Els De Clercq
Margaux Coenen
Veerle De Graaf
Robert Kupfer
Manuel Lehmann
Birgen Paredis
Leen Temmerman
Via www.diddit.be heb je toegang tot het onlineleerplatform bij ON TRACK 3. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden.
VI774CJ3969EK3RJW
Let op: activeer deze licentie pas vanaf 1 september; de licentieperiode start vanaf activatie en is 365 dagen geldig.
Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken.
In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be.
Ook voor het onlinelesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.diddit.be.
© Uitgeverij Van In, Wommelgem, 2021
De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden.
Eerste druk 2024
ISBN 978-94-647-0601-7
D/2024/0078/90
606347/01
NUR 110
Cover: Wendy De Haes
Zetwerk: Karin Fonténai
Tekeningen: Lise Vanlerberghe
4
Welkom in On Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.
Het leerwerkboek bestaat uit zes units en elke unit is op dezelfde manier opgebouwd.
Op de voorpagina van elke unit vind je terug wat je zult leren om de taak aan het einde van de unit, de Check Out, goed uit te voeren. Deze voorpagina toont je de weg die je zult afleggen.
In de Check In maak je kennis met het thema van de unit.
De Main Track is opgebouwd uit verschillende Steps. In elke Step leer je een afzonderlijke bouwsteen om de taak aan het einde van de unit te kunnen maken.
Aan het einde van elke Step zie je een verwijzing naar een Check Die Check vind je terug in het onderdeel On Different Tracks. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.
Voor je start met On Different Tracks is er een Summary: een overzicht van de grammatica, woordenschat, strategieën, veelgebruikte uitdrukkingen en extra info over culturele achtergrond.
Je leerkracht zal je zeggen wanneer je de Check, die bij een bepaalde Step hoort, kunt maken in On Different Tracks. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. Aan de hand van de handige scorewijzers weet je meteen welke oefeningen je moet maken.
Reflection
3 Reflect on your task by filling in the checklist.
Als je alle bouwstenen in de Main Track hebt doorlopen en ze voldoende hebt ingeoefend in On Different Tracks, dan ben je zeker klaar voor de Check Out, de taak aan het einde van de unit. Hier kun je alles wat je geleerd hebt, in de unit toepassen.
Elke Check Out gebruikt de OVUR-strategie: Orientation
Checklist: describing your holiday Yes I think soNo
1 Preparation
• I described my friends’ holiday activities.
• I wrote my note or postcard in draft first.
2 Content
• I wrote about 75 words.
• I included all the necessary elements.
We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit feedback.
• I respected the rules for writing an informal note or postcard.
3 Language use
• I used the correct vocabulary to describe the activities and the weather.
• I used the past simple tense correctly.
• I paid attention to the structure of my sentences.
• I checked my spelling and punctuation.
Feedback
Trace your steps on diddit.
Ten slotte kun je na elke unit je online portfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten.
b
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen.
Omdat leerstrategieën ontzettend belangrijk zijn, vind je die ook in de Main Track terug wanneer je ze nodig hebt. Elke leerstrategie kun je via een handig schema of overzicht nog eens rustig bekijken in de Summary, ook als je er later nog eens gebruik van wilt maken.
Grammaticale regels staan in de Main Track altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.
Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.
De woordenschat van elke unit geven we je graag mee via illustraties of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen toe te voegen.
Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, reading, speaking, spoken interaction, watching, writing, written interaction.
SPEAKING SPOKEN INTERACTION written INTERACTION READING listening watching
the Champs Elysees andtoured the amazing Notre Dame. Weattended Sunday Mass there, although Ididn’t understand a word of it! Pariswas also very loud, crazy, and busy.
On another day wewent to the town of Idar Oberstein, a jewelry making town. They are famous for making jewelry from rocks in the mountainside. There is a castle there too and a church
built right into the side of the mountain.
We spent our last full day there in the country of Luxembourg. Luxembourg is very different from what we saw in Germany. Luxembourg still has a palace with a Duke and Duchess and it has a guard out front.
Wanneer
WRITING
After a tearful goodbye to Germany we left for Switzerland.
Our time there, while shorter, was also amazing. We took a train ride to Zurich and spent our first day there shopping in all the big city shops. I didn’t get everything wanted! Then we got to drive through the mountains over the Susten pass.
The weather was not that great, but it was still wonderful. In my grandpa’s hometown, we went inside two castles that he used to go in as a child.
5 In the text Stick talks about the meaning of his first name and where it came from. Do you know where your name comes from? If you do, write a few sentences explaining it. If you don’t, ask your parents and then write down where your name comes from. Share it with the class.
er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary
My name is My parents chose this name for me because
I like / don’t like my name because
Lucerne
Our last full day we went to the city of Lucerne and looked out over the lake and river there and spent nearly the whole day buying souvenirs before we had to return for a big family dinner where there were four generations of my family.
Even though the weather was not the best while we were there, we had the best time we could’ve possibly had and I hope one day very soon I can go back to the wonderful sights and people.
Soms krijg je extra uitleg bij een boek, een auteur of een film.
If I could choose any other name it would be because
Source: www.teenink.com
3 Read the text again and answer the following questions.
2 ⁄ You have a great personality!
a Melissa compares Europe to the USA. What are the differences in her opinion?
1 Copy the sentence below. Try to write as naturally as possible. The quick brown fox jumps over the lazy dog.
Did you know?
‘The quick brown fox jumps over the lazy dog’ is an Englishlanguage pangram – a sentence that contains all of the letters of the English alphabet. The phrase is commonly used for touchtyping practice, testing typewriters and computer keyboards, displaying examples of fonts, and other applications involving text where the use of all letters in the alphabet is desired.
Adapted from: https://en.wikipedia.org
2: ADVENTURE IS OUT THERE
2 Watch the video about graphology or the study of handwriting and answer the questions below. Watch the video twice, if necessary.
to slant: something that slants is sloping, rather than horizontal or vertical. Right Left to slash: an oblique stroke (/) in print or writing slashing the I a Complete the table.
How I write, according to the video What it says about my personality, according to the video Size outgoing, people-oriented, want to feel understood and noticed shy, detail-oriented, meticulous well-adjusted, adaptable writing
Cath and her twin Wren are huge Simon Snow fans and used to do everything together. But now that they’re off to college, Wren is making new friends and partying, while Cath is struggling to adjust, spending most of her time writing Simon Snow fan fiction in her room. To make matters worse, her roommate Reagan is rude and her roommate’s boyfriend Levi is always around.
2 Read the excerpt and answer the questions.
a How is it said in the text?
In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.
1 You have a free hour before you have to do something/be somewhere. an hour to kill
2 I told him he had good reason to be proud of himself. He was justifiably proud of himself.
3 He gave me a drink that he invented himself.
a concoction
b What does the underlined expression mean? ‘Levi stopped to talk to the guy. Because he was Levi, and this was a biological necessity.’
Something you have to do because it’s in your nature/DNA.
Something you have to do because it’s your job.
De volgende iconen helpen je ook nog een eind op weg.
Something you have to do because you read it in a book.
Something you have to do because your biology teacher told you to.
Het luisterfragment dat hierbij hoort, vind je ook online terug.
c What does this sentence tell us about Levi’s personality?
He’s a very friendly and sociable person.
Het beeldfragment dat hierbij hoort, vind je ook online terug.
d ‘You look tarred and sweatered’ is a play on the expression ‘tarred and feathered’. This was a form of public punishment and shaming in the past where people were covered in tar and feathers. What is Levi saying here about Cath’s outfit?
It looks bad, as if someone was punishing her by putting too many sweaters on her.
Als je dit icoon ziet, moet je iets online opzoeken of vind je extra materiaal terug op diddit.
e What does Cath order?
Grande coffee
f Does Levi give Cath her order? Explain your answer. No, he makes her a special drink.
Leerstof kun je inoefenen op jouw niveau.
Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.
Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.
Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.
Hier kan de leerkracht toetsen en taken voor jou klaarzetten.
Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.
Benieuwd hoe ver je al staat met oefenen en opdrachten?
Hier vind je een helder overzicht van je resultaten.
Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier ook nog eens verzameld.
WOORDTRAINER VAN IN En waarom de woordenschat niet instuderen met de handige woordtrainerapp van On Track?
CHECK IN
Step 1: describing personality
Step 2 : talking about routines and (bad) habits
Step 3 : talking about hobbies and actions going on now
ON DIFFERENT TRACKS
SUMMARY
TRACE YOUR STEPS
CHECK OUT: RECORDING A DATING VIDEO
Introduce yourself to your classmates. Fill in the friendship page. Don’t forget to add a selfportrait: draw a picture of yourself or add a photo. written INTERACTION
Name: Date of birth: / / Place of birth:
This or that:
true love or 10 million dollars brains or beauty time machine or magic wand modern or vintage party trip or romantic trip
This I ... do: never always often hardly ever every weekend on Mondays
This makes me happy:
My family members: I absolutely love: but I hate:
This is what I want(ed) to become later:
Class: School year: -
STEP 1 ⁄ What are you like?
Describing personality
1 ⁄ What’s in a name?
1 Read the following quotes. Say which quote you like the most. Explain why you say this.
I like quote because reading
– Bill Konigsberg, Openly Straight 1 4 5 2 3
What’s in a name?
That which we call a rose
By any other name would smell as sweet.
– William Shakespeare, Romeo and Juliet
Nicknames stick to people, and the most ridiculous are the most adhesive.
– Thomas C. Haliburton
The point, though, is that there is a guy in shop class named ‘Nothing’. I’m not kidding. His name is ‘Nothing’ and he is hilarious. ‘Nothing’ got his name when kids used to tease him in middle school. I think he’s a senior now. The kids started calling him Patty when his real name is Patrick. And ‘Nothing’ told these kids, ‘Listen, you either call me Patrick, or you call me nothing.’
So, the kids started calling him ‘Nothing.’ And the name just stuck.
– Stephen Chbosky, The Perks of Being a Wallflower
‘Must a name mean something?’ Alice asked doubtfully.
Of course it must,’ Humpty Dumpty said with a short laugh; ‘my name means the shape I am – and a good handsome shape it is, too. With a name like yours, you might be any shape, almost.’
– Lewis Carroll, Through the Looking Glass
‘Seamus Rafael Goldberg. At the Natick School. Doesn’t sound right, somehow,’ Dad said.
Yes, my name is Seamus – pronounced SHAY-mus – Rafael Goldberg. Try being five with that name. They called me Seamus as a young kid, then Rafael, which is almost worse, until I was like ten. I picked Rafe when I was in fifth grade, and I have insistedon it ever since.
2 Does a name say anything about your personality? If so, what does your name say about you?
3 Read the blurb on the novel Stick by Andrew Smith. What kind of book do you expect this to be?
Stick is the story of Stark McClellan who is bullied for being ‘deformed’: he was born with only one ear. His older brother Bosten is always there to defend him. But the boys can’t defend one another from their abusive parents.
Stick was written by Andrew Smith, who is the award-winning author of several Young Adult novels, including the critically acclaimed Grasshopper Jungle and Winger
Adapted from: www.authorandrewsmith.com
4 Read the extract from the novel Stick by Andrew Smith and answer the questions. Indicate in the text where you found the answer.
a Why is Stick called Stick?
b What is his real name? Does he like it? How can you tell?
c Why do people stare at Stick? How does that make him feel?
d Why do you think there are ‘gaps’ in the text?
e What sort of relationship do you think Stick has with his parents? Why do you think this?
They call me Stick.
I am six feet tall, an inch taller than my brother, Bosten, who is in eleventh grade. I’m thirteen, and a stick.
My real rst name is Stark, which, in my opinion, is worse than being called Stick. It was my great-grandfather’s name, and I suppose my parents were all into connecting with our roots or something when they decided to put it on me. My great-grandstick lived and died in Ireland and never once set eyes on me in his entire life. But I’m pretty sure he’d call me Stick, too, if he ever had.
SPOKEN INTERACTION reading reading
A lot of times, after people learn my name, they’ll say things like, ‘Oh. What an unusual name,’ which, to me, sounds the same as, ‘Look at that poor, deformed boy.’
And when they learn that I don’t care to be called Stark, they’ll o er some consolation. ‘I’ll bet you come to like that name when you’re grown up.’
The only things I can think of that people like more after they’re grown up are alcohol and cigarettes.
My parents smoke all the time.
I am as unremarkable as canned green beans. It bothers me when people stare at me. Most of the time, they can’t help doing it on account of my missing right ear.
Besides that, with rst names like ours, my brother and I may just as well walk around waving signs saying LOOK AT US. At least where we grew up, in Washington State, boys were all pretty much expected to have names like ‘Chip’ or ‘Robert.’
But not Bosten or Stark McClellan.
Stick.
The world sounds di erent to me than it does to anyone else. Pretty much all of the time, it sounds like this.
Half my head is quiet.
I was born this way.
Most people don’t notice it right away, but once they do, I see their faces; I watch how they’ll move around toward that side – the one with the missing part – so they can see what’s wrong with me.
So, here. Look at me.
I’m ugly.
When you see me at rst, I look like just another teenage boy, only too tall and too skinny. Square on, staring into my headlights, and you’re probably going to think I look nice, a handsome kid, even – green eyes, brown hair, a relaxed kind of face (from not smiling too much, probably).
But then get around to that side, and you see it. I have what looks like the outline of a normal boy’s ear, but it’s pressed down into the esh, squashed like potter’s clay. No hole – a canal, they call it.
Nothing gets into my head that way.
I can’t easily hide it because my dad won’t let me grow my hair long. He yells at me if I wear a hat indoors. He says there’s nothing wrong with me.
But I’m ugly. You see what I’m doing, don’t you? I am making you hear me.
The way I hear the world. But I won’t do it too much, I promise. I know what it can do to you.
I know what it can do to you to not have that hole there.
Humans need that hole, so things can get out.
Things get into my head and they bounce around and around until they nd a way out. My mother never talks about my ear. She hardly ever talks to me at all.
I believe she is sad, horri ed. I think she blames herself. Mostly, I think she wishes I was never born.
Source: Andrew Smith, Stick, p. 5-7
5 In the text Stick talks about the meaning of his first name and where it came from. Do you know where your name comes from? If you do, write a few sentences explaining it. If you don’t, ask your parents and then write down where your name comes from. Share it with the class.
My name is . My parents chose this name for me because
I like / don’t like my name because
If I could choose any other name it would be because
2 ⁄ You have a great personality!
1 Copy the sentence below. Try to write as naturally as possible.
The quick brown fox jumps over the lazy dog.
‘The quick brown fox jumps over the lazy dog’ is an Englishlanguage pangram – a sentence that contains all of the letters of the English alphabet. The phrase is commonly used for touchtyping practice, testing typewriters and computer keyboards, displaying examples of fonts, and other applications involving text where the use of all letters in the alphabet is desired.
Adapted from: https://en.wikipedia.org
2 Watch the video about graphology (the study of handwriting) and answer the questions below. Watch the video twice, if necessary. to slant: something that slants is sloping, rather than horizontal or vertical. Right Left to slash: an oblique stroke (/) in print or writing slashing the I
a Complete the table.
Size outgoing, people-oriented, want to feel understood and noticed shy, detail-oriented, meticulous well-adjusted, adaptable
b Choose the correct option.
Spacing between words
wide spacing between words
narrow spacing between words
Slanting of words to the right
to the left
no slant
- enjoy freedom / being alone
- like / don’t like being overwhelmed
- like / dislike being alone (sociable)
- logical / sentimental
- open / not open to new experiences
- you highly value your privacy / friends and family
- sociable / introspective
- people-oriented / reserved
- prefer to work behind the scenes / with people
- logical, practical, pragmatic / sentimental, outgoing
c Match a number from the left column to a letter from the right column.
1 way above the i
2 right over the i
Dots on i’s
3 slash the i’s
4 circle the i’s
A childlike curiosity, visionary
B self-critical, little patience for inadequacy
C detail-oriented, organized, empathetic
D having a great imagination
1 at the top
2 in the middle
A lack of determination
B good self-esteem, ambitious, set big goals for yourself
3 long crosses C determined, enthusiastic, stubborn 4 extremely shortD confident, comfortable in your skin
d Choose the correct option.
Type of marginsnarrow left margin- You base most of your actions and views on past experiences / what you feel like doing now.
wide left margin- You keen to move on from your past / look back to the past.
- You embrace the future / are afraid of the future.
- You are open / not open to new experiences.
Type of marginsnarrow right margin- You tend to look back to the past / embrace the future.
- You are sociable / introspective.
- You are stubborn / adaptable.
wide right margin- You are enthusiastic / cautious about the future.
- You prefer the stability you have now / are visionary.
3 What does your handwriting say about your personality, according to the video?
4 Which words were used in the video to describe personality? Complete the alphabet table with adjectives starting with that letter. Leave the grey boxes empty for now.
(to set big goals)
comfortable
pragmatic self-critical
visionary
introspective well-adapted
(to dislike being alone)
5 Discover more words to describe personality.
a Unscramble the words below. If necessary, use a dictionary to look for a word that has the following meaning. Tip: the first letter is printed in bold and is underlined.
RCELVE smart, intelligent, quick to understand
SYNO being interested in other people’s affairs
KINGDWHAROR always puts a lot of effort and care into their work
SENEGROU gives people more of their time or money than is usual or expected
SSBOY enjoys telling people what to do
AVBRE shows no fear of dangerous or difficult things
NEHOST good and truthful; doesn’t lie, steal, or cheat
ZYLA unwilling to work or use energy
KATITALVE talks a lot, and often too much
NDKI friendly and caring towards others
AIVN very proud of or concerned about how you look, what you are good at etc.
RESSAGGIVE always looks for a fight or a quarrel
LIREALEB able to be trusted
UMGRPY easily irritated, in a bad mood
VESISENTI easily hurt emotionally, aware of other people’s feelings
If you have to find specific information online, there are a few steps that you can follow. For more information, check the tips in the Summary on p. 53.
b Fill in the words you unscrambled in the grey boxes in exercise 4.
6 Find someone who…
See p. 53 SPOKEN INTERACTION
a You will get a worksheet. Walk around the classroom and look for a person who likes that kind of activity or who has that kind of personality. Fill in their names in the middle column.
b Interview at least 8 different people.
c Complete the 3rd column with an appropriate word. Choose words from exercises 4 and 5.
d Check diddit for more exercises on this topic.
3 ⁄ Couch potato or busy beaver?
1 Instead of saying that someone is ‘shy’, you can call them a ‘wallflower’ or ‘quiet as a mouse’. Using idioms such as these boosts and enriches your English. Which other idioms are pictured below? Match words from the first box with words from the second box to find the correct idiom.
to have a heart the salta coucha nosyto have a short a biga smart a busyto wear your heart to wearto be pig-don’t beto reach for the wet behind
on your sleeve of goldthe trousers the earsbeavermoonof the earth headedparkeralecchickenfusemouthpotato
2 What do the idioms in exercise 1 mean? Match them to the correct meaning.
a person who is generally respected because they are so honest, reliable and good
to be very kind and generous
to be bossy, in control of the situation and to make the decisions
to be brave and not a coward
to be stupidly stubborn
a person that gets aggressive or angry very easily
a childlike, innocent and naive person
a very lazy person
a person who is curious, nosy and interested in what other people are doing and wanting to discover too much about them
a person who is very talkative and often reveals personal or confidential information to other people
a sentimental person that expresses feelings rather than hiding them
someone who tries to appear clever and therefore annoys other people
to be determined and ambitious
a hardworking person
3 Complete the sentences with a fitting idiom or complete the idiom.
1 Why doesn’t Ben mind his own business? He’s such a , always interested in what is going on.
2 I don’t think I’ve ever met anyone as lazy as Harper. Such a
3 Oh my, Taylor really does have a ! She got mad for no reason at all!
4 Nisrine is incredibly sweet, honest and good! That girl really is the
5 It’s no use trying to change Fanny’s mind. That girl is extremely A stubborn mule.
6 – Hey, have you met the new guy yet?
– Yeah. He’s definitely , he’ll have to learn quickly or get a new job, I’m afraid.
7 She was wearing when she wrote that song. She exposed her true emotions in the lyrics.
8 Ugh. The kid in the front row is such a , always trying to be funny and clever.
9 Don’t sell yourself short! and follow your ambitions!
10 Don’t tell your secrets to Bob! He’s such a ; he’ll never keep that information to himself.
If you have to study a lot of vocabulary and grammar in a new language, there are a few tips you can follow. See p. 54
4 You are going to describe a classmate using idioms.
a Preparation: picture 1 person that everyone in your class should know. Write down at least 5 idioms that fit or – quite the opposite – don’t fit that person. Make a few notes below. Be nice.
b Action: describe that person to the rest of the class or a group of classmates. Explain why you chose those idioms to describe that person.
speaking
c Reflection: reflect on your speaking skills by filling in the checklist below.
Checklist: describing a classmate Yes I think soNo
1 Content and structure
• I used at least 5 appropriate/relevant idioms.
• I explained why I chose those idioms.
2 Language
• I used the correct words.
• I explained the idioms correctly.
• I used correct basic grammar.
• I paid attention to my pronunciation.
Feedback
CHECK 1, see p. 57
STEP 2 ⁄ Old habits die hard Talking about routines and (bad) habits
1 ⁄ Stuck in a rut
1 Before you start reading, think about how you spend an average day (24 hours).
a Colour your personal chart. Look at the legend.
sleep eat school study internet hobbies exercise/ sports other 12123456789101112123456789101112 a.m. p.m. a.m.
b Find a partner and tell them all about it.
2 Scan the text on p. 23 and answer these questions.
a What is the source?
b What types of written texts can you find on the website?
c What do you know about the author of the text?
d What kind of text is it?
e Do you think the text will have a positive or a negative ring to it? Why do you think so?
f Are there any words in the text you don’t understand? Mark them. Can you figure out the meaning of these words by looking at the context?
g What does the perfect boy look like, in her opinion?
HOW TO deal with difficult words in a text
1 Don’t stop reading when there is a word you do not understand.
2 Look for images
3 Look for: synonyms – examples – a definition – a description – a word with the opposite meaning in the same sentence/paragraph.
4 Do you recognize parts of the word?
– Is it a composition (e.g. sweatpants)?
– Does the word have a prefix (un-/in-/il-/ir-/...) or a suffix (-able/-ful/-ion/…)?
5 Ask a peer, a parent or your teacher to explain it.
6 Consult a dictionary See p. 55
3 Now read the text in full.
a Which routine actions did the girl not describe? Cross them out.
A drink a glass of juice
B take a shower
C make up face
D brush hair
E put in contact lenses
F pick out clothes for the day
reading
G have breakfast
H pack schoolbag
I put on shoes
J say bye to mum
K go to the bathroom
L pluck eyebrows
b Put the remaining routine actions in the right order.
c What does the girl hope will break the routine cycle?
By Cameandgonesmarty, North Vancouver, Canada
Every morning, I start my day with the same routine: I get up and go to the bathroom, brush my teeth, and then pick out an outfit for the day. Picking up my contacts, I head back to my mirror, earbuds in and blasting loud, and put the contacts in place, right eye first and followed by the left. I pluck my eyebrows to perfection, and then put on my eyeliner and mascara, and go to my room to pack my bag for the day. Afterward, I head to the kitchen to eat breakfast, put on my shoes, and head out the door, earbuds still in. This is the way it’s always been, and I’m afraid that this is all there’ll ever be. Just once, I want to head to my locker in the morning, reaching for a notebook, and catch someone glancing at me. Just once, I want a guy I’ve never talked to before to approach me, ask me my name, show some interest. Maybe he could walk me to class, if that’s not asking for too much. Does it even matter what ‘type’ of guy he is? No, it doesn’t! I couldn’t care less if he was a tall jock with blue eyes and tanned skin, built and strong, or a quiet, poetic type with deep brown eyes and a crooked smile you only get to see if you get close enough, or catch him reading his favourite book. Maybe he’s a gamer, who wears sweatpants to school every day, and mountain bikes in his spare time, or he could even be a suit-loving, family guy who would rather spend some quiet time at home rather than go out and get drunk on a weekend night. It doesn’t even matter. It doesn’t matter at all. I just want someone to break my cycle – to interrupt this non-stop repetition. I’m tired of hearing the same songs every day –I’m tired of laughing at the same jokes, sitting in the same spot for lunch every afternoon, waking up to the same routine, that same face staring back at me as I put my contacts in in the morning. I just want someone to come into my life and change it – is that too much to ask?
Source: www.teenink.com
4 After reading the text, discuss with a partner.
a Do you recognize yourself in the routine the girl has described?
b What would you do if you were in her shoes?
5 Look at the text and pay attention to the grammar.
a Which tense did the author use to talk about her daily routine? Give a few examples. Highlight them.
b Which auxiliary verb is used in negative sentences and questions? Highlight examples in the text.
c Which verb does not have this auxiliary verb in negative sentences and questions? Give an example from the text.
d Complete the tables below with the rules on how to form the present simple tense.
Form of present simple (e.g. to think)
SubjectPositive (+)
1st p. sing. 2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur.
3rd p. plur.
Rule:
Form of ‘to be’ in present simple
1st p. sing. 2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur. 3rd p. plur.
In the Summary of this unit you can find more information about the present simple tense: – how to talk about states, facts and routines; – how to talk about what you own (the verbs ‘to have’ and ‘to have got’).
– how to pronounce the 3rd person singular. See p. 43
6 How do you pronounce the 3rd person singular form?
a Does it end in /s/, /ɪz/ or /z/? Listen to the recording.
b Write down the verb form in the corresponding column.
c Afterwards, compare your answers with a partner.
7 Fill in the correct verb forms in these sentences. Careful: you will need to fill in the 3rd person singular!
1 Every morning, she (to start) her day with the same routine. She (to get up) and (to go) to the bathroom and (to brush) her teeth.
2 After she (to pick) an outfit for the day, she (to pluck) her eyebrows to perfection and (to put) on eyeliner and mascara.
3 The girl just (to want) a boy to approach her and talk to her.
4 It (not to matter) what type of boy it (to be).
5 She (to be) tired of laughing at the same jokes.
8 Read the extract from the young adult novel Every Day by David Levithan and answer the questions.
Every day a different body. Every day a different life. Every day in love with the same girl. There’s never any warning about where it will be or who it will be. A has made peace with that, even established guidelines by which to live: never get too attached. Avoid being noticed. Do not interfere. It’s all fine until the morning that A wakes up in the body of Justin and meets Justin’s girlfriend, Rhiannon. From that moment, the rules by which A has been living no longer apply. Because finally A has found someone A wants to be with – day in, day out, day after day.
Source: www.goodreads.com listening reading
a Fill in the correct form of the present simple tense.
I (1 to wake up).
