New Interface inkijkexemplaar 2 VWO by ThiemeMeulenhoff

In de huidige wereld is alles mogelijk, wordt er gezegd. Maar wat betekent dat eigenlijk voor wat je moet kunnen en weten? Met New Interface ga je aan de slag met je persoonlijke ontwikkeling, en leer je Engels dat je daarbij kan helpen.

Je bent natuurlijk niet alleen werelds als je met een backpack de meest exotische landen hebt bezocht. Werelds zijn is een instelling, een houding. Ongeacht hoe ver je van huis bent, of juist dichtbij. Wel zo makkelijk als je dan goed kunt communiceren. New Interface, let words open new worlds.

OPEN WORLDS

2 VWO

Hoe doen we dat dan? Door relevantie te bieden in plaats van je belevingswereld na te bootsen. Door opdrachten die je voorbereiden op jouw toekomst. Door je niet alleen de grammatica te geven, maar te laten zien hoe je deze kunt gebruiken. Zo maakt Engels je wereld groter.

CAN OPEN

WORLDS

WORDS

ENGLISH 2 VWO NAME YEAR

NEW 9789006919097_TMH NI omslag 2A vwo.indd 2,4

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New Interface 2 vwo

Purple label Leerwerkboek A

Ani Babadjanian Nathalie Meeuwsen Sally Ripley Eindredactie Sandra van de Ven

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RED 1 2 3 4

vmbo-BK vmbo-BK vmbo-B vmbo-B

ORANGE

YELLOW vmbo-GT/havo vmbo-GT vmbo-GT vmbo-GT

vmbo-K vmbo-K

BLUE

PURPLE

havo/vwo havo havo havo/vwo

vwo vwo vwo

level B1 4/5/6

level B1+/B2 level B2+/C1

New Interface LRN-line is gebaseerd op het werk van de auteurs van New Interface 3rd edition: Nynke Bottinga, Marleen Cannegieter, Annie Cornford, Marjan den Hertog, Jos van Heusden, Michiel Jansen, Simon Joseph, Paulien Lammers, Frederieke Lelieveld, Annette Lether, Dianne Manders, Nienke Marinus, Nathalie Meeuwsen, Hans Mol, Hanna Molenaar, Mayke Munten, Marieke Nijhof, Sally Ripley, Marion Simon, Marieke Smeenk, Diane van Steekelenburg, Madelijn Storm van Leeuwen, Vera Stupenea, Hedwig Suurmeijer, Sandra van de Ven. Bureauredactie Hanna Molenaar

Omslagfotografie Flirt Creativity

Vormgeving Studio Michelangela

Opmaak Crius Group

Over ThiemeMeulenhoff ThiemeMeulenhoff ontwikkelt zich van educatieve uitgeverij tot een learning design company. We brengen content, leerontwerp en technologie samen. Met onze groeiende expertise, ervaring en leeroplossingen zijn we een partner voor scholen bij het vernieuwen en verbeteren van onderwijs. Zo kunnen we samen beter recht doen aan de verschillen tussen lerenden en scholen en ervoor zorgen dat leren steeds persoonlijker, effectiever en efficiënter wordt.

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.

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,

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.

Samen leren vernieuwen. www.thiememeulenhoff.nl ISBN 9789006919097 Eerste druk, derde oplage, 2022

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. 2

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Inhoud Unit 1 Cities

Unit 2 Extremes

Unit 3 Money

Unit 4 Inventions

130

Checkbook

173

Alfabetische woordenlijsten

208

Speech cards

230

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Skilled for life! In de huidige wereld is alles mogelijk, wordt er gezegd. Maar wat betekent dat eigenlijk voor wat je moet kunnen en weten? Met New Interface leer je hoe je goed spreekt, luistert, leest, schrijft – kortom: leeft – in deze taal die je overal tegenkomt, nu of in de toekomst. Naast het verbeteren van je Engels helpt de methode je om jezelf te ontwikkelen en je voor te bereiden op het leven. Niet het leven, maar JOUW leven. Want om je in de wereld staande te houden, heb je niet alleen language skills maar ook life skills nodig. Dat zijn belangrijke vaardigheden als problemen oplossen, kritisch denken of doelen stellen. Zo maakt Engels je wereld groter.

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Symbolen In de leerwerkboeken kun je de volgende symbolen tegenkomen: Werk aan je persoonlijke ontwikkeling én aan Engels. Werk samen met een of meer klasgenoten. Ga naar de New Interface-website of zoek iets op internet. Beluister het audiofragment. Scan de QR-code bij de opdracht of vind het fragment op de New Interface-website. Bekijk het videofragment. Scan de QR-code bij de opdracht of vind het fragment op de New Interface-website. Oefen dit onderwerp nog eens.

Hoe zit een Unit in elkaar? Elk hoofdstuk is op dezelfde manier opgebouwd: } } } } } } } } } }

Introduction: openingsles waarin je kennismaakt met de leerdoelen en wat je eraan hebt Lesson 1 Reading: leesvaardigheid Lesson 2 Writing: schrijfvaardigheid Lesson 3 Listening and watching: luister- en kijkvaardigheid Lesson 4 Speaking: gespreks- en spreekvaardigheid Lesson 5 Project: projectles waarin je alles van het hoofdstuk toepast Self-test: diagnostische toets om te zien of je klaar bent voor je toetsen (online) Catch up: herhalingsopdrachten om extra te oefenen voor je toetsen (online) Get ahead: plusopdrachten voor als je tijd over hebt (online) Cambridge: voorbereidende opdrachten voor het Cambridge First Certificate (online).

Achter in het boek vind je het Checkbook: hier kun je alle grammatica-uitleg, woordenlijsten en nuttige zinnen (phrases) vinden. Handig om iets snel op te zoeken of om te leren. Ook alfabetische woordenlijsten en speech cards staan achter in het boek. Ook elke les heeft een zelfde structuur: } } } } } } }

Leerdoelen: de life en language skills van de les op een rij Try out: een korte entry test online over wat je al weet Get started: opwarmopdrachten Find out: tekstbegrip Vocabulary / grammar / phrases / pronunciation: kennisonderdelen Express yourself: toepassen wat je geleerd hebt in de les Looking back: jezelf beoordelen en bepalen wat je beter wilt doen.

Online kun je nog extra oefenen met woordjes, grammatica, zinnen en uitspraak in Practise more of extra verrijkingsopdrachten doen in Get ahead. Wil je (ook) digitaal werken met het lesmateriaal? Ga dan naar de digitale leeromgeving via www.thiememeulenhoff.nl/newinterface

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UNIT 1 Cities

Introduction

Cities

Introduction City life has lots of advantages. There is excellent public transport, there are more schools, it's easier for people to find jobs, and cities have lots of recreational facilities like cinemas, sports arenas and music venues. Of course, there are also disadvantages: cities can feel overcrowded, there is usually a lot of traffic and some people have a hard time finding a place to live. If you were going to visit a large city like London, what would you like to see and do there? Come up with your own travel plans in the project at the end of this unit.

