles are back in town. After all, I've been vaccinated. a result / to cause a change in someone's emotions

The campaign had the desired effect: vaccinations went up by 5% in just one year. a result / to cause a change in someone's emotions

2 I want to compliment you on your accomplishments – you did very well. something that, combined with something else, causes perfection / to express praise, congratulations, or admiration

Those colours look wonderful on you – they really complement your eyes. something that, combined with something else, causes perfection / to express praise, congratulations, or admiration

3 Could you please stretch out your bare arm so that I can measure your blood pressure? to have a tolerance for / without covering or clothing

I don't know if I can bear going through that entire procedure again. It was really awful. to have a tolerance for / without covering or clothing

4 Can I ask you for some counsel? I've got some questions about how to apply for a grant. advice from a knowledgeable person / a group of people appointed as advisers

Do you remember my aunt? She's on the hospital council advice from a knowledgeable person / a group of people appointed as advisers

5 When you apply for a job at the hospital, they require a certificate of conduct. to gain possession of / to have as a necessity

Where did you acquire that information? I'd like to check the validity of your claim. to gain possession of / to have as a necessity

6 Did you adopt a new technique to produce this vaccine? It looks a bit different from the previous one. to make suitable for a specific situation / to take up and make your own We are trying to adapt the questionnaire in such a way that we can use it in our study as well. to make suitable for a specific situation / to take up and make your own

b Complete the sentences with the correct words. There is one extra word pair.

Choose from: accept / except – advice / advise – complement / compliment –ensure / insure – prescribe / proscribe

1 Could you give me some on what to do if a patient refuses treatment? I always have a hard time when a situation like that arises.

2 So you have a vitamin D deficiency. Did your GP anything for it?

3 I am allowed to do almost everything, stick needles in patients' veins – for that, I'd have to be a trained nurse.

4 Did they you of a good working environment and your own desk to work at?

4 Grammar: Conjunctions

Complete the sentences with the correct conjunctions. There are three extra words. Choose from: and – as soon as – because – both ... and – but – either ... or – even though –if – neither ... nor – so – until – when – while

1 I would like to help you, unfortunately I have homework of my own to do.

2 In their letter, the company asked me I wanted to come in for a meeting.

3 Lucy hasn't done any research yet, she cannot answer the question.

4 Brad is very ill, he doesn't want to take any medication.

5 my mother I like needles. I get my phobia from her.

6 My sister has offered to do the washing my mother recovers from her illness.

7 I'm not sure which option to pick. I can choose an unpaid internship a paid summer job.

8 On second thoughts, I don't think I will go to the interview. I'm going to stay home watch TV shows all afternoon instead.

9 I would love to work at that store, that way I could earn my own money.

10 my brother I have been a bit nervous about hospitals since our grandmother was hospitalised.

5 Grammar: Conjunctions

a Finish the sentences in your own words. Make sure the sentence you write fits the conjunction. Use at least eight words per sentence.

1 I'm not going to participate in the clinical drug trial, because

2 I'm not going to participate in the clinical drug trial, unless

3 My best friend told me I should only participate if

4 I don't think I'm going to participate, since

5 My brother is in desperate need of money and

6 Participating in the trial earns you £2500; still

7 Participating in a trial earns you a lot of money, although

6 Grammar: Present tenses

Complete the sentences. Use the correct forms of the verbs given.

1 I (to wait) for a chance like this for two years. I'm so glad it (to arrive – finally)

2 (to be – you) available for a medical check-up right now?

– No, sorry. I (to do) my homework so it's finished before tomorrow.

3 I can't stand the fact that I (to do – always) all of the work while you get to sit back and relax.

4 Patrick (to volunteer) in the hospital since 2017 and he (to like – still) it.

5 I (not – to set foot) in a gym for three months so I (to doubt) I will be able to pass the fitness test.

6 Every morning, she (to catch) the bus to visit her father in hospital.

7 Grammar: Present tenses and present perfect continuous Work with a classmate.

a Look at the four sets of sentences. In each half of a set, a different tense is used. For each set, discuss the difference in meaning.

1 Hurry up, I'm waiting. / Hurry up, I've been waiting for thirty minutes.

2 She is a student. / She is studying right now.

3 He studies every day. / He is always studying

4 I have worked here since 2016. / I have been working here for ages.

b Translate the sentences into English. Use the present tense that fits the situation best. Use: present simple – present continuous – present perfect – present perfect continuous Hoe zeg je ...

1 ... dat de patiënt die naast jou ligt tot je ergernis al de hele nacht ligt te snurken?

2 ... dat je nog nooit hebt meegedaan aan een klinisch onderzoek?

3 ... dat je al drie maanden wacht op een reactie van de directeur?

4 ... dat je vader dokter is in het ziekenhuis?

5 ... dat je student bent, maar dat je op dit moment werkt omdat je ook geld moet verdienen?

6 ... dat je al drie uur met een gebroken arm in de wachtkamer zit en dat niemand je is komen helpen?

8 Phrases: How to ask for more information

You overheard your parents talking about your uncle Alex. Apparently he is interested in participating in a clinical drug trial. This interests you and you decide to write him an email. Complete the email. Use the correct phrases and the information given. Use a different phrase for each sentence.

Dear uncle Alex,

How are you doing? It's been a while since we last spoke!

My parents told me that you want to participate in a clinical drug trial. Something to do with sleeping pills, right? (1)

(ask uncle Alex to explain what the trial is about in some detail) (2)

(ask for more information about something you feel is important)

(3)

(you want to find out if more participants are needed) I have been thinking about signing up for one for a while, and it would be nice if I could simply tag along with you!

You see, I happen to be a bit short on cash. (4)

(ask for permission to ask something about money) I take it that most trials pay about the same amount of money to their participants. But I guess they will want something in return. (5)

(ask Alex what is required of him) Can you enlighten me?

I hope to hear from you soon!

Love, Taylor

9 Phrases: How to give reasons and explanations

For each statement, give a logical reason or explanation. Use a different phrase for each statement and finish them in your own words.

1 I'm not going to take my hay fever medication today.

2 I'm sorry, but your operation has been pushed back.

3 Unfortunately, your medication is out of stock.

4 You will not receive any further help getting dressed.

5 Today, you are participating in the Get Well Project.

6 Today, instead of the doctor, the intern will measure your pulse.

7 Today you are going to work with the first results of the survey.

8 You can't just eat whatever you want.

Mission 1 Training session 2 • Reading

Training session 2: Reading

Reading different types of resources and forcing yourself to think critically about them is very useful for this Mission. After all, when you need to form a decision on an important matter such as whether or not you are going to take part in a clinical drug trial, it is important not only to understand the sources that you use, but also to be able to decide if they are reliable and tell you everything you need to know.