Immediately I have to figure out who I (2 to be). It’s not just the body – opening my eyes and discovering whether the skin on my arm is light or dark, whether my hair is long or short, whether I’m fat or thin, boy or girl, scarred or smooth. The body is the easiest thing to adjust to, if you’re used to waking up in a new one each morning. It’s the life, the context of the body, that can be hard to grasp. Every day I am someone else. I am myself – I know I am myself – but I am also someone else.
It has always been like this.
The information (3 to be) there. I wake up, open my eyes, understand that it is a new morning, a new place. The biography (4 to kick) in, a welcome gift from the not-me part of the mind. Today I am Justin. Somehow, I (5 to know) this – my name is Justin – and at the same time I know that I’m not really Justin, I’m only borrowing his life for a day.
I (6 to look) around and know that this is his room. This is his home. The alarm will go off in seven minutes.
I’m never the same person twice, but I’ve certainly been this type before. Clothes everywhere. Far more video games than books. Sleeps in his boxers. From the taste of his mouth, a smoker. But not so addicted that he (7 to need) one as soon as he (8 to wake) up.
‘Good morning, Justin,’ I say. Checking out his voice. Low. The voice in my head is always different.
Justin (9 not to take) care of himself. His scalp (10 to itch). His eyes (11 not to want) to open. He hasn’t gotten much sleep.
Already I know I’m not going to like today.
It’s hard being in the body of someone you (12 not to like), because you still have to respect it. I’ve harmed people’s lives in the past, and I’ve found that every time I slip up, it (13 to haunt) me. So I (14 to try) to be careful.
From what I can tell, every person I (15 to inhabit) is the same age as me. I (16 not to hop) from being sixteen to being sixty. Right now, it’s only sixteen. I (17 not to know) how this works. Or why.
I stopped trying to figure it out a long time ago. I’m never going to figure it out, any more than a normal person will figure out his or her own existence. After a while, you have to be at peace with the fact that you simply are. There is no way to know why. You can have theories, but there will never be proof.
I can access facts, not feelings. I (18 to know) this is Justin’s room, but I have no idea if he likes it or not. (19 he / to want) to kill his parents in the next room? Or would he be lost without his mother coming in to make sure he’s awake? It’s impossible to tell. It’s as if that part of me (20 to replace) the same part of whatever person I’m in. And while I’m glad to be thinking like myself, a hint every now and then of how the other person
(21 to think) would be helpful. We all contain mysteries, especially when seen from the inside.
The alarm (22 to go) off. I reach for a shirt and some jeans, but something lets me see that it’s the same shirt he wore yesterday. I (23 to pick) a different shirt. I take the clothes with me to the bathroom, dress after showering. His parents (24 to be) in the kitchen now. They have no idea that anything is different.
Sixteen years is a lot of time to practise. I (25 not to make / usually) mistakes. Not anymore.
I (26 to read) his parents easily: Justin (27 not to talk) to them much in the morning, so I (28 not to have to) talk to them. I have grown accustomed to sensing expectation in others, or the lack of it. I shovel down some cereal, (29 to leave) the bowl in the sink without washing it, (30 to grab) Justin’s keys and go.
Yesterday I was a girl in a town I’d guess to be two hours away. The day before, I was a boy in a town three hours farther than that. I am already forgetting their details. I have to, or else I will never remember who I really am.
Source: David Levithan, Every day, p. 1-3
b Now answer these questions about the text. Use full sentences.
1 Who does A wake up as? 2 Is A a boy?
Can A access feelings when he is inside a body?
Who decides which body A wakes up in?
There are different types of questions you can ask. For more information about how to ask questions in the present simple, check diddit.
9 Make question word questions with the following words.
1 What school / Justin / to go to?
2 When / alarm / to go off?
3 Where / to be / Justin’s parents?
4 Who / A / to meet / when he is in the body of Justin?
5 Why / A / to forget / the details / of all the previous persons’ bodies?
10 Make subject questions with the following words.
1 Who / to decide / which body A wakes up in?
2 What / to kick in / as soon as A wakes up?
3 What / to happen / when A meets Rhiannon?
4 Who / to be / in the next room?
5 Who / not / to have / a clue / about the situation?
11 Play the Jeopardy game.
12 Imagine you get the chance to meet A. What would you ask them? Think of 3 questions. Then share with a partner.
SPOKEN INTERACTION
SPOKEN INTERACTION
13 Discuss with a partner.
a If A was a real person, would they be a girl or a boy? What makes you think so?
b Imagine you wake up in a new body every single day. Would you like it or not? Why (not)?
c Whose body would you like to wake up in? Why?
In English ‘they’, ‘them’, their’ and ‘theirs’ sometimes refer to the singular. It replaces ‘he’ and ‘she’ when we do not know the gender of the antecedent – the word the pronoun refers to – or when this is not important or non-binary. ‘They’, ‘them’, ‘their’ and ‘theirs’ are often used as gender-neutral words. This is nothing new. In fact, the Oxford English Dictionary mentions that singular ‘they’ already existed in 1375, where it appears in the medieval romance William and the Werewolf.
Source: htts://public.oed.com
SPOKEN INTERACTION
14 Imagine you wake up in a new body every single day. Describe your morning routine as if you were that person.
a Preparation: choose a (famous?) person. Think about possible morning routines.
b Action: describe your morning routine in 10 sentences. Describe what you do and don’t do. Write your text using the 1st person singular and the 3rd person singular (like in the extract).
c Reflection: check your task by filling in the checklist. Share your text with your partner.
Checklist: daily routine Yes I think soNo
1 Content and structure
• I wrote 10 sentences.
• I described someone’s routine: the things they do every day.
• I also described what they do not do.
2 Language
• I used the present simple in the positive form correctly.
• I used the present simple in the negative form correctly.
• I used correct spelling and punctuation.
Feedback writing
2 ⁄ Bad habits
1 Do you know what a bad habit is? Can you define it? Use words from the list below in your definition. a bad effect – to break – to control – often
2 Read through the strategies in the box below before watching the video.
HOW TO listen/watch more effectively
1 Read through the questions before you even start to listen/watch.
2 Make sure you understand all of the questions. If not, ask your teacher to explain what you don’t understand.
3 Highlight the most important part of the question.
4 Do you understand what the goal of this exercise is?
– Do you have to listen for main ideas?
– Do you have to listen for details?
– Do you have to draw a conclusion?
5 Make sure you know how often you will be able to watch/listen to the extract.
6 Take only short notes (keywords) if necessary and use a pencil! See p. 56
3 Watch the video and answer the following questions.
a Cross out the keywords on the BINGO! chart below if they are mentioned in the video.
dopamine: a hormone that is made naturally in the body; it is known as the feel-good neurotransmitter a trigger: an event or situation, etc. that causes something to start
Tip 1: read through the list of words before watching the video. Tip 2: there are 15 words to cross out!
unlearnbehaviourdopaminecan't leave your phone alone trigger
procrastinationpicking your nose crave fixed pathwayssmoking ’we first make our habits’ slurping your food ’and then our habits make us’ desperateturn off notifications repetitionsnew traces in your brain fingernailssolutionsugar every morningcracking knuckles habit loopenjoy reward
WATCHING
b Watch the video again. Put the screenshots in the right order of appearance. Number them from 1 to 8. Then match the explanations to the corresponding pictures: write the letters A-H under the correct screenshots.
A A habit is often a response to a certain trigger, which follows a routine and usually ends with a reward. This is also called a habit loop.
B And because rewards release dopamine, a neurotransmitter that makes our brain first happy and then hooked, we get stuck and can’t let go anymore.
C Some habits are tricky. Procrastination for example. There is no clear trigger, routine or reward. It just happens.
D A habit is a fixed way of thinking that leads to automatic behavior. The benefit is we don’t have to rethink again and again what to do.
E If we can’t leave our phone alone, we can turn off all the notifications.
F A bad habit can also hurt us or hold us back from progressing. Although, like anything, we can learn and unlearn them.
G If a problem gets very serious, remove the trigger. Stop buying movie tickets.
H After a few days of this routine, farmer Joe’s trace becomes more visible on his farm. After a few months, the trace becomes fixed pathways. Not only on his farm, but also inside his brain.
4 What are your bad habits?
a First describe the bad habits you see in the pictures.
b Then tick the boxes of the bad habits you have.
c Share your (bad) habits with a partner. Do you have the same or different (bad) habits?
HOW TO say how often something happens
When talking about habits, you will often use adverbs of frequency or phrases of time. Check the HOW TO (How to say how often something happens) on diddit if you need more information on where to put these adverbs and phrases in a sentence.
e.g. I am often late for school. Do you sometimes bite your nails?
CHECK 2, see p. 64
STEP 3 ⁄ What do you like?
Talking about hobbies and actions going on now
1 ⁄ #myhobby
1 Discuss with a partner.
a What do you do in your free time?
b Is taking selfies a hobby?
c How many selfies do you take on average (per day, per week)?
d Do you share your selfies with friends?
e Which app do you use most often (to change or share your selfies)?
2 Do you agree with these statements? Tick the right box. Find a partner and discuss your answers. Use the expressions in the Summary on p. 45.
Statement
1I am a #selfieaddict.
2Getting as many likes as possible is important to me.
3There is no such thing as ‘too many selfies’.
4Sometimes people could like other people less because of selfies.
5I know my best angle.
6It is OK to screenshot my friends’ snapchats.
7Duck faces are so out.
8Selfies are usually taken by vain people (= always thinking about their own appearance).
9I like taking #uglyselfies.
10I often add a good caption or quote to my selfies when I post them online.
3 Have a look at the (mostly) selfies below.
I agreeI disagreeI don’t know
a Which hobby do you recognize in each picture? Use a verb in the -ing form.
b Do you do any of the hobbies listed above? Tick the boxes. Report back to the class.
4 What are these people in the selfie doing? Follow the example, by asking and answering questions about the photos.
(to eat a burger?)
Are they eating a burger?
No, they’re not eating a burger.
They are eating pizza.
(to surf?)
(to take a nap?)
(to smile / to hug?)
5 Do you remember? What is the tense in exercise 4 called?
6 Use the answers in exercise 4 to fill in the table about the present continuous tense.
Form of present continuous
SubjectPositive (+) Negative (-)
1st p. sing. I am enjoying. I / enjoying.
2nd p. sing. You are enjoying. You / enjoying.
3rd p. sing. He/she/it enjoying.
Question (?)
He/she/it is not / isn’t enjoying. enjoying?
1st p. plur. We enjoying.We are not / aren’t enjoying. enjoying?
2nd p. plur. Are you enjoying?
3rd p. plur. Are they enjoying?
Rule: Subject + in + Subject + in + in + subject +
7 Complete the grammar box.
HOW TO talk about actions going on now
To talk about actions going on now we use the : She is taking a nap.
No, they are not surfing
Are they eating a burger?
8 Fill in the verb in the correct form of the present continuous.
1 Josue (to text) his best friend to meet up at the skatepark.
2 Idris (not to use) Facetime anymore. He is all over Zoom these days.
3 What (you to do)? Don’t tag the teacher in that Instagram post!
4 I (not to take) down that post about the party yesterday.
5 Ugh! The teacher always notices when we (to cheat) using our phones. We’ll have to find another way...
9 Play the relay game.
2 ⁄ It’s just me, myself and I
1 Look at this short text and then complete the sentences below. Fill in the hobby that is being described too!
This is me taking art classes. That’s my latest creation in the background. I painted it. The painting is mine. I painted it myself.
1 Where’s bike? I want to go , but I can’t find it anywhere! My brother probably took
2 Where’s Mona? She’s probably with friends online. Or is taking a again? That girl is always sleepy.
3 For there really isn’t anything better than snuggling up on the couch and a book for hours on end. It’s favourite pastime.
4 Kit and Nandita have been able to make breakfast for ever since were little. is passion.
5 Jax is addicted to phone. He’s been for hours again.
6 Samantha took a nice picture of using smartphone. Maybe her obsession with selfies made take classes.
7 I don’t like being home all by . I’d rather be and having a good laugh together.
8 Nanou’s new hobby is dressing up as Harley Quinn, favourite DC Comics character. She’s really into
9 Did you do make up ? You should start , because ’re so good at !
10 Are Peter and Noah at the gym again? They really do love . They take good care of bodies, don’t ?
11 My best friends’ 6-year-old daughter Liz is super creative. ’s always doing or or something.
2 Complete the grammar box with the correct pronoun.
Personal pronounsPossessive adjectives and pronouns
Subject Object Possessive adjectives Possessive pronouns
I me my
You you your
He his his
She her her It it its We You you
They
Reflexive pronouns
e.g. I have a dog.e.g. My parents gave it to ME. e.g. This is MY dog. e.g. The dog is MINE. e.g. I didn’t buy it MYSELF.
Pronouns are words that replace nouns. Gender pronouns are used in place of a person’s name. Some languages, such as English, do not have a gender neutral or third gender pronoun. They are binary (‘he’/‘she’). But only using ‘he’ and ‘she’ in English does not leave room for other gender identities. To encourage greater equality, people have tried to create gender neutral pronouns in English. Note that the list below is not complete, but a good place to start.
SUBJECTOBJECTPOSSESSIVE ADJECTIVE POSSESSIVE PRONOUN REFLEXIVE PRONOUN
e/ey em eir eirs eirself
he him his his himself [name] [name] [name]’s[name]’s[name]’s self per per pers pers perself she her her hers herself sie sir hir hirs hirself they them their theirs themselves ve ver vis vers verself zie zim zir zirs zirself
Adapted from: https://uwm.edu
3 Find a partner. Play the Pronoun snap! game.
4 Read the following sentences from exercise 1. Study the underlined words and complete the rules in the grammar box below.
Nanou’s new hobby is dressing up as Harley Quinn, her favourite DC Comics character. She’s really into cosplaying.
Jax is addicted to his phone. He’s been surfing the web for hours again.
My best friends’ 6-year-old daughter Liz is super creative.
HOW TO form plural, possessive and contracted verb forms
Spelling: ’s, -s or -s’
1/ ’s can express 2 things:
• the genitive or form
e.g. Nanou’s new hobby = the new hobby of Nanou
• it can be part of a contracted verb, the short form of or e.g. She’s really into cosplaying. = She is.
He’s been surfing the web. = He has.
2/ -s expresses the of nouns: e.g. DC Comics for hours
3/ -s’ is the genitive or form and combined: e.g. my best friends’ 6-year-old daughter
Note: it is possible, especially with older or classical names, to just add the apostrophe ’.
e.g. Jesus’ name
See p. 47
5 You are going to watch a Line up video in which people match owners and pets.
a First, complete the sentences you will hear in the video. Use correct pronouns and ’s / -s.
– Do people look like pets?
– How about snake people? – ’re a little creepy.
– Enter Nugget, a doe (a female goat)
Maybe you went to a petting zoo and saw a goat and you said: Mom, Dad, that what want. And here are.
This is Nugget owner.
I think ’re mom.
– Enter Teddy, the hedgehog (male)
I don’t like rodents and I think this is one of , right?
Oh, that is definitely . No hesitation. (Talking about a woman holding Teddy.)
Okay, so talk to like he did something really good. won the race.
– Enter Wilbert, the boar (a male pig)
This is definitely not somebody first pet.
Whoa, that’s not ! (Talking about a man holding Wilbert.) That pig.
– Enter the parrot ’m gonna pass the bird off, see how well handle Oh, that is definitely parrot!
– Enter Hades, the snake (male)
– Maybe he strong. don’t want him on !
Whoa, this thing is trying to kill !
– ’m sorry, but f---ing weirdo own snake
– Snake owner are offbeat; ’re maybe like the weirdo of the world.
– Enter Boomie, the bearded dragon (female)
I think then this is Boomie owner.
This seems like a very edgy pet, and looks very edgy. The hedgehog is . – Nope. (Talking to one of the owners.)
b Watch the first part of the video and check your answers.
c Guess which pet belongs to which owner. Discuss with a partner.
d Watch the last part of the video where the pets are reunited with their right owners and check your answers for exercise c.
e Report back to the class about your guesses and the outcomes. Were you right or wrong? Which pet actually belonged to whom? speaking
HOW TO talk about facts, routines and actions going on now (Present simple and present continuous)
Gia is such a big mouth. She never keeps her mouth shut. Look! What is she telling Tatiana now?
No, Gia is really kind and generous. She is probably just explaining the exercise.
Present simple
SubjectPositive (+)
1st p. sing.
2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur.
3rd p. plur.
I live in Belgium. You live in Belgium. He/she lives in Belgium. We live in Belgium. You live in Belgium. They live in Belgium.
Rule: Subject + base of verb
Keep in mind: 3rd pers. sing: + -s
– facts
Negative (-)
I don’t live in Belgium.
You don’t live in Belgium.
He/she doesn’t live in Belgium.
We don’t live in Belgium.
You don’t live in Belgium. They don’t live in Belgium.
Subject
+ don’t/doesn’t
+ base of verb
Keep in mind: 3rd pers. sing: doesn’t
Question (?)
Do I live in Belgium?
Do you live in Belgium?
Does she live in Belgium?
Do we live in Belgium?
Do you live in Belgium?
Do they live in Belgium?
Do/does + subject + base of verb
Keep in mind: 3rd pers. sing: does
We use the present simple to talk about – habits androutines. In this case, we often use words like ‘normally’, ‘usually’, ‘always’, ‘often’, etc.
e.g. In Scandinavia, it usually snows in winter.
e.g. It rains a lot in Belgium.
Watch out for these 2 verbs:
• ‘To be’ expresses a state, not an action. ‘To be’ is an exception. It does not have an auxiliary in the negative or interrogative form:
Subject Positive (+)
1st p. sing.
2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur.
3rd p. plur.
I am. You are. He/she/it is. We are. You are. They are.
Negative (-)
I am not. (I’m not.)
You are not (aren’t). He is not (isn’t).
Questions (?)
We are not (aren’t). You are not (aren’t). They are not (aren’t). Am I? Are you? Is he? Are we? Are you? Are they?
• The verb ‘to have’ is irregular in the positive form (3rd person singular): he/she/it has. When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘have got’. Check diddit for more information.
If the last phoneme of the verb is /p/, /t/, /k/, /f/ or /T/, the ending is pronounced /s/
If the last phoneme of the verb is /s/, /z/, /t‘/ (e.g. watches), /d“/ (e.g. charges), /‘/ (e.g. washes), or /“/ (e.g.sabotages), the ending is pronounced / Iz/
If the last phoneme of the verb is a vowel, a diphthong, /b/, /d/, /g/, /v/, /ð/ (e.g. breathes), /m/, /n/, /4/ (e.g. sings) or /l/, the ending is pronounced /z/
Note:
• a phoneme = a sound or a group of different sounds (‘een spraakklank’)
• a diphthong = a sound formed by the combination of 2 vowels in a single syllable (‘een tweeklank’)
2 Present continuous
1st p. sing.
2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur.
3rd p. plur.
I am talking
You are talking
He/she is talking
We are talking
You are talking
They are talking
Rule: Subject + ‘to be’ in present simple + verb in -ing form
Spelling of the -ing form:
I am not / ’m not talking
You are not / aren’t talking
He/she is not / isn’t talking
We are not / aren’t talking
You are not / aren’t talking
They are not / aren’t talking
Subject + ‘to be’ negative in present simple + verb in -ing form
Am I talking?
Are you talking?
Is he/she talking?
Are we talking?
Are you talking?
Are they talking?
‘to be’ in present simple + subject + verb in -ing form
to workworking
Rule:
We add -ing to the base form of the verb. to take taking
If a verb ends in -e, we drop the -e and then add -ing. to jogjogging
to diedying
to traveltravelling
If a verb is short and ends in 1 vowel and 1 consonant, we double the consonant.
If a verb ends in -ie, we replace the -ie by -y and then add -ing.
If a verb (even long verbs) ends in 1 vowel + -l, we double the -l and then add -ing.
We use the present continuous to talk about
– actions going on now
e.g. Look, the sun is shining.
– changing situations
e.g. Temperatures are rising, and our Earth is getting warmer. is shining are rising
(Verbs followed by nouns and gerunds) FORM
verb + verb in the -ing form
verb + noun
I love swimming
I like skiing
I hate getting up early.
I love cupcakes
I like ice cream
I hate the rain
I don’t love snowboarding
I don’t like skating
I don’t mind doing the dishes.
I don’t love chips
I don’t like cupcakes
I don’t mind the snow
Is that your dog?
No, that’s Milo. It’s his
(Personal pronouns)
Milo is my dog. I love him He’s mine!
I love … my dog Milo.Milo is mine.Milo misses me when I’m gone. I feed Milo myself.
You love … your dog.Milo is yours.Milo misses you when you’re gone. You feed Milo yourself.
He loves …
She loves …
It is showing … his dog. her dog. its teeth.
Milo is his Milo is hers / Milo misses him when he’s gone. Milo misses her when she’s gone. I would never adopt it He feeds Milo himself. She feeds Milo herself.
We love … our dog.Milo is ours.Milo misses us when we’re gone. We feed Milo ourselves.
You love … your dog.Milo is yours.Milo misses you when you’re gone. You feed Milo yourselves.
They love … their dog.Milo is theirs.Milo misses them when they’re gone. They feed Milo themselves.
Nanou’s new hobby is dressing up as Harley Quinn, her favourite DC Comics character. She’s really into cosplaying.
This is my best friends’ 12-year-old son Jax. He’s addicted to gaming. He’s been playing for hours now.
1 ’s can express 2 things:
• the genitive or possessive form
e.g. Nanou’s new hobby = the new hobby of Nanou
• It can be part of a contracted verb, the short form of ‘is’ or ‘has’ e.g. She’s really into cosplaying. = She is. He’s been surfing the web. = He has.
2 -s expresses the plural of nouns: e.g. DC Comics for hours
3 -s’ is the genitive or possessive form and plural combined: e.g. My best friends’ 6-year-old daughter
Note:
It is possible, especially with older or classical names, to just add the apostrophe ’. e.g. Jesus’ name
Word Translation My notes adaptable flexibel, bereid zich aan te passen aggressiveagressief, opvliegend ambitious ambitieus, streverig bossy bazig brave dapper cautiousvoorzichtig childlike kinderlijk, kinderachtig clever slim, verstandig confident zelfverzekerd, vol vertrouwen curiousnieuwsgierig detail-orientedmet oog voor detail determined vastberaden empatheticempathisch, meelevend enthusiasticenthousiast family-oriented gezinsgericht, veel belang hechtend aan familie generousvrijgevig grumpyslechtgezind, chagrijnig hardworkinghardwerkend honesteerlijk kind vriendelijk, zachtaardig lazy lui logicallogisch meticulous nauwgezet, precies, accuraat nosy nieuwsgierig, bemoeiziek organizedgeorganiseerd outgoing sociaal, makkelijk in de omgang patientgeduldig peopleoriented mensgericht, met aandacht voor de medemens practicalpraktisch reliablebetrouwbaar reserved zwijgzaam, weinig spraakzaam, gereserveerd
sensitivegevoelig, fijngevoelig sentimentalsentimenteel, gevoelig shy verlegen sociable sociaal stubbornkoppig, eigenwijs talkativespraakzaam, praatziek vain ijdel
Word Translation My notes
a big mouth een grote mond (iemand die dingen soms doorvertelt) a busy beaver / an eager beaver een bezige bij (iemand die steeds druk bezig is)
a couch potatoeen luierik
a heart of gold een hart van goud (iemand die vriendelijk en vrijgevig is )
a nosy parkereen bemoeial a smart aleceen betweter
a wallflower een muurbloempje (iemand die verlegen en gereserveerd is) the salt of the earth iemand die eerlijk en betrouwbaar is to be as quiet as a mouse zo stil als een muis zijn to be pig-headed koppig, eigenwijs zijn to have a short fuse een kort lontje hebben, opvliegend zijn don’t be chicken Wees niet bang to reach for the moon vastberaden zijn en ambitieuze plannen hebben to wear the trousers de broek dragen (de baas zijn) to wear your heart on your sleeve het hart op de tong hebben (je emoties tonen)
to be wet behind the ears een onschuldig en naïef persoon zijn
always being late
being addicted to TV/mobile phone/internet/video games
biting your fingernails
cracking knuckles
gossiping
procrastinating
cursing, getting angry in traffic
picking your nose
slouching
spitting in public
eating too much junk food/ binging
not washing your hands
slurping or gobbling your food / bolting down
talking with your mouth full smoking
beauty blogging
cosplaying
(online) gaming/playing videogames
(video)chatting/ surfing online
cooking
doing arts and crafts/ scrapbooking
hanging out with friends
listening to music
painting shopping reading
playing an instrument (the ukulele)
playing sports (basketball)
taking pictures (photography)
working out/exercising travelling
writing/hand lettering . watching (TV, Netflix)/ bingewatching
1
Use a search engine
Add search items if you don’t find what you are looking for
1st try: job interview 3
2nd try: prepare job interview
3rd try: how to prepare for a job interview
Use the tabs
e.g. looking for images, news articles, videos and much more 4
jobs icon
6
– Use quotation marks to look for an exact phrase e.g. "jobs in health care"
icon
Enter keywords Keep it simple!
Use the search suggestions.
2 jobs
jobs near me jobs indeed jobs Ireland jobs in Australia Press Enter to search Report offensive query
Start with important words only.
5 Filter results e.g. by size, colour, image type …
– Word order matters. Google ranks the first word higher than the second, the second more than the third, etc.
– Use site: to look on specific sites e.g. jobs site: nytimes.com → will only search the site of the New York Times
– Use OR to include multiple keywords e.g. teachers OR doctors → will give you results for one of the 2 jobs
– Use a plus sign (+) or a minus sign (-) to include or exclude words in your results. e.g. summer jobs -babysitting → will search all summer jobs except babysitting
Word fields
Group words together that belong to the same word field: e.g. outdoor hobbies vs indoor hobbies
Make a word list, a word web, an image list ...
Understand the definition
Look for examples: do a simple online search and you will see the word in many different examples or contexts.
Look up unfamiliar words: make sure you understand the definitions of all your new words.
Mind the prefixes and suffixes
e.g.beauty act act →
→ beautician actor/actress OR react action
Write individual words down or use the words in your own sentences.
Use flash cards. They are an easy way to review your vocabulary and to separate words into different categories.
Read through your list or look through your word webs. Cover up one half and go through the other half.
Say the word out loud a few times. You can even record yourself or explain the words to other people.
Keep the (difficult) words visible: write them on sticky notes and hang them around your room.
Visual memory? Draw a picture.
Auditory memory?
Replace the words in a song.
Use mnemonic devices
A mnemonic device is a word/sentence that helps you remember something. e.g. We hear with our ear.
Create associations e.g. assign a word to each of your friends based on their personalities.
Do you really need the word to understand the sentence?
Yes, I do
I need more information. !
Look for: - a definition - a description - an example - an image
No, I don’t.
Look for a part of the word you know: - a compound word
e.g. bread + crumbs = breadcrumbs - a prefix
e.g. im-, il-, un-, pre- ... - a suffix
e.g. -ion, -ful, -able ...