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UNIT 1 Cities

Introduction

Looking ahead L E A R N I N G G OA L S You are going to: • look ahead at the skills you will learn in this unit; • think about the reasons why you will learn those skills; • think about the ways learning English can help you in your personal development.

Choosing a means of communication

Texting, phoning, social media messages, emails, real-life conversations – they are all means of communicaton. a

What means of communication would you use in these situations?

◯

2 You want to discuss a personal secret with a friend.

◯

3 You want to go home after a day trip to another city, but the trains aren't running. You want your mum to come and pick you up.

◯

4 You want to meet up with your cousin this afternoon.

◯

5 You want to persuade your parents to let you go on a city trip with your best friend.

◯

tio

◯

es m

ai em

r ve on

◯

ec al

◯

Work with a classmate. Compare and discuss your answers in exercise a.

• •

-lif

ed lm

es m xt

cia

1 You want to tell your friends about a cool, new attraction in town.

Explain your choices in exercise a. Do you think there are any general rules when it comes to choosing a means of communication? Explain your answer.

Reacting to suggestions When you go on a city trip, there are lots of activities to choose from. How do you express what you would like to do? Work with a classmate. Take turns making a suggestion and reacting to it, either positively or negatively. 1 2 3 4 5 6

How about going on a hop-on, hop-off bus tour? Why don't we go to a museum? We could go to a theatre and watch a show. How about a boat ride? Why don't we go on a trip to the countryside? How about a trip to the zoo? 7

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UNIT 1 Cities

Introduction

Using English in real life Imagine you are on a city trip. How can you use the skills from this unit? Match each of the situations with the correct skill. Note: There are two extra skills.

You are reading signposts to find your way around the city. You write down where and when your walking tour starts. You want to know what passengers on the underground are talking about. You explain to a fellow traveller what you think of the city. You are reading a leaflet about the museum's exhibits. You are using an audio guide at a museum to learn about the exhibits.

• • • • • • • •

• • • • • •

You can express preference and opinion in a simple way about familiar, everyday subjects. You can identify the topic of discussion around you. You can make appointments and arrangements. You can take simple notes for yourself. You can understand common signs and announcements. You can understand relevant information in short recorded passages about predictable everyday matters. You can understand short descriptive texts about familiar subjects. You can write a simple personal note via post, email or other social media.

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UNIT 1 Cities

Lesson 1: Reading

Lesson 1: Reading L E A R N I N G G OA L S

• • •

Critical thinking – You can compare other people's views and motives with your own. A2.2 – You can understand common signs and announcements. A2.3 – You can understand short descriptive texts about familiar subjects.

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started World cities

Answer the questions. a

What world cities have you heard of? Make a list of at least five cities and the countries they are in. Make sure you spell them correctly. Check the spelling of the cities and countries. You only get full marks if everything is spelled correctly.

Work with a classmate. Choose two world cities each that you would like to visit and discuss them. • Explain to each other why you want to go there. • Discuss what motives you both have for choosing those two cities. Are they similar or very different?

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UNIT 1 Cities

Lesson 1: Reading

Find out SISTER CITIES Sydney is a very well-known city. It's the biggest city in Australia, and with several famous landmarks, it's probably one of the most popular tourist destinations in the world. But did you know that Sydney has a 'sister city' in the UK? That city is Portsmouth, which lies on the south coast, about 70 miles from London. We think of Sydney as a sun-kissed, multicultural world city, whereas Portsmouth sounds like a small, unimportant sort of place. What links these two cities, and why are they 'sisters'?

The link Portsmouth is a very old city – it dates from 1180. Because of its position on the south coast of England, it became a very important port. In 1787, a fleet of ships left Portsmouth bound for Australia, taking the first British settlers there. The ships arrived in Port Jackson a year later, in January 1788. Port Jackson was renamed 'Sydney', and the city grew up from this first settlement. So really, Portsmouth is the 'older sister' to Sydney!

Sydney Sydney is now an enormous city with an urban population of over 3.6 million people. It is located on the east coast of Australia and surrounds the world's largest natural harbour. Top of the average tourist's must-see list are Sydney Harbour Bridge and the iconic Sydney Opera House. There are many skyscrapers in Sydney, but the tallest structure, at 260 metres high, is the Sydney Tower. Here, you can admire the breathtaking views over the city, and even have dinner in a revolving restaurant! Sydney is also the perfect city for people who love to spend time outdoors: it has a warm, sunny climate with very mild winters. It's only a short drive from the city centre to Sydney's many beautiful beaches, where you can either try surfing or just relax and enjoy the sun!

Portsmouth Portsmouth and Sydney have a lot in common, even though Portsmouth is a much smaller city, with a population of just over 205,000. It is the UK's only island city with six bridges to join it to the mainland. There are great beaches within a few minutes' drive of the city centre, although the surfing may not be as good as in Sydney! Portsmouth has a much cooler climate than Sydney, but summer temperatures can sometimes hit 30 degrees. Unlike Sydney, Portsmouth doesn't really attract many international tourists and most visitors are from the UK. Most of Portsmouth's attractions are linked to its naval history. At Portsmouth Historic Dockyard, visitors can see several famous British ships. Southsea Castle, which overlooks Portsmouth's harbour, is another popular attraction. Like Sydney, Portsmouth has an impressive tower, called the Emirates Spinnaker Tower, which is situated at the centre of the harbour. It is 170 metres tall, and from the top of the tower, you get great views over the city and coastline. You can even try the 'Sky Walk', provided that you're not afraid of heights! There's just a glass floor between you and the sea below ...

Glossary sun-kissed settler iconic structure

zonovergoten immigrant markant gebouw

revolving mainland naval history

ronddraaiend vasteland zeevaartgeschiedenis

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UNIT 1 Cities

Lesson 1: Reading

Understanding a text

2 a

Scan Sister cities. Complete the grid. Use the Tip: Reading large numbers. TIP

Reading large numbers

To make large numbers easier to read, they are put in groups of three digits (cijfers), starting from the right, for example: 1,908,654. Notice how in English a comma, and not a full stop (.), separates the sets of digits. When we turn this large number into a sum of money and add pence (or cents) to it, this is what we get: £1,908,654.30. Notice that a full stop (.), not a comma, is used to separate the pence (or cents) from the rest of the number. So, a large sum of money like £1,908,654.30 reads as 'one million, nine hundred and eight thousand, six hundred and fifty-four pounds and thirty pence'.

Text A name of city

Text B

Sydney

country population name of famous tower

Scan Sister cities. Use the Tip: Scanning a text. TIP

Scanning a text

Scanning a text means you don't read the whole text. Instead, you look for specific information. Look for key words that are related to the question you want to find an answer to. For example, if you want to find out how old a city is, look for words like 'old', 'aged' or 'dates from'. Read the text around those key words to look for the answer.