1 Get started

Work with a classmate. Discuss the questions.

1 What do you know about the testing of drugs (medicines) on humans? Name two or three things.

2 What could be the risks of these tests?

3 To what extent do you agree with the following statement? 'Diseases that can be prevented by vaccines don't exist in my country anymore, so there is no need for me to get vaccinated.'

4 Do you feel everyone should be obligated to get vaccinated or that everyone should be able to decide for themselves? Explain your answer.

TO VAX OR NOT TO VAX, THAT IS THE QUESTION

BLOG

Vaccinations? Be doubtful, be very doubtful ...

So, I’ve just watched a truly alarming YouTube video about vaccinations and I just had to share my thoughts about this. Most doctors advise us to start vaccinating children when they are only a few months old. I have always presumed that getting vaccinated is the right thing to do and I never really questioned medical advice about it until I saw this video. Now, I’m reconsidering.

BMost people accept that vaccination programmes have made the world a healthier place and eliminated lots of childhood illnesses, like measles. Except what they don’t mention is that this improvement in health standards actually started long before regular vaccinations were even introduced! The video points out that death rates from childhood illnesses really started to fall as a result of improvements to our water supply and sewerage systems in the 20th century. So, who’s to say that vaccinations have anything to do with the improvement in people’s health?

Our bodies have natural defences: our immune systems. They are designed to fight disease by creating antibodies, yet as this video so clearly points out, if we don’t allow them to fight off mild childhood illnesses, our immune systems won’t get the chance to develop and then we really will be in trouble. The truth is, the majority of the population can easily cope with a dose of rubella. Having mild illnesses is a normal part of life!

For those who say that we need everyone who can to be vaccinated in order to protect those who can’t, I say – whoever claimed that vaccinations are 100% effective anyhow? I was shocked to hear that only 95% of people who are vaccinated develop full immunity. 5% of those vaccinated could still catch these illnesses and pass them on to others. So, this idea that vaccination gives full protection is a myth!!

In fact, rather than protecting us, there are compelling arguments that vaccinations are actually harming us. There has been a huge increase in the number of children with behavioural problems over the past twenty years. It seems likely that there is a link here to vaccinations. Surely this can’t just be a coincidence?

Lastly, the thing that really bothers me is the people who gain from all these vaccinations –the drug companies. They make billions of pounds worldwide from selling their vaccines and obviously it’s in their interests that we keep vaccinating. Drug companies have a lot of power in the medical world ...

So I’d say, when you receive a letter from your doctor telling you it’s time for a vaccination, that’s your cue to start asking some serious questions. Think very carefully before just joining the queue at your doctor’s surgery ...

Sites I follow: https://anti-vaxxer.org/ – https://www.facebook.com/AntiVaxer/

www.anti-vaxxer.com/why

M orning S tar Tribune

Why vaccination is vital for us all

Doctors across the UK are expressing concerns about the fall in numbers of babies and children being vaccinated against preventable diseases. In some parts of the country, fewer than 70% of children are up-to-date with their childhood vaccinations, leading to outbreaks of measles and mumps. Health professionals blame the rise of the anti-vax movement for encouraging parents to reject vaccinations in the belief that they can be harmful and lead to conditions such as autism.

'It's a worrying trend', admits Dr Ruth Walker, a GP in the Birmingham area. 'We know that even though vaccinations can have some side-effects, these are hugely outweighed by the benefits. A drop in vaccination rates has major consequences for society.'

When asked about the growing popularity of the anti-vax movement, Dr Walker is quick to dismiss their claims about the safety of vaccines. 'Thousands of lives have been saved by vaccinations against illnesses such as measles and mumps', she says. 'Fifty years ago, twenty children a year were dying from complications of the measles virus in the UK alone. Many more children lost their sight or became deaf. Today, we are lucky because we can prevent these problems through vaccination. Some people say that vaccination is not necessary as these illnesses no longer exist, yet that is simply not true. Some countries still carry these diseases so it's vitally important that we still vaccinate as a precaution.'

Many more children lost their sight or became deaf. Today, we are lucky because we can prevent these problems through vaccination. Some people say that vaccination is not necessary as these illnesses no longer exist, yet that is simply not true. Some countries still carry these diseases so it's vitally important that we still vaccinate as a precaution.'

Dr Walker also expresses frustration that the anti-vax movement has focused on personal choice when it comes to vaccinations. 'There are people who can't be immunised as a result of chronic illness,' she says 'not to mention babies who are too young to be vaccinated. They rely on healthy people to get immunised so that they themselves will not be exposed. By choosing not to vaccinate, you are putting them at risk. Unless 90–95% of the population are vaccinated against measles, for example, we lose "herd immunity". Surely we have a responsibility as part of a caring society to vaccinate if we can and not let the measles virus loose in our community?'

We asked Dr Walker about the anti-vax movement's claims that vaccinations have led to a rise in behavioural problems amongst children. 'There is absolutely no evidence of that', she replies. 'Obviously all medical procedures carry risk, but in the case of vaccinations, the risk is tiny. Unfortunately, conditions such as autism often become apparent around the same time that children get vaccinated, but that's a coincidence. Children may have some pain and swelling at the vaccination site on their arm, but that will quickly ease. The risks associated with catching measles, mumps and other childhood illnesses are certainly much more serious.'

2 Skimming articles

Skim To vax or not to vax, that is the question. Use Strategy: Skimming texts and Strategy: Recognising text types on the next page. Answer the questions.

1 What is the subject of both articles?

2 In your own words, explain the main idea of each article.

3 What type of text is text A? Name two characteristics that made you think so.

4 What type of text is text B? Name two characteristics that made you think so.

5 Which text would you base your own opinion on? Explain your answer.

3 Understanding articles

Work with a classmate. Read To vax or not to vax, that is the question. Discuss the questions.

1 List five reasons why the author of text A has serious doubts about vaccinations.

2 List five reasons in favour of vaccinations mentioned in text B.

3 Compare the lists you made in the two previous exercises. Which of author A's reasons are contradicted by author B? Explain your answers.