I get it!
I still don’t understand.
Ask a peer or your teacher.
Look up the word.
Read on!
What do you know about the topic?
What words come to mind?
Type of text/video
What kind of text/video are you going to listen to/watch?
What do you already know about this type of text/video?
Task
Do you understand the task?
Read through the question and highlight key words.
1
2
While listening watching
Focus on what you hear/see
Think ahead: what might happen next?
Take short notes.
Ignore the words you think are less important.
Listen to the intonation and stress of the speakers.
Focus on key words and facts.
After listening watching
Check your understanding
If possible, listen again to difficult passages.
Have you completed the task?
Have you understood the main points? Read your notes.
3
1 What kind of personality do you think the people in the pictures have?
a Write short sentences in which you use at least 2 different adjectives to describe their personalities.
b Add an appropriate idiom for each person too.
2 You are going to describe the personality of pen pals.
aPreparation: read the 3 pen pal ads. Pick out 2 that speak to you most. What kind of people do you think they are? For each ad, choose 3 different adjectives that describe the personalities of these people best.
b Action: complete the paragraphs with the adjectives and explain why.
Name: James Jackson Gender: male Age group: 16-18 Country: Scotland (UK)
Email address: idontknowwhattocallmyself94@gmail.com
Hobbies: Mountaineering, singing, swimming, history, having fun in general :) Hey! James isn’t my real name! Just don’t want to say too much till I get to know you better! I am 17 years of age and still attend high school but am planning to go to University next year. Love learning about other people's cultures and talking to people in general. Have done a bit of travelling myself! I love cricket and swimming and have climbed many Scottish mountains with my clubs. I am only looking for snail mail friends, though. So if you want to send me a letter that would be great as long as you tell me a bit about yourself first, like where you are from, your hobbies, interests, your age and sex, where you live etc and I’ll give you my address. I would love it if you were around my age and I don’t care what sex or what race you are or where you come from. Please do not contact me if you want a relationship or anything of a sinister nature. No spam or anything else please other than open minded individuals who want to find out more about each other and friendship! Sorry but I would like it if you could send the first letter because I have wasted a lot in postage by sending letters to someone who has never replied! Anyway, waiting to hear from you soon, thank you!
Source: www.penpalsnow.com
I think James is because the ad says he
He’s because and he must be since
Name: Billie Stewart Gender: female Age group: 16-18 Country: Birmingham (UK)
Email address: BilliejoCleary@yahoo.co.uk
Hobbies: emailing, laptops, going out friends, chilling out with friends Penpal message / wishes: Hi ya, I’m Billie I’m 16 years old still at school. I’m doing my A levels. I have a boyfriend who I have been with over a year. Just looking 2 make new friends. I can’t care where you’re from but age between 16 - 30. I love going out with my family & friends, chilling with my friends, going to the pictures. Love spending time with my family & boyfriend. I love meeting new people and helping out people that are less fortunate than myself. I don’t drink, I don’t smoke, I don’t take drugs. 5ft6, dark hair, blue eyes, slim, tanned only from my holiday 2 Hong Kong. I was there from July till September. I will not send photos of me, so please do not ask me.
Thanks for reading my ad ... Billie
Source: www.penpalsnow.com reading writing
Billie is . I would also call her
And she is
Hi I’m Jennah ^ ^
Hey! So, as you can see my name is Jennah. I am 15 years old and an out of the closet lesbian. I live in the USA and am looking for a friend or possibly a long-distance relationship. That sounds pretty nice. Anyway, I am a huge nerd. Love to study. Favorite subject is social studies/history. I, however, have many other hobbies. I love to draw and sing. I sing in public too. Places like restaurants, weddings, parties, etc. I also play piano and guitar. I prefer acoustic btw. I am a huge fan of anime and manga. Mainly Shonen anime, but it’s always some sort of gay/romance manga. I am a pretty light and happy person to be around. I’m a little loud and get excited easily… sorry. I’m better with emails and prefer to keep some information private until I have talked to you over skype, vid call, or cell. I love long stories on how your day was… funny stories. Tell me about yourself! ;) You can email me at: jennahofficial@gmail.com.
Adapted from: https://penpals4lgbt.tumblr.com
In my opinion, Jennah is , because she
I think she is also and , since she
c Reflection: check your writing by filling in the checklist below.
Checklist: describing personality
1 Content and structure
• I described the personalities of 2 pen pals in the ads.
• I explained why I think they are like that.
2 Language
• I used correct and varied adjectives to describe personality.
• I used correct basic grammar.
• I used correct spelling and punctuation.
Feedback
Score < 7 7 – 10
Next exercise ex. 4
Check 2, p. 64
Yes I think soNo
3 Fill in the correct word in the sentences below.
a Give an antonym for these adjectives:
5 Fill in the gaps with a fitting personality adjective or complete the idiom.
1 You must be very when you’re driving in snowy weather. You cannot drive too fast and must keep your distance!
2 My next-door neighbour, Olive is such a parker! She likes to spy on her neighbours with binoculars.
3 You can always count on Leyla. She is very – if she says she’ll do something, she’ll do it.
4 Kayla is a student! She is so bright and always comes up with original solutions. Pablo, on the other hand tries to appear intelligent when he answers questions, but it really annoys the whole class. He should stop being such a smart !
5 Your plans for the future are very . You really are reaching for the moon, aren’t you?
6 I hadn’t had enough sleep and was feeling kind of . Only after I had had a coffee, I was able to communicate more politely.
7 When Ira is wrong about something, he won’t admit his mistake. The fact that he can be so drives me crazy! I don’t think I have ever met anyone who can be so
8 Tom is very extrovert and confident while Katy’s and quiet.
9 Henry is very about his hair and his clothes. You will never catch him walking around in old trainers and worn-out track suits.
10 Come on, jump, Gideon! Don’t be ! You can do it!
11 He was very about his scar and thought everyone was staring at him.
12 The charity will go bankrupt unless a donor can be found within the next few months.
13 Working two part-time jobs, volunteering on the weekends, and looking after his little brother, Sam’s been a busy this summer.
Score < 10 ≥ 10
Next exercise
Check 2, p. 64
6 Take the Big Five Personality test (BFPT), and then write a short conclusion.
a Preparation:
– You will get a worksheet. For each statement mark how much you agree with it on the scale 1-5.
(1 = disagree, 2 = slightly disagree, 3 = neutral, 4 = slightly agree and 5 = agree).
– Then calculate your scores. (Watch out: you need to add and subtract!) The scores you calculate should be between 0 and 40. The higher you score, the stronger your personality type.
– Now read the description of each trait:
• Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High scorers tend to be very social while low scorers prefer to work on their projects alone.
• Agreeableness (A) reflects how much individuals adjust their behavior to suit others. High scorers are typically polite and like people. Low scorers tend to ‘tell it like it is’.
• Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and prefer clean homes. Low scorers may be messy and cheat others.
• Neuroticism (N) is the personality trait of being emotional.
• Openness to experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scorers may daydream a lot. Low scorers may be very down to earth.
Source: https://openpsychometrics.org
– Check the test again and pick out statements that you had a strong opinion about (agree/ disagree).
b Action: write a conclusion about what you have learned about yourself. Write about 50 words. Refer to the statements from the test. Use sentence starters from the list below in your paragraph.
– The test showed that I…
– I did not expect / I expected that…
– Apparently I am…
– I was surprised to find out that…
– In conclusion,…
c Reflect on your writing by filling in the checklist below.
Checklist: writing a conclusion Yes I think soNo
1 Content and structure
• I clearly described what I have learned about myself.
• I referred to the statements from the test.
• I used sentence starters from the list.
• I wrote about 50 words.
2 Language
• I used correct and varied adjectives to describe my personality.
• I used present tenses correctly.
• I used correct spelling and punctuation.
Feedback
Score < 10
10 Next exercise ex. 5 Check 2, p. 64
1 What are your (bad) habits and routines? a Combine verbs from the first column to words, phrases or pictures from the second column.
b Write 3 positive and 3 negative sentences that are true for you, using the verb and the matching noun or phrase.
Total: / 6
c Finally, write 4 interrogative sentences (questions) with the remaining verbs and nouns/ phrases in d.
d Find a partner. Ask them the questions and write down the short answers. e.g. your question: Do you like school? your partner’s answer: Yes, I do. / No, I don’t.
/ 6
2 Look at the following pages from the graphic novel This one summer. Describe Rose’s summer routine.
Every summer, Rose goes with her mom and dad to a lake house in Awago Beach. It’s their getaway, their refuge. Rosie’s friend Windy is always there, too, like the little sister she never had. But this summer is different. Rose’s mom and dad won’t stop fighting, and when Rose and Windy seek a distraction from the drama, they find themselves with a whole new set of problems.
Source: www.goodreads.com
a Preparation: choose 8 picture boxes. Think of verbs that best describe the activities in the pictures.
b Action: write 8 sentences describing Rose’s activities. Use the present simple correctly. Write positive and negative sentences. reading writing
Source: Mariko & Jillian Tamaki, This one summer
c Reflection: reflect on your writing by filling in the checklist. Ask your teacher for some feedback.
Checklist: describing routines in a graphic novel
1 Content and structure
• I described 8 different pictures.
• I wrote about 50 words.
• My text is logical and well-structured.
2 Language
• I used correct verbs.
• I used the present simple correctly in positive sentences.
• I used the present simple correctly in negative sentences.
• I used correct basic grammar.
• I used correct spelling and punctuation.
Feedback
Score < 7 7 – 10
Next exercise ex. 3 ex. 8
Yes I think soNo
3 Read these short texts about famous people’s routines. Fill in the missing verb forms in the present simple.
‘There (1 to be) certain things I do if I sit down to write,’ he said. ‘I (2 to have) a glass of water or a cup of tea. There (3 to be) a certain time I (4 to sit) down, from 8:00 to 8:30, somewhere within that half hour every morning,’ he explained.
‘I (5 to have) my vitamin pill and my music, (6 to sit) in the same seat, and the papers (7 to be) all arranged in the same places.
The purpose of doing these things the same way every day (8 to seem) to be a way of saying to the mind, you’re going to be dreaming soon.
‘It (9 to be) not any different than a bedtime routine,’ he continued.
‘ (10 you to go) to bed a different way every night? (11 to be) there a certain side you sleep on? I mean I (12 to brush) my teeth, I (13 to wash) my hands. Why would anybody wash their hands before they go to bed? I (14 not to know). And the pillows (15 to be) supposed to be pointed a certain way. The open side of the pillowcase is supposed to be pointed in toward the other side of the bed.
I (16 not to know) why.’
Contrary to popular belief, working supermodels (17 not to laze) around all day in lingerie, drinking champagne. These girls (18 to work) hard particularly at this time of the year. It (19 not to be) uncommon for a successful model to wear several outfits, in two or three shows a day, throughout Fashion Weeks the world over.
Though Miranda Kerr has been successful enough to dial back her work hours, she still (20 to keep) a pretty hectic schedule. For this supermodel, power meditation (21 to keep) her calm and grounded in a fashion madhouse.
To make sure she (22 to stay) on top and sane, Kerr (23 to fit in) tiny bouts of meditation, whenever she (24 to have) a spare moment. A few minutes in a makeup chair, in a taxi on the way to the airport, or waiting for a fitting to begin; for Miranda these (25 to be) all golden opportunities to tune in and tune out the hectic world around her.
a bout of meditation: a meditation session; a moment to relax hectic: busy, chaotic sane: balanced, able to function normally
Source: www.therichest.com and www.dailyroutines.typepad.com
Score < 20 ≥ 20
Next exercise ex. 4 ex. 8
4 Complete the sentences below: fill in the correct form of the present simple (positive, negative and question forms).
1 My grandmother (1 not to like) travelling. She (2 to prefer) staying at home.
2 – ‘ (3 you to detest also) gym class?’ – ‘Yes, I (4 to do)’.
3 I (5 not to like) people who (6 to talk) with their mouth full.
4 Most kids (7 to want) to become an astronaut or a police officer when they (8 to grow up).
5 My sister (9 to work) as a traffic warden and my brother (10 to be) a chef.
6 – How many siblings (11 you to have)? – I (12 to have) two sisters, one brother and one stepbrother.
7 – What (13 your father to do) for a living? (14 he still to work) at the post office?
– No, he (15 not to do). He (16 to work) at the library.
8 My best friend (17 often to be) late for school. She (18 regularly to forget) to set her alarm clock.
9 My mum (19 to hate) it when I text during dinner and then she (20 to take) away my mobile.
Score < 14 ≥ 14
Next exercise ex. 5 ex. 6
5 Fill in the correct form of the present simple in the sentences below (positive, negative and question forms).
a Use the present simple in these positive sentences.
1 Chaima (to love) the combination of chocolate and chips.
2 Stephen King always (to have) a glass of water or a cup of tea before he (to start) writing.
3 Professional supermodels (to work) hard, contrary to what many people (to believe).
4 A beautician (to do) nails and make-up at the beauty salon.
5 Pilots (to fly) planes all across the world.
6 Paolo always (to wash) his hands before dinner.
b Use the present simple in these negative sentences.
1 My little brother (not to wash) his hands before dinner.
2 My sister (not to mind) doing the dishes, but she (not to be) keen on cleaning her room.
3 My mum (not to understand) my fondness for fried pickles.
4 I (not to like) people that smoke.
5 Teachers (not to appreciate) you being late all the time.
c Use the present simple in these questions.
1 (what to be) your hobbies?
2 (you to love) taking long walks or (you to prefer) reading a good book?
3 (you to want) to break your bad habit?
4 (your parents to know) you have been late 3 times this week?
5 (what to be) so great about The Hunger Games anyway?
6 Look at the pictures on the next page. Describe Tyrone’s daily routines.
– Write positive sentences if the description is correct. Use the verbs from the list below.
– Write negative sentences if the description is not correct. Then write the correct positive sentence.
– Follow the examples.
1 to get up at 7 a.m.
2 to go to the kitchen
3 to take a shower
4 to go downstairs
5 to have breakfast alone
6 to eat toast
7 to go out the door at 8 a.m.
8 to ride his bike to school
9 to arrive at school at 8.30 a.m.
10 to have classes from 9 a.m. until 3.30 p.m.
1 Tyrone gets up at 7 a.m. every Monday.
11 to have sandwiches for lunch
12 to go to the cinema
13 to play football
14 to return home
15 to do chores
16 to eat dinner
17 to play a boardgame
18 to spend time online
19 to read a book
20 to go to bed at about 11 p.m.
2 Then Tyrone doesn’t go to the kitchen. He goes to the bathroom.
7 Find a partner and do the tasks below.
a Play the ‘Mime the bad habit’ game.
b Read the 3 poems below. List the bad habits the person in the poems should try to break.
I’ll do it later I’ll do it soon
I’ll do it tomorrow
Sometime around noon
You’ll find yourself stopped, when the time comes Not doing the job
Suddenly numb
Source: http://j-butler.com
The smoke burned my throat and stung my lungs. I became more numb with every puff. All my problems faded away, replaced with the dark cloud of a bad habit.
Source: Spade Poetry (Twitter)
Score DC
Just take the first steps and break it down The time will fly by Smiles from your frown It wasn’t that bad Realize that really Just get it done Wow that was silly
Ode to a video game –Mary Bauer I really should Be doing work, But there you lurk And so I would Sit down a bit. I must admit An hour passed Much too fast. Just one more level. You are a devil!
Source: http://artistryofeducation.blogspot.com
8 Watch the 2 clips from the film Every Day and answer the questions. First read what happened right before these scenes.
What happened earlier…
A is a travelling spirit who experiences every day in the body of a different teenager. One day, A wakes up in the body of Justin, the neglectful boyfriend of Rhiannon. At school, Rhiannon approaches A as Justin, convincing A to skip school with her. As the day goes on, A falls in love with Rhiannon and Rhiannon feels a rekindled love for Justin, seemingly a more thoughtful and caring person. The next day, however, Rhiannon finds Justin has reverted to his old, careless self and does not remember the previous day. Rhiannon is left confused and hurt.
A few days later, when Rhiannon and Justin are attending a party at a friend’s house, Rhiannon meets A again, this time in the body of Nathan.
After meeting Nathan, A feels the need to explain to Rhiannon who or what he is. This time A goes to talk to Rhiannon in the body of Megan.
Adapted from: www.wikipedia.com
a True or false? Correct the false statements.
1 Nathan attends the same school as Rhiannon.
2 Rhiannon doesn’t like her own name because she doesn’t like how it sounds.
3 Nathan is Steve’s gay cousin.
4 A wakes up in a different body every day, but always that of a 16-year-old.
5 A travels hundreds of miles day after day to wake up in a new body.
b Why does Nathan not want to give Rhiannon his phone number?
c Does A choose which body he wakes up in?
Total: / 7
d A tells Rhiannon ‘I’m not doing a very good job’ when trying to explain who or what A is. Try to do better. Record a voice memo or write Rhiannon a note explaining who or what A is.
– Preparation: think about what you would say if you were A: explain why Nathan had to leave so suddenly, what/who you are, how you feel about meeting Rhiannon etc. Write down your note below or use the notepad to make brief notes before recording.
– Action: record a 1-minute voice memo or write a 75-word note.
– Reflection: fill in the checklist to reflect on your writing/speaking. Ask your teacher for feedback.
Checklist: recording a voice memo
1 Content and structure
• I talked for about 1 minute.
• I explained who or what A is.
• I explained why Nathan had to leave so soon.
• I explained how I (A) feel (feels) about Rhiannon.
2 Language
• I used correct words.
• I used tenses correctly (focus on present simple).
• I spoke fluently.
• I paid attention to my pronunciation.
Feedback
Checklist: writing a note Yes I think soNo
1 Content and structure
• I wrote about 75 words.
• I explained who or what A is.
• I explained why Nathan had to leave so soon.
• I explained how I (A) feel (feels) about Rhiannon.
2 Language
• I used correct words.
• I used tenses correctly (focus on present simple).
• I used correct grammar.
• I used correct spelling and punctuation.
Feedback
Total: / 10
CHECK 3 ⁄ Talking about hobbies and actions going on now
1 Describe what the people in these pictures are doing. Use the verb in brackets in a positive or negative sentence (if this is not what they are doing). Write full sentences.
This is a group of friends. (to cosplay?)
Score < 4 4 – 6 > 6
Next exercise ex. 2 ex. 3 ex. 7
2 Jarvis Johnson tried 100 new hobbies in one day.
a Watch the video (with the sound off) and tick the boxes of the activities he is doing. writing a letter writing a blog learning a new magic trick learning how to play an instrument giving himself a facial watching a TV series solving a Rubik’s cube drawing a self-portrait taking a nap cooking a new dish shuffling cards learning a new language doing fitness exercises starting a beauty blog playing chess
b Write 3 sentences describing what he is not doing. Use the present continuous correctly.
Score < 10 ≥ 10
Next exercise + ex. 4 ex. 4
3 Complete the text. Use the present continuous. Pay attention to the use of pronouns and the use of ’s/-s/-s’.
Who knew that two little word could instil so much fear in average teenager? Oral. Presentation.
When those word are formed by a teacher mouth, the whole class shudders; knee start to knock and hand shake in preparation. Forehead go clammy and stomach all across the room knot and tighten. Breathing becomes shallow and quick and heart beat 1,000 times a second.
An oral presentation. What sort of name is that? It sounds like some dental exhibition, but that is exactly what we had today. Speech . Specifically, speech on journey . Find a self selected text, somehow show the protagonist journey; yadayadayada. You know the type. Typical school assignment.
Anyway, today was turn to speak. was the last person before the bell went. Lucky last. Hmmmm. was already packed up, ready to go to lunch, and sure had finished for the day. I thought had dodged the educational bullet once again... like a Ninja Student. Oh yeah! Another night to practise, hoorah! ‘Susanne.’
That was all said. Just one word and nerves came crumbling down around . I grabbed palm card , took a deep breath and walked up to the front of the class. ‘I’ve spoken in front of the entire year for elections. Why am I afraid of talking in front of only 20 girls?’ I try to give myself a pep talk. Just relax, breathe and everything will be fine. And knees...stop shaking... you’re freaking out the nerves.’
Destination: Front of the class.
Reason: To give a speech which was hurriedly written the night before. Not best. Time till impact: About 3 seconds.
I stand at the front of the class. I feel naked, exposed. I breathe deeply through nose and try to still trembling hands. Right, let’s do this!
Three minutes and 51 seconds later I am finished. Sure I rushed a bit and sure knee were trembling so much I thought I’d fall down, but it’s done. IT’S DONE!!! IT IS DOOOOOONEEEEE!!!
Thankfully for , this is the last speech I will ever have to do at school. But I would like for all to bow heads in a minute of silence for all the poor, frightened, quaking kid out there being forced to present speech and presentation all over the world. Our thoughts go out to
Source: www.teenink.com
Score < 28 ≥ 28
Next exercise ex. 6 ex. 5
5 Pair up! You will get some cards. Play the pronoun game. e.g. him / comic books Have you seen him? I think he’s reading comic books in his room.
Score DC
Next exercise All done!
6 Practise your pronouns.
a Fill in the correct personal pronoun, subject or object.
1 I haven’t talked to yet. (my dad)
2 I bought yesterday. (shoes)
3 often yells at them. (Our teacher)
4 It is car. (We bought a new car.)
5 Can you give some advice? (to Hanno and me)
6 Glenn and Wiam often forget homework. (They did the homework.)
b Rewrite the sentences using the correct possessive pronoun. Follow the example. e.g. This is S arah’s mobile phone. The mobile phone is hers.
7 This is Pablo’s notebook.
8 These are Mark and Fiona’s belongings.
9 These pencils belong to Helin and me.
10 Are these sneakers yours? Yes,
Score < 7 ≥ 7
Next exercise ex. 5
7 Rewrite the sentences by replacing the underlined words with the correct pronouns.
1 My sister and I decided to visit my aunt this weekend.
2 Gia told her son not to make this mistake again.
3 Don’t tell Fernando and Chayenne that Leki and I have forgotten to call Gaelle.
4 Dani and her roommate are not going to rent the apartment. Dani and her roommate say that the apartment is too shabby.
5 The cat was trying to catch the rats when the cat knocked the bottle of milk over.
6 You and your friends are going to get into trouble if you and your friends keep gossiping about the girl in class.
7 My friends and I did not enjoy the show. Did you and Janet enjoy the show?
8 Please show your new car to Tom and me.
9 Frank and Danielle are waiting for my mother and me.
10 My mom bought a new pair of shoes for my mom.
11 The car that belongs to my husband and me broke down. The car won’t start.
5 ex. 8
8 Watch the video about strange hobbies and answer the questions.
a Which of the following hobbies were mentioned? Tick the boxes! conducting alien experiments on people filing lawsuits extreme ironing toy voyaging collecting navel fluff playing dead news bombing mooing
b What do you think the other hobbies are? Pick one and write what you think in 1 or 2 sentences.
Score < 7 ≥ 7
Next exercise ex. 5 All done!
ORIENTATION
You are going to record your own fictional dating video in which you introduce yourself or your alter ego.
1 Watch this woman’s dating video. How does she describe herself and her ideal partner? What kind of person do you think she is? Write down the information in the fact file below. WATCHING
Name:
Age:
Personality:
Hobbies:
Bad habits:
Ideal partner:
2 Make up your own fictional character. Fill in the table below to prepare your speaking exercise.
– Use at least 5 different personality adjectives.
– Describe at least 2 bad habits.
– Describe at least 3 different (unusual) hobbies.
– Describe your ideal partner by adding the same information (personality – bad habits they can’t have – hobbies).
Name:
Age:
Personality:
Hobbies:
Bad habits:
Ideal partner:
Personality:
Bad habits they can’t have:
Hobbies:
3 Practise your dating video before you start recording.
4 Record your dating video (on your phone or laptop). Talk for at least 90 seconds. Try to be creative (use props, such as a wig or glasses)! Pay attention to the use of pronouns and the use of present tenses.
5 Afterwards, share your video with 3 classmates.
6 Check your video by filling in the checklist.
Checklist: recording a dating video
1 Content and structure
• I talked for 90 seconds to 2 minutes.
• I discussed all categories.
• I talked in a logical order.
• The video was creative (e.g. I used props).
2 Language
• I used correct pronouns.
• I used the present tenses correctly.
• I used correct words to talk about personality.
• I used correct words to talk about hobbies.
• I used correct words to talk about bad habits.
3 Preparation and fluency
• I was well prepared.
• I spoke fluently.
• I paid attention to my pronunciation.
Feedback
Yes I think soNo
7 Watch your classmates’ videos and give them some feedback by filling in the checklist you will get.
8 Write a summary of the feedback your classmates gave you. My strong points:
What I can still improve on:
9 Send your dating video to your teacher who will give you some feedback too.
Trace your steps on diddit.
CHECK IN
ON DIFFERENT TRACKS
Step 3 : writing a review
Step 1: describing holiday activities
Step 2 : talking about past situations
SUMMARY
TRACE YOUR STEPS
CHECK OUT: REVIEWING A HOLIDAY ACTIVITY
1 Discuss these questions with a partner.
a What types of holidays do you know?
b What do you do when you are on holiday?
c What does your dream holiday look like?
2 Watch these 2 videos of people’s summer holidays.
a Highlight the holiday activities that you see in the videos. sailing paragliding dogsleddingstargazing hiking dining swimming karting rock climbingkayaking triking sunbathing helicopter ridedolphin spottingsubmariningscuba diving golfing jetskiing wellness dancing sightseeing reading skateboardingphotographing sitting around the campfire snorkeling
b Which activities are in both videos?
c Which type of holiday do you like most? Why?
d Both videos look professional, but there is a difference in purpose. What is the purpose of both videos?
To persuade To inform To entertain
e Explain why.
STEP 1 ⁄ The world is your playground Describing holiday activities
1 ⁄ What do you prefer?
1 Take a look at the types of holidays below. Link them to 1 or more of the holidays on pages 88-90.
Type of holidayPicture
aa skiing holiday ba kayaking holiday ca swimming holiday da beach holiday ea nature holiday
2 Discuss your holiday experiences.
a Pick 1 holiday (from exercise 1) that you would like and 1 that you would dislike.
b Tell your partner why you would (dis)like that type of activity.
c Use some of the following phrases to express your preferences.
d Finally tell the class about your partner’s preferences.
HOW TO express likes and dislikes
I love … because …
I’m fond of … because …
I have a slight preference for … because …
I prefer …
I prefer … to … because …
I like … / I like … much more than … because …
I don’t like … because …
I hate … because …
… it is relaxing. … I want to see the world. … I’m an active person. … it is boring. … I don’t like to get wet. … I’m no daredevil. reading
See p. 131
Feedback rating: 96% from 5 reviews
Croatia
Brac Island, Trilj Family - Summer Teenage friendly
Feedback rating: 96%
14 nights, 15 days
Prog Code - TRILJ-BRAC
Prices from £1398 per person
Add to wishlist ›
If you are looking for the ultimate 14-night adventure holiday in Croatia, then look no further! Our Big Adventure program provides the perfect balance of land-, river- and sea-based activities combined with idyllic scenery and relaxation.