What information is there about the climate in Sydney? And about the climate in Portsmouth? Try to do this exercise in less than one minute. 1 Sydney: 2 Portsmouth: c

Read Sister cities. Are the statements true or false? true

false

1 Portsmouth is on the south coast of Australia.

◯

2 The first British settlers in Australia set out from Portsmouth.

◯

3 Sydney was first called Port Jackson.

◯

4 The Sydney Opera House has got a revolving restaurant.

◯

5 Because of the fine weather, Sydney is perfect for outdoor activities.

◯

6 Portsmouth is on an island.

◯

7 You can't surf in Portsmouth.

◯

8 The Emirates Spinnaker Tower has got a glass floor.

◯

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UNIT 1 Cities

Lesson 1: Reading

CITY SIGHTS Welcome to the Emirates Spinnaker Tower Opening times and prices:

1st Jan to 31st July /

1st Sept to 24th Dec

Every day from 10 am – Last entry 5.30 pm

No dogs

1st Aug to 30th Aug Every day from 9.30 am – Last entry 6 pm

Admission prices*: Adult £11.50

Child 4–15 £8.50

Child 0–3 FREE

Senior £10.50

No smoking

*15% discount if you pre-book online at www.spinnakertower.co.uk Children under the age of 11 need to be accompanied by an adult.

Why not visit our 'Café in the Clouds' during your visit? Enjoy drinks and snacks 105 metres above sea level!

See Sydney by bike! Highlights tour includes Opera House, Sydney Harbour Bridge and Royal Botanic Gardens. Adult:

$99 AUD / person

Child:

$79 AUD / person

Family:

$290 AUD

E-bike:

$30 AUD / person (added to base rate)

Price includes bike hire, helmets, bag storage, personal tour guide, rain ponchos (if necessary!)

Helmets must be worn at all times! Tour departs daily at 3.15 pm and lasts for 2 1⁄2 hours

Understanding an announcement Read City sights. Answer the questions. Explain your answers. 1 You want to visit the Emirates Spinnaker Tower on Christmas Day. Can you?

2 It's July 28th. You arrive at the Emirates Spinnaker Tower at 9:30 am. Can you go in immediately?

3 You want to visit the Emirates Spinnaker Tower with your mum (45), your granddad (70) and your little brother (2). You buy tickets at the Tower. How much do you have to pay?

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UNIT 1 Cities

Lesson 1: Reading

4 You want to visit the Emirates Spinnaker Tower with your eight-year-old sister. Can you?

5 You want to do the Sydney bike tour with your mum, your dad and your younger brother. Your mum and dad both want to rent an e-bike. How much do you have to pay?

6 You want to see Sydney by bike, but you want someone to show you around. Do you have to pay extra?

7 You didn't bring a helmet. Is that a problem?

8 Your dad booked a table at the restaurant next to the bike rental store for 6 pm. Are you going to make it?

Vocabulary 4

Fill in Use Vocabulary 1.1. Complete the sentences with the correct words. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: climate – date from – discount – harbour – have in common – impressive – landmark – link – overlook – skyscraper – well-known. 1 My brother and I both like football. That's the only thing we 2 Gerry prefers a cold

, because he loves skiing.

3 My sister wanted this room because it

the river.

4 The Eiffel Tower is the most famous

in Paris.

5 I got these boots at a great

: 75% off!

6 The Channel Tunnel

France to the UK.

7 Tim's uncle loves the water. That's why he lives in a house near the 8 This restaurant is

for its home-made ice cream.

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UNIT 1 Cities

Lesson 1: Reading

Descriptions Use Vocabulary 1.1. Fill in the words that match the descriptions. 1 a visitor in, for example, a city or country 2 an interesting place to visit 3 harbour 4 ideal 5 number of people living in a town, city or country 6 of the city 7 to lie all around something 8 very big

Grammar 6

Grammar: Present simple Use Grammar: Present simple. Complete the sentences. Use the verbs in brackets. GRAMMAR

Present simple bevestigend I like him. He / She / It likes him. We / You / They like him.

ontkennend I don't like him. He / She / It doesn't like him. We / You / They don't like him.

vragend Do I like him? Does he / she / it like him? Do we / you / they like him?

You can find the complete explanation in the Checkbook.

1 The ferry

(depart) at 10.30 am.

2 The Egyptian city of Luxor

(lie) in the middle of the desert.

3 The weather forecast

(not look) good: lots of rain and low

temperatures. 4

your aunt still

(live) in Canada?

5 As soon as school 6 7 Haley

you

(finish), we'll be off to Barcelona. (think) a trip to Berlin would be fun? (not want) to go to Greece. She hates the sun.

8 Bri says there was a church there, but I

(not see) it!

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UNIT 1 Cities

Lesson 1: Reading

Grammar: Possessive ('s / s'/ ... of ...) Use Grammar: Possessive ('s / s' / ... of ...). Complete the sentences. Use the words between brackets. GRAMMAR

Possessive ('s / s' / ... of ...) enkelvoud Peter's rabbit Oscar's illustrations Lucie's online journal

meervoud those girls' pets the pupils' parents old people's names

dingen, plaatsen, landen the back of the car the city of Dublin the government of Australia

You can find the complete explanation in the Checkbook.

1 The Peak Tram goes all the way to the

(peak – top).

2 Many

(people – travel plans) are made at the last minute.

3 (Chris – apartment) Do you think

is in a nice area?

4 (girl – ticket) I think we should buy this

for her.

5 (their friends – dog) I'm sure this is

6 (London – citizens)

drive on the left.

7 (tourists – questions) These

cannot be answered.

8 (museum – back) Let's meet at the

Grammar: Conjunctions Use Grammar: Conjunctions. Complete the sentences with the correct words. Note: There is one extra conjunction. GRAMMAR

Conjunctions and either ... or unless until / till

en of ... of tenzij tot(dat)

I like the countryside and my sister does too. You can either go in the winter or in the summer. Dad isn't going to buy a new car, unless the old one breaks down. I will wait here until your train has arrived.

You can find the complete explanation in the Checkbook.

Choose from: and – as – as soon as – because – either ... or – neither ... nor – so – until – unless. 1 My mum doesn't like the city,

there are too many people there.

2 We all reached for our phones 3 You choose:

our plane landed.

we do a walking tour of the city

4 Bridget plays hockey on Mondays 5 Here's an idea: 6 I know for a fact that

tennis on Wednesdays. Henry is good with maps, he can plan our route. Reggie

Gus have booked their holiday yet.

7 We don't have school next week, 8 I will wait on the platform

we rent a bike.

we are going on a city trip. your train arrives. 15

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UNIT 1 Cities

Lesson 1: Reading

PRACTISE MORE Do you want to practise some more with Vocabulary or Grammar? Then you can do extra exercises on the New Interface website.

Express yourself 9

Visit London Read London for tourists.

LONDON FOR TOURISTS Planning to visit London? Tourist attractions and things to do are spread out across several parts of the inner city. Where you want to go and what you want to do depends on your budget and personal interests.