STRATEGY

Skimming texts

If you need to get the general idea of a text quickly, skimming is a helpful tool:

• Read the introduction closely. Usually, you will find the main points of the text described there.

• Read and look at structural elements, such as images, titles and (sub)titles. They should tell you in just a few words what the paragraphs are about.

• Let your eyes go quickly over the text and focus on other structural elements such as lists, bullet points or words printed in bold or capitals.

STRATEGY

Recognising text types

It helps to know what type of text you are dealing with, especially when trying to decide how to use the information it contains.

Blog

• rather informal use of language and punctuation

• colourful layout

• contains pictures to 'liven up' the text

• uses one-sided information, often based on personal experiences

• only the good qualities are mentioned

• aims at getting the reader to buy something

• uses a very limited number of words

• contains store or brand information

• Be especially wary of 'advertorials': they look like serious articles, but are in fact advertisements.

Flyer

Review

Professional (newspaper) article

Tabloid (newspaper) article

• provides information on something you can buy or make use of (e.g. a course, a holiday cottage, a medical procedure, a school, etc.)

• contains a reference to more information

• uses an inviting layout (easy-to-read short texts, pictures, (sub)headings, etc.)

• contains personal findings about a book, film, music, product, store, etc.

• lacks references to other sources

• contains a great variety of adjectives (beautiful, intriguing, etc.)

• uses facts that can be checked

• clean layout

• formal use of language

• contains relevant pictures that help understand the text

• headlines scream for attention and are without nuance

• uses one-sided information

• rather informal use of language

• contains pictures (of celebrities) that are often taken by paparazzi

STRATEGY

Determining the reliability of sources

When reading an article that contains information that you need to base a decision on, always ask yourself if your source is reliable. To do this, always do a fact-check on the claims made in the article you are reading. When it is too good (or bad) to be true, it usually isn't.

An article is probably reliable when:

• it is from an established source (a quality newspaper, a scientific website, etc.);

• its contents cannot be adjusted by outsiders (unlike, for example, Wikipedia);

• it is no more than twelve months old;

• it is based on several sources and is objective;

• it provides a two-sided argument, i.e. it mentions both pros and cons;

• the author does not have an agenda;

• it uses citations;

• it provides verifiable evidence for claims made;

• it acknowledges different points of view;

• it uses neutral language and punctuation;

• the person writing the article is an authority, i.e. they know what they are talking about.

4 Determining reliability

Work with a classmate. Use Strategy: Determining the reliability of sources and the texts under To vax or not to vax, that is the question. Are the texts reliable or not? Explain your answer. Give at least three reasons for each text.

ENTER OUR DRUG TRIAL!

Want to help create the medicines of the future? Join us at the Holywell Clinic.

Have you ever thought about taking part in medical trials? If you want to earn money while enabling important medical research, why not give us a call? We are always looking for new participants. Registration is straightforward – simply follow the steps below to become part of our team.

Step 1 – Call or email us

Please get in touch with us so that we can tell you more about the process of taking part in a medical trial and answer any questions you might have. We will ask you some basic questions about your age, health, height and weight so that we can determine whether or not you may be a suitable candidate for the trial. Still feeling positive about the process? Then we'll invite you to come to the clinic for a full screening.

Step 2 – Come in for a screening

When you arrive at the clinic for your screening, the first thing we will do is give you a detailed health questionnaire to fill in, since it's vital that we know as much as possible about your medical history. At this point, you will also meet one of the clinic doctors so that they can explain more about the trial and answer any further questions you may have.

If you are happy to proceed, we will then ask you to sign a form, giving your consent for further medical tests. These tests will take approximately two hours and during this time we will:

• measure your height and weight;

• take your blood pressure and check your pulse rate;

• do an ECG (this is a simple, painless test that records your heart rhythm);

• take blood and urine samples to ensure that you are healthy;

• test you to make sure that there are no traces of drugs in your system, as this could affect the outcome of the trial.

In addition we will:

• ask for a copy of your passport or driving licence as proof of your identity;

• ask you about any dietary requirements you may have while staying on the ward.

Please note!

You are more likely to pass your screening if you are near to your ideal weight, fit and well-rested and have a steady lifestyle. Do you smoke or drink large amounts of alcohol? Unfortunately, you are unlikely to pass the screening. Those who abuse drugs will definitely fail. Intensive physical exercise such as running or heavy lifting may have an effect on the results and should be avoided just before the screening.

Step 3 – Confirmation

We will phone you within a week of your screening to let you know whether you have passed or failed. If you have failed for medical reasons, not only will we explain this fully to you, but we will also arrange for you to see your GP for further tests. It may be that, even if you are medically healthy, you fail the screening for other reasons, as sometimes the criteria for the trial are very strict. For example, your blood pressure or weight may be slightly too low for this particular trial. If you have passed the screening, we will make arrangements for you to be admitted to our wards the night before the trial starts.

Step 4 – Pack your bag!

Even though there is limited storage space on the wards, it's important that you bring everything that you will need for the duration of the trial, as you won't be allowed to leave the clinic until the trial is complete.

You should pack:

• your information leaflet and copy of your consent form, in case you need to check something;

• things to keep you busy, such as books, laptop or iPad. Please bring earphones as music cannot be played aloud on the ward;

• simple clothing – underwear, shorts and T-shirts;

• toiletries and towel;

• earplugs. These are vital, even if you are a good sleeper because the ward can be very noisy at night.

Please don't bring:

• cigarettes or tobacco, since smoking is not permitted on the ward;

• valuable items. Lockers are provided for your belongings, but items are not insured while you are in the clinic.

Facilities for guests include a dining area, lounge with widescreen TV and satellite channels, games room with pool table and board games, and free WiFi.

Step 5 – What are you waiting for?!

Call or email us today to find out more. We look forward to welcoming you to the Holywell Clinic soon!

Tel: 01737 455609

trials@holywell.clinic.org.uk

STRATEGY

Scanning texts

When you're looking for specific information in a text, there is a way to spot where exactly you can find it. This way, you don't have to read the whole text.

• Decide what information you're looking for.

• Think of a few key words you should be looking for.

• Let your eyes glide over the text trying to spot your key words.

• Found them? Then read the information around it to check if you have found the information you are looking for. If not – keep looking!

5 Scanning a text

Scan Enter our drug trial! Use Strategy: Scanning texts and Strategy: Recognising text types Answer the questions.