The first week is based inland with superb access to the gorgeous Cetina River and rolling Dalmatian countryside, making it a perfect base for your first week of adventure fun.
For the second week you will be staying on the stunning island of Brac where you will have the perfect opportunity to relax in private coves & on pristine beaches. This part of the 2-week activity holiday includes sea kayaking, cycling, hiking,climbing, dinghy sailing and wind surfing.
The second week is more flexible and relaxed so if anyone just wants to chill by the pool or sunbathe on the beach then that’s really no problem. This is your holiday and we want everyone to have the perfect Croatian experience.
Source: www.greenworldholidays.com
Feedback rating: 89% from 2 reviews
Finland
Feedback
6 nights, 7 days
Prog Code - HAR-08-FAM
Prices from £1299 per person
Add to wishlist ›
Deep within the Muonio region, you’ll be staying in the heart of Lapland, a true winter escape. Far away from daily routine, in this idyllic location, the Lappish landscape extends its wintery hand, and invites the whole family to play. Here, you’ll re- discover the harmony between man and nature, find the stillness of the frozen forest and breathe the world’s cleanest air. Either nestled in our wooden cabins or snug in our wilderness hotels, this promises to be the trip of a lifetime. Family Lapland holidays really do deliver the magic! Days are filled with meeting locals, expert guides, grazing reindeer and happy husky dogs. Oursnowmobile treks offer epic thrill rides, growling power and bring the eyes to sensory overload, whilst our husky dog safaris are true wilderness tours, touching the remote snow drenched scenery in a more natural and gentle way. Evenings will be spent enjoying the lovely local foods, relaxing next to log fires or indeed in a soothing Finnish sauna. As the hours creep towards midnight, there will be much anticipation about the magical Northern Lights. Staying 200km above the Arctic circle also means your family will be sleeping within the Aurora zone. It’s possible to simply step outside your accommodation and find the elusive lights, dazzling above your sleepy heads.
If tradition, authenticity, magic and fun is at the core of your holiday wishlist, then our Finland family activity holidays are designed with you in mind. We hope to hear from you soon.
Source: www.greenworldholidays.com
Feedback rating: 96% from 3 reviews
Croatia
Omis Family - Summer Teenage friendly
Feedback rating: 96%
7 nights, 8 days
Prog Code - OMIS-02-FAM
Prices from £599 per person
Add to wishlist ›
Omis is a relatively undiscovered coastal city and one of the hottest destinations to try before mass tourism finds its way there. From our 20 years of experience, of designing family activity holidays in Omis, we believe that this tour delivers the 5-star experience.
The design of this 8-day trip will give your family immense pleasure, as we combine the best of land- and water-based activities and day tours. You’ll be gliding on sea kayaks, tracing an epic coastal route, learning about aquatic life and swimming in our own secluded coves. With our friendly guides, you’ll be discovering the nearby canyons, jumping into warm pools of water and standing at the foot of some of the region's best waterfalls.
One minute you could be paddling across the sea, the next, sitting in a beautiful old town, dining on fresh food and fine wine. So, if you’re serious about our active Croatia holidays, then do talk to our travel managers. There are not many holidays, where you can say you’ve experienced blue flag beaches, national parks, canyons, river rapids and local culture all in one holiday.
Source: www.greenworldholidays.com
Feedback rating: 94% from 5 reviews
Croatia
Brac Island Family - Summer Teenage friendly
Feedback rating: 94%
7 nights, 8 days
Prog Code - BRAC-03-FAM
Prices from £449 per person
Add to wishlist ›
This amazing Croatia adventure holiday on Brac Island offers the perfect balance of land- and water-based sports. During your 8-day stay you’ll discover the calm and pure waters of the Adriatic Sea and experience true Dalmatian hospitality. Brac enjoys a year round pleasant climate, and has many cultural and historical heritage sites to explore. Whether exploring the coast or the olive fields, you’ll feel the tranquillity in this ecologically preserved environment.
Brac is nicknamed the ‘island of nature & beauty’! The highest peak of the island is Vidova Gora residing 778m above sea level and offers the most spectacular panoramic views. The mountain can be discovered by car, foot or bike. Many water sports are on offer, from windsurfing tosailing – and extremely flexible for non-experienced families. So don’t be nervous when trying these new sports, as our instructors will give you the skills you need. Just bring your smiles!
For families wishing to enjoy harmony in nature, secluded swim spots and active sports, then look no further than family activity holidays in Brac. Our modern apartments are the perfect base for your summer stay – tried, tested and loved. Walking distance to the sea front and within a 15-minute drive to the island’s port. Our apartments reside in picturesque villages offering the Mediterranean charm.
Source: www.greenworldholidays.com
Feedback rating: 96% from 6 reviews
Our Croatia family activity holidays offer an unbeatable location, with blue skies and epic coastlines. Being one of the largest of the Adriatic islands, Brac is the ideal active holiday destination for water and land activities. You will have the opportunity to take to the calm waters by sea kayaking, windsurfing or dinghy sailing, which are undeniably the best ways to enjoy Croatia’s magnificent waters.
Brac is a magical island with stunning scenery. Your dedicated tour leader and experienced guides will help you find the hidden gems. The island experience is designed predominantly for families with teenagers, but younger families are welcome; the minimum age is 10! Ask our team about the teenage activity holidays we create!
Green World Holidays is particularly known for pulling together like-minded families with kids of similar ages. We understand the importance of age-matching. Aftera day of sun and fun on the beach, each evening you can look forward to dinner together at a lovely local restaurant (only a short walk from your accommodation).
During your week’s stay with us, we will introduce your family to the charms of Brac Island. On bike & foot we’ll gaze deeper into the interiors of this sparsely inhabited island, enjoy panoramic hilltop views and find secluded swim spots. We’ll paddle on warm aquatic waters and learn to master the wind in our sails. This is a magical program that will captivate and enthrall even the most restless teenager or parent! We hope to see you here this coming summer.
Source: www.greenworldholidays.com
Feedback rating: 91% from 3 reviews
Are you looking for an unforgettable nine days of fun, that can truly combine excitement and relaxation? We hope you’ve answered YES, as we would love you to join our family adventure holiday in Morocco.
Escape into the Sahara desert, solve the maze of streets of Marrakesh and step onto some of Hollywood’s greatest movie landscapes. This incredible family trip has been cleverly designed for both parents and kids. It’s become especially popular amongst teenage activity holidays, keeping the restless teens active and entertained.
Throughout your stay you’ll be enjoying full board in many comfortable 3-star hotels, many of which have swimming pools to relax in. But of course, it wouldn’t be the nomadic adventure if there wasn’tone night under the stars amongst the sand dunes.
These ancient and mystical lands offer the ultimate Morocco activity holiday experience. To travel on this family tour your party must include a minimum of 1 adult and 1 child (aged 5-16).
Source: www.greenworldholidays.com
3 Which 5 pieces of information are in every description?
4 How is it said in the texts?
1 The Big Adventure is the perfect combination of land-based and sea-based activities.
2 The Big Adventure takes place in a really beautiful environment.
3 You don’t have to sleep at a hotel in Lapland.
4 The animals pulling the sleigh eat grass.
5 The Dalmatian countryside is hilly.
6 There is a lot of culture in Brac.
7 Morocco has some very old and magical places.
5 Look for the following holiday activities and highlight them in the texts. Which holiday offers these activities?
1 sleeping under the stars:
2 climbing:
3 sunbathing on the beach:
4 sailing:
5 snowmobile treks: reading reading reading
6 Would you enjoy these holiday activities?
a Choose 1 activity that you would enjoy and 1 that you would not. Explain why (not).
b Use appropriate expressions to state your preferences.
c Plan the conversation using the speaking frame below.
State your opinion
I would definitely / probably / possibly / maybe enjoy (-ing form of activity) because
(-ing form of activity) is what I would like to try/experience because
The activity that I would definitely / probably / possibly / maybe not enjoy is (-ing form of activity) because
d Sit in groups and have a conversation with your group members about your activities. Keep the conversation going! Use some of the expressions below.
– What do you mean by that?
– Could you explain that a little further?
– I don’t really understand what you mean.
– What is your point?
– I agree with you. – I would like to add that …
2 ⁄ Where you at?!
1 Watch Emily’s vlog about her trip and answer the questions.
a List the places that Emily will visit.
b Also list the activities they are planning to do.
c What do you think the expression ‘ants in his pants’ could mean?
To have an itchy feeling, like a rash.
To be extremely restless or anxious.
To be a very active person, very sportsmanlike.
2 Watch Caitie’s adventures when she visits Ireland for the first time.
a Which country is she from? How can you tell?
b Which country is she in? Which country does she compare it to?
c What does she think of the weather there?
d Where does the road trip lead her? List the cities.
e List all the places she visits in the table below.
f Of all places she is visiting in the video, which one would you prefer? Why? Use this structure: I’d prefer … because …
3 Do you know how to use prepositions of place?
a Try to put the locations mentioned in questions 2 a, b, d and e in the right column.
Preposition of place in on at
b Complete the rule in the table in exercise a. Add the prepositions ‘at’, ‘in’, ‘on’ to the reversed pyramid below.
England
General Chicago New York Oxford Street
More specific 5th Avenue
school Very specific Etihad Stadium
4 Fill in the correct preposition of place. Choose between ‘in’, ‘at’ or ‘on’.
London has many iconic buildings, landmarks and sights to be seen. The city is constantly evolving and is rich in historic culture. To help you along your way if you haven’t been London before, we’ve created a list of the 7 must-see London attractions.
1 Big Ben is located Westminster and is the nickname for the ‘Great Bell’ of the clock.
2 The Natural History Museum is located South Kensington Cromwell Road.
3 Hyde Park is right the heart of the city and one of London’s biggest parks. You can see the grounds surrounding Kensington Palace which are located one end of the park.
4 This is one for all the Harry Potter fans out there! If you want to find Platform 9 ¾ they have it all set up, permanently, King’s Cross Station.
5 Tate Modern is located the banks of the River Thames in a former power station.
6 Piccadilly Circus is London’s measly attempt at Time’s Square. It’s always ridiculously busy with bright billboards lining the edges of the buildings; and you’ll probably find yourself here if you’re planning an evening the West End or Soho!
7 The British Prime Minister lives number 10 Downing Street during his or her time as PM.
Adapted from: https://worldofwanderlust.com
5 Which must-see attractions have you already seen? Where were they? Were they really worth seeing?
a Preparation: think of the must-sees that you have seen and write them down on a sheet of paper. Make some notes: add where they were located and if/why they were worth seeing.
b Action: talk to your partner about your must-sees. Use the prepositions of place correctly and be careful when using the past tense.
c Reflection: check your writing by filling in the checklist.
Checklist:
1 Content and structure
• I talked about the must-sees that I have seen.
• I described my experience.
2 Language
• I used good expressions to talk about my preferences.
• I used correct words to describe the must-sees.
• I used the correct prepositions.
• I used correct verb forms. Feedback
6 Look at the given words. Link them to the images below. First write the type of holiday, then add 2 possible activities and finally add where you would typically stay when you go on that type of holiday.
backpacking – beach – camp site – city trip – hiking – luxury hotel – museum –sightseeing – sunbathing – surfing – youth hostel
1 2 3
7 Which strategy did you use to complete this task? Complete the strategy box.
HOW TO structure vocabulary
Preparation and/or look at the pictures.
Meaning
Try to of every word. If you don’t know the meaning, use a dictionary.
Structuring
Try to words together by
8 Find your way around vocabulary.
a Structure the vocabulary below in a logical way. Use a mind map.
building a sandcastle – buying clothes – collecting souvenirs – diving off a cliff –dog sledding – floating on your inflatable beach mattress – going to a museum –lying in a hammock – picnicking in the park – putting up/pitching a tent for the night –reading a book – renting a mountain bike – scuba diving – sightseeing –sipping a virgin mojito – skiing – snowboarding – taking a nap on the beach –taking public transport – trying a new language
b Show your mind map to a partner. Explain why you grouped the words in this particular way.
c Close your book and take a sheet of paper. Write down as many words as you remember in 2 minutes.
9 Now add your own vocabulary to your mindmap. Use an online dictionary if necessary.
10 How about you? What do you like to do when you are on holiday?
a Preparation: write down at least 3 of your favourite activities first.
b Action: write a paragraph of 50 words in which you describe the activities, where you can do them and why you like them so much. Use appropriate vocabulary and expressions to describe your preferences.
c Reflection: check your writing by filling in the checklist.
Checklist: my favourite holiday activities Yes I think soNo
1 Content and structure
• I wrote about 50 words.
• I described my favourite holiday activities.
2 Language
• I used good expressions to talk about my preferences.
• I used correct words to describe the activities.
• I used the correct prepositions.
• I used correct spelling and punctuation.
Feedback
CHECK 1, see p. 132
Talking about past situations
1 You will get a role card. Interview your partner.
2 Read the text and answer the following questions.
a Where does Melissa come from?
b Which means of transport did she use during her holiday?
c Which city did not make the best impression?
d Was Melissa satisfied with her holiday? How can you tell?
Posted by Melissa – June, 14
This summer I went on the vacation of a lifetime. My family and I spent the first three weeks of the summer in Europe. We were there to visit family on my dad’s side but got the chance to do a lot of sightseeing while we were there. What I didn’t enjoy was the ten-hour flight, but I’d say it was definitely worth every minute. We went to Germany and Switzerland and while there made side trips to Paris, France and Luxembourg.
The countries we went to were amazing and the countryside was beautiful. Did you know that the countries of Europe are a lot different than America? The buildings for the most part are all very old, made of stone, and intricately designed. The towns were small with the buildings close together. Between towns there was rolling green countryside. Towns are not as spread out as America and streets are much narrower. You could tell a town was coming from a mile away by the church’s steeple found in almost every town.
Our first day trip was to the two-thousand-year-old town of Trier, Germany. Trier was a remarkably beautiful city. Every building in the town square had some kind of history. Every windowsill had beautiful bright red baskets of flowers hanging from them. Some of the buildings had marvelous carvings on the sides. The cathedrals were amazing too. It seemed as if every inch had some kind of intricate carving, including the ceilings. While there we also saw the Porta Nigra (Black Port), a small section of a former gateway to the city. The city was founded around 16 B.C. by the Romans. The food there was excellent and was always more than enough.
They have their dinner at noon and if you want to eat between two and five you are out of luck, except for a few places that serve cake. Anything you need from a store must be gotten before nine o’clock because there are no twenty-four hour stores and nearly all stores are closed on Sunday.
Our next day trip was to the towns of Bernkastel and Cochem. Bernkastel was a cool town with lots of interesting looking buildings and these too were very historic. Just a few kilometers away was the town of Cochem which has a castle that we got to go inside of. The castle was amazing and the views were breathtaking. For miles you could see small villages surrounded by grape vines. Afterwards we had an amazing meal at a restaurant in a town called Morshels.
That first weekend we got to go on an overnight trip to Paris. Paris was amazing but it didn’t look like I imagined. We saw the Eiffel Tower, Arc de Triumph, Louvre museum, and the famous Ritz hotel. We also got to take a boat ride on the river there. Did you know you can have dinner on the boat? We didn’t have time for that, so we didn’t do it. We took a walk on
the Champs Elysees andtoured the amazing Notre Dame. Weattended Sunday Mass there, although Ididn’t understand a word of it! Pariswas also very loud, crazy, and busy.
On another day wewent to the town of Idar Oberstein, a jewelry making town. They are famous for making jewelry from rocks in the mountainside. There is a castle there too and a church built right into the side of the mountain.
We spent our last full day there in the country of Luxembourg. Luxembourg is very different from what we saw in Germany. Luxembourg still has a palace with a Duke and Duchess and it has a guard out front.
After a tearful goodbye to Germany we left for Switzerland. Our time there, while shorter, was also amazing. We took a train ride to Zurich and spent our first day there shopping in all the big city shops. I didn’t get everything I wanted! Then we got to drive through the mountains over the Susten pass. The weather was not that great, but it was still wonderful. In my grandpa’s hometown, we went inside two castles that he used to go in as a child.
to carve: to cut out from wood or stone church’s steeple: pointed tower of the church former: previous, in the past grape vines: plants that grow grapes to produce wine intricately: with a lot of detail
Our last full day we went to the city of Lucerne and looked out over the lake and river there and spent nearly the whole day buying souvenirs before we had to return for a big family dinner where there were four generations of my family.
Even though the weather was not the best while we were there, we had the best time we could’ve possibly had and I hope one day very soon I can go back to the wonderful sights and people.
Source: www.teenink.com 3 Read the text again and answer the following questions. a Melissa compares Europe to the USA. What are the differences in her opinion?
reading
b What did Melissa visit in Paris?
c Give Melissa’s itinerary (plan of travel).
4 Check the text on p. 98-99 and answer these questions.
a What time period does Melissa refer to? past present future
b Melissa used a specific tense to describe her trip around Europe.
– In yellow highlight 5 examples in the 1st paragraph (l. 1-5) and 5 examples in the 6th paragraph (l. 33-38). – In green highlight 3 examples in the text of how Melissa said something in a negative form. – In blue highlight 2 questions Melissa asks.
5 Have a closer look at the examples in the positive sentences you highlighted in question 1b above. Put them in the correct column. Highlight the subject. Complete the rule.
HOW TO study vocabulary and grammar
Knowing the irregular verbs by heart is an absolute must! You will find a list of irregular verbs in this unit on p. 121-123.
– Divide the list into smaller parts (e.g. 7 verbs) and study one part every day.
– There are a lot of (online) tools that can help you study. Try using an app like Quizlet to study irregular verbs and word lists, etc.
– Try to actively learn the irregular verb forms, e.g. by playing a game, making flashcards, or making an irregular verbs rap. See p. 121-123
6 Look at the following verbs. Write down the past simple form, and then complete the rule.
VerbPast simpleRule
stop
verb ends in a stressed vowel and a consonant: grab prefer
VerbPast simpleRule
love
verb ends in -e: change
VerbPast simpleRule carry
ends in a consonant + -y: try
VerbPast simpleRule
travel
verb ends in a vowel + -l: distil
VerbPast simpleRule
mimic
verb ends in a vowel + -c: picnic
In British English travelled is the past simple tense of to travel In American English it is spelled traveled
7 Listen to the words (all ending in -ed) and write them in the appropriate column, and then try to complete the rule. Tip: check the final sound of the regular verb.
Pronounced as:
listening
If the final sound of a regular verb is pronounced like the letters or then ‘-ed’ is pronounced as
8 Play the -ed pronunciation game.
If the final sound of a regular verb is a consonant (= /p/, /k/, /‘/, /s/, /T/, /t ‘/, /‘/) then the ‘-ed’ is pronounced as
If the final sound of a regular verb is a consonant, or diphthong, then the ‘-ed’ is pronounced as
9 Explain to your friends what you did on holiday. Look at the pictures and write 1 sentence for every picture. writing
In English the days of the week are written with a capital letter: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday. Also the months of the year get a capital letter in English: January, February, March... Seasons are not written with a capital letter: summer, fall/autumn, winter, spring.
10 Think about what you did yesterday. Write a short paragraph (about 40-50 words) describing what you did, when you did it and where you did it.
a Preparation: list the activities you did yesterday and write down when and where you did them.
b Action: write your text. Use appropriate vocabulary and focus on the past simple tense.
c Reflection: check your writing by filling in the checklist.
1 Content and structure
• I wrote about 50 words.
• I described the activities I did yesterday.
2 Language
• I used the past simple tense correctly.
• I used correct words to describe the activities.
• I used correct spelling and punctuation.
Feedback
d Now talk about what you did yesterday with your partner. Is there anything you have in common? If so, what? Pay attention to the pronunciation of the verb forms.
11 Put the negative examples from question 4b (p. 100) in the table. Follow the example and complete the rule. Past
What I didn’t enjoy was the ten-hour flight.
12 Write full sentences using the past simple tense in the negative form.
1 You / travel / not / to India / last year.
2 Amina / move / not / to Italy.
3 Kajal and Peter / get lost / not / in Oxford.
4 We / panic / not / when we / miss / the plane.
5 I / arrive / not / at the hotel / on time.
13 Put the 2 questions from question 4b (p. 100) in the table below. Follow the example and complete the rule.
What did you do
14 Make questions using the information. Then give a short answer.
1 you / visit / a museum / in France / two weeks ago? (+)
2 Ibrahim / go surfing / last summer? (-)
3 Carol and Diego / write / a postcard / from Brazil? (+)
4 Omar / bring / souvenirs / from Beijing? (-)
5 Matteo / go scuba diving / in Egypt? (+)
15 Asking and answering questions about a set of cards.
a Preparation: look at your 5 cards and try to find the correct vocabulary to describe each activity. Ask your teacher if you need help.
b Action: ask a correct question to find out whether your partner did that activity. Your partner will answer in a full sentence using the information on their card.
c Reflection: check your exercise by filling in the checklist.
Checklist: asking and answering questions
1 Content
• I asked at least 5 questions.
• I answered every question in a full sentence.
2 Language
• I used the past simple tense correctly.
• I used correct words to describe the activities.
• I formulated my questions correctly.
• I formulated my answers correctly.
• I paid attention to my pronunciation.
Feedback
16 Form groups. Your teacher will give you a board game and the rules on how to play it.
CHECK 2, see p. 137
STEP 3 ⁄ Because the internet said so Writing a review
1 ⁄ Where can I stay?
1 Discuss these questions.
a What types of accommodation have you already stayed in?
b Give 1 positive and 1 negative aspect of each type of accommodation.
2 Match the hotel vocabulary with the corresponding picture.
2 ⁄ What kind of traveller are you?
1 Watch the customer review video and answer these questions.
a Why do you think the staff stepped in?
b Do you think the video is realistic? Why (not)?
c Do you often read online reviews before doing or buying something? Why (not)?
2 Do the online quiz and find out what kind of traveller you are.
YOU ARE AN ADVENTURER!
You love the thrill of exploring new places and you seek out exciting adventures. Not one to sit idly on the beach and read, you think of vacation as a time to rediscover your playful side – wind surfing, skiing, kayaking or even trying out that zip line are all up your alley. The world awaits… and you’re eager to jump in headfirst!
YOU ARE A FAMILY TRAVELLER!
It really doesn’t matter where you vacation, as long as everyone is together and enjoying each other’s company. From dragging mom or dad to theme parks or gathering the entire clan for a fun-filled family reunion, your vacations are centered on what’s important to you – family.
YOU ARE A RELAXATION
Ahhhh, there’s nothing better than sitting by the beautiful pool with a virgin mojito and a good book. Vacation takes you away from the hectic lifestyle of the everyday and gives you that special time just to unwind. Unhurried dinners, sleeping in late, and strolling on the beach are your idea of a perfect week away.
YOU ARE AN URBAN
You love museums, shows, great restaurants, and all the trappings of city life. Whether you are exploring Paris, New York, Chicago, or Los Angeles your vacation is a chance to uncover a city’s arts and culture scene with each step you take.
reading
3 Form groups according to what type of traveller you are. Do the following tasks together.
a Take a close look at the text you will get and answer the questions.
– What is the source?
– What kind of text is this?
– Who is the author?
– Do you think you can trust this text? Why (not)?
b Read the holiday activities your group gets. What ratings would you give? Why?
4 There are hotels in all kinds of types and price ranges. Some are very luxurious, while others only cover the bare necessities. And some… cover nothing at all!
a Read the newspaper article about the Grosvenor in Blackpool and say whether the following statements are true or false.
1The Grosvenor is far away from Blackpool Tower.
2 Two out of the ten worst hotels in Europe are located in the United Kingdom.
3The Grosvenor takes pride in its cleanliness.
4Dudley Osborn thinks it is not a good idea to trust TripAdvisor reviews.
5It costs £25 per night to stay at the Grosvenor.
b Indicate in the text where you found the answer. reading reading
The beauty of the Grosvenor Hotel is that it’s within spitting distance of Blackpool Tower. The bad news for guests is that the windows are so lthy you can hardly see through them. Visitors used TripAdvisor to complain of pokey, smelly rooms, stained bedding, mouldy walls, and beds ‘like park benches’. The comments were backed up with shocking pictures of lthy ceilings, broken toilets and smashed power sockets.
But the Grosvenor – which charges £25 per person per night – is not the only British hotel held up for its lack of cleanliness. Astonishingly, all but two of Europe’s worst ten are in the UK. Of the 33 customers who reviewed the twostar Grosvenor in Albert Road, only three had anything good to say about their stay, with 28 indicating they had a ‘terrible’ time.
Several visitors said it was the worst hotel they had ever stayed in. Despite the hotel claiming that ‘cleanliness is our priority’, several disgruntled guests wrote that it was ‘ lthy’ and ‘disgusting’. One wrote: ‘As I opened the door I was greeted by a damp wall and ceiling, tiles falling from the bathroom ceiling, holes in power sockets which were clearly visible (in a family room), the TV cable was hanging down loose, with no remote control. ‘As for the Tower view – the windows were so lthy that we could not even see the road!’ Another said the hotel lift was ‘more frightening’ than rides at the Pleasure Beach.
Second on the TripAdvisor roll of shame is a hotel in Budoni, Italy, but this is quickly followed by the Park Hotel, in Victoria, London, where guests complained of an ‘overwhelming’ smell and being bitten by bed bugs. Dudley Osborn, of the British Hospitality Association, which represents UK hoteliers, admitted there were some ‘grotty establishments’ in Britain,
but warned that TripAdvisor was a subjective website which was open to abuse. ‘Its reviews are based on anecdotal evidence, they are not an exact science,’ he said.
Sunny Khajuria, who bought the Grosvenor six months ago, admitted it was a ‘mess’ but that they were in the process of renovating. ‘There are 47 rooms and we can’t do it overnight,’ he said. ‘We are now putting things right and are in contact with the guests who posted negative views to ask them how they’d like us to improve.’
TripAdvisor sifted through more than 30 million evaluations worldwide. It also compiled dirty lists for America, Canada and Asia.
anecdotal evidence: people adding personal stories rather than keeping to the facts
bed bugs: small animals that live in a mattress
damp: moist, wet disgruntled: unhappy, unsatisfied
mouldy walls: walls with mould on them (‘schimmel’)
Source: www.dailymail.co.uk
pokey: very small
5 Read the article again and answer the following questions.
a Is the Grosvenor the only hotel in the UK that made the top 10 list of worst hotels in Europe?
b Highlight in the text what the rooms in the hotel look like.
c Is there any hope for the Grosvenor?
d Have you ever stayed at a hotel, youth hostel or camping that wasn’t clean? What was your reaction?
e Would you warn other people not to go there? Why (not)?