The West End (Covent Garden, Soho, Leicester Square, Oxford Street and Mayfair) in Central London is the theatre district. It is where most of the city's tourist attractions, shops, businesses and entertainment venues are concentrated. To the north, and within walking distance, are Bloomsbury and Fitzrovia. This is where you can find the British Museum. You will also find lots of bookshops here. Just north of Fitzrovia is King's Cross. It doesn't have many sights, but it has excellent transport links to the rest of London. Victoria, another great transport hub, lies just south of Westminster and St James's and on the edge of the West End. Kensington, on the Piccadilly Line, lies to the southwest of the West End. It houses many of London's most celebrated attractions. There's something to suit everyone's tastes, from visiting the Natural History Museum to shopping at Harrods. Across the Thames, there's the South Bank with the London Eye as its star attraction. The City of London is another area full of sights, from St Paul's Cathedral to the Tower of London. Camden and the East End are not as touristy, but Camden is an excellent area for vintage shopping and music venues. It is also where you can find the famous London Zoo.

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UNIT 1 Cities

Lesson 1: Reading

Answer the questions. 1 Which part of London is great for people who like second-hand clothes?

2 Which two parts of London are great for older people who want to see lots of famous sights, but don't want to walk too far?

3 Which part of London is a great place to visit if you are into exotic animals?

4 Which part of London has an attraction that offers a great view of the city's skyline?

5 Which two parts of London are best for getting to other parts of the city?

6 Which two parts of London are great for booklovers?

Work with a classmate. Discuss the questions. Based on this article, which parts of inner city London would you recommend to: • a close friend of your choice? • a family member who has very different interests from you?

Looking back Did you finish the Express yourself exercise and did you compare your answers to the model? Have you reached your goals?

•

Comparing other people's views and motives with your own.

◯

• •

Understanding a short text.

◯

Using the correct words and grammar.

◯

Did you tick or anywhere? Ask a classmate or your teacher for help. Then do the exercise again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

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UNIT 1 Cities

Lesson 2: Writing

Lesson 2: Writing L E A R N I N G G OA L S

• • •

Communication – You can choose and use a fitting means of communication (linguistic or non-linguistic, spoken or written, digital or non-digital). A2.1 – You can write a simple personal note via post, email or other social media. A2.2 – You can make simple notes for yourself.

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started 11

Means of communication Work with a classmate. Have your ever used a particular means of communication and regretted it afterwards? For example, using a text message instead of a phone call or a phone call instead of a face-to-face conversation? • Describe the situation. • Discuss what you could have done differently.

Find out A FLYING VISIT TO SAN FRANCISCO From: Cathy To: Lucy Hey Lucy! Just three weeks now until your visit to San Francisco! First, we need to arrange where to meet at the airport. Please can you confirm your arrival time? I'm not sure which airline you are flying with but I guess that you will land early in the morning. Mum and I are going to collect you. We will wait in the Arrivals Hall. If we miss each other, don't panic! Just go to the information desk and we'll find you there. Then we'll drive you back to our house in the suburbs. We don't have a guest bedroom, so are you happy to share mine? You are going to love San Francisco! I must take you to Alcatraz! It's one of my favourite places to visit and I bet you'll like it. It's an island in San Francisco Bay where there used to be a famous prison! I also suggest that we make a sightseeing plan for the week. One idea of ours is to organise a helicopter ride around the bay. What do you think? Bye for now, Cathy

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UNIT 1 Cities

Lesson 2: Writing

From: Lucy To: Cathy Dear Cathy, Just to confirm my flight details: it's BA264 and it will land at San Francisco Airport at 6 am on Monday 14th September. I can't wait! It will be such fun to share your bedroom. Sounds like the weather is going to be warm – I won't bring my winter coat with me! I like the sound of the sight-seeing plan. My parents gave me a guidebook of theirs about San Francisco. I'm dying to see the Golden Gate Bridge! A friend of mine also recommended the city's cable cars. Any time for that in our schedule? As for the helicopter ride: that's an adventurous idea of yours, but I'll have to think about it. It sounds a bit scary and I'm embarrassed to say that I'm not very brave! I don't think that it's going to work for me ... So: I'll see you in Arrivals at about 6.30 am. Hopefully there won't be a delay ... I look forward to seeing you then! Lucy

My trip to San Francisco!

Flight details: Flight number: BA264 Departs: Heathrow Airport, Monday 14/9 at 3.30 am Check in at Heathrow by 1.30! Arrives: San Francisco Airport Monday 14/9 at 6 am (local time) Cathy and her mum will wait for me in Arrivals . If I miss them, I should go to the information desk.

Don't forget: Find my passport Bring SF guidebook! Pack summer clothes Plans: to visit Alcatraz I definitely want te Bridge. and the Golden Ga mind about y I must make up m ! de ri r the helicopte

San Francisco Read A flying visit to San Francisco. Answer the questions in complete English sentences. 1 Where and when are Cathy and Lucy going to meet? Be specific.

2 Why is Cathy bringing her mum?

3 How can you tell San Francisco is on the coast?

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Lesson 2: Writing

4 What two plans does Cathy have for Lucy's visit?

5 What is the weather forecast for San Francisco?

6 From which city does Lucy's plane depart?

7 What two things does Lucy definitely want to do in San Francisco?

8 Has Lucy made a decision yet about the helicopter ride?

Vocabulary 13

Descriptions Use Vocabulary 1.2 and the Tip: Remembering words. TIP

Remembering words

Sometimes you just can't remember a word, no matter how much you practise. Write down the word and its meaning or context on a Post-it and stick it on a door you use a lot – like the one to the toilet, or the fridge. Within a week you'll know it – and you'll never forget it again.

Fill in the words that match the descriptions. 1 to make plans for something to happen 2 a company that carries people or goods in aircraft 3 a document you need to travel to other countries 4 a place for convicted criminals 5 to say that something is true or definite 6 when something happens later than expected or planned 7 not afraid to do dangerous or difficult things 8 to become suddenly so afraid that you can't think clearly 9 frightening 10 to move through the air

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UNIT 1 Cities

Lesson 2: Writing

Fill in Use Vocabulary 1.2. Complete the sentences with the correct words. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: adventurous – arrival – bay – be dying to – bet – embarrassed – guess – guest bedroom – hopefully – information desk – make up one's mind – propose – suggest.

From: Tamar To: Adisa Hi Adisa, Only a month to go until my visit to Johannesburg. Finally! I (1)

meet you and your family. I'm especially curious to meet

your brother, but I (2)

you already know that after my last email.

Anyway, I just wanted to confirm that my scheduled (3)

time is 1.30 pm

on Sunday 21st October. I (4)

meeting at the airport information desk. I'm sure I can find that.

I know you haven't got a (5)

, so can you recommend a good

youth hostel or maybe a bed-and-breakfast? (6)

I'm not too late to

book a room. As you know, this is my first trip to South Africa, so I haven't got a clue what is fun to do there. Can you (7)

a few things? I'm (8)

say that I am not very (9)

to , so no safaris or other things which

involve wild animals, please. I (10)

you have plenty of other ideas!