1 What type of text is this?

2 What is this text about? Explain in your own words.

3 According to the text, what do you need to do when you have a question that is not answered in the leaflet? Write down the heading(s) of the paragraph(s) in which you found this information.

4 You have a question about whether or not you need to bring your own supplies to take a shower (shampoo, towel, etc). Will you be able to find an answer in this text? If yes, write down the heading(s) of the paragraph(s).

5 You want some information about the way the company decides if you are fit to participate in the trial. Where can you find this information? Write down the heading(s) of the paragraph(s).

6 You want information about possible reasons for not being admitted into the trial. Will you be able to find an answer in this text? If yes, write down the heading(s) of the paragraph(s).

6 Understanding a brochure

Read Enter our drug trial! Choose the correct answers.

1 Choose the option that best describes the introductory paragraph.

◯ All you need to do to sign up is give the Holywell clinic a call.

◯ If you want to be a medical researcher, you should definitely sign up.

◯ The Holywell clinic is looking for new participants right now.

◯ You can easily sign up for a medical trial all year round.

2 Which event is not described in Step 1 – Call or email us?

◯ You undergo a medical screening.

◯ You will be asked how old you are.

◯ You can visit the clinic if you want.

3 What does 'At this point' in paragraph Step 2 – Come in for a screening refer to?

◯ After filling out the questionnaire.

◯ When you decide you want to proceed with the trial.

◯ When you first arrive at the clinic.

4 Which of these statements is/are true?

I When your weight is as it should be and you're fit and well-rested, you will automatically be admitted to the trial.

II You shouldn't do any physically intensive sports starting approximately a week before the screening.

◯ Only I is true.

◯ Only II is true.

◯ Both I and II are true.

◯ Neither I nor II is true.

5 Which unexpected consequences can the screening have?

◯ You may find out there's something medically wrong with you for which you need to visit your own doctor.

◯ You may have to go to your own doctor after which you may still be admitted into the trial.

◯ You may have to go to your own doctor for more tests that the clinic can't carry out.

6 What is the correct order of events?

I You pack your bag.

II You have to sign a consent form.

III You will be told whether you've passed/failed the medical tests.

IV You undergo medical tests.

V You will be given a questionnaire.

◯ I – V – III – IV – II ◯ V – IV – II – III – I ◯ V – II – IV – III – I ◯ II – V – III – IV – I

7 Asking meaningful questions

Recently, you received an invitation to get a vaccination against a newly discovered disease. It is up to you, however, to decide whether or not you want to be vaccinated.

1 What questions do you want answered before you decide whether or not to get a vaccination? Write down at least three.

2 What (types of) sources would you want to base your answers on? Explain your answer. Suggestions of sources: stories of personal experiences, the internet, your parents, your GP etc.

Training session 3: Writing

In this Mission, you are going to write a response to an email, in which you explain whether or not you are going to participate in a clinical drug trial – and why. Because practice makes perfect, you will be doing just that in this training session: writing a response to an advertisement. For starters, it is always a good idea to read the advert thoroughly. That way you will know what information you need to put in your response. And because you want to come across as the mature, responsible person you are, you will learn how to write a formal email.

1 Get started Answer the questions.

1 What part-time jobs would you like to do? Make a top three.

2 What skills would you need for these jobs? Name at least two for each job.

3 What other characteristics would come in handy? Name one for each job.

4 What do you think employers would look for? Name two things.

Get a taste of research!

Is this research opportunity for you?

Are you fascinated by how the human mind works? Looking to pursue a career in psychology or therapy?

As a result of a grant from the British Science Association, a rare opportunity has come up for a year-11 student to undertake a week's internship with a research team at Birmingham University. The team are carrying out research into the effects music can have on mood.

Let us explain a little more about the project …

The main purpose of this project is to challenge our beliefs about music as therapy. We tend to assume that upbeat music makes us happier, whilst darker, more dramatic music can have a depressive effect. However, recent research has indicated that our relationship with music is far more complex than this. This project aims to increase understanding about our responses to music. The idea is that our conclusions will then be used to help design more effective music therapy programmes for those who have been suffering from depression.

What will the internship involve?

The research will involve tests and surveys carried out with volunteers. The intern will be responsible for conducting some of the survey sessions as well as explaining the survey process to volunteers. They will then be part of the team who analyse the results and draw preliminary conclusions. The intern will be required to work eight hours a day on average, although this may include evening work, due to some of our volunteers being in full-time work or education.

What sort of intern are we looking for?

We welcome applications from candidates who meet all of the following criteria:

• a year-11 student with ability in science;

• a minimum grade 7 in year-10 science exams;

• able to prove a special interest in psychology;

• an independent thinker, good at working alone;

• a strong team-player

Please email applications to research@birminghampsychinstitute.com by January 30th, including a reference from your current science teacher.

2 Understanding an advert

Read Get a taste of research! Answer the questions.

1 What is the aim of the advert? Explain it in your own words.

2 In your own words, explain why the project was set up.

3 Name three activities you will be responsible for if you take the job.

4 For each of these activities, write down what you think this means: what will you be doing in practice?

5 List the information you are required to put in your application, according to the advert.

3 Taking notes

Read Get a taste of research! Take notes to answer the following questions.

1 Imagine you want this internship very badly. What reasons could you give for responding to this advert? Name two.

2 What traits do you possess that make you a good candidate for this internship? Name at least two.

3 Think of two reasons why you would not be suitable for the internship (yet). For example: which skills you lack and / or what things you are not looking forward to.

4 What else would you like to know? Write down two questions you can ask.

STRATEGY

Writing a formal email

For formal emails, be aware of the following conventions:

• Start your email appropriately: Dear Sir / Madam (when you don't know who you are addressing); Dear Mr / Mrs Smith (when you do).

• In your first paragraph, explain why you are writing.

• Be polite. Don't command the reader to do anything, but ask politely if they can do something for you.

• Have a clear focus in each paragraph: when you start a new subject, start a new paragraph.

• Don't use contractions (don't > do not, can't > cannot, etc.) or informal expressions (I loved your advert. > I was very interested in your advert.)

• End your email appropriately. When you don't know the name of the person you are sending the email to, use Yours faithfully. Use Yours sincerely when you do know the name.

• Sign your full name at the bottom of your email.

4 Responding to an advert

Use your notes from the previous exercise and Strategy: Writing a formal email. Write your email.

• Use 250–350 words.