6 How is it said in the text?
1 The hotel is really close to Blackpool Tower.
2 The beds are really uncomfortable.
3 The hotel lift is not safe.
4 It will take a long time to renovate all the hotel rooms.
7 Read these reviews of the Grosvenor Hotel.
a Compare the 3 reviews and complete the table.
A warm welcome awaits you at the Grosvenor Hotel, whether as old friends or new. Nestled in the heart of Blackpool, close to the Tower, Winter Gardens, Beach and is within easy reach of the bus and train stations. For those who wish to explore the vibrant nightlife we have a night porter on duty so there is no need for late keys. Your comfort is our priority, as is the cleanliness and standard of service.
Source: https://www.tripadvisor.com SPOKEN
Don’t listen to the reviews on here! How can you complain about the free blood stains on the pillows, the out of this world sick stain in the hall on the first floor by the stairs, and you get free mozzie bites as well! Loved the couch throw as a duvet! Great design of wallpaper with the sick stains, and the splatted fly stains! How could I forget? The dining room had a hole in the ceiling where it looked like a fireman’s pole was being fitted!
Stayed for 2 nights for Easter. The hotel was clean and tidy. The room was basic but clean. The entertainment was a bonus so we didn’t have to go out. All the staff were amazingly friendly and couldn’t do enough for us. The mushroom risotto for starter was cooked to perfection along with the rhubarb crumble. The negative points were really bad porridge which tasted like wallpaper paste made with barley and water, I think, and the cheap sausages for breakfast.
1This customer stayed at the Grosvenor.
2The writer of the review was quite satisfied.
3This review contains humor.
4This text is probably not a real review.
5This review has both positive and negative sides.
b Explain why 1 of the 3 is not a real review.
c Which elements do you recognize in the other 2 reviews?
1The writer clearly explained how he feels.
2The writer described the situation in detail.
3The writer wrote a personal story.
4The writer used full sentences.
5The writer used correct spelling and punctuation.
8 Highlight the parts of a review in the example below. Then write the correct number next to the part you highlighted.
1 Conclusion of the review
2 General score
3 Title
4 Name of the accommodation
5 Moment of review
himanshu0505
Faridabad, India 23 54
6 Introduction to the review
7 Name of the reviewer
8 Detailed score
9 Review
Review of Hotel Marina
Reviewed November 14, 2021
It was a pleasure staying at this brand new property, which is 5 minutes walking from the Mall. Marina is a nice hotel with excellent food and service. They offer complementary fruit, chocolates and coffee in the room. Breakfast is good and you can choose: Indian, continental, etc. Also the restaurant is very good and reasonably priced. Overall the experience was brilliant and enjoyed our weekend getaway a lot. I will definitely stay there again.
Date of stay: July 2021
Room tip: Always go for the top floor room.
Trip type: Traveled as a couple Value Cleanliness Service
Ask himanshu0505 about Hotel Marina
Source: https://www.tripadvisor.com
For more information on how to write a good customer review, check the Summary of this unit. See p. 128
3 ⁄ What were you doing?
1 Read the reviews of the Tower of London below and do the tasks.
a Highlight the forms of the past simple tense.
b Are there other past tenses in the text?Highlight them in a different colour.
A must see while in London!
June • Family
Highlight
The price is definitely worth it! There is so much to see, the historywas great and all the staff whowere dressed historicallywere so friendly and approachable, andhad brilliant knowledge! The Crown Jewelswere a great sight. The guardswere standing in the heat for a long time, while theywere alsokeeping up their stances. They definitelyknew what they were doing. However Imanaged to get a picture with them when theychanged over, whichwas great! They alsohad the actual execution block whichwas amazing to see!
A must see December • Family
Don’t be discouraged by the long line, it moves very quickly. Get a guidebook when you buy your tickets, because itwas the perfect time to read the history while wewere waiting. Wegot in a single line thatwent back to the elephant and ittook about an hour from there until weentered the building but itwas worth the wait. The chapelwas another one of our favourite areas - such amazing history!
Source: https://www.tripadvisor.com
c Write the new forms in the grid below. Make sure to add the subject and the rest of the sentence. Look at the example. Then derive the rule from the examples.
Example 1e.g. The guards were standing in the heat.
Example 2
Example 3
RULE
2 Complete the table below with the correct forms. Use the same verb for each row. Mind: some are positive, some negative and some are question forms!
I wasn’t standing in line.
We were waiting. You weren’t going. They were keeping.
Were you laughing? Was she taking?
3 Look at the sentences below and highlight the two forms of the past tenses in different colours.
a Draw a timeline and indicate both the past tenses. We saw ravens flying off and on all the time while wewere waiting in the queue. Amazing sight!
During the Second World War the soldiers were getting ready to carry out the Ceremony when a bombfell next to the White Tower.
b Finally, can you derive the difference in meaning between the two types of past tense?
4 Fill in the correct form of the past tense in the sentences below. Choose between the past simple and the past continuous.
We (1 to drive) our car in Folkestone when we suddenly (2 to realise) we (3 to have) to drive on the left. A bird (4 to hit) the window of the classroom when we (5 to take) our English test.
While Sue (6 to board) the London Eye she (7 to hear) a loud noise. As the thunderstorm (8 to come) closer, she (9 to decide) not to take the risk and do something else. She (10 to look) for a dry place to have a nice cup of tea when the rain (11 to come) pouring down. After a while she (12 to find) herself a cosy place and (13 to order) some tea. All of a sudden a man (14 to walk) up to her and (15 to say) hi when she (16 to sit) by the fireplace.
They (17 to visit, both) London on their own and (18 to decide) to spend the rest of the afternoon together. They (19 to have) an amazing time when suddenly the news (20 to break) that lightning had actually struck the London Eye!
5 Fill in the correct form of the past tense below.
Don’t miss the Beefeater tour!
We (1 to take) a Beefeater tour, although we (2 to plan) to do the Battlements walk. Our guide, Bob (3 to have) many good, humorous and enlightening historical stories and a strong gravely voice that (4 to be) easy to understand. After the tour you can visit the grounds and explore more in detail, which will take another hour or two after the 45-minute Beefeater tour. Many of the prisoners (5 to carve) inscriptions on the walls while they (6 to await) their executions and you can read some and partly understand their plight. You can see the crown jewels and other gold artefacts. We (7 not to expect) to see the Imperial State Crown, but we (8 to be) surprised to see it on display. Definitely worth a visit!
Adapted from: www.tripadvisor.co.uk
6 Use these pictures to write a short review about your holiday activities. a Preparation: look at the pictures. Write 1 or 2 words under each photo to describe the activity you see. Look up the words that you don’t know.
b Action: write a review of 50-75 words. Use the information from a. Use the past simple and the past continuous correctly and write full sentences.
c Reflection: check your review by filling in the checklist.
Checklist: reviewing my visit to the Statue of Liberty
1 Content and structure
• I wrote 50-75 words.
• I described the activities in every picture (where, when, with whom?).
2 Language
• I used the past simple tense correctly.
• I used the past continuous tense correctly.
• I used correct words to describe the activities.
• I used correct spelling and punctuation.
Feedback
CHECK 3, see p. 143
Yes I think soNo
GENERAL
VERY SPECIFIC IN ON AT
Keep in mind
• IN + space
(Prepositions of place)
Keywords
– countries
– cities
– neighbourhoods – enclosed spaces
– streets – avenues – parts of a street
– address – specific location
• ON + surfaces: e.g. on the table, on the floor
• No preposition: downtown, e.g. I live downtown.
Examples
Football was invented in England. He lives in Tokyo. He always goes out in the city centre. The party is in my backyard but I will keep the drinks in the kitchen.
There are many shops on Arlon Street. She lives on Tate Avenue.* There’s a block of flats on the corner.
The party is at 25 Box Street. I will wait for you at the bus stop.
*In British English you live in a street or avenue (vs. on a street in American English).
(Past simple and past continuous)
I was waiting for the bus when the pigeon dropped something on me.
1 Past simple
SubjectPositive (+)*
Negative (-)
1st p. sing. I laughed I didn’t laugh
2nd p. sing. You laughed
You didn’t laugh
3rd p. sing. He/She laughed He/She didn’t laugh
1st p. plur. We laughed. We didn’t laugh.
2nd p. plur. You laughed
3rd p. plur. They laughed
Rule: Subject + base form of the verb + -(e)d
You didn’t laugh
They didn’t laugh
Subject + didn’t/did not + base form of the verb
Question (?)
Did I laugh?
Did you laugh?
Did he/she laugh?
Did we laugh?
Did you laugh?
Did they laugh?
Did + subject + base form of the verb
*Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart.
– Consecutive actions in the past e.g. We first visited London Tower, then we had a picnic in Hyde Park and eventually we went to The British Museum.
– The events in a story that is told in the past e.g. It was difficult to see as though an ice cube had enclosed his body. Frostbite worked its way down his fingertips, turning bluer by the second.
/Id/ /t/ /d/ wanted helped called visited looked loved ended missed played attended watched washed sniffed
If the final sound of a regular verb is pronounced like the letters /t/ or /d/ then ‘-ed’ is pronounced as /Id/.
Spelling exceptions!
If the final sound of a regular verb is a voiceless consonant (= /p/, /k/, /f/, /s/, /T/, /t‘/, /‘/) then ‘-ed’ is pronounced as /t/.
Base form of verbPast simpleRule enjoy enjoyed
If the final sound of a regular verb is a voiced consonant, vowel or diphthong, then ‘-ed’ is pronounced as /d/.
vowel + -y: regular verb + -ed stay stayed hurry hurried
consonant + -y: -y g -ied try tried stop stopped stressed vowel + consonant: double the consonant + -ed plan planned arrive arrived
verb ends in -e: verb + -d use used travel travelled
vowel + -l: double l + -ed cancel cancelled
IRREGULAR VERBS
Many verbs are irregular! You have to learn them by heart. See Summary, p. 121.
2 Past simple of ‘to be’
FORM
Subject Positive (+)Negative (-)
1st p. sing. 2nd p. sing. 3rd p. sing.
1st p. plur. 2nd p. plur.
3rd p. plur.
I was. You were. He/She/It was. We were. You were. They were.
I wasn’t / was not. You weren’t / were not. He/she/it wasn’t / was not. We weren’t / were not. You weren’t / were not. They weren’t / were not.
Questions (?)
Was I?
Were you?
Was he/she/it?
Were we?
Were you?
Were they?
‘To be’ is a special verb.
– It has an irregular form in the past simple.
– There is inversion to ask questions.
e.g. He was happy. g Was he happy?
–To talk about past factsand states e.g.The weather was absolutely gorgeous!
–To talk about actions and events that happened in the past and that are completely over e.g.When I was 5, my dad taught me how to swim.
–There is often a specific timeindication: yesterday, 2 years ago, last week, in 2015, etc.
e.g. It all started in November 2014 I went to the beach yesterday
When I was 5
Yesterday in November 2014 Now
Base formPast simplePast participleMy notes arise arose arisen be (auxiliary)was/werebeen bear bore born/borne beat beat beaten becomebecamebecome begin began begun bend bent bent bet bet bet bid bid/badebid/bidden bite bit bitten blow blew blown break broke broken bring broughtbrought build built built burst burst burst buy boughtbought cast cast cast catch caughtcaught choose chose chosen come came come cost cost cost cut cut cut deal dealt dealt dig dug dug do did done draw drew drawn drink drank drunk drive drove driven eat ate eaten fall fell fallen feed fed fed feel felt felt fight foughtfought find found found fly flew flown forget forgot forgotten forgive forgaveforgiven
freeze froze frozen get got got/gotten give gave given go went gone grow grew grown hang hanged/hunghanged/hung have had had hear heard heard hide hid hidden hit hit hit hold held held hurt hurt hurt keep kept kept know knew known lay laid laid lead led led leave left left lend lent lent let let let lie lay lain light lit/lightedlit/lighted lose lost lost make made made mean meantmeant meet met met pay paid paid prove proved proved/proven put put put quit quit quit read read read ride rode ridden ring rang rung rise rose risen run ran run say said said see saw seen seek soughtsought sell sold sold
send sent sent set set set
shake shook shaken
shine shone/shinedshone/shined
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid
speak spoke spoken
spend spent spent split split split
spread spreadspread
stand stood stood
steal stole stolen stick stuck stuck strike struckstruck
swear swore sworn
swim swam swum
take took taken
teach taughttaught
tear tore torn
tell told told think thoughtthought throw threw thrown
understandunderstoodunderstood undertakeundertookundertaken upset upset upset
wake woke woken
wear wore worn
win won won wind woundwound
write wrote written
4 Past continuous
SubjectPositive (+)
Negative (-)
Question (?)
1st p. sing. I was talking I wasn’t talking Was I talking?
2nd p. sing. You were talking You weren’t talking Were you talking?
3rd p. sing. He/She was talking He/She wasn’t talking Was he/she talking?
1st p. plur. We were talking We weren’t talking Were we talking?
2nd p. plur. You were talking. You weren’t talking. Were you talking?
3rd p. plur. They were talking They weren’t talking Were they talking?
Rule: Subject + was/were + -ing form of the verb
Subject + wasn’t (was not)/weren’t (were not) + -ing form of the verb
– Longer actions going on in the past e.g. Her husband was working on a paper. – (Background) descriptions e.g. The tourist was wearing a raincoat and gloves.
Keywords:
– ’while’ and ’as’ + past continuous
e.g. As he was frying eggs, he found a piece of egg shell.
– ’when’ and ’suddenly’ + past simple
Was/Were + subject + -ing form of the verb
e.g. We were walking down Oxford Street when we suddenly heard a drum band.
5 Past simple and past continuous
Combine the 2 tenses if you want to make clear something happened while you were in the middle of a longer action going on.
e.g. We were enjoying a nice cup of tea when a man walked over to us. were enjoying past continuous walked past simple
WINTER HOLIDAY
CULTURAL HOLIDAY
ADVENTUROUS HOLIDAY
1
Why & what?
Why are you writing?
e.g. Are you very happy or unhappy about the service you got/the trip you went on?
What are you writing about?
e.g. a family trip, a sightseeing tour, a guided tour, etc.
Be prepared
Do you know how to send in your review?
e.g. email or customer form
Be descriptive
Describe the product (e.g. the trip) that you are reviewing in 1 to 2 sentences.
Give details Use complete sentences
Don’t just say: ‘The room was dirty’ but give examples and details to back up your argument.
Don’t write things like, ‘okay food, terrible service’. People will believe your review more if you write in complete sentences, rather than fragments that leave the reader wanting more.
Personalize your review
Write about your experience, so people can determine if they would like to use that service as well.
Be honest
Don’t make up things or exaggerate to make your point.
Write a well-organized and structured piece
Title of your review
Name what you are reviewing.
Give a fair rating
himanshu0505 Faridabad, India 23 54
Positive feedback for wonderful stay
Review of Hotel Marina
Write a short title that gives an idea of the tone of your review.
Reviewed November 14, 2021
It was a pleasure staying at this brand new property, which is 5 minutes walking from the Mall. Marina is a nice hotel with excellent food and service. They offer complementary fruit, chocolates and coffee in the room. Breakfast is good and you can choose: Indian, continental, etc. Also the restaurant is very good and reasonably priced. Overall the experience was brilliant and enjoyed our weekend getaway a lot. I will definitely stay there again.
Date of stay: July 2021
Room tip: Always go for the top floor room.
Trip type: Traveled as a couple Value
Your review
Share your experiences to help travellers make better choices and plan their dream trips.
Avoid mistakes
Proofread! A review full of grammatical errors takes away your credibility as a reviewer.
Submit or send in your review.
Cleanliness Service
Structuring vocabulary is a personal process. No 2 people will structure the words in exactly the same way. Choose the way that works best for you. Here are some tips.
Read through the word list and/or look at the pictures.
Try to understand the meaning of every word.
Which words belong to the same category in terms of content?
Find a keyword or category for the words that belong together. e.g. means of transportation: bus, car, boat, airplane
Use dictionary or thesaurus if necessary.
– Try to establish links:
• Which words are synonyms?
• Which words are antonyms?
Write the words schematically in a mind map, a tree structure or any other form that works for you. Do this on a sheet of paper or use a computer.
Add pictures, drawings or descriptions if necessary.
beach types • city trip
backpacking
surfing hiking
holidays • activities • sunbathing
going to a museum
sightseeing
youth hostel
accommodation • camp site
luxury hotel
Short phrases:
I love … because…
I’m fond of … because…
I have a slight preference for … because…
I prefer …
I prefer … to … because…
I like … / I like … much more than … because…
I don’t like … because…
I hate … because…
… it is relaxing.
… I want to see the world.
… I’m an active person.
… it is boring.
… I don’t like to get wet. … I’m no daredevil.
In conversation:
I would definitely enjoy hiking because I love being outdoors.
– I would definitely / probably / possibly / maybe enjoy … (-ing form of activity), because…
– … (-ing form of activity) is what I would like to try / experience, because…
– The activity that I would definitely / probably / possibly / maybe not enjoy is … (-ing form of activity), because…
To keep the conversation going use some of the following expressions:
– What do you mean by that?
– Could you explain that a little more?
– I don’t really understand what you mean.
– What is your point?
– I agree with you.
– I would like to add that…
1 Lauren would like to make a collage of her trips to post on Instagram. Can you help her? Write a full sentence describing each picture: write what she is doing and where she is doing it. Look at the example.
e.g. Lauren is kissing a dolphin in the pool. /
Lauren kissed a dolphin in the pool.
2 Use the correct preposition of place. Choose between ‘in’, ‘on’ or ‘at’.
a I’ve been looking all over for the new John Green book. Where did you find it? I found it the library.
b My favourite scary movie is A Nightmare Elm Street. What is yours?
c Prince George was born London, St Mary’s Hospital.
d I love your new shoes. Where did you buy them? I bought them this thrift shop the corner of JFK Boulevard and 19th Street.
e I would love to spend my holiday a sunny beach somewhere the Bahamas.
f One of the most exciting locations to celebrate New Year’s Eve New York is Times Square.
Score < 6 6 – 7 > 7
Next exercise ex. 6 ex. 3 ex. 4
3 Read the text about holidays in Slovenia and answer the questions.
a What is the source of this text?
b What is the goal of the text?
c What is the text type?
d What is Slovenia’s capital and how is it described in the text?
e The writer of this text stresses the harmony of this trip. List 4 examples.
f What does ‘bonding’ mean in line 10?
g What is meant by ‘Even the most restless teenagers will be thrilled and unstuck from their screens.’ in line 6?
Prices from £1099 per person
Add to wishlist ›
Family activity holidays in Slovenia are perfect for families who love the outdoors. Great for active teenagers who enjoy multiple activities.
Staying in the fairy-tale capital Ljubljana, you will be able to discover the best of this picture postcard country. Our Slovenia family activity holidays have been especially designed to showcase Slovenia’s outstanding natural beauty, but also offer the most action-packed itinerary possible. Even the most restless teenagers will be thrilled and unstuck from their screens.
Get ready for many days of fun, thrills, spills & laughter, as well as the opportunity to visit many stunning locations such as the iconic ‘Lake Bled’. There are too many activities to mention, but some of the highlights include white water rafting, kayaking and SUP boarding.
Our dedicated tour leaders look after our families from start to finish, creating fun and bonding the groups together. They always find the balance between adventure and relaxation. Although the week is packed with action, there is also ample family time and space for your own explorations.
If you want to buddy up with similar families who appreciate exploring a country in an authentic way, then you must join our Slovenia family adventure holiday this summer.
Adapted from: https://www.greenworldholidays.com
4 San Francisco (West Coast, USA) is a very popular tourist destination. Match these ‘must-see’ attractions with their descriptions.
A This area is the most visited section of San Francisco. Here you can enjoy street performers, fresh seafood, unique shops and visit the sea lion colony on the west side of Pier 39.
B This bridge is known all over the world. It was built in 1937 and it is more than 2.7 km long.
C This area is located in the heart of the city and is known for its fantastic shopping.
D This means of transportation is a national historic landmark. It is the world’s last permanently manually operated means of transportation.
E This very small island used to be the home for criminals like Al Capone. The prison that was built on the island was said to be inescapable.
5 Watch the introductory clip on San Francisco. Are the following statements true or false? Correct if they are wrong.
Statement
1 San Francisco is located in California about 350 kilometres from L.A.
2 The most interesting activity in Union Square is watching people.
3 Chinatown is located south of Union Square.
4 Pier 39 is quite far from the Embarcadero.
5 Alcatraz was used as a prison until 1863.
6 The Palace of Fine Arts was built in the beaux-arts style of architecture.
7 From the Golden Gate Bridge, there is a view over the Pacific Ocean.
8 Some trees at the park are a century old.
Score < 6 ≥ 6
Next exercise
6 Watch Sam Whitney’s summer video.
Check 2, p. 137
a List 10 things he did during the summer. Use an online dictionary if you don’t know all the words.
b Structure these words in such a way that they make sense to you. Use a separate sheet of paper.
c Explain the logic you used to your teacher.
Score < 7 ≥ 7
Next exercise ex. 5
Check 2, p. 137
1 What did you do last weekend?
a Preparation: think of all the things you did last weekend and select the 5 most noteworthy activities.
b Action: write 5 positive and 2 negative sentences about your activities.
c Reflection: check your task by filling in the checklist below.
Checklist: what I did last weekend
1 Content and structure
• I wrote 5 positive sentences.
• I wrote 2 negative sentences.
• I described the activities I did last weekend.
2 Language
• I used the past simple tense correctly.
• I used the correct words to describe the activities.
• I used ‘in’, ‘on’ and ‘at’ correctly.
• I used correct spelling and punctuation.
Feedback
Yes I think soNo
2 Read the reviews and fill in the missing verb forms in the past simple tense.
Review of Shangri-La Hotel, At The Shard, London
Received fantastic service at the Gong Bar, particularly from the staff Madalina and Fabio. Those two (1 to be) brilliant, they (2 to make) our experience amazing and (3 to go out) of their way to ensure we (4 to have) the best seating. Definitely recommend!
Source: www.tripadvisor.com
Review of Ting Restaurant
I (1 to book) Ting Restaurant as a special treat for my daughter’s 18th birthday, and it (2 not to disappoint)!! The food and service (3 to be) excellent. I would like to also thank our waiter on the night, Berk, who really (4 to look) after us. My daughter (5 to feel) extra special. Thank you, will defo be back.
Source: www.tripadvisor.com
Score < 8 ≥ 8
Next exercise ex. 3 ex. 4
3 Fill in the correct form of the verb in the past simple form.
It (1 to be) a day to remember. It was a rainy Friday. My best friend, my mom and I (2 to be) on a flight to North Carolina. Originally we (3 to plan) for Myrtle Beach South Carolina. Mom (4 to book) the flight not knowing it (5 to be) a three-hour ride from Raleigh Airport.
Our disaster (6 to start) when my best friend, who had never been on a plane, (7 to get) scared upon our boarding the plane. She (8 to run) to the ladies’ room. Mom (9 to try) to comfort her, however, by the
time she (10 to get) back on the line every one already (11 to board) the plane. We (12 to miss) our 7 p.m. flight. We (13 to have) to be on standby for the next flight. We (14 to stand) in the airport until 11 p.m. before we were able to get on a flight to North Carolina.
Upon our arrival at Raleigh Airport it was already 1 a.m. in the morning. Now our destination was supposed to be Myrtle Beach South Carolina. We (15 to try) getting a taxi, but no one (16 to want) to take a three-hour trip. We (17 to stay) until daybreak. Mom (18 to recall) she had a friend living there. Mom (19 to explain) the situation we were faced with. Finally after sitting in the airport for four hours, her friend (20 to pick) us up.
Source: www.teenink.com
Score < 15 ≥ 15
Next exercise ex. 5
4 Read the extract from Love and other trainwrecks by Leah Konen and fill in the missing verb forms. Careful: choose past or present tense!
I CAN HEAR HER FOOTSTEPS BEHIND ME, THE CHUG-CHUG of the suitcase dragging over exposed tree roots. We (1 to be) almost out of the woods. Literally, at least. But guratively, I don’t know. This is why I (2 to think) before jumping, Rina. This is why I (3 can) never just go like you always could. Ammy (4 to take) a deep breath behind me. ‘There better be a bus station on the other side of these woods,’ she says. I’m praying that there is one. That I (5 not to lead) us on a wild-goose chase to prove a point. And that I haven’t ruined both of our nights with one stupid decision. It’s strange how quickly things (6 to move) from good to bad. We were going along, chatting about our lives. I (7 not to tell) her my parents almost (8 to split up) last year. Or that I’m pretty sure they (9 to cash) in the last of their savings to take this damn ‘love renewal cruise.’ Even so, it (10 to be) nice to talk to someone. Someone who (11 to have) the patience to listen, who (12 not to rush) me to just get on with it, say what I (13 to have) to say, make a damn decision already. And then, the moment (14 to be) over. We (15 to be) back under the falling snow. Hoping against hope we (16 not to be) completely lost.
Adapted from: Leah Konen, Love and other train wrecks, 2015, p. 65
Score < 12 > 12
Next exercise ex. 5 ex. 6
5 Look at the pictures of Aida’s trip through some Asian countries. Make the given sentence affirmative, negative and/or a question.
Affirmative Negative Question Aida walked quite a while to the airport terminal.
Affirmative
Negative Question Aida didn’t get a window seat.
Affirmative
Negative Question Did Aida like the Singapore skyline?
Affirmative
Negative Question Aida didn’t visit this marvellous temple in South Korea.
Affirmative Negative Question Aida brought her umbrella.
6 Link these travelling idioms with their meaning. a Match the beginning and the ending of the idioms.
1To go Alight.
2To be in Bhas sailed.
3To be Cthe boat.
4That ship Doff the beaten track.
5To rock Ethe cart before the horse.
6To travel Fout of your suitcase.
7To take Ghas left the station.
8To live Hin the same boat.
9Don’t put Isomeone for a ride.
10The train Jthe driver’s seat.
b Use the idioms in the correct context. Look at the pictures to help you out!
1 Jason loves to go hiking without a map. He is fond of
2 Has your class decided to organize the event together? No, in fact Helen made all the decisions; she is
3 Don’t judge me, we’re all
4 We’re good friends but I don’t think we’ll ever be anything more to each other –
5 Jack truly . I just washed some clothes and he was ready to go.
6 I don’t think we’ll get more money for our project. I’m afraid .
7 Booking a hotel without knowing how you will get there is
8 I like to carry my bags onto the plane, so I try
9 You borrowed €20 from me last week and you want more? , aren’t you?
10 I don’t want , but I can’t come to your party tomorrow.
Score < 15 ≥ 15
Next exercise ex. 5
Check 3, p. 139
1 Reviewing a tourist evening tour.
a Watch the video and answer these questions.