Bye! Tamar

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Lesson 2: Writing

Grammar 15

Grammar: Future (will / shall) Mo is on the phone with Chris. Use Grammar: Future (will / shall). GRAMMAR

Future (will / shall) bevestigend I will (shall) start tomorrow. He / She / It will start tomorrow. We will (shall) start tomorrow. You / They will start tomorrow.

ontkennend I won't (shan't) start tomorrow. He / She / It won't start tomorrow. We won't (shan't) start tomorrow. You / they won't start tomorrow.

vragend Shall I start tomorrow? Will he / she / it start tomorrow? Shall we start tomorrow? Will you / they start tomorrow?

You can find the complete explanation in the Checkbook.

Complete the dialogue with the correct forms of the words in brackets. Mo Hey Chris, what time (1)

(you – arrive) tomorrow?

Chris Morning Mo. I (2)

(be) there around 10 am.

Mo Great! (3)

(we – play) some music together?

Chris I (4) (not have) my guitar with me, I'm afraid. I dropped it yesterday. What other plans have you made for tomorrow? (5)

(Peter and Jane – join) us, do you think?

Mo Don't know, they say (6)

(phone) or text me later tonight.

(7)

(invite) Dan and Farhad too? Is that OK with you?

Chris Sure, it (8)

(be) nice to see them again. It's been ages.

Mo Right. So (9) (we – go) to the rave at the Riverside on Sunday? It's really great and we can stay at Farhad's. Chris Sounds like a great time. Have you got a sleeping bag for me? Mo No, sorry. But you (10) have got a huge house. Chris OK, great, see you tomorrow then.

(not need) one anyway. Farhad's parents

Mo See ya!

Grammar: Possessive pronouns (my – mine – of mine) Use Grammar: Possessive pronouns: (my – mine – of mine).

Possessive pronouns (my – mine – of mine) He's my friend. (mijn) He's mine. He's your friend. (jouw / jullie) He's yours. You're his friend. (zijn) You're his. You're her friend. (haar) You're hers. He's our friend. (onze) He's ours. He's their friend. (hun) He's theirs.

GRAMMAR

(die van mij) He's a friend of mine. (die van jou / He's a friend of yours. jullie) (die van hem) You're a friend of his. (die van haar) He's a friend of hers. (die van ons) He's a friend of ours. (die van hen) He's a friend of theirs.

(van mij) (van jou / jullie) (van hem) (van haar) (van ons) (van hen)

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Lesson 2: Writing

Complete the sentences with the correct words. Note: There are four extra words. Choose from: hers – his – mine – my – of hers – of his – of theirs – our – ours – their – your – yours. 1 Hey, put that book back! It's

2 Do you know Sally? Simon is a friend 3 These are my cousins;

. house is really big.

4 I don't know about the man next door. I don't like that dog

5 You helped me with my homework, so I'll do

chores for you.

6 Excuse me, I think these seats are

7 I'll mind my own business, and you'll mind

8 Oh, look, there's Charles. And is that

new girlfriend?

Phrases 17

How do you say this in English? Use Phrases Writing. Complete this text message dialogue with the correct phrases. Jules

(1)

Kiki

Hey Jules, what's up?

Jules

(2)

Kiki

OK, great. (3)

(greet Kiki)

(arrange party)

(10 guests, confirm?) Jules

(4) They've got the flu.

(Lil and James – not sure)

Kiki

That's too bad. So, eight people. What plans have you got?

Jules

We're going to a climbing hall! (5)

Kiki

(you – love climbing!)

Oh, I'm afraid of heights, you know. I'm not sure. (6)

Jules

Hm ... In that case, (7) (suggest – you just watch)!

Kiki

(8) And you can do all the falling.

Jules

Ha ha, very funny.

(think about it)

(react positively)!

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Lesson 2: Writing

PRACTISE MORE Do you want to practise some more with Vocabulary, Grammar or Phrases? Then you can do extra exercises on the New Interface website.

Express yourself www.vancouverwhalewatch.com

VANCOUVER WHALE WATCH HOME

ABOUT US

BLOGGERS

CONTACT

Whale Watching Season – April 1 to October 31 Join our professional wildlife guides for a 3 to 5 hour whale watching tour, starting in the picturesque West Coast fishing village of historic Steveston and traveling through the spectacular Gulf and San Juan Islands. Our extensive whale spotting network has given us a 90% sighting success rate. Our whale watching tour focuses on Southern Resident Killer Whales, Transient Killer Whales, majestic Humpback Whales and other marine wildlife such as porpoises, sea lions, seals and bald eagles. We support PWWA guidelines for responsible whale watching. A portion of proceeds is donated to local marine research programs.

SHUTTLE SERVICE or FREE ALL DAY PARKING Our 'Orca Express' shuttle is a comfortable, air-conditioned 24 passenger bus offering round trip transportation for $15.00 per person. Pick-up is from nine prominent downtown Vancouver locations. All day FREE parking. Parking passes available at our office. GUARANTEE We have a 90% sighting success rate. However, should you not see a whale, you can come again for free until you do – for life, no expiry.

RATES & DEPARTURE TIMES Adults

$145

Departure Times

Date

Trip Length

Seniors (60+)

$125

11:00 am

April 1 – June 7

3–5 hours

Children (4–12)

$85

9:00 am & 2:00 pm

June 8 – September 3

3–5 hours

Infants (0–3)

Free

11:00 am

September 4 – October 31

3–5 hours

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Lesson 2: Writing

Choosing a medium

You are going to visit your aunt and uncle in the Canadian city of Vancouver, from October 28th to November 12th. You and your cousin Bex want to go on a whale watch excursion, but Bex's parents aren't so sure about it. How will you convince them? Use Vancouver Whale Watch and the Tip: Choosing a medium. TIP

Choosing a medium

When choosing a medium, think about the type of message you are sending. Emails, text messaging, social media comments and status updates are best for messages that you don't want to be misunderstood, for example: arranging a time and a place to meet. If your message is more emotional in nature, it is best to phone the person or talk to them face-to-face. However, if you are afraid of becoming too emotional when you speak to someone in person, or if you think you will forget important issues in a direct conversation, you can also send them an email or even a letter. It allows you to send a longer message and can help you to list all the points you are trying to make.

How are you going to convince your aunt and uncle to let you go whale watching? 1 Describe what medium you would use to convince your aunt and uncle. Explain your answer.

2 List the arguments you can use to convince your aunt and uncle. They have to be from Vancouver Whale Watch.

Writing a message

Read Vancouver Whale Watch. a

Make notes to answer the questions. 1 What can you see during a whale watch tour?

2 What days can you go? 3 What time does the boat leave? 4 Where does it leave from? 5 How can you get there?

6 How much will it cost?

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UNIT 1 Cities

Lesson 2: Writing

You have received an email from your cousin Bex. Read Email from Bex.