• Use the following information:

- Start your email appropriately.

- Explain why you are writing this email.

- Explain why you are interested in the position.

- Explain why you would be a good candidate.

- Express and explain your concerns, but also offer possible solutions.

- Ask two questions.

- Give any additional information that you need to give.

- Refer to any attachments.

- Finish your email appropriately.

Complete your mission

Follow the steps to complete your mission.

□ Use Mission briefing. Read the leaflet and the email you have received from the clinical trial company (Take part in our trial!)

□ Use the internet to look up information about the upsides, downsides and risks that come with clinical trials. Look up five different written sources. Using Strategy: Determining the reliability of sources in Training session Reading, decide whether or not they are reliable. Then pick the two or three most reliable sources to read intensively. Write down their titles or urls on.

□ For each of your sources, explain why you think they are reliable or not.

□ Read the sources you chose and make notes by making a list of the pros, cons and risks of taking part in clinical trials.

□ Write your reply to the company. Make sure you say whether you are going to participate or not. Use your notes to explain your reasons. Don't forget to pose some questions to get some additional information about the trial. Use 400–500 words.

TAKE PART IN OUR TRIAL!

Dear Student,

A friend referred you for one of our clinical trials. To help you decide whether you want to sign up, please refer to the leaflet attached to this email. We hope to hear from you soon!

Best wishes,

Ben Thomson Director of Applications

Getwell clinical trials

Is it you we're looking for? Are you ...

• in need of some cash;

• interested in helping medicine evolve;

• between 14 and 18 years old;

• not afraid of needles?

Do any or all of these statements apply to you? Sign up now for our new clinical trial!

Contact information

About us

We are the Getwell Clinic and we organise several clinical drug trials a year. If one trial isn't for you, we will definitely have something for you to sign up for in the foreseeable future.

We work with the most promising doctors and nurses, and have several successful clinical drug trials to our name.

For any questions you might have, or to sign up for one of our trials, contact our Director of Applications, Ben Thomson at b.thomson@getwellclinic.com.

Mission debriefing

Go to New Interface online for the Model answer. Compare your email to the model and fill in the rubric. Alternatively, you could ask a classmate to read your email and fill in the rubric for you. In that case, also provide your list of sources, your explanation of their reliability and your notes. Mission accomplished ...?

Needs improving OK Excellent

1 Finding five written sources to base your opinion on.

2 Determining and explaining which two or three sources are the most reliable ones.

3 Listing the pros and cons of taking part in a clinical trial.

4 Contents of the email: making clear whether or not you plan to participate in the trial.

5 Contents of the email: explaining your decision.

6 Contents of the email: asking relevant and critical questions.

7 Use of conventions for formal emails.

8 Use of grammar, phrases and vocabulary.

If you have indicated 'Needs improving' in any category, please give tips here.

Mission 9 – Literature Rebel and review!

MISSION GOALS

Life skill: Critical thinking

Reading B1: You can understand important factual information in short reports and articles.

Reading B1: You can read (young adult) fiction.

Writing B1: You can write a short and simple report using a fixed format.

MISSION SUPPORT

Vocabulary: 9L Fiction reviews

Grammar: 18 Adjectives and adverbs

25 Comparisons

Phrases: 11 How to describe experiences

17 How to express personal reactions

25 How to rate something

Mission briefing

You have recently read Shirley Jackson's 'The Lottery'. A popular literary magazine organises a review contest you'd like to participate in.

Spread the word! Critical Enquirer, our magazine, has an open review contest. Write a review of 300-400 words of Shirley Jackson's (in)famous work 'The Lottery' and share your reading experience with our community for a chance to win a gift card of €100,-.

YOUR MISSION

Read 'The Lottery' and write the best review you have in you, so you can pocket the prize!

Training session 1: Mission support

To review works of fiction, you need to know words like 'protagonist', 'tension', 'moral' and 'mood'. It also helps if you know phrases to help you express your opinion and describe experiences, feelings and reactions to the work you've read. You can use comparisons to compare and contrast stories and adjectives and adverbs to describe them.

TIP

Using words in conversation

You will easily forget words unless you use them. When learning new words, try to use them in conversation as much as possible. You could do this as part of a challenge. How many of the words on your vocabulary list can you use correctly while talking to a classmate?

1 Vocabulary: Fiction reviews

Use Tip: Using words in conversation. Fill in the correct synonyms of the words in bold. There are three extra words.

Choose from: addition – adjust – antagonist – construct – cut out – detach from – fragile –hesitant – inaccurate – narrator – omniscient – outstanding – protagonist – rate – restrict –sturdy – suspense – versatile

1 I was uncertain about reading that controversial story.

2 The film's storyteller had a very deep voice.

3 The enemy in the story tried to prevent the heroine from reaching her goals.

4 The summary of the film I saw last night was totally imprecise

5 When you're fully immersed, it can be difficult to separate yourself from a good story.

6 Quite a few religions see God as someone all-knowing

7 I score the author's new book a 9 out of 10!

8 Be careful with that classic first edition. It is such a delicate book.

9 Tension quickly built up as the film reached its climax.

10 We decided to limit the sale of films to people aged 16 and over.

11 This multipurpose device can be used to watch films or play video games.

12 This original first edition is of exceptional quality.

13 Using literary elements, you can build your own story.

14 This solid cover protects your valuable books.

15 It is not easy to change a film so that it is suitable for a younger audience.

Vocabulary: Fiction reviews

Complete the article with the English translations of the following words. There are three extra words. You have to change some of the words to fit the sentences.

Choose from: beoordelen – doeltreffend – indrukwekkend – investering – middelmatig –onderdompeling – plaats en tijd – sfeer – spanning – splitsen, splijten – tegenkomen –toevoeging – verzekeren (van) – voorzien van – willekeurig

www.oddesttraditions.net

THE ODDEST AMERICAN TRADITIONS

What is the weirdest American tradition you've ever (1) online? During a (2) search online I found it: pardoning the Thanksgiving turkey! Each year, the President (3) that a certain turkey gets to live. There's an (4) animal sanctuary where the turkeys who are pardoned are sent to stay.

Although I would definitely (5) this as a weird tradition, there are plenty of other candidates. How about Black Friday shopping sprees? The (6) is a mob of people crowding to enter stores to get the best deals on Black Friday. Nearly every time, the (7) turns from excited to tense really quickly. As the (8) builds up, people can't wait to be the first to buy their new TV with a big discount and they quickly get angry at others.