1 Which city does the evening tour take place in?
2 What does ‘to call it a day’ mean?
3 Highlight the monuments that are mentioned in the video.
9/11 Memorial
Dr Martin Luther King Jr Memorial
Golden Gate Bridge
Liberty Bell
Statue of Liberty
Capitol
George Washington Birthplace Monument
Jefferson Memorial
Lincoln Memorial
White House
b Fill in the missing words in this review. You can choose from the words in the box below. Not all words are used.
balance – bathrooms – e-ticket – explore – history – minivan – money – monuments –night – phone – tour – welcome
c Fill in the correct form of the past tenses.
leslieo720
Virginia 6 7
In a nutshell:
The 14-year-old and 60-year-old (and me, the 42-year-old) all (1 to love) it. Eddie (2 to drive) a and (3 not to take) more than 6 people total – and he (4 to be) an incredibly safe driver –more than anybody else around us on the road that . The small group and car (5 to get) you closer to the , and (6 to be) faster to load than any bus – the bus tour people (7 to look) at us while we quickly (8 to jump) in and (9 to take off).
Eddie (10 to know) his in and out – and (11 to grow up) in DC, so he has a breadth and depth of knowledge. In fact, he (12 to talk) so eagerly
that he almost (13 to forget) to stop at the traffic lights (only once though). His knowledge (14 to bring) everything to life!
Eddie (15 to give) clear, excellent directions for walking around the monuments. Essentially, he (16 to give) history during the driving parts, and (17 to give) you 15-30 minutes at each monument to on your own. It is a perfect
I was so surprised at how striking the monuments are at night – because the background buildings fade out of view, it seems to cast a focused reverence on each monument, which is fitting – and even my took great pictures when we (18 to explore) each monument!
PS – Since I (19 to have) problems with my bladder, I was surprised to learn that most of the monuments have that are open at night (till midnight I think) – so that’s good to know since it’s about a 3-hour tour, depending on how quick your group goes – on cold nights people tend to walk faster.
Just book it – we all (20 to feel) the was well spent, the van was always warm on our cold night and I (21 to learn) more than a whole year of American History in high school... plus Eddie is a truly caring person who loves history – he is great at making all ages feel
Source: www.tripadvisor.com
Score < 27 ≥ 27
Next exercise Ex. 3
2
2 You booked a room in a hotel. Unfortunately, your stay didn’t go as planned.
a Preparation: watch the video and complete this description.
Hotel:
What they promise…
Rating:
What you get…
ROOM
Fan full of gunk and
in décor
Grubby around the
Price:
Total: / 15
b Action: write your review based on your notes. Write 50-75 words.
c Reflection: check your review by filling in the checklist.
Checklist: my review of the Brittania Gatwick Lodge Yes I think soNo
1 Content and structure
• I used the information from the video.
• I clearly stated my opinion.
• My text is 50-75 words.
2 Language
• I used the past simple and past continuous tense correctly.
• I used the correct words to describe the hotel.
• I used ‘in’, ‘on’ and ‘at’ correctly.
• I used correct spelling and punctuation.
Feedback
Total: / 10
Score < 17 ≥ 17
Next exercise ex. 3
3 Fill in the correct past tense. Choose between the past simple or the past continuous.
1 Sue (to read) the newspaper when all of a sudden the doorbell (to ring).
2 I (to step) on a broken seashell while I (to walk) along the beach.
3 Meryame (to watch) a Netflix series when the teacher (to tap) on her shoulder.
4 My alarm clock (to go off) when we (still to sleep).
5 Dhani and Khaled (to print) the preparation of their presentation when they (to run out) of ink.
6 No sir, I (not to dream) when you (to call out) my name.
7 Manon (to run) to catch the bus when she (to step) in dog poop.
8 We (to play) basketball on the playground while the others (just to chat).
9 Ibrahim (to do) his homework when his nose (to start) bleeding.
10 While Derek (to speed), he (to keep) looking at his smartphone and caused this terrible accident.
Score < 14 ≥ 14
4
4 Summarize reviews of the ‘Old Black Horse’, a hotel located in Oxford.
a Preparation: read all the reviews of the ‘Old Black Horse’ and highlight the positive and negative points in the reviews.
bAction: write a summary of the positive and negative points. Write about 50 words. Use some of the adjectives below and work on a separate piece of paper. busy – cheap – comfortable – cosy – elegant – expensive – hospitable – luxurious – neat –new – noisy – old – old-fashioned – quiet – romantic – shabby – tasteful – terrible –traditional – warm – welcoming
50 people have reviewed this hotel
Reviewed March 6, 2021 via mobile
17th century coaching inn, which now finds itself on top of a busy main route into Oxford. Very welcoming once you are inside though, which includes the friendly and helpful staff… the landlord had most kindly even planned a route map for me to use the next day in order to travel to an interview!
I stayed in room 5, which is really nicely refurbished in style to complement the character of the inn. However, the wifi is very unreliable in this room… keeps dropping the signal constantly. I would suggest that if you are visiting on business that you ask for a lower floor, where maybe the wifi would have a better signal. (As an emergency, 'Subway' across the road has perfect wifi signal).
Apart from the wifi issue, you really can’t fault this inn. It’s very conveniently situated for Oxford City Centre, and the fact that it has its own car park is a bonus. Substantial breakfast too.
Reviewed June 23, 2021
Stayed 2 nights at this pub June 20th. Very well located – approx 10 minutes from the centre and a stone's throw away from our favourite Moroccon restaurant ‘Kasbah’! Very friendly staff/landlord and the room was clean and comfortable. Breakfast was included in the price but we missed it both mornings due to prior commitments. The pub had its own car parking for residents which was a real bonus. Due to the warm weather we slept with the window open which proved a little noisy due to the room overlooking the main road – it didn’t bother me but some people may find it difficult. All in all I would recommend the Black Horse for price, location and friendliness. We will definitely stay there again.
Value
Sleep Quality
Cleanliness
Location Rooms Service
Reviewed September 5, 2021
The lights of the room were not working. We asked the service to repair it, but they put off the reparation. Finally they did not repair it in 5 days!!! The hotel was clean, but a little noisy. It’s well connected to the city centre.
Value Sleep Quality Cleanliness
Location Rooms Service
Reviewed September 9, 2021
Almost centre of Oxford, lovely and very clean room however the rest of the hotel could do with a make over. Had booked 2 nights. This has got 4 stars from the tourist board how I don’t know, I would give it a good 2 stars.
Pros: Good location – Very nice and clean room – Free car park Cons: Rest of hotel needs make over – dirty old carpets in hall especially Is a pub with rooms above it – so no reception, reception is the bar and the barman.
Source: www.tripadvisor.com
c Reflection: check your text by filling in the checklist. Then swap texts with a classmate. Do you have the same information in your summary?
Checklist: writing a summary Yes I
1 Content and structure
• I used my preparation to write my summary.
• I wrote a summary of all the reviews.
• I referred to the positive and negative points.
• I used some of the adjectives given.
2 Language
• I wrote a fluent paragraph of about 50 words.
• I used the correct words to describe the hotel.
• I used ‘in’, ‘on’ and ‘at’ correctly.
• I used correct spelling and punctuation.
Feedback
Score < 7 ≥ 7
Next exercise All done!
REVIEWING A HOLIDAY ACTIVITY
ORIENTATION
You will write about a holiday activity and review it.
PREPARATION
1 Prepare your review.
– Take 3 cards: 1 activity, 1 location and 1 price. Write down what you see on each of the cards.
ACTIVITY
LOCATION PRICE
– Make a mind map first and write down all the elements that you want to talk about. Think about the location, the price, the service, the experience, etc.
– Write your review as if you were really there.
ACTION
2 Write your review (about 75 words).
– Check the language and the sentence structure.
– Use the correct vocabulary.
– Use the past verb forms.
– Follow the rules of review writing. Add details! writing written INTERACTION
3 Reflect on your task by filling in the checklist.
Checklist: reviewing a holiday activity
1 Content and structure
• I wrote about 75 words.
• I clearly reviewed the activity.
• I added details to make the review personal.
• My review has a good structure.
2 Language
• I used correct vocabulary to describe activities.
• I used the past tenses correctly.
• I used correct prepositions.
• I used correct spelling and punctuation.
Feedback
Trace your steps on diddit.
Yes I think soNo
CHECK IN
Step 3 : describing experiences and consequences
Step 1: expressing conditions and hypotheses
Step 2 : giving instructions
SUMMARY
ON DIFFERENT TRACKS
TRACE YOUR STEPS
CHECK OUT: ORGANIZING A SCIENCE FAIR
1 Read the poem by the American children’s poet Kenn Nesbitt and answer the questions.
a Have you ever done a similar project?
b What is a science fair?
c What do the following expressions mean? – I showed it off at school:
– with a little aid: reading
My project for the science fair was absolutely cool. I built myself a time machine and showed it off at school.
Inventing it was not too hard; I had a little aid.
My future self came back in time and showed me how they’re made.
Kenn Nesbitt
2 Watch the clips in which young people show their inventions. Then answer the questions below. First, you will see Jonathan.
a How old is Jonathan?
b What did Jonathan invent?
c What can you use it for?
d What happens after Jonathan has explained his invention?
3 Watch the second invention and answer these questions.
a How old is Ann? Where is she from?
b What did Ann invent?
c How did she get the idea?
4 Marissa invented the Puff-n-Fluff dog drying system. Do you have any idea what it could be or what it could look like? Watch and answer the questions.
a Who is with Marissa?
b How does Marissa’s invention work?
c Would you use this invention on your dog? Why (not)?
5 Which invention impressed you the most? Why?
STEP 1 ⁄ Get it down to science Expressing conditions and hypotheses
1 ⁄ Words of science
1 Watch the video and answer the questions.
a This extract is: an example of a science fair an advertisement for a film an advertisement to attract new competitors a documentary on the Olympics of for the next edition of this science fair Science Fairs
b Which typical parts of a science fair do you recognize?
2 What type of word or ‘part of speech’ is ‘fair’ in ‘science fair’?
3 You will get a list with words. Organize them and decide what part of speech they are. Use a dictionary if necessary.
4 Use the words from exercise 3 to complete the crossword.
Across Down
4 Someone who can come up with new and interesting ideas is …
6 A person who is interested in and knows a lot about a particular subject.
8 A way of doing something.
9 A synonym for to participate.
10 If you really want to know something, then you are …
1 A date before something must be done.
2 A written version that contains the main ideas of something that is not yet in its final form.
3 To check whether the result is correct.
5 Feeling or showing happiness.
7 A set of actions and rules to do an experiment.
There are many English words that are spelled the same but pronounced differently. Such words are called heteronyms. One set of heteronyms are words that can be used as different parts of speech.
e.g. conduct (noun) /’k&:n d^kt/ to conduct (verb) /’k{nÌd^kt/ analyses (plural noun) /1'n@l si:z/ analyses /’@n{laIzIz/ (3rd person singular of ‘to analyse’)
When you use an explanatory (English-English) dictionary (such as Oxford Learner’s Dictionary, Cambridge Learner’s Dictionary, Merriam-Webster or Collins), you can listen to the pronunciation. Often you get both the British and the American form.
Pay attention to the stress which is shown with a stress mark (a short vertical line printed before the syllable that gets the most stress) or which is underlined.
5 Practise saying the following words as different parts of speech.
a Highlight the syllable that is stressed when the word is a noun in one colour.
b Highlight the syllable that is stressed when the word is a verb in another colour.
c Underline the syllable that is stressed when the word is an adjective in yet another colour.
d Look up the words you don’t understand.
e Do you know any other heteronyms? Make a list below.
2 ⁄ What if?
1 Read the following Science Fair film reviews and answer the questions.
a Are the following statements true or false? Correct the false statements.
Statement
1 The first author is sure that you will like the documentary.
2 If you watch this documentary, you will only see science geeks.
3 When these high school scientists go to a prom, they drink too much according to the 2nd reviewer.
4 The third reviewer thinks the younger generation is optimistic about the future even if it doesn’t look like it.
If you like science documentaries, you will like Science Fair – the winner of Sundance Film Festival’s Festival Favorite Award about kids who savagely compete to be crowned the best young scientists in the world. […]
Source: www.inverse.com
Science Fair is about the scientific process, as demonstrated by cool, smart, and flawed high school scientists who are clearly geniuses. They’re also bros, nerds, and quiet ‘invisible types’. They don’t always do their homework. They go to prom and turn up (assumedly) hung over for their flight to the biggest science competition in the world: Intel’s International Science and Engineering Fair (ISEF). And that’s where the drama unfolds.
Source: www.inverse.com
Even if the future seems bleak at times, the emerging generation is full of hope and wonder, curiosity and verve.
Source: www.rottentomatoes.com
assumedly: here: pretended, act as if emerging: upcoming, next flawed: imperfect, containing mistakes (flaws) savagely: madly, very enthusiastically to unfold: to be made known verve: energy, enthusiasm
b What do sentences that start with ‘(even) if’ express?
2 Read the following jokes and answer the questions.
a Check the verb forms in the sentences. Is there a difference between the verb forms of the first and the second part of the sentence?
b What type of situation is described in each of the jokes? real and possible situations (in the future) unreal or imaginary situations (in the present or the future) situations in which one thing automatically causes another (always true)
If you drop a white hat into the Red Sea, what does it become?
Source: www.funology.com
What do you get when you cross a fridge and a stereo?
What do you get when you cross a caterpillar and a parrot?
Source: www.funology.com
If you cross a vampire with a teacher, you get lots of bloody tests.
3 Complete the following rules of chemistry. Use the verbs from the box below. to be (2x) – to boil – to freeze – to heat – to measure – to melt
1 If you heat water to 100°C, it
2 If water reaches a temperature below 0°C, it
3 If you ice, it
4 When you healthy, your normal body temperature 37°C.
5 When Americans speak about temperature, they don’t use Celsius, but they it in Fahrenheit.
4 Now check the following sentences and answer the questions.
a Highlight the verb forms in the sentences.
b Write what tense they are in.
1 If something can go wrong, it will go wrong.
2 If my geography teacher teaches English, some of us will find it difficult to understand.
3 If my geography teacher taught English, some of us would find it difficult to understand.
4 I will reduce the use of plastic if I bring my lunch in a reusable lunchbox.
5 We could do better for the environment if people cared more about it.
c Which sentences express the following?
real and possible situations (in the future)
unreal or imaginary situations (in the present or the future)
5 Use the information from the previous exercises to complete the grammar box about conditional sentences.
Conditional sentences
A condition is something that must be fullfilled before something else happens or will happen.
A condition mostly starts with
e.g. If my experiment succeeds, I will be over the moon.
There are different types of conditional sentences. Conditional sentences that express:
• a situation in which one thing another are called conditionals
• a or consequence are called conditionals
• something are called conditionals
The verb forms used in conditional sentences depend on the situation:
if-clause = condition main clause = consequence or result Zero conditionals (simple or continuous)
First conditionals
Second conditonals
Keep in mind!
– The if-clause can come before or after the main clause. e.g. I will be over the moon if my experiment succeeds.
= If my experiment succeeds, I will be over the moon.
– In a zero conditional, if = when.
e.g. If people smoke cigarettes, their health suffers.
= When people smoke cigarettes, their health suffers.
= Every time you do this.
– In written English if the conditional clause comes first, you put a comma between it and the main clause. You don’t use a comma if the main clause comes first.
6 Match the sentences.
1 I would fail
a if I knew all chemical elements by heart.
2 I will pass b if I didn’t study.
3 I will fail c if I studied. (but I don’t!)
4 I would pass d if I study.
5 I will surprise my chemistry teacher e if I don’t study.
6 I would surprise my chemistry teacher f if I know all chemical elements by heart.
1 2 3 4 5 6
7 Complete sentences 1 to 5. Then write 3 other conditionals of your own (6-8).
1 If I were a science teacher, I
2 If I can finish my biology task before the deadline, my teacher
3 If you make a draft version first,
4 My own invention will be successful if
8 What are these weird inventions used for?
a Match the inventions to their names.
b Think of a situation in which you could use this gadget. e.g. If you like to eat healthily, you will enjoy this carrot peeler and sharpener.
9 What do you think about these weird inventions? Explain to a partner.
a Which invention from exercise 8 would you choose if you had to choose one for a school project?
If I had to choose one of these inventions, I
b What would you suggest to the inventors of these gadgets?
If I the inventor of
3 ⁄ The scientific method
1 Scientists use the scientific method to conduct experiments.
a Complete the gaps with the most appropriate word from the box. accurate – to analyse – background research – conditions – to conduct – to construct –data – display board – factor – hypothesis – measure – prediction – to repeat –research question – results – to verify
b Put the steps in the correct order.
STEP
Before you start an experiment, you guess what the outcome might be. This is called the . A good one allows you to then make a prediction: If…, then…
Predictions should be easy to
STEP
Start by describing a : how, what, when, who, which, why, where?
STEP
Finally, you communicate your to others in a final report and/or a
STEP
Your experiment tests whether your is , and thus your hypothesis is supported or not. It is important for your experiment to be a fair test. You a fair test by making sure that you change only one at a time while keeping all other the same.
You should also your experiments several times to make sure that the first results weren’t just an accident.
STEP
You don’t want to repeat mistakes from the past, so you do some
STEP
After conducting the experiment, you collect your and it to the prediction. Scientists often find that their predictions were not accurate, and their hypothesis was not supported. In such cases, they will communicate the results of their experiment, and then go back and a new hypothesis and prediction based on the information they learned during their experiment. This starts much of the process of the scientific method over again. Even if they find that their hypothesis was supported, they may want to test it again in a new way.
Adapted from: www.sciencebuddies.org
2 Now use the information from exercise 1 to complete this flowchart.
3 Read about the science project ‘Relationship sight and heartbeat’. a Complete the display board with the correct titles.
CONCLUSION – DATA & GRAPHS – HYPOTHESIS – MATERIALS –PROCEDURE – RESEARCH QUESTION reading Does your heartbeat respond more to a vibrant colour or a dull colour?
• Stopwatch
Diff erent variety of coloured paper
Guinea pigs
Paper
Pencil –Fir st, invite three people to take part in your experiment.
–Sec ond, take each participant’s pulse while they are relaxed.
When at a vibrant colour, NEXT TIME If I had to do a follow-up experiment,
–Then mak e one participant stare at a vibrant colour (e.g. yellow, red, or blue) for 60 seconds. Take their pulse during the experiment and note it down.
–Ne xt, ask the same person to stare at a dull colour (e.g. grey) for 60 seconds. Again, take their pulse.
–R epeat steps 1-6 with your other two guinea pigs.
If
b Complete the hypothesis with the given information.
c Complete the conclusion.
d Think of a follow-up experiment, and add to the ‘Next time’ section of the table below.
e Think of 3 critical questions you would ask if you were a member of the jury.
1 What do you think that happens if…?
2 If you… what…?
3 Do you think the result will/would change if…?
4 Let’s do an experiment in class.
a Read the procedure of the following experiment and complete the research question and hypothesis.
b Complete the list of materials. Which other 2 items do you need?
c In pairs conduct the experiment and draw a conclusion.
d Which follow-up research question(s) can you think of for this experiment? Add to the ‘Next time’ section of the table below.
CONCLUSION
MATERIALS
• A guinea pig
• • A boar d
• PROCEDURE
–One per son writes the word MUL TITASKING on the board, and then adds the number s from 1 to 12.
–Time this pr ocedure.
–Then r epeat this action but write the letters and corresponding numbers simultaneously. So write M then 1, U then 2…
–Time the sec ond attempt.
–Finall y compare the duration of both attempts.
HYPOTHESIS
5 Watch the following youngsters introducing their science fair projects and answer the questions.
a Do you think these kids are presenting their projects well? Why (not)?
– The boy:
– The girl:
b What aspects are important when presenting? Complete the strategy box below. Choose words from the box.
body language – end – enthusiastic – jokes – linking words – opening –the science board – structure
HOW TO give a presentation
1 Start with a good – Be confident.
– Pay attention to your . If you are nervous, start with a deep breath and stand in an easy, straight position with your feet shoulder-width apart.
2 your talk.
– Use a speaking frame (e.g. ).
– Open and close each section with a clear transition. Use to connect the different parts of your speech (e.g. Firstly, secondly, then, next)
3 Inspire and entertain – Be ! – Don’t be afraid to make . Making your audience smile is the easiest way to success.
4 powerfully
– Refer to what is next (e.g. a follow-up experiment), call on your audience or ask a question. See p. 190
6 Remember the weird inventions on p. 163? If you had to invent a funny but useless item, which object would you create and why?
a Preparation: complete the information sheet you will get about your own weird invention.
b Action:
– Present your weird invention to one or more peers.
– Think of a good way to start.
e.g. If you… , then… You will love my invention if…
– Check the tips in the Summary on p. 190 on how to give a presentation.
c Reflection: check your task, and then ask for feedback from a peer.
Checklist: presenting an invention
1 Content and structure
• I started my presentation in an inviting and creative manner.
• I explained my invention in such a way that the listener understood what I described.
2 Language
• I used appropriate stress and emphasis to hold the listener’s attention.
• I paid attention to my pronunciation.
Feedback
Yes I think soNo
STEP 2 ⁄ What is the trick of the trade? Giving instructions
1 You will get a worksheet. Walk around the class and find someone who knows how to…
a If your partner answers affirmatively, then ask them to explain how.
e.g. The best way to… is first to… then… afterwards… next… also… finally… The trick of the trade is…
b In the last column, write keywords to help you remember what to do.
2 Watch the video in which 2 siblings are trying to teach their dad, Josh, how to make a PB & J sandwich. Answer the questions.
a Why did the boy’s first attempt fail?
b Before watching the next attempt, write clearer instructions on how to make the sandwich.
First Second Step 3 Next Finally SPOKEN
c Now compare the daughter’s instructions to yours. Do you think your instructions would be approved by the father? Why (not)?
d Do you think you need to improve your instructions? Change your first attempt (if necessary). Now watch the daughter’s next try.
e Which tips to write good instructions has she already applied?
Break the instructions down into small steps. Be as specific as possible.
Add comments like ‘This is easy peasy lemon squeezy’. Reread and rewrite instructions carefully.
Express steps in a positive way. Write ‘use a butterknife’ instead of ‘don’t forget to use a butterknife’.
Add signalling words.
Use action verbs to give instructions.
f Which of these tips could she use to improve her instructions?
g Watch her final attempt. Did she manage to write exact instructions?
3 Watch the video on how to make a paper airplane and put the steps in the correct order.
Title:
What you need:
What to do:
STEP Fold the slanted edges of the top of the paper in so they run along the middle crease.
STEP Unfold the wings slightly upward and you are ready for take-off.
STEP Lift the paper over and repeat, folding the slanted edge over to meet the middle crease forming the other wing.
STEP Place the paper on a flat surface in front of you.
STEP Fold down the top folded edge on one side so that it runs along the original middle crease.
STEP Fold the entire right side of the paper over the left side along the middle crease so that all the new folds are on the inside.
STEP Fold the top 2 corners down toward the crease to form 2 triangles creating a point at the top and press the folds flat.
STEP Fold the paper in half lengthwise, make a crease, unfold the paper and smooth it flat again.
WATCHING
4 Check the verb form in the instructions on how to make a paper airplane.
a What form of the verb is used?
b Complete the grammar box below.
To give instructions or to say that someone has to do something, we use
The imperative is the of the verb. e.g. Place the paper on a flat surface in front of you.
To say that someone is not allowed to do something, we add e.g. Don’t aim at people with your paper plane!
We also use to give the order in which we have to do something: e.g.
5 Now tell a classmate how to make a paper airplane.
6 When you are doing science experiments, safety rules are crucial. The students in the illustration violate them. Which ones? The words from the box below might be useful. electronic device – first aid kit – glass beaker – gloves – lab coat – loose hair –safety goggles – smell chemicals – taste liquid # rule 1: # rule 2: # rule 3:
rule 4:
rule 5:
rule 6:
You can replace the following linking words by a more interesting alternative. This will add variety to your English vocabulary.
- also too (Put it at the end of the sentence.)
e.g. You also have to take… You have to take… too.
- but however (Start a new sentence.)
e.g. You can move forward but don’t forget to take an extra card. You can move forward. However, you should take an extra card.
7 Write the instructions for a game you like.
a Preparation: choose a game you like (e.g. Cluedo, Hide and Seek, Uno, Yahtzee, Monopoly, Werewolves…) and think about the rules for playing it.
b Action: – Write down the rules step by step. Use a separate sheet of paper.
– Use linking words.
– Add conditionals, e.g. If you do X, then you will…
– Don’t mention the name of the game.
c Reflection: check your instructions using the checklist. Then have a partner read what you wrote. Can they guess which game you described?
Checklist: giving instructions Yes I think soNo
1 Content and structure
• I explained the rules clearly, so the reader understands what to do.
• The order is logical.
2 Language
• I used imperatives.
• I wrote full sentences.
• I added linking words.
• I varied my linking words.
Feedback
CHECK 2, see p. 199
STEP 3 ⁄ Have you succeeded?
Describing experiences and consequences
1 Sometimes experiments fail. What do you think this girl has done?
2 Look at this short article. Before you start reading, answer the following questions.
a Based on the title, what do you think the text will be about?
b What do you think the author is suggesting with the bold subtitle?
c Look at the source of the text. What does this tell you?
A photograph appears to show a student who literally researched the question ‘jumping off buildings – how high is too high?’
In the photograph, a young blonde girl stands in front of a piece of poster board set up for a school science fair. The title of her project is ‘Jumping Off Buildings: How High is Too High?’ – and the girl apparently used herself as a guinea pig. She sports a cast on each of her arms. Depending on how you look at it, it’s a terrible use of the scientific method, or a kid truly dedicated to her schoolwork.
Source: www.snopes.com/fact-check
3 Read this tweet. What does it tell you?
4 Read the article to find out what really happened.
a Why did Kaitlyn have a cast on each of her arms?
b What do you think of Kaitlyn and her mother’s reaction?
c How would you react?
First up Ingersoll resident Kaitlyn Homan wants people to know she never, ever jumped off a water tower.
Secondly, she wants them to know, that, yes, she has seen the viral meme that was created from an altered photo shot by the Sentinel-Review photographer five years ago.
And, Homan, now 19, said she hopes her Facebook friends will now stop tagging her in a photo that originally was of her with two broken arms standing in front of a science project about the Ingersoll water tower.
Homan was 14 and attending grade eight at Woodstock Christian School, formerly John Knox, when the photo was snapped.
The meme went viral after someone came up with the idea of changing the title of the science project from Ingersoll Water Tower to Jumping Off Buildings: How High is Too High?
‘It was funny at first but now it’s just annoying’, she said. […]
The photo shows Homan with two broken arms that were the result of a snowboarding accident earlier that year.
According to her mother Lizette Schinkel Homan, her daughter had picked the water tower as the topic of her science project ‘out of the blue’ and thought it might be an interesting topic to research.