From: Bex To: cousin Hey cousin, It worked! Mum and Dad agreed to let us go on a whale watch tour. They said yes! Isn’t that the coolest thing ever? So what day do you want to go? I’m not sure when you arrive in Vancouver and at what time, so can you confirm that, please? And are we going to take the shuttle to Steveston or shall I ask my dad if he can drop us off? I forget when the boat leaves. Either way it will take us about 45 minutes to get there, so what time do we have to leave home? Oh, and have you got a camera? I dropped mine into the water last week. Also, do we have to bring any food and / or drinks, do you think? I really look forward to seeing you! Bex

Write your answer. • Use your answers from exercise a. • Start your email properly. • Arrival: Tue 28th October, 6.30 pm. • Answer all Bex's questions. • Finish your email properly.

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Lesson 2: Writing

Looking back Did you finish the Express yourself exercises and did you compare your answers to the models? Have you reached your goals?

• • • •

Choosing a fitting means of communication.

◯

Making notes.

◯

Writing an email.

◯

Using the correct words and phrases.

◯

Did you tick or anywhere? Ask a classmate or your teacher for help. Then do the exercises again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

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Lesson 3: Listening and watching

Lesson 3: Listening and watching L E A R N I N G G OA L S

• • • •

Critical thinking – You can compare other people's opinions and intentions to your own. A2.2 – You can generally identify the topic of discussion around you, when it is conducted slowly and clearly (listening). A2.5 – You can understand relevant information in short recorded passages about predictable everyday matters (listening). A2.5 – You can recognise the main points of TV news items covering events, accidents and so on, in which comments are supported by images (watching).

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started City or country?

How do you feel about the city and the country? a

Answer the questions about the best place to live. 1 What are the pros and cons of living in the city?

2 What are the pros and cons of living in the country?

3 Where would you prefer to live, the city or the country? Explain your answer.

Work with a classmate, preferably one with a different opinion. Use the Tip: Showing respect. TIP

Showing respect

You can show respect by: • being a good listener. Until you listen to someone, you won't know what is important to them; • showing interest in others. Ask lots of questions. Be sincere, though; • respecting the abilities of others. Offer help if someone needs it, but also recognise what they can do themselves; • staying calm when you don't agree with someone. Try to see things from their perspective and don't insult their opinions or ideas. 28

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Lesson 3: Listening and watching

Discuss where you would prefer to live, in the city or in the country. • Explain where you intend to live one day and why. • Compare your views and opinions. • Use your answers in exercise a to support your point of view.

Find out 22

Identifying the topic of discussion Listen to The city versus the country. In what order do Mark and Kerry talk about the topics?

▢ ▢ ▢ ▢ ▢ ▢ ▢ 23

an event in Sheffield exercise favourite bands Kerry's home Mark's home taking a rest the location of Sheffield

Understanding a conversation Listen to The city versus the country. Use the Tip: Listening: preparation. TIP

Listening: preparation

Before listening or watching, read what you need to do. • If you have enough time before the audio or video starts, read the questions, statements or answer options that you can choose from. • If there are pauses, use them not only to answer the previous question, but also to read the next one. If you are familiar with the questions, statements or answers, doing the exercise while watching or listening becomes a lot easier.

Are the statements about Kerry and Mark true or false? true

false

1 Kerry is used to walking.

◯

2 Mark lives in the country.

◯

3 There are no parking spaces near Mark's house.

◯

4 The girl wants to meet Kerry and Mark at the Arena.

◯

5 Mark, Kerry and the girl are going to rest together.

◯

6 Urban Gang are Kerry's favourite band.

◯

7 The girl gives Mark and Kerry a leaflet about the gig.

◯

8 Mark almost never goes to Sheffield.

◯

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Lesson 3: Listening and watching

Understanding relevant information Listen to It's your lucky day. Answer the questions about Kerry's phone call to the Sheffield Arena. 1 Kerry can't look at the Sheffield Arena website because ... a. she has lost her mobile phone in the countryside. b. she needs to recharge her mobile phone to get access. c. the internet isn't working properly at the moment. d. the Sheffield Arena website has technical problems. 2 Kerry never uses her mobile to ... a. find websites. b. look for venues. c. order tickets. d. ring people. 3 What three options does the phone menu offer? a. A list of future gigs, how to get to the Sheffield Arena and ordering gift boxes. b. A list of future gigs, how to get to the Sheffield Arena and buying tickets. c. Opening times, how to get to the Sheffield Arena and buying tickets. d. Opening times, how to use the phone menu and buying tickets. 4 True or false? Kerry already knows that there aren't any tickets left.

true / false

5 The man has good news for Kerry. What is it? a. She can buy two Urban Gang tickets at a discount. b. She can order two tickets for the Urban Gang gig after all. c. She has won two tickets to the Urban Gang gig. d. There are exactly two tickets left for the Urban Gang gig. 6 True or false? Kerry will have to queue to pick up her tickets.

true / false

7 The gig starts in ... a. an hour. b. six hours. 8 The bus to Sheffield goes ... a. every few hours. b. every few minutes.

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Lesson 3: Listening and watching

Vocabulary Fill in

Use Vocabulary 1.3. Complete the sentences with the correct words. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: annoying – available – building – convenient – exercise – manage – option – peaceful – pollution – press – queue – scenery – traffic. 1 Let's go outside to talk, away from this noise. It's much more out there. 2 Even at the bus stop, the British always wait in an orderly 3 Eating healthy food is good, but

. is also very important.

4 You are lucky, there is one more table

5 Dad will be late picking us up. He says there's a lot of

6 We're out of toilet paper. That's really

7 We stopped walking to admire the stunning 8 What kind of

all around us. is that? – It's a skyscraper.

9 If you want to go to the city, you've got two taking the bus. 10 I

: walking or

the wrong button and the cash machine ate my bankcard!

Pronunciation Pronunciation: The a-sound in 'glove'

26 a

Listen to Tongue twisters and read along. Read Pronunciation: The a-sound in 'glove'. P R O N U N C I AT I O N

The a-sound in 'glove'

When Dutch people say 'glove', it often sounds like 'gluf'. So how do you pronounce it? It should sound more like 'glav'.

1. cat

cut

7. staff

stuff

2. bad

bud

8. laugh

love

3. baffle

muffle

9. half

huff

4. log

lug

10. trove

dove

5. dock

duck

11. grove

gruff

6. stock

stuck

12. rove

rough

Repeat the word pairs. Pay special attention to the difference between the vowels (klinkers). 31

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Lesson 3: Listening and watching

PRACTISE MORE Do you want to practise some more with Vocabulary? Then you can do extra exercises on the New Interface website.

Find out 27

Recognising the main points Watch Big Brother. Which of these topics are covered in the TV show Out there? ◯ ◯ ◯ ◯ ◯

How two very different countries operate their CCTV surveillance. How ordinary members of the public feel about the use of CCTV cameras in public places. How CCTV surveillance can be used to monitor and rate people's behaviour. How CCTV footage is used in a TV programme called Big Brother. How the Netherlands plan to install many more CCTV cameras in the near future.