Another tradition that (9) a laugh was Groundhog Day. Apparently if a groundhog sees its own shadow, it will skitter back into its hole and the winter will last an extra six weeks. I don't really think it's an (10) way of predicting the weather, but it is rather funny.

Come to think of it, I think I'll (11) the first place between Groundhog Day and the turkey pardon. I don't think any of these traditions would be a valuable (12) to those of other countries, however, but it's interesting to find out about them.

3 Vocabulary: Fiction reviews

The internet is full of weird, short stories. Make up something weird that might happen to you. Start off your story with the following sentence: It was Sunday 8 am and I …

• Use the following words: to come across – moral – to wear off

• Use about three to four lines of text.

4 Grammar: Adjectives and adverbs

Fill in the correct forms of the words in brackets.

1 J.D. Salinger wrote his works during his service in WWII. (famous)

2 He refused to have editors change his stories. (simple)

3 By some, he was seen as quite (stubborn)

4 I am convinced the war had a huge impact on him. (full)

5 He left school and was enrolled in a military academy. (early)

6 Holden Caulfield, the protagonist in many of Salinger's books, is more than autobiographical. (slight)

7 Salinger was sceptical about having kids. (extreme)

8 His submission was rejected by the magazine. (first)

9 He wasn't too on those who wished to turn his works into film. (gentle)

10 In short, I think he was an odd figure. (true)

5 Grammar: Adjectives and adverbs

Make sentences by putting the words in the correct order.

1 charming – leather – a – old – she – noticed – chair

2 20th-century – an – Scottish – early – bought – thin – I – novella – original

3 at – box office – well – film – performed – their – new – wonderfully – the

6 made – flimsily – of – white – constructed – he – wool – hat – wore – a

7 about – to – book – incredibly – an – wrong – complain – seemed – popular – it

8 despite – arrived – at – high – travelling – speeds – extremely – late – the – captain

9 antique – this – large – truly – bookstore – incredibly – enjoyed – we – in – shopping

10 about – positive – reviewer's – the – the – quite – verdict – video game – was – young

6 Grammar: Comparisons

Complete the sentences with the correct comparisons. Use the words in brackets.

1 Her album was voted album of the year. (outstanding)

2 Usually, storylines in action films are those in science-fiction. (thin)

3 The decision I've ever made was to finally read her book. (wise)

4 You won't find a story this one. (suspenseful)

5 She must be superhero in the universe! (strong)

6 The narrator described criminal in the story. (dirty)

7 This text is much the other one we have read. (hard)

8 The antagonist had way to insult his enemies. (subtle)

9 I thought the film was way than the book. (shallow)

10 FortCraft is a great game. It looks even I'd hoped. (good)

7 Grammar: Comparisons

Fill in the correct comparisons. Use the words in brackets.

'At my age, I tried picking up a new hobby: gaming. I must say that I'm (1) (happy) with this new role-playing game called FortCraft. It has (2) (interesting) story arc of the games I've tried. The graphics seem (3) (real) life itself!

I went to an old-school store and the game was recommended to me by (4) (charming) sales assistant I've ever met. To be perfectly honest, he was far (5) (polite) to me than the other staff at the store and he had (6) (wicked) sense of humour. He made (7) (silly) jokes imaginable and clearly knew what he was talking about. He told me this game was much (8) (suited) for

inexperienced gamers than others. It takes you by the hand and slowly lets you progress (9) (far) as your skills increase. It took me (10) (little) than two hours to learn how to play it. I don't have many complaints – the (11) (bad) thing is that it is so addictive.

As I said, I especially liked the story. It's a story about discovering new worlds and encountering (12) (strange) creatures, with one being even (13) (strange) the other. What's (14) (generous) rating I can give? Five out of five stars?'

Ursula, 71, Amersham

8 Phrases: How to describe experiences

Describe the experience of doing an assignment for school that you liked or disliked.

• Use at least three of the phrases.

• Use 60-75 words.

9 Phrases: How to express personal reactions and opinions

Which phrases would you use in these situations? Choose a fitting phrase and write sentences you could use in a review.

1 Je stond perplex toen de videogame die je online had besteld werd bezorgd in een enorme doos.

2 Je zou mensen niet aanraden om de boekverfilming te kijken. Leg uit waarom.

3 Je was opgelucht toen je erachter kwam dat je niks hoefde te betalen voor het terugsturen van de boeken die je online had gekocht.

4 Je was erg onder de indruk van de wending in het verhaal omdat je die niet verwacht had.

5 Een vriendin vraagt aan jou welk boek ze moet lezen. Geef advies.

6 Geef het boek van de vorige vraag een beoordeling en leg uit waarom.

7 Je was aangenaam verrast toen je je cijfer voor literatuur terugkreeg. Geef aan waarom.

8 Je beoordeelt een film met een tot vijf sterren. Geef je eindoordeel en leg kort uit waarom.

Training session 2: Reading

Resisting traditions and rules is often seen as typical teenager behaviour. However, some people say that rules are made to be broken. In this training session, you will read a classic short story in which someone becomes a victim of a certain tradition. You will learn about some literary terms and how to interpret and connect the story.

1 Get started

Describe your experiences.

1 Think about the last time you didn't do what someone else wanted you to do. Perhaps you disobeyed your parents, didn't do your homework or got away with something. How did you feel?

2 Do you know of any traditions in your town/city or region that some people may find strange? What do you know about the history of these traditions?

3 Can you think of any rules or traditions (for example at school) that you would change? Why?

THE LOTTERY

BY SHIRLEY JACKSON JUNE 26, 1948

Themorning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked

to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your

Mrs. Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have had me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

“Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

“Dunbar,” several people said. “Dunbar, Dunbar.”

Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

“Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

“Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

“Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

“Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

“Here,” a voice said, and Mr. Summers nodded.

Asudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

“Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

“Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

“Time sure goes fast,” Mrs. Graves said.

“Clark. . . . Delacroix”

“There goes my old man.” Mrs. Delacroix said. She held her breath while her husband went forward.

“Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

“We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

“Harburt. . . . Hutchinson.”

“Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

“Jones.”

“They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live that way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s always been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

“Some places have already quit lotteries,” Mrs. Adams said.

“Nothing but trouble in that,” Old Man Warner said stoutly. “Pack of young fools.”

“Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

“I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

“They’re almost through,” her son said.