Last year, while camping, Homan said she was stopped briefly at Tim Hortons when she first saw the meme on an Instagram page. ‘I thought it was kind of fun’, she said. ‘It wasn’t offending anyone – a lot of memes can be hurtful.’ From there it spread across numerous social media sites and even appeared on a public Ingersoll Facebook page.
Kaitlyn, who is currently studying social work at Redeemer University in Hamilton, said last month the meme could be found on one social media site with 12.4 million followers.
‘Twelve million people have seen her face’, her mother said. ‘That’s probably a strange feeling.’
Her advice to meme readers? ‘Don’t believe everything you see on the Internet, a lot has been photoshopped’, she said.
An online forum entitled Snopes, which examines and fact checks urban legends, even published a story about the Ingersoll water tower meme, letting the Internet know the photo had been doctored and was a fake.
Schinkel Homan predicts the Internet will soon tire of her daughter’s meme.
‘It’ll die off ’, she said. ‘But in five years someone will find it and Photoshop it again.’
Source: www.woodstocksentinelreview.com
These days it is often hard to distinguish facts from fake news. It is useful to assess the credibility of the source
Reliable sources:
Unreliable sources:
– CNN (www.cnn.com) – The Onion (www.theonion.com)
– The Guardian (www.theguardian.com) – News Thump (newsthump.com)
– The Times (www.thetimes.co.uk) – Before it’s News (www.beforeitsnews.com)
5 Read the following statements about the article in exercise 4 and decide if they are true, false or if there is not enough information in the text to decide.
1Kaitlyn has already jumped off other high buildings.
2She has experienced how gullible people are.
3She hasn’t yet tried to have her photograph permanently removed.
4The meme has gone viral and is on at least 2 social media sites.
5Kaitlyn’s father has also seen the viral meme.
6Twelve million people have seen her face on the Internet.
7During her project she has found out how wind turbines work.
6 Look at the sentences in exercise 5 and answer the following questions.
a What verb is used in every sentence?
b Highlight the other verb form in each sentence.
reading
c Underline the correct answer in the box below.
In sentences 1-3
– The verb is regular/irregular.
– The form of the verb looks like/does not look like the past simple tense.
– The corresponding base forms of the verb are:
In sentences 4-7
– The verb is regular/irregular.
– The form of the verb looks like/does not always look like the past simple tense.
– The corresponding base forms of the verb are:
7 The verb tense in exercise 5 is called present perfect (simple) and the main verb of that tense is in the past participle form of the verb. Use the information from exercise 6 to answer the questions below.
a Fill in the table below with the verb in the correct form. come – create – examine – find – go – know – pick – say – study – want Regular verbs
verbs
Rule: past participle of the verb = Study by heart! See the list in Unit 2 on p. 121-123.
Tip: regular past participle =
b Complete the sentences below, and then write down the rule on how to form this new tense.
have / jump / jump Kaitlyn a snowboarding accident.
off a water tower.
off a water tower? see / share / change A lot of people the meme.
Rule:
Kaitlyn’s friends the meme.
Kaitlyn’s friends the original photo?
8 Complete the following quotes by Albert Einstein with a verb in the present perfect tense. Choose a verb from the box below. to create – to fail – to forget – to learn – to make – to reach – to try (2x)
Education is what remains after one what one learned in school.
One thing that I in a long life: science is the most precious thing we have.
The world as we it is a process of our thinking. It cannot be changed without changing our thinking.
I 99 times and , but on the 100th time came success.
© Grey82 / Shutterstock.com
9 Read these sentences from various science articles. a Fill in the verb in the present perfect form.
Anyone who never a mistake never anything new. I an age when, if someone tells me to wear socks, I don’t have to.
1 Researchers (to discover) so much about SARS-CoV-2 –information that (to be) vital for public health responses and the rapid development of effective vaccines.
2 Around the world this year, more than 80 million people (to be) diagnosed with COVID-19, and more than 1.7 million (to die).
3 Researchers (to find) a way to get carbon out of the air and convert it into jet fuel.
4 Researchers (to discover) a previously unknown superhighway network that can be used to travel through the Solar System much easier and faster.
5 Of 30,000 dead camels that Wernery, a veterinary microbiologist at the Central Veterinary Research Laboratory in Dubai, and his team (to examine) since 2008, 300 had guts packed with plastic.
6 Also in love with winter landscapes? you ever (to make) snow angels? And have (you ever to wonder) how a snowflake gets its shape? There is science behind the wondrous shape of a snowflake!
7 The young scientists may not be old enough to drive a car yet, but they already (to invent) gadgets that will change their communities.
b Link the sentences in exercise a to an explanation. a (past time) action that is important now, or that has a result or consequence now something that started in the past and continues in the present (unfinished actions) an accomplishment or experience up until now (possibly with already, ever or never)
10 Complete the grammar box below about using the present perfect tense.
The present perfect (simple) tense is used:
– to talk about actions that happened at an unspecified time in the past and that have now.
e.g. Researchers have discovered a lot about SARS-CoV-2. = so they will be able to help more people now
e.g. Kaitlyn has made a display board to report her results. = so she knows what to do or say during her presentation now
è Careful: when you want to indicate when it happened, you have to use the past simple. e.g. Kaitlyn made the display board in 2015.
– to talk about or up until now.
Keywords:
e.g. Kaitlyn has never jumped off a water tower. Have you ever made a snow angel? – to talk about something that started and continues (unfinished actions)
Keywords:
e.g. Twelve million people have seen Kaitlyn’s face on the internet up to now.
Around the world, more than 1.7 million people have died so far. See p. 185
11 Use the present perfect tense to say what you think has gone wrong in the experiments in the illustrations below.
a Link the keywords with the corresponding photographs first. Follow the example.
to add too much liquid to the dough
to break a light bulb
to use inflammable substances
to burn the omelette
to combine substances wrongly to draw faulty conclusions
to be unconvincing
to knock over the test tube
to overwork
to have a serious disagreement
b Then, write full sentences with the verb in the present perfect simple tense.
e.g. D: The scientist has overworked. :
12 Walk around the class and play the ‘Have you ever-BINGO’.
a Answer with a short response. (Yes, I have. or No, I haven’t.)
b If positive, then briefly describe the action or situation (when, what, how, where, how often…?).
13 Watch the following science experiment fails and describe what these people have done wrong. You can use the following verbs in your answers: to aim – to lose – to set – to stick
1 The boy with the bottle rocket
2 The next person 3 The female assistant 4 The next guy
5 The science teacher CHECK 3, see p. 203
(Conditional sentences)
If you heat water to 100 °C, it boils
If we don’t do anything now, the ice caps will melt completely.
If my geography teacher taught in English, some of us would find it difficult to understand.
e.g. If my experiment succeeds, I will be over the moon.
If-clause Main clause
If you smoke,
If you heat water to 100 °C, your health suffers it boils
A condition is something that must be fullfilled before something else happens or will happen. A condition mostly starts with ‘if’.
Zero conditional to talk about situations that are always generally true or facts present simple present simple
If my experiment succeeds,
If we don’t do anything, I will be over the moon. the ice caps will melt completely.
First conditional to talk about real and possible situations (now or in the future) present simple future simple
If my geography teacher taught English,
If people cared more about the environment, some of us would find it difficult to understand. we wouldn’t have all these problems now.
Second conditional to describe imaginary or unreal situations (now or in the future) past simple would/wouldn’t + base form of the verb
Keep in mind:
–
In a zero conditional, ‘if’ = ‘when’
e.g. If you drop an egg, it breaks. = When you drop an egg, it breaks. = every time you do this
– ‘If not’ can be replaced by ‘unless’
e.g. I will go to the pool if it doesn’t rain. = I will go to the pool unless it rains.
– You can start or end a sentence with the if-clause.
Add a comma if you put the if-clause first.
e.g. If I buy local products, I will reduce my carbon footprint. = I will reduce my carbon footprint if I buy local products.
– Use a present continuous in the if-clause of a first conditional if you are referring to a present action or future arrangement.
e.g. If you’re looking for Before the Flood, you’ll find it in the documentary section.
Place the paper in front of you.
(The imperative)
Don’t aim at people!
Positive imperative
= base form of the verb
e.g. Place the paper on a flat surface in front of you.
– To order someone to do something.
– To give instructions.
Keep in mind:
Negative imperative
= don’t + base form of the verb e.g. Don’t aim at people!
If you want to structure your instructions, use linking words:
– First(ly)…
– Second(ly)…
– Then…
– Next…
– After that…
– Finally…
Have you done your science presentation already?
Oh, that’s too bad! I talked about my invention last Monday.
No I haven’t finished my science board yet
SubjectPositive (+)
1st p. sing. I have worked I have fallen
Negative (-)
I have not worked I have not fallen
2nd p. sing. You have worked You have fallen. You have not worked You have not fallen.
3rd p. sing. He has worked. He has fallen He has not worked. He has not fallen
1st p. plur. We have worked We have fallen
We have not worked We have not fallen
2nd p. plur. You have worked You have fallen You have not worked You have not fallen
3rd p. plur. They have worked They have fallen
Rule: Subject + have/has + past participle*
They have not worked They have not fallen
Subject + have not/has not + past participle*
* Irregular verbs have an irregular past participle.
e.g. to eat g eaten to go g gone to write g written
Questions (?)
Have I worked? Have I fallen?
Have you worked?
Have you fallen?
Has he worked? Has he fallen?
Have we worked? Have we fallen?
Have you worked? Have you fallen?
Have they worked? Have they fallen?
Have/has + subject + past participle*?
The present perfect (simple) tense is used: – to talk about actions that happened at an unspecified time in the past and that have a result or consequence now.
e.g. Researchers have discovered a lot about SARS-CoV-2. = so they will be able to help more people now
e.g. Kaitlyn has made a display board to report her results. = so she knows what to do or say during her presentation now.
have have discovered made
è Careful: when you want to indicate when it happened, you have to use the past simple. e.g. Kaitlyn made the display board in 2015. – to talk about accomplishments or experiences in your life up until now.
Keywords: ‘ever’, ‘never’, ‘already’, ‘so far’, ‘up until now’
e.g. Kaitlyn has never jumped off a water tower. Have you ever made a snow angel? – to talk about something that started in the past and continues in the present (unfinished actions)
Keywords: ‘ever’, ‘yet’, ‘so far’, ‘up to now’, ‘before’, ‘recently’, ‘lately’
e.g. Twelve million people have seen Kaitlyn’s face on the internet up to now. Around the world, more than 1.7 million people have died so far.
You can find the list of irregular verbs in the Summary of Unit 2, p. 121-123.
Word Translation My notes conclusionconclusie hypothesishypothese materialsmateriaal methodologymethodologie procedureprocedure (project) display board tentoonstellingsbord purposedoel resultsresultaten to analyse datagegevens analyseren to conduct an experiment een experiment uitvoeren to construct a hypothesis een hypothese vormen to draw a conclusion een conclusie trekken to take part in a competition/ to compete deelnemen aan een competitie to test a hypothesis een hypothese testen to verify a conclusion een conclusie verifiëren to win a prizeeen prijs winnen
What (noun) Who (noun) Verb Adjective analysis to analyse analytical astronomy astronomer astronomical biology biologist biological chemistry chemist chemical competition competitor to compete competitive conclusion to conclude conclusive construction construct constructor to construct creation creator to create creative experiment to experimentexperimental geography geographer geographical
Verb Adjective hypothesis to hypothesizehypothetical invention inventor to invent inventive physics physicist physical prediction to predict predictable repetition to repeat repetitive science scientist scientific
Choose topic/subject
What do you know about the topic?
What words come to mind?
Do your research.
Know your audience
Who are they?
What do they know?
What do they want to know?
Outline presentation
What do you plan to talk about?
e.g. I’m going to talk about (your chosen topic)
My topic(s) … is/are …
What is your message or story?
e.g. In today’s presentation I’d like to … / show you … / explain to you how … I want to show you ... / I intend to demonstrate … / prove to you ...
Let’s start by looking at … / I’d like to start by looking at … I got the idea when ... / I chose this because ...
Now let’s move on to … / Moving on to the next part, I’d like to …
Conclude by repeating your message.
e.g. In conclusion, I think it is clear that ...
Thank you for your attention.
That brings us to the end of my presentation.
I’d like to thank you (all) for your attention and interest. If anyone has any questions, I’ll do my best to answer them. If anyone has any questions, please feel free to ask them now.
Produce your presentation
Use visuals: video, PowerPoint, Prezi, science board, etc.
Speak clearly: naturally and loud enough. Check the pronunciation of words.
Practise: in front of the mirror or film yourself.
2 While presenting
Open strong
Be confident: stand up straight.
Set the theme
If you’re nervous show a video first or take a deep breath.
Strongest points first. Be clear.
Use good transitions
Linking words are very useful here.
Inspire and entertain
Make a joke.
Be enthusiastic. Make eye contact. Use cue cards, don’t read.
3 After presenting
Check your goal
Does the audience know something more about the topic?
Was the audience interested? How can I improve? What went well?
Evaluate your performance
1Watch the video about the 5-second rule and answer the questions.
a Complete the following sentences with a suitable conditional.
1 If you pick up a piece of food after five seconds,
2 If you for fifty seconds,
3 You need to if you want to be able to culture bacteria.
4 If you want this result to be reliable, you
5 The scientist concludes that if
Total: / 5
b You are not convinced that this myth is true, so you come up with follow-up research. Which conditions would you change? What choices will you make? Complete the following sentences. Finally write 2 sentences of your own.
1 If I could do this experiment,
2 If my chemistry teacher decided to do this experiment in class,
3 My chemistry teacher will be very happy if
4 If I drop something for only 3 seconds,
5 If
6 If
Total: / 6
2 Choose the most likely verb form in these sentences.
1 If I were a science teacher, I organize a science fair. I will organize a science fair. I would organize a science fair.
2 If I can finish my biology task five days before the deadline, my teacher rewards me. my teacher will reward me. my teacher would reward me.
3 If I could invent something to improve the world, I invent a cure for any possible disease. I will invent a cure for any possible disease. I would invent a cure for any possible disease.
4 Rust appears if iron reacts to oxygen in water or air. if iron will react to oxygen in water or air. if iron would react to oxygen in water or air.
5 If I take my atlas to school, I please my geography teacher. I will please my geography teacher. I would please my geography teacher.
6 I would choose physics if I can learn a subject just by putting a schoolbook under my pillow. if I could learn a subject just by putting a schoolbook under my pillow. if I will learn a subject just by putting a schoolbook under my pillow.
7 If you start with an unsuitable research question, your experiment is likely to fail. your experiment will be likely to fail. your experiment would be likely to fail.
8 When you laugh, you use your abdominal muscles. you will use your abdominal muscles. you would use your abdominal muscles.
9 If the data you use in an experiment is incorrect, your project fails. your project will fail. your project would fail.
10 If I won an international science fair competition, I definitely add it to my CV. I will definitely add it to my CV. I would definitely add it to my CV.
3 Find a partner and play Snakes and Ladders.
Score DC
Next exercise ex. 4 ex. 5
4 Read about these classic science tricks and complete the missing verb forms in the instructions and comments.
to be – to become – to develop – to dissolve – to drop (3x) – to erupt – to float – to get (2x) –to have – must – to pierce – to play – to pop (2x) – to prefer – to succeed – to use (2x) – to want
First we tried using Vaseline rubbed on the skewer and the balloon, but although we could get the skewer in, the balloon always popped on the way out. We tried again using washing up liquid and it worked!
So, if you washing up liquid, the balloon .
If you the balloon through the bottom and top where the rubber is thickest, and then push the skewer slowly but firmly into the balloon, your experiment .
Adapted from: www.science-sparks.com
COMMENT:
I am such a clumsy person. I’m sure that the balloon if I had to perform this trick.
COMMENT:
/ Shutterstock.com
Jana Harrer
©
If you half of a Mentos Mints pack into a bottle of Coca-Cola, the soda from the bottle.
You a more spectacular eruption if you a larger bottle.
If I could choose to either drink the soda or spill it in an experiment, I to drink it.
If you make your slime thicker, you add more contact saline solution.
If you with your slime a lot, the firmer and less sticky it
If you your slime in a zip-lock bag in the fridge, it (not) mould.
Adapted from: www.wikihow.com
COMMENT:
If I a parent, I would not allow my children to make their own slime.
If you M&M’s with the m side up in water, the m on the water in a few minutes.
The materials used to colour the M&M’s quickly if you the chocolate candy into the water.
Adapted from: https://littlebinsforlittlehands.com
COMMENT:
If I a bag of M&M’s I would rather eat them.
5 Work in pairs. You will get a set of cue cards from your teacher.
a In turns you and your partner read the description on the card. Find the corresponding word on this bingo card as fast as possible. If you name the correct word first, you can cross it out.
School subjects
Scientific method
A person
Adjectives
Verbs Related pairs (e.g. scientist – science)
Heteronym
6 What if?
– Pair up or form groups.
– Next collect all of the cards, shuffle them, and hand them out to everyone randomly.
b Now put all words from the bingo card into these categories. Some words can be used more than once.
– You need index cards and a pen. Every participant gets 3 cards and writes a question that begins with What if… at the top of each card. E.g. What if you could become invisible once a day?
– Think of a witty answer to the question on each card. Start with then… and write the answer below the question.
– For the last part, you will answer each question with a mismatched answer. Student A reads the question from one of their cards and student B answers by reading one of the answers from their cards. This can result in funny combinations.
Score DC
Next exercise
Check 2, p. 199
7 Do you know your science idioms?
a Match the following idioms to the correct description.
1 it’s not rocket science – 2 to be on the same wavelength – 3 to pull the plug –
4 to blow a fuse – 5 to reinvent the wheel – 6 it is cutting-edge – 7 to get your wires crossed –8 at a boiling point – 9 in layman’s terms – 10 to blind someone with science
A To stop or prevent something from happening
B To waste time by time by trying to create something that has already been invented
C To describe something technical or complex in a simple way
D It is not difficult.
E To explain someone something in a complex and technical way so they find it hard to understand it
F To be confused
G To understand each other well
H To become very angry
I It is innovative.
J To reach your limit in patience or temper
Total: / 10
b Now use an appropriate idiom in these situations.
1 My mother opened the door of my room and noticed that I still hadn’t cleaned up. Her temper was
2 When our chemistry teacher noticed we did not understand the chemistry vocabulary, she explained it again . Then she taught us the correct jargon.
3 To invent the newest vaccine, scientists started from scratch and used the latest
4 Today?!! I really thought the deadline was next week. I often
5 Our teacher on our project because we were disregarding safety rules.
Total: / 5
Score < 11 ≥ 11
Next exercise ex. 6
Check 2, p. 199
8 Match the cartoon with the corresponding idiom.
That’s not rocket science.
To pull the plug.
To be on the same wavelength.
To blow a fuse.
To reinvent the wheel. That is cutting-edge technology.
To get your wires crossed. At a boiling point.
In layman’s terms.
To blind someone with science.
1 Give instructions on a daily routine.
a Preparation: you will receive a card from your teacher with a daily routine that you must describe.
b Action: think of at least 5 different steps you need to do to finish this routine. Write out each step in at least 1 full sentence. Make sure that the reader understands your instructions.
c Reflection: check your task by filling in the checklist.
Checklist: writing instructions
1 Content and structure
• I explained the routine clearly, so the reader knows exactly what to do.
• I described at least 5 steps.
2 Language
• I wrote full sentences.
• I used correct verb forms.
• I added linking words.
Feedback
Score < 6 6 – 8 > 8
Next exercise ex. 2 ex. 4 ex. 5
2 Put the steps of a scientific process into the correct order. Add linking words to the first column. Use each of the following linking words once. Some, however, fit into several boxes.
afterwards – eventually – fifth – finally – first – fourth – lastly – next – second – then – third observe and measure. think of an interesting research question. gather all supplies and equipment needed. make step by step instructions for the experiment. formulate a hypothesis. accept or reject the hypothesis.
Score < 4 4 – 5 6
Next exercise ex. 3 ex. 4
3 Read the instructions on how to do the egg drop challenge.
a Put the instructions in the correct order by adding FIRST – SECOND – THEN – FINALLY in the ‘How to’ box. reading
MATERIALS
• 1 plastic cup of w ater with a mouth wide enough to fit the egg
• 10’’ (25cm) piec e of cardboard or a small tray with a smooth bottom
• 1 paper t owel or toilet paper tube
• 1 egg (unc ooked for more drama)
place the egg horizontally on the tube. place the tube on its end in the centre of the tray. strike the tray hard enough with your palm to send the tray flying, but not so hard you hit the glass of water. place the tray centred over the cup.
HOW TO
PROBLEM
How to drop an egg on a tube which is placed on a tray into water without breaking it?
HYPOTHESIS
If you hit the tray hard enough, the egg will safely drop into the water.
b Now watch the video and check your answers.
c Explain on the science board why this experiment succeeded.
Score < 3 3 – 4 5
Next exercise ex. 4
Check 3, p. 203
4 Do you know how a balloon can inflate all by itself? Watch the video and reconstruct the instructions. Use the words below in your instructions. baking soda – a bottle – to fill – a funnel (see picture) – to pour – a tablespoon
Checklist: writing instructions Yes I think soNo
1 Content and structure
• I explained the routine clearly, so the reader knows exactly what to do.
2 Language
• I wrote full sentences.
• I used the suggested words correctly.
• I used correct verb forms.
• I added linking words.
Feedback
Score < 7 ≥ 7
Next exercise Check 3, p. 203
5 There are definitely routines or household chores you hate doing, e.g. brushing your teeth or cleaning your room. Think of an alternative way of doing it.
a Preparation: think of a routine you don’t like and complete the information sheet.
b Action: record a 1-minute video in which you promote your newest invention. 1 minute is short so be sure you present the key elements powerfully. The 2 most important parts in a short presentation (or pitch) are the opening and the ending. This kind of presentation is also called an elevator pitch as it should only take the amount of time you averagely spend in an elevator (lift).
c Reflection: check your task by filling in the checklist. Send your video to the teacher or a classmate to get some feedback too.
Checklist:
1 Preparation
• I completed the information sheet correctly.
2 Presentation
• I started with a creative opening.
• I was enthusiastic.
• The presentation was fluent.
• The presentation lasted only 1 minute.
3 Language
• I used linking words correctly.
• I paid attention to my pronunciation.
Feedback
1 You help a friend who is going to compete in a national science fair competition. You are his critical buddy who checks whether all necessary steps have been taken.
a Preparation: add 4 items to the checklist. Then exchange your checklist with a classmate.
b Action:
– Write a question for each of these items. e.g. Have you read the checklist?
– Exchange your checklist again.
– Answer your classmate’s questions using a short answer (Yes/ No, I …) SCIENCE FAIR PREPARATION CHECKLIST to write a testable research question to do background research to formulate a hypothesis to conduct an experiment to analyse data to verify your conclusions to follow the safety instructions
2 Complete these science facts with the verb in the present perfect simple.
1 2 3 4 5 6 7
If you (1 ever – to try) to make bubbles using plain water, you may have seen that it does not work. This is because the surface tension of water is too high. When detergent is added to water, it lowers the surface tension so that bubbles can form.
Source: www.sciencebuddies.org
(2 we – to discover) all the land on Earth?
As digital devices
(3 to take) over society, ‘keyboard activity is now often recommended as a substitute for early handwriting’, a new study notes. The idea is that typing may be easier for young children.
‘Some schools in Norway (4 to become) completely digital’, notes Audrey van der Meer [a neuropsychologist], the new study’s leader. The human brain has evolved to interact with the world in as many ways as possible, she notes. She believes that ‘young children should learn to write by hand successfully, and, at the same time learn to manage a keyboard.’
Source: www.sciencenewsforstudents.org
Some of the greatest discoveries in medicine (5 to come) from studying diseases in both people and animals. For example, a virus that infected cows and people led to the vaccine for smallpox, the only human disease ever completely wiped out.
Researchers (6 to create) a Game Boy look-alike that runs on solar energy and button presses. Such devices could pave the way for more sustainable gaming.
Game Boys seem so last century. But scientists in the United States and the Netherlands (7 to give) the old-time handheld game console a modern twist. Instead of batteries, the new device gets its power from the sun and the mashing of its keys.
Source: www.sciencenewsforstudents.org
Many recent studies (8 to show) that sleep is important for dealing with stress.
Some research (9 to find) that students can perform equally well in in-person versus virtual classrooms.
COVID-19 (10 to leave) many people socially isolated.
3 Read the article about rain and climate control.
a Complete the verb forms in the following article. Choose an appropriate verb from the box. to be (2x) – to begin (2x) – to change – to find – to increase – to make –to seek (past participle: sought)
Climate change (1) where rain falls, and how much. For instance, more water now gets dumped on cities during hurricanes. Climate change also moves where rain falls, so some areas that previously received plenty of rain since (2) left high and dry. […]
Sometimes there’s too much rain. Sometimes there’s too little. Sometimes it’s just right. No matter what, we can’t live without it. So scientists spend a lot of time studying rain, where it falls and when. They even (3) out that rain might fall on other planets.
Is weather control a dream or nightmare?
It’s no wonder that people long (4) to control the weather. The right amount of sun and rain brings healthy crops, safety and prosperity. Too much or too little – starvation and death. […]
Weather control is the stuff of science fiction, but scientists (5) it at least a little bit real. Whether people should be controlling their weather, though, is another matter.
Weather modification, of a sort, (6) possible since the 1940s. We can now cause some clouds to dump extra moisture on demand. People also (7) to transform the weather in an unintentional way – through activities that have been altering Earth’s climate.
[H]uman activities (8) changing the weather – and in some less-thansubtle ways. Through climate change, says Bruintjes of NCAR, ‘We are already modifying the weather.’
The planet’s climate and weather patterns are changing because human activities (9) the amount of carbon dioxide and other greenhouse gases in the atmosphere. Those gases act like a big blanket covering Earth. They help to keep heat in. Without those gases, Earth would be a giant ice ball. But as those gases increase, it’s as if the blanket is getting thicker and thicker, holding in more heat.
The planet is now holding in more heat than it has for thousands of years. That extra heat provides more energy for the processes that drive the planet’s weather. And those effects are wide-ranging.
Source: www.sciencenewsforstudents.org
Total: / 9
hundred and five
b Complete the following conclusions. Remember to use an appropriate conditional (cf. Step 1)!
1 If scientists could control rainfall,
2 If it stopped raining,
3 If scientists can control the weather,
4 If scientists cannot control the weather,
5 If people continue to produce carbon dioxide and other greenhouse gases,
Total: / 5
Score < 10 ≥ 10
Next exercise ex. 4
4 Watch Adam Savage’s YouTube show in which he explains his scary hand injury.
a First watch the introduction and answer the questions.