Understanding a news programme Watch Big Brother. Answer the questions about the TV show Out there in your own words. 1 In the beginning, Lucy asks 'Is Big Brother watching you?' What does she mean by that?

2 Lucy asks, 'Can they match your face to information on a mega-database somewhere?' Does the programme answer that question? Explain your answer.

3 What does China use the footage from their CCTV cameras for?

4 How does the first person Ron interviews feel about the use of CCTV? Explain your answer.

5 How does the second person Ron interviews feel about the use of CCTV? Explain your answer.

6 What will Lucy be discussing after the break?

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Lesson 3: Listening and watching

Comparing opinions In Big brother, two members of the public give their opinions: First member of the public: 'I think they're cool. I mean, if a kid gets lost, it's much easier for the police to find that kid because of the cameras, so... I'm OK with them.' Second member of the public: 'I don't like it at all. I hate to think what people know about me, so no, I don't like that.' Compare the two opinions from Big Brother to your own. • Who do you agree with more? • What are the similarities and differences between their opinion and your own? • Explain why you feel the way you do. • Use 90-120 words.

Express yourself 30

CCTV in school? In The city versus the country, Kerry and Mark don't agree what's best, city or countryside. In Big Brother, two members of the public have opposing views about the use of CCTV in city streets. Comparing other people's opinions to your own can help you express your views better. There have been a few fights and thefts at your school recently. Now the school board is planning to install CCTV everywhere to prevent further incidents. How do you feel about this? Work with a classmate. Use the Tip: Showing respect. TIP

Showing respect

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Lesson 3: Listening and watching

Together, discuss the school board's plan. • Try to find a classmate who doesn't share your point of view. • Try to convince them that you are right. • Use these questions in your discussion: – Would you like to have the CCTV cameras installed? – What are the pros of having CCTV cameras around school? – What are the cons of having CCTV cameras around school?

Looking back Did you finish the Express yourself exercises and did you compare your answers to the models? Have you reached your goals?

•

Comparing other people's opinions and intentions to your own.

◯

•

Understanding relevant information.

◯

or anywhere? Ask a classmate or your teacher for help. Then do the exercises Did you tick again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

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Lesson 4: Speaking

Lesson 4: Speaking L E A R N I N G G OA L S

• • • • • •

Social and cultural skills – You know and recognise codes of conduct in various social situations. A2.1 – You can make simple suggestions and react to suggestions in familiar situations (conversation). A2.1 – You can express preference and opinion in a simple way about familiar everyday subjects (conversation). A2.4 – You can make appointments and arrangements (conversation). A2.4 – You can ask for and understand simple information regarding travel and the use of public transport (conversation). A2.2 – You can make a very short previously rehearsed announcement with a predictable content that has been learned off by heart and which can be understood by attentive listeners (speaking).

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started Mind your manners

Work with a classmate. a

Discuss how Dutch manners differ from those in other countries. Talk about how Dutch people: • greet each other; • speak to strangers; • give their opinion.

What should Dutch people be aware of when they visit other countries? • Use information from exercise a. • Write down at least three tips. 1 2 3

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Lesson 4: Speaking

Find out Glasgow

Callum, Heidi and Alice are trying to find their way around Glasgow. a

Read the questions. Then listen to Getting from A to B. Don't read the text yet. Complete the sentences while listening. 1 How does Heidi say what she likes best? Yes, and it's full of chain stores!

smaller, independent shops ...

2 How does Alice say finding an area with smaller shops and a cinema is a good idea? Yes,

. Perhaps a local could advise us?

3 How does Heidi politely draw the assistant's attention? ? 4 How does Callum thank the assistant for his suggestion for a cinema? , thanks! 5 How does the assistant say where they need to get off the underground? Hillhead station. 6 How does Heidi draw her friends' attention? ! We're going to take ... 7 How does Heidi suggest handling things? Well spotted!

split up now and meet back here later.

8 How does Callum turn down Heidi's offer? on that idea! b

Read Getting from A to B. Check your answers in exercise a. Correct any mistakes you have made.

GETTING FROM A TO B In the street Callum Whose idea was it to come into the centre of Glasgow? It's so busy! Heidi Yes, and it's full of chain stores! I prefer smaller, independent shops and secondhand shops. Alice I'd rather go see a film than go shopping ... Callum We could always try to find an area that offers smaller shops and a cinema, couldn't we? Alice Yes, I'd be up for that. Perhaps a local could advise us? Heidi Let's ask at the underground station. Will the staff there be able to help us? Callum Good idea!

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Lesson 4: Speaking

At the underground station Assistant Hello! Heidi Excuse me, can you help us, please? We're new to Glasgow. Where's the best area for smaller, trendy shops? Assistant I'd recommend the Byers Road area for trendy shops. It attracts lots of young people. I'll find you a map, one moment ... Callum Heidi, why don't you ask about cinemas, too? Heidi Oh yes! Hello there! Another question: are there any cinemas there? Assistant Yes, there's a cinema on Ashton Lane, near Byers Road. It's a lovely oldfashioned cinema called the Grosvenor. It's a famous landmark in Glasgow! I'm sure your friend will like it. Callum That's a great suggestion, thanks! What's the best way for us to get there? Assistant Well, the quickest way of course is to take the underground, or subway as we call it in Glasgow. Heidi Which station do we need to get off at? Assistant You need Hillhead station. That's four stops from here. At Hillhead, turn left as soon as you leave the station and you'll be on Byers Road. The cinema is a five minutes' walk from the station. Just follow the signposts! Heidi I can buy the underground tickets here, can't I? Assistant Yes, of course, singles or returns? Heidi Three returns to Hillhead, please. OK guys, listen! We're going to take the underground to a place called Byers Road. Who likes the sound of cool shops and an old-fashioned cinema? Alice That sounds perfect! Heidi Which platform do we need? Assistant You need platform two. Take the escalator or the lift. The next train will arrive in three minutes. Heidi Thanks!

At Hillhead station Alice That was easy, wasn't it? I can see a signpost to the cinema on the other side of the square. Look, Heidi, there are some second-hand shops further up the road. Heidi Well spotted! Let's split up now and meet back here later.

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Lesson 4: Speaking

Alice When are we going to meet up? Heidi Let's meet here at 5 o'clock. How about coming around the charity shops with me, Callum? Callum I'm not so keen on that idea! I'm going to head for the cinema with Alice. Public transport is exhausting! I need to sit down ...

Vocabulary 34

Descriptions Use Vocabulary 1.4. Fill in the words that match the descriptions. 1 bus, tram, train and underground 2 close 3 go towards 4 draw 5 employees 6 pretty 7 recommend 8 tiring 9 inhabitant 10 shop that is part of a group of similar shops

Grammar 35

Grammar: Future (to be going to) Use Grammar: Future (to be going to). GRAMMAR

Future (to be going to) bevestigend: vragend: ontkennend:

I'm going to ask his name. Is it going to rain this afternoon? You're not going to believe what I have seen.

You can find the complete explanation in the Checkbook.