“You get ready to run tell Dad,” Mrs. Dunbar said.

Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

“Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

“Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

“Zanini.”

After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying. “Who is it?,”

“Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

“Go tell your father,” Mrs. Dunbar said to her older son.

People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

“Be a good sport, Tessie.” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

“Shut up, Tessie,” Bill Hutchinson said.

“Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

“There’s Don and Eva,” Mrs. Hutchinson yelled. “Make them take their chance!”

“Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

“It wasn’t fair,” Tessie said.

“I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family; that’s only fair. And I’ve got no other family except the kids.”

“Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

“Right,” Bill Hutchinson said.

“How many kids, Bill?” Mr. Summers asked formally.

“Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

“All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

“I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t fair. You didn’t give him time enough to choose. Everybody saw that.”

Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

“Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

“Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

“Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just one paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

“Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

“Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

“It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

“All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

“Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

“It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper. Bill.”

Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

“All right, folks.” Mr. Summers said. “Let’s finish quickly.”

Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

The children had stones already. And someone gave little Davy Hutchinson a few pebbles.

Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her.

Source: Jackson, Shirley. 'The Lottery'. The New Yorker, 19 Jun 1948. https://www.newyorker.com/magazine/1948/06/26/the-lottery

2 Reading fiction

Read The Lottery. Take notes on the following characters while reading. Write down the most important things that happen to them in the story. Discuss your notes with a classmate. Only look up words that are crucial for understanding what's going on.

1 Tessie Hutchinson

2 Bill Hutchinson

3 Old Man Warner

4 Mr. Summers

3 Interpreting fiction

Re-read (parts of) The Lottery. Answer the questions.

1 'They grinned at one another humorlessly and nervously.' (l. 116-117) Why was everyone nervous about this lottery?

2 Eventually, who turns out to be the protagonist in the story? Explain why by using the idea of 'resistance' or 'rebellion'.

3 The antagonist 'works against' the protagonist and tries to prevent their success. Why could you say that the antagonist in this story is society as a whole?

4 Describe the setting and mood of the story. Where and when does it take place? And how does the mood or atmosphere change?

5 'Nothing but trouble in [quitting lotteries]' (l. 146) said Old Man Warner. What is his role in the story?

6 Mr. Summers suggested making a new black box to draw lots from. However, this never happened. What might this tell you about the village as a whole?

7 The narrator tells the story in the third-person limited or objective point of view. She does not know every single thought of every single person. How might the story have been different if we could read all the characters' thoughts (i.e. if we were omniscient)?

8 How might the story have been different if it were told in first-person point of view through Tessie's eyes?

9 'It isn't fair, it isn't right' (l. 236). Do you agree with this? Explain why. How do you decide whether something is fair?

10 Describe the theme of the story.

4 Responding to fiction – background

The story caused quite a stir when it was published in 1948. Shirley Jackson painted a picture of a conservative America blindly following traditions. The New Yorker received a record number of letters responding to and criticising the story and its author. Answer the questions.

1 Why do you think the story was so controversial? Why would people criticise it?

2 What surprises or annoys you about the story?

3 Think of two questions that you would like to ask the author.

4 Think back to Get Started. What does the story do for you? How do you feel after having read it?

5 Think back to the example of (school) rules and/or traditions that you would like to change. How would you go about trying to change them?

MUSE – RESISTANCE

Love is our resistance

They keep us apart and they won't stop breaking us down

And hold me, our lips must always be sealed

If we live our life in fear

I'll wait a thousand years

Just to see you smile again

Quell your prayers for love and peace

You'll wake the thought police

We can hide the truth inside

Muse – Resistance (2009)

Being critical (literature)

STRATEGY

• Consider the work of fiction that you have read. Did you find it enjoyable? Did you learn something?

• Be mindful of the historical and cultural background of the creator (e.g. author, director) and the historical context.

• Compare your own background to the background of the person who created the work of fiction.

• Use your own observations and experiences to assess the work of fiction and what's happening in the story.

• Ideally, when responding to literature, expose yourself to other people's opinions to see how your opinion compares to others'. Do they have a different interpretation of the story? If so, why? How does your background and upbringing play a role in reading a story?

5 Responding to fiction – being critical

In George Orwell's famous book 1984, the protagonist falls in love, which is forbidden. Though no-one is completely sure, everyone thinks that the 'thought police' can read their minds. Resistance, a song by Muse, refers to this story. Read the lyrics of Resistance. Listen to the song if you want to. Use Strategy: Being critical (literature). Answer the questions individually. If you want to, you can discuss your answers with a classmate.

1 How would you deal with living in a society in which you are not allowed to love someone and had to 'wait a thousand years' for them?

2 In the lyrics you can read 'Quell your prayers for love and peace. [...] We can hide the truth inside.' Can you think of situations in which hiding your feelings might be the best thing to do or even necessary?

3 How would you feel if the authorities were able to read your mind? Do you think a 'thought police' that is able to read your mind would ever be realistic?

4 Think of at least two examples how institutions such as governments or corporations could abuse your inner thoughts.

5 What kinds of other invasions of privacy in your own life can you think of?

6 Responding to fiction – reception

Use The Lottery, Resistance and Strategy: Being critical (literature). In 100-120 words, explain what you have learned from (one of) the texts. Think of a lesson that you can draw from it, i.e. what is the moral of the story for you personally. Again, use the idea of 'rebellion' or 'resistance'. Use a quote from the text(s) to illustrate this (the quote doesn't count towards the word count).

Training session 3: Writing

When writing a fiction review, you must focus on your experience as a reader, viewer or even as a gamer. By sticking to a fixed format, you won't forget important elements of your review. After you've mastered the format, you can spice things up by being a tad more creative. Make sure you use examples and arguments to support your opinion and interpretation.

1 Get started

There are many different types of fiction reviews. A review of a work of fiction that includes video and/or audio will inevitably include aspects that are different from a review of a written work of fiction. What do you think the differences and similarities are between a film review and a book review? Write down what you think in 50–75 words.

www.movienewz.net

THE CENTRE CANNOT HOLD: A REVIEW OF THE HUNGER GAMES

Would you like to win the lottery? Before you say yes, just think about what kind of lottery we’re talking about. Combining Shirley Jackson’s classic The Lottery and a form of battle royal, Suzanne Collins’ The Hunger Games is a young adult novel that is about a dystopian society in which adolescents fight to the death as a form of entertainment. The 2012 film adaptation is a successful interpretation of a book that many teens should get to know and in this brief review, I will examine two important parts that make it successful.