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Lesson 4: Speaking

Complete the sentences. Use the verbs in brackets. Noa

What (1)

Don

I (2)

Noa

(3)

you

(to do) after school? (play) tennis with a friend.

you

(go) to a sports park?

Don No, we (4)

(not go) to a sports park.

We (5)

(stay) near the house. What about you?

Noa Well, I (6)

(not be) very active like you.

I (7) Don

(read) a book.

(8)

Brandon

(come and see) you today?

Noa No, Brandon (9)

(not drop) by. He is at Jim's house.

They (10)

(watch) a film together.

Grammar: Interrogative pronouns Use Grammar: Interrogative pronouns. GRAMMAR

Interrogative pronouns Who did this? What is your name? Which do you prefer: the blue one or the red one? Where do you come from? When does your lesson start? Why are you laughing? How are you today?

wie wat welke waar wanneer waarom hoe

You can find the complete explanation in the Checkbook.

Complete the sentences with the correct words. Use: How – What – When – Where – Which – Who – Whose – Why. 1

do you want to go for dinner tonight? Merchant Square?

do you want to walk everywhere? It's exhausting.

does the tour start? We mustn't be late.

bag is this? It's not ours, is it?

do you know this area? Have you been here before?

station is closer: St Enoch or Buchanan Street?

has seen my map of Glasgow? I can't find it.

would you like to do tomorrow morning?

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Lesson 4: Speaking

Phrases 37

How do you say this in English? Use Phrases Speaking. Work with a classmate. Have a conversation. Take a few minutes to prepare. Finished? Switch roles. You

Classmate

1 greet friend

2 welcome friend; do what?

3 go to city centre? 4 react positively; nice trendy shops up the road 5 area with good sports shops?

7 great idea! How get there?

9 which bus stop?

6 try the mall

8 bus quickest way

10 Forest Road

11 when next bus?

12 in five minutes

13 lunch too?

14 react positively; make suggestion

15 react negatively

16 make another suggestion

17 OK: suggest going

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Lesson 4: Speaking

Pronunciation Pronunciation: The a-sound in 'glove'

Read Pronunciation: The a-sound in 'glove'. P R O N U N C I AT I O N

The a-sound in 'glove'

When Dutch people say 'glove', it often sounds like 'gluf'. So how do you pronounce it? It should sound more like 'glav'.

Work with a classmate. Read the sentences out loud. As soon as you make a mistake – any mistake! – it's your classmate's turn. Who gets the most sentences right? 1 Busy buzzing bumblebees. 2 Betty Botter bought some butter. 3 Double trouble troubles you. 4 Lucky Luke likes lakes. 5 A big black bug bit a big black dog. 6 How much wood could a woodchuck chuck? 7 Buck's got a cunning stunning stunt kite. 8 Tommy Tucker tied Tammy Tubble's tie. 9 Double bubble gum is fun. 10 Shut up the shutters. PRACTISE MORE Do you want to practise some more with Vocabulary, Grammar, Phrases or Pronunciation? Then you can do extra exercises on the New Interface website.

Express yourself Asking and giving information

Work with a classmate. Have a conversation.

• • •

Take a minute to prepare. One of you uses speech card 1, the other uses speech card 11. The person with speech card 1 starts.

Making arrangements

Work with a classmate. a

Discuss the difference between making arrangements to see a close friend and inviting someone you don't know very well. • Compare the ways you would communicate in these two situations. • Pay attention to the type of language you use and what means of communication is appropriate. 41

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Lesson 4: Speaking

Practise using suitable language in these two situations. Situation 1: You and your classmate are close friends. One of you asks the other to meet up. The close friend reacts (positively or negatively). Make arrangements. Switch roles for the second situation. Situation 2: You and your classmate have just met. One of you invites the other to do something together (think of an activity). The new classmate reacts (positively or negatively). Make arrangements.

Looking back Did you finish the Express yourself exercises and did you compare your answers to the models? Have you reached your goals?

•

Knowing and recognising codes of conduct in various social situations.

◯

•

Making simple suggestions and reacting to suggestions in familiar situations.

◯

•

Expressing preference and opinion.

◯

or anywhere? Ask a classmate or your teacher for help. Then do the exercises Did you tick again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

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Lesson 5: Project

Lesson 5: Project L E A R N I N G G OA L S

•

You use your life skills and your language skills in a project.

Make an activities plan Introduction Where would you go if your class was going on a two-day city trip to London? Together with three classmates, you are going to find actitivies everyone will enjoy. The school has given you a £50 budget per student. You are going to prepare an activities plan and present it to the rest of the class.

Finding activities Work in groups of four. Use your phone or computer to make a list of cool activities.

• • •

Don't forget to check when the activities are available, what the admission prices (if any) are and how you can get there! Choose enough activities to fill the two days and make a schedule. Remember to leave enough time to get from one activity to another, with a few pauses in between and breaks for lunch, snacks and dinner.

Choosing a medium Together, discuss and choose the most effective way to present your activities plan.

• • •

You can use a digital, non-digital, spoken or written medium to present your plan. You want your fellow students to become enthusiastic about your plan, so choose wisely! Be respectful of each other's ideas. Make sure that every group member gets a chance to voice their opinion. If you can't agree on what medium to use to present your plan, vote on it.

Creating your presentation Create your presentation for your activities plan.

• •

Make a two-day itinerary (reisbeschrijving) to show to your classmates. Structure your presentation so that it contains the following information for each activity: – the name of the activity; – a short description (20–50 words); – a photograph or picture ; – what day and time the activity starts and ends; – how much it costs; – how you are going to get there and how much time that will take.

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Lesson 5: Project

Presenting your plan Use the Feedback form. Present your activities plan to the rest of the class. Ask your classmates or your teacher to assess your presentation. Make sure they all have a feedback form.

FEEDBACK FORM Group

Top

Tip

Practicality of the itinerary

Describing and giving details about the activities

Choosing an effective medium for the presentation

Looking back Did you finish the project? Have you reached your goals?

• •

Choosing a fitting means of communication.

◯

Comparing other people's motives and opinions with your own.

◯

• • • •

Dealing with social and cultural differences.

◯

Understanding information about travel and transport.

◯

Expressing preference and opinion.

◯

Making suggestions and reacting to suggestions.

◯

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Lesson 5: Project

Room for improvement Not happy with how you did on parts of your project? Decide what you want to work on in the future. ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯

Social and cultural skills Critical thinking Communication skills Presentation skills Expressing my preference and opinion Making suggestions and reacting to suggestions Vocabulary Grammar Phrases Other

SELF-TEST After the lessons you can do the Self-test on the New Interface website.

CAMBRIDGE Do you have some extra time and do you want to learn more about Cambridge Exam style exercises? Then do the Cambridge exercises on the New Interface website.

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OPEN WORLDS

2 VWO

CAN OPEN

WORLDS

WORDS

ENGLISH 2 VWO NAME YEAR

NEW 9789006919097_TMH NI omslag 2A vwo.indd 2,4

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