The film’s visuals are simply excellent. There are many classical Roman, Greek and Egyptian influences that give the Capitol its unique look. Moreover, it also clearly shows the contrast between the elites living in the country’s Capitol district and the people living in Panem’s various poorer districts. My only problem would be that the subject matter is actually heavier than how it’s portrayed in the film – sometimes, everything is just a little bit too ‘clean’. For example, the shaking camera often used in the film avoids showing too many instances of gory violence. For this reason, the film is still suited for its PG-13 audience, which is not necessarily positive.

The story’s protagonist, Katniss Everdeen, is a classic example of a rebellious young heroine resisting a system that is unfair to its core. Coming from a family of healers and miners from Panem’s District 12, she was taught how to survive at a young age. The setting she grows up in looks like a scene from the Great Depression and her struggle can be viewed as a criticism of both present-day inequality and our widespread fascination with reality TV. Most importantly, we learn in various ways that Katniss isn’t the type of person to sit down and accept this state of affairs. Jennifer Lawrence’s acting helps breathe life into Katniss’s character as she rages against the machine.

All in all, The Hunger Games leaves us wanting more. The struggle against an unfair system is not yet finished and I was yearning to see the system break down. The book and film teach us that democracy is essential and a concentration of power in ‘the centre’ will certainly lead to an unfair society in which people will rebel. It just takes a good director and some good acting to convey this on ‘the big screen’, and in that, everyone involved with The Hunger Games has succeeded. I would wholeheartedly recommend this to teens of any gender with a somewhat rebellious nature!

FICTION REVIEW FORMAT

TITLE

1 Should reflect your opinion and be about 5-10 words.

INTRODUCTION

2 What kind of work is it? What’s the most important thing to know about the story?

3 What do you know about the historical/cultural background behind the work?

BODY OF REVIEW

4 What is the first aspect that draws your attention and why is it good or bad?

5 What is the second aspect that draws your attention and why is it good or bad?

CONCLUSION

6 What is the moral of the story (for you)? To whom would you recommend this work?

7 How many stars would you give this work?

2 Reading a fiction review

Read The centre cannot hold: A review of The Hunger Games.

a Study the Fiction review format. Based on the review, what would the author's format have looked like? Fill in the format for the review of The Hunger Games. Include a quote or example from the review, if possible. If the reviewer hasn't answered a question, write that down as well.

Title

1 Does the title reflect the author's opinion?

Introduction

2 What kind of work is it? What's the most important thing to know about the story?

3 What do you know about the historical/cultural background behind the work?

Body of review

4 What is the first aspect that draws your attention and why is it good or bad?

5 What is the second aspect that draws your attention and why is it good or bad?

Conclusion

6 What is the moral of the story (for you)? To whom would you recommend this work?

7 How many stars would you give this work? ✩✩✩✩✩

b Do you think the reviewer has stuck to the format and answered all the format questions effectively? Answer in complete sentences.

c How many stars do you think the reviewer would give this film? Explain.

3

Preparing a fiction review

Step by step, you are going to write a fiction review. Choose a film, short story, novel or video game with a serious plot to review. Then, answer the questions below using key words and/ or short sentences to prepare for writing a fiction review. You don't have to write a coherent review just yet.

1 What is the title? What kind of source is this?

2 Who is the creator and what do you know about their background?

3 What is it about? When and where does the story take place? Don't give any big spoilers!

4 Who is the protagonist and who are some of the other important characters?

5 What is the story's central theme? There may be more than one important theme.

6 What lesson can you draw from the story? How can you connect it to real life?

7 What kind of people might enjoy the story?

Writing a fiction review

STRATEGY

Start the introduction of a fiction review by giving some background information without spoilers. Try to make your first sentence draw the reader's attention. Also, make clear what your goal is.

The body of a fiction review should give examples of both positive and points that could have been done better. Do not try to cover all aspects in your review, but answer two of the points below in two separate paragraphs.

• How do the characters develop throughout the story? Who were they? Where/when does it take place?

• How did the story progress? What about the story arc and suspense?

• How was the work of fiction received when it was published? Did people respond positively or negatively?

• In case of films: what about special effects, acting, sound, music, etc.?

• In case of video games: what about graphics, their effect on the story, interaction with others, etc.?

In the conclusion of a fiction review you sum up what's good and bad about the work and give your overall evaluation:

• What lesson (i.e. moral) can you draw from the story?

• To whom would or wouldn't you recommend this work?

• How many stars (out of five) would you rate it?

4 Writing a fiction review

Use Strategy: Writing a fiction review

a Write an introduction for your fiction review. Use your notes from the previous exercise. Use about 50-75 words.

b Write the body text for your fiction review. Use your notes from the previous exercises and about 125-150 words.

c Write a conclusion for your fiction review. Use your notes from the previous exercises and 5075 words.

d Give your review a title. Make sure that your title reflects your opinion.

Complete your mission

Use Mission briefing, The Lottery and Strategy: Being critical (literature) in Training session Reading and Fiction review format in Training session Writing. Follow the steps to complete your mission.

□ (Re-)read and/or study your notes on The Lottery

□ Go online and research the background of the work and its creator. This includes information about the time in which the work was written or released (historical background) and relevant background information about the author.

□ While delving back into the story, take notes on the aspects that you might include in your fiction review, such as character development, setting and story. What are you positive or negative about?

□ Think about who this work of fiction might be suitable for and what (life) lesson you can draw from it.

□ Write your review, using your notes from the previous exercise. Use approximately 300-400 words.

□ Make sure your review follows the format and helps people decide whether this particular work of fiction would be interesting to them.

□ Have a classmate read your review and suggest improvements based on the Strategy and the Fiction review format. Write a final version of your review. Use your classmate's comments to make improvements.

Mission

Mission debriefing

Go to New Interface online for the model answer. Compare your product review to the model and fill in the rubric. Alternatively, you could ask a classmate to read your product review and fill in the rubric for you. Mission accomplished ...? Needs improving

1 Critical thinking: link to real-life and background information.

2 Structure of the review: use of the fiction review strategy.

3 Contents of the review: introduction that draws in the reader.

4 Contents of the review: two aspects with opinion.

5 Contents of the review: supporting conclusion with arguments.

6 Use of vocabulary, grammar and phrases.

If you have indicated 'Needs improving' in any category, please give tips here.