1 Guess what has happened to his finger.
2 Is this his first (serious) injury?
3 What advice does he give to his listeners?
4 Why is he sneezing and blowing his nose frequently?
5 Why doesn’t he like to explain the cause of his injury? reading
b Then watch the remaining part of his video. What was the cause of his injury?
c What about you? Find a classmate and take turns asking and answering questions about the following topics. Prepare your sentences below. Have you ever…
1 to have an injury?
2 to witness anyone getting hurt?
3 to treat a (bad) injury yourself?
4 to take any first aid classes?
5 to see Adam Savage’s TV show ‘Myth busters’?
Score < 7 ≥ 7 Next exercise All done!
5 Fact or fiction?
a Preparation: your teacher will hand you a science article. Read it and complete the facts in the chart below. Who? What? Where? When?
b Action: is the article fact or fiction? Explain your answer with at least 3 arguments. Structure your text using linking words. Write 30 to 40 words.
c Reflection: check your task by filling in the checklist. Then share your opinion with a classmate or the teacher.
Checklist: writing an opinion Yes I think soNo
1 Preparation
• I completed the reading chart about the article.
2 Content and structure
• I wrote about 30-40 words.
• I gave 3 good arguments.
3 Language
• I used linking words correctly.
• I used correct basic grammar.
• I used correct vocabulary.
• I used correct spelling.
Feedback
Score < 11 ≥ 11
Next exercise ex. 4 All done! writing
You will set up your own project to take part in a school’s science fair. You will invent something of your own or choose an invention from the internet to present.
1 First brainstorm and write down all ideas you come up with. Think about the following questions:
– What will you invent?
– Did you get inspiration during this unit?
– Is there something you really hate (doing)? Can you avoid doing it again?
– Look around. Is there anything that looks bad or is not okay? If so, can you fix it?
– Do you need help from the internet? If you do, make sure that you know what to look for.
– Then choose your best idea.
2 Create your own information board. You can complete the board you will get or create one yourself. Be prepared to answer questions about your project.
– What did you discover while doing this project?
– How might the results differ, if you changed some elements, materials or procedures in your project?
3 Prepare a 3-minute presentation. Make sure your presentation is structured. Use the information from your information board and the tips and tricks on how to give a presentation (p. 190).
– What did you invent?
– Which materials did you use?
– Why did you invent this?
– How does it work? / How did you make it? Give instructions in a structured manner.
– What have you learned from your project?
– Evaluate yourself with the checklist after your presentation.
4 Time for Q & A!
a Listen to your peers presenting and take notes.
b Use these notes to formulate critical questions.
– What happens if…
– Have you (tried/used/…)…
c Post your questions on the forum.
d Answer the questions about your own project as specifically as possible.
5 Fill in the checklist to reflect on your work.
Checklist: organizing a science fair Yes I think soNo
1 Preparation
• I brainstormed to come up with the best invention.
• I created a display board that has all the relevant information.
• I practised my presentation.
2 Presentation and structure
• There is a good opening.
• There are good transitions.
• I was enthusiastic.
• The presentation was fluent.
• I spoke clearly.
• I made eye contact.
3 Language
• I used the scientific words correctly.
• I used linking words correctly.
• I used correct grammatical structures (e.g. imperative, present perfect, and conditional sentences).
• I used appropriate verb forms.
• I pronounced the words correctly.
4 Pronunciation
• I paid attention to my pronunciation.
5 Follow up
• I formulated at least 2 relevant questions about the projects presented.
• I used correct verb forms to formulate my questions.
• I answered questions about my project using appropriate grammatical structures.
Feedback
Trace your steps on diddit.
CHECK IN
Step 1: describing schools and school objects
Step 2 : reporting data
SUMMARY
Step 3 : using the future tense
ON DIFFERENT TRACKS
TRACE YOUR STEPS
CHECK OUT: MAKING AN INFOGRAPHIC
1 Pair up. You will get a set of texts. Match the images below with the texts. Write down the letter of the text for each image number below.
2 Discuss with a partner.
a Which images or texts contain something that came true (at least partially)?
b What do we call these items today?
c What has not come true? Why not, do you think? Could this ever come true?
STEP 1 ⁄ Hit those books Describing schools and school objects
1 ⁄ School supplies
1 Play the school supply memory game.
2 Briefly study the images below. Then do the tasks below.
a Watch the film trailer and tick the items you see.
b Who remembers the most words? Write the correct word under each item.
c You will get a worksheet. Sort the words in exercise b into the appropriate categories.
d Add other words you know to the list in exercise c.
3 Play the classroom bingo game. Whenever you hear someone say an expression on the bingo sheet, circle it. The first student to get a line (horizontally, vertically or diagonally) shouts: ‘Bingo!’
4 Learn some school idioms.
a First match the cartoons with the idioms they depict.
1 a bookworm
9 to bomb a test
2 the teacher’s pet 10 a piece of cake
3 to pass with flying colours 11 to cut class
4 to draw a blank
12 to hit the books
5 to put your thinking cap on 13 to learn by heart
6 to make the grade 14 to pull an all-nighter
7 the class clown 15 to crack a book
8 to ace a test
b What do these idioms mean? Look up their meanings in a dictionary
5 Watch the compilation of Mi Ying’s ‘What’s in my schoolbag?’ videos and answer the questions.
a What kind of video is this?
b Where would you watch a video like this?
c What does she do in the different parts of the video? – Beginning – Middle – End
d What is the most essential thing in her bag?
e Why is it essential?
6 Name the items that Mi Ying shows.
7 Make your own ‘What’s in my schoolbag?’ vlog.
a Preparation: take your schoolbag and empty it!
– List the items below (at least 10!). –
Which of these objects could you not live without? Which of these objects do you (usually) not need at all? Select at least 5 objects (in total) and write them below in the relevant column.
b Action: make your own vlog.
– Use the same structure as Mi Ying (beginning, middle, end).
– Use the items from exercise a.
– Your vlog should be between 1 and 3 minutes long.
– Record your vlog on your phone and post it on an online platform (e.g. Smartschool, YouTube, Flipgrid, etc.).
c Reflection: reflect on your task by filling in the checklist. Then watch one of your classmates’ vlog and give them some feedback. Use the peer feedback form.
Checklist: what’s in my schoolbag?
1 Content and structure
• My vlog has a clear structure (beginning-middle-end).
• I discussed 5 things I need and 5 things I don’t.
2 Language
• I used the correct words.
• I used correct basic grammar.
• I paid attention to my pronunciation.
Feedback
2 ⁄ What does your school look like?
1 Which places are there in and around your school?
Yes I think soNo
a List them below and write down what you can do there. Use a dictionary if necessary.
Places What you can do there
b Form groups and compare your answers. Add places to your list if you do not have them yet.
2 You will get a school layout map. Discuss with a partner.
a What things or spaces are the same in your school?
b What things or spaces are different from your own school?
c Do you think going to a school like this would be nice? Why (not)?
d Is there anything that is missing from this campus? If so, what?
3 Get creative and design your ideal school campus!
a Preparation: brainstorm with a partner about what you would like on your ideal school campus. Make some notes below.
b Action:
– Draw your own school campus on a separate piece of paper.
– Label the different parts/buildings/rooms with the correct words.
– Write a text of about 75-100 words in which you explain the idea behind your school campus. Make sure that you mention what you can do in the different places on your campus.
– Explain your concept to another pair of students.
c Reflection: check your task by filling in the checklist.
Checklist: our ideal school campus
1 Content and structure
• We drew a school campus and labelled the different parts/ buildings/rooms.
• There are separate paragraphs for each idea.
• Our text is about 75 words.
• We explained the concept behind the school campus.
2 Language
• We used the correct words.
• We used correct basic grammar.
• We used correct spelling and punctuation in the text.
• We paid attention to our pronunciation.
Feedback
CHECK 1, see p. 247
1 ⁄ Who’s the teacher’s pet?
1 Discuss these questions.
a What is your favourite subject at school?
b What is your least favourite subject at school?
c How much time do you spend on homework during the week?
d How much time do you spend on homework at the weekend?
2 Below are some data from education research done by Cambridge International. Look at the charts and answer the questions.
a What is the favourite subject at schools globally according to this research?
b Is there information about the least favourite subjects in these graphs?
c How many students are in most classes globally?
d Is that more or less than there are in your class? Or is it the same?
e How do most students do their homework?
3 Now read the text about the 2018 Cambridge International Education Census and complete the sentences with words from the box.
38% – 43% – a high proportion of – almost 9 out of 10 – an almost equal proportion –arts and humanities – less than one in ten – mere – more than a quarter of –one in ten – one in three – quarter – rare – the third most – two thirds reading
Adapted from: www.cambridgeinternational.org
4 Look at the percentages and fractions you filled in in the text in exercise 3. Use the information to complete the grammar box below.
1/ Specific or general?
If you want to be very specific, you can use the actual numbers of your research. e.g. 5 out of 25 students like mathematics. 12 out of 24 students don’t like French.
If you want to make your results sound more general, you can use fractions: e.g. students like mathematics. = students = 1/5th = one-fifth = a fifth of students the students don’t like French. = =
Or you can use percentages: e.g. students like mathematics. = students like mathematics. 50 percent of students = 50% of students
2/ Subject-verb agreement
Fractions (e.g. 1/3), percentages (%) and other parts of a whole follow normal countable/ uncountable rules. The verb agrees with the preceding noun or clause that serves as the subject.
With a singular or uncountable noun, use a : e.g. One third of the study seems irrelevant. Fifty percent of the article is untrue. All the information is from 2018. None of it is the same.
With a plural noun, use a : e.g. Nearly two thirds (65%) of the respondents say they study chemistry. More than a quarter of teachers have large classes. All of the students like mathematics. None of the teens here say the same.
After a collective noun (which stands for a group of people, e.g. group or team), you can either use a singular or a plural verb, depending on whether you want to emphasize the single group or its individual members: e.g. Half of our class says/say they like French.
5 Complete the sentences with the verb in the correct form. Use present simple in all sentences.
1 Approximately six out of 10 U.S. K-12 teachers (to use) some type of digital resource in their classrooms.
2 An overwhelming majority (91%) (to say) it is effective.
3 Most of the technology used (to be) very user-friendly.
4 More than 50% of the class (to wish) teachers here would use more technology too.
5 More than a quarter of high school teachers (to report) sexting as an issue.
6 Approximately 60 percent of K-12 teachers (to use) video-streaming services in their classrooms.
7 Eight out of 10 K-12 teachers (to have) laptops or tablets in their classrooms. Source: www.commonsensemedia.org
6 Education in numbers. Link the underlined words in column A with a good alternative from column B. Not all alternatives can be used and sometimes more than one is possible!
1 40% of people around the world do not have access to instruction in a language they speak at home.
2 In 2016, 263 million children and adolescents were out of school. This is nearly one fifth of the global population of this age group.
3 In low-income countries, 65% of girls between the age of 15 and 17 are not in school.
4 In 2014, 263m children and adolescents were out of school. Only 33% of these were boys.
5 Across sub-Saharan Africa in 2016, an average of 24% of children completed secondary school.
6 In 2010, 88% of 16-year-olds were in full time education in the UK.
See p. 240 B
A about a third
B more than three quarters of
C more than 9 out of ten
D almost one quarter of
E almost 9 out of ten
F nearly 3 in 10
G more than 50%
H almost two thirds of
I four in ten people
7 29% of children can read a simple sentence after three years of school.
8 In 2000, 54% of the 378 million out-of-school children, adolescents and youth were female.
9 Of the 63 million out-of-school children of primary school age, 34 million, or more than one-half, live in sub-Saharan Africa.
10 77% of persons with disabilities attend school compared to 87% of persons without disabilities.
Source: www.open.edu and http://uis.unesco.org
J almost 20% of
K almost one in three
L exactly half of
M little over a quarter of
N more than half of
O more than 6 in ten
7 Rephrase the underlined sentences from the 2018 Cambridge research. Use some of the expressions in exercise 4.
Adapted from: www.cambridgeinternational.org reading
8 Discuss these questions about the survey (ex. 3 and ex. 6).
a What surprises you about the results?
b If this survey was done in your class, do you think the results would be the same? Why (not)?
c What would be the same? What would be different?
If you create a scale with an odd number of categories, you will give a ‘mid-point’. This acts as a neutral option for your respondents to select. Creating a scale with an even number of categories means that your respondents will have to pick an option on either the lower or higher end of the rating scale.
e.g. How much do you agree with the rules about using smartphones in class? strongly agree – agree – neither agree nor disagree – disagree – strongly disagree Students who don’t really want to think about their own opinion, might opt for the middle option ‘neither agree nor disagree’, but for the person who does the research, this answer would be of no use because it doesn’t tell them anything about possible rule changes. So before you decide if you want an even or an odd number scale, think of the following questions:
– What is the topic of your survey?
– What is the purpose of your survey?
– Who are your respondents?
9 Find out who your classmates really are…
a Preparation:
– Select 5 idioms from exercise 4 in Step 1, p. 215.
– Make 5 questions with those idioms. The answer to your questions should always be one or more of your classmates (be nice!). Check diddit on how to ask different types of questions.
e.g. Who is your English teacher’s pet? Who always aces math tests?
b Action: conduct a survey in your class.
– Option 1: Make a worksheet for your 5 questions. Walk around the class and ask at least 10 people your questions. Make a note of their answers on your worksheet.
– Option 2: Make an online survey of your 5 questions. Send the questionnaire to everyone in your class.
– Analyse your results and write a short text (about 50-75 words) in which you report on the data you found. Vary your vocabulary: use different ways of reporting your data (check exercise 4).
e.g. One third of the students think Julia is the English teacher’s pet. A mere 1 in 10 think it’s Yasmin.
Half of the students say I am the teacher’s pet!
c Reflection: check your task by filling in the checklist. Share your results with a classmate. Do you have the same results?
my mini research
1 Content
• I selected 5 idioms.
• I wrote 5 questions about the idioms.
• I made a survey and questioned my classmates (online or on paper).
• I analysed the results.
• I wrote a text of about 50-75 words about the survey.
2 Language
• I used different expressions to report the results of the survey.
• I used correct basic grammar.
• I used correct spelling and punctuation.
Feedback
2 ⁄ What makes a good infographic?
1 Do the quick-scan race.
2 Pair up! You will get 2 infographics from your teacher. Answer these general questions about them.
a What is the topic of these texts?
b What type of text is this?
c What goal(s) do these texts have? Tick the correct box(es). to inform the reader to tell a story to the reader to convince the reader of something to tell the reader to do something
d Which of the 2 texts do you consider to be the best? Why?
e What is wrong with the text you consider the worst? Tick the boxes. There is too much text and hardly any numbers. It is not well-organized: the information seems randomly positioned. There is just one colour (which makes it boring). There are too many colours (which makes it chaotic). There are only numbers and no information. Other reason:
3 Sit with another pair of students and answer the questions below about the text you thought was the best.
a Focus on the text in the infographics. Correct false statements.
1Good infographics have a lot of text.
2The data used in the infographic are clear and based on reliable research.
3The text on the infographic is all about the topic.
4The structure of the infographic doesn’t matter. reading reading reading
b Focus on the visuals of the infographics. Which statements are true? Give examples from your infographics.
How are numbers used?
Numbers are used as eye catchers.
Numbers are always written out because it is clearer.
Numbers are based on research or statistics.
Numbers are often presented in percentages or fractions.
How are colours used?
Avoid bright colours but use shades of gray. Use colour to stress difference and similarities in the information.
Use as many different colours as you can in an infographic.
Choose a colour scheme and stick to it.
How are images, icons and pictograms used?
It doesn’t matter which images you choose as long as you use enough. It is best to use one style of icon or pictogram.
Pictograms or images can replace text.
Icons and pictograms are just there to make your infographic look pretty.
How is lettering used?
Use a different font in every different text block.
Use only one font.
Use a few different fonts to separate titles from text.
Bigger is always better when it comes to lettering.
4 Use the information you gathered in questions 2 and 3 to complete these tips for making good infographics.
CONTENT AND STRUCTURE
4 Numbers 5 Colours
6 Imagery, icons and pictograms
7 Lettering
5 Go online and find at least 3 apps or sites that can help you to make good infographics.
6 Use the information from exercise 9 on p. 225-226 to make an infographic using your favourite infographic site or app.
a Preparation: check the data from your mini research in exercise 9, p. 225-226.
b Action: put the data into an infographic. Use an online site or app or draw it yourself.
c Reflection: check your task by filling in the checklist.
Checklist: infographic Yes I think soNo
1 Content and structure
• I used numbers adequately in my infographic.
• I used imagery and pictograms adequately in my infographic.
• I used colour adequately in my infographic.
• I used lettering adequately in my infographic.
• I used the tips for infographics.
2 Language
• I used correct basic grammar.
• I used a few good power words.
• I used correct spelling and punctuation.
Feedback reading writing
CHECK 2, see p. 252
1 ⁄ Schools of the past
1 Watch the video about schools of the past. Circle the correct answer.
1 Classrooms then…
- …had up to 20 / 60 / 100 pupils.
- …had single gender / co-ed classes.
- …had comfortable furniture / wooden benches.
- …were taught by strict teachers / easy-going teachers.
- …used slates or inkwells / advanced technology.
2 Teachers then… - …worked part-time / had second jobs.
- …were often male / were often female.
3 Students then… - …had only one teacher / had several teachers.
- …had to work after school / could relax at home after school.
4 Education then… - …was often based on your intelligence / gender. - …could be military-like / very free.
2 What were schools of the past really like?
a Form groups of 3. Each of you will get part of a text about schools in the past. Read your part of the text.
b Write down the main ideas of your part of the text here.
c Tell the members of your group about your part of the text.
d Finally, decide if the statements below are true or false.
Statement
1Pupils would go to school by bike.
2In some schools, there was already a system of ‘peer teaching’.
3Pupils were sometimes beaten by the teachers.
4Younger and older students often sat in the same classroom.
5The school year was longer than it is today.
3 Play the statements game about schools today versus schools of the past.
2 ⁄ Schools in Britain and the US today
1 Look at the photographs below. Do you think they were taken in British or American schools? Write B for British and A for American. Discuss with a partner why you think so.
2 What are the differences between British and American schools?
a In your group you will get a set of ‘answers’ and a worksheet. Read the text and match the answers to the correct questions. Make sure not to copy the entire text! Just answer the question on the worksheet.
b Form new groups. Explain to the members of this new group which answers you found.
c Make sure you have an answer for every question.
3 Discuss these questions.
a In what ways are American and British schools different from your school?
b Which system do you prefer? Why?
4 Read the blurb for the book Winger and answer the questions.
a What kind of book are you expecting?
b What kind of life do you think boarding school students have?
c Is this type of school life something you would like to experience? Why (not)?
Ryan Dean West’s life is complicated. He’s a 14-year-old junior at Pine Mountain, a boarding school for rich kids. He’s stuck rooming with the biggest jerk on the rugby team. And he’s totally in love with his best friend, Annie, who thinks of him as a little kid.
Andrew Smith’s Winger is ‘smart, wickedly funny… unforgettable’, according to Kirkus Reviews.
Adapted from the blurb of Winger
5 Read the excerpt from Andrew Smith’s Winger and answer the questions.
a What do you think ‘O-Hall’ is? Why does Ryan Dean have to stay there?
b What is ‘varsity’ (line 7)?
a sports team belonging to the ‘B league’ (as opposed to the ‘A league’)
a school’s best team of a particular sport
a sports team consisting of the youngest players
c What is ‘first string’ (line 7-8)?
a player who mostly sits on the bench
a player who is used as a substitute when another player gets tired one of the better players of the team, a player who usually starts the game
d What does Ryan Dean mean when he says, ‘my day started off upside down in a toilet’?
e Why is Ryan Dean nervous about Chas’s arrival?
NOTHING COULD POSSIBLY SUCK WORSE than being a junior in high school, alone at the top of your class, and fourteen years old all at the same time. So the only way I braced up for those agonizing rst weeks of the semester, and made myself feel any better about my situation, was by telling myself that it had to be better than being a senior at fteen. […]
I might have been smaller and younger than the other boys, but I was the fastest runner in the whole school for anything up to a hundred meters, so by the end of the season last year, as a thirteen-year-old sophomore, I was playing wing for the varsity rst fteen (that’s rst string in rugby talk). […]
All I had to do was make it through the rst semester of eleventh grade without getting into any more trouble, and I’d get a chance to le my appeal to move back into my room with Seanie and JP in the boys’ dorm. But staying out of trouble, like not getting killed while living with Chas Becker, was going to be a full-time job, and I knew that before I even set eyes on him.
NO ONE HAD TO KNOCK in O-Hall. The knobless doors couldn’t be locked, anyway. That’s the biggest part of the reason why my day started o upside down in a toilet. So when I heard the door creak inward, it felt like all my guts knotted down to the size of a grape.
It was only Mr. Farrow, O-Hall’s resident counselor, pushing his mousy face into the room, scanning the surroundings through thick wire glasses and looking disappointedly at my unopened suitcase, the du el bag full of rugby gear stu ed and leaning beside it, a barrier in front of me, while I slumped down in the shadows of the lower bunk like I was hiding in a foxhole, preparing for Chas Becker’s entrance.
‘Ryan Dean,’ he said, ‘you’ll have time to unpack your things before picking up your schedule, but I’m afraid you’ll need to hurry.’
I looked past Farrow’s head, into the dark hallway, to see if he was alone. I was still missing one shoe.
‘I can do it this afternoon, Mr. Farrow,’ I said. ‘Or maybe after dinner.’ […]
A shadow moved behind him.
‘Excuse me, Mr. Farrow.’
And there was Chas Becker, pushing the door wide and squeezing past Farrow as he hefted two canvas du els that looked like the things a coroner would use to cart away bodies, and dropped them with a thud! in the middle of the oor.
Then Chas noticed me, and I could see the confused astonishment on his face.
‘I’m rooming with Winger?’ He turned to look at Farrow, like he didn’t know if he was in the right place. Then he leered at me again. ‘How’d Winger end up in O-Hall?’
I didn’t know if I should answer. And I didn’t know if Chas even knew my actual name, because, like a lot of the guys on the team, he just called me Winger or Eleven (which was the number on my jersey), or the couple times when I’d dorked a kick, he called me Chicken Wing, or something worse that included the French word for ‘shower’. […]
‘I stole a cell phone.’ I swallowed. ‘From a teacher.’
‘Winger’s a boost?’ Chas smiled. ‘How cool is that? Or is it dorky? I don’t get it.’
I felt embarrassed. I looked at my hands resting on my suitcase.
And then Chas, all six-foot-four inches and Mohawk-stripe of hair pointing him forward, stepped toward the bed, loomed over me like some giant animated tree, and said, ‘But you’re sitting on my bed, Winger. Don’t ever sit on my bed. You get tops.’
‘Okay.’
I wasn’t about to argue the Pine Mountain rst-come- rst-served tradition. Anyway, I thought he was going to hit me, so I was happy that Mr. Farrow was watching our heartwarming get-acquainted moment. Even though I’d always liked school, I suddenly realized how shitty this particular Sunday-before-the-school-year-begins was turning out after the simple addition of one Chas Becker. That, and the whole head-in-a-toilet thing. […]
I waited until Chas backed up a step, and then I stood up, hitting my head squarely on the metal frame beneath my new sleeping spot. And as I rubbed my scalp I thought Chas was probably just waiting for Farrow to leave so he could reassign me to the oor.
‘You need to wear a scrum cap when you go to bed, too, Winger?’ Scrum caps are things that some players wear to protect their heads in rugby. But wings don’t wear them. […] I felt like – really felt like – giving him a clever comeback so Farrow could see the new, eleventhgrade version of me, but I couldn’t think of anything witty because my head hurt so bad. […]
There were chairs at each of the desks in the room, but I knew better than to pull one out, because Chas would just say that was his too. And as I fumbled with climbing up onto the top bunk, wondering how I was ever going to get in and out of bed if I needed to pee in the middle of the night, already mentally rigging the Ryan Dean West Emergency Gatorade Bottle Nighttime Urinal I would have to invent, Farrow slipped backward out the door and pulled it shut behind him.
So it was me and Chas.
Adapted from: Andrew Smith, Winger, p. 9-18
agonizing: painful (mental or physical) to file an appeal: here: to request to the counselors or teachers to change their decision knobless: without knobs (which means the door cannot be opened)
mousy: rather dull, quiet
1 Brainstorm: what do you think school will be like in the future?
2 Read the text about how education will change in the future and answer the questions.
a Which changes do you think are already happening? Where and how have you seen these changes?
b Which changes interest you the most? Why?
Where and whenwill students study?
Studentswill learn at different times in different places. Studentswill not do all of their learning at school, and theywon’t be sitting at a classroom desk from morning until the afternoon.
Will everyone still learn the same things?
Studentswill learn using different devices (BYOD – Bring Your Own Device), different programs and techniques based on what they prefer. Studentswill become more and more involved in choosing what subjects they study.
Howwill students learn to use their skills?
Studentswill learn how to apply their skills in project-based learning. Organization, collaboration, and time management skillswill be taught as basics. The formula of reading, memorizing, and test takingwill not be the preferred model.
Will students learn outside of schools?
Experience in ‘the field’ will be more important. Schoolswill provide more opportunities for students to obtain real-world skills thatwill help them in their future jobs.
Will exams still be the same?
What students know and how they apply that knowledgewillbe tested when they work on projects in the field. Theory will not be isolated from practice.
Adapted from: https://elearningindustry.com
3 Focus on the verbs used in the text in exercise 2 and answer the questions below.
a The text refers to: past – present –future
b What is the name of the tense that is used most often in the text?
c Highlight examples in thepositive,negative andquestion form.
d Complete the table with the verb in the correct form.
SubjectPositive
1st p. sing.
2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur.
3rd p. plur. Rule:
4 Use the information from exercise 3 to complete the grammar box. Add an example.
To talk about the future, we can use the form. This form is mostly used:
- To say that you think an action in the future.
e.g.
- For general about the future.
e.g.
5 Fill in the correct form of the verb in the future simple tense.
1 – (people to have) big mobile phones in the future?
– I think mobile phones (not to get) any smaller in the future.
2 Next year, the school (to open) at 8 a.m.
3 I (not to pass) my exams this year, there is too much to study.
4 – When you (to start) college?
– I (to start) college in 2025.
5 – (all students to have) a laptop in 2030?
– No, most students (not to have) their own laptop by then.
6 Speculate what will happen between Winger and Chas (see ex. 5, p. 232-234). Write at least 5 sentences. Use the future simple.
1 I think that Chas will
2 Winger will
7 Watch the clip about alt school and answer the questions.
a According to the founder of alt school, are the statements true or false? Correct the false statements.
1 American schools are keeping up with the world outside of schools.
2 Computers will never be able to take over jobs from humans.
3 The current education model is a mass production model.
4 Schools now teach students to think like computers.
5 Alt school wants what is best for the group.
b Write 3 statements that express how the founder of alt school sees the future of education. Use the future simple tense.
8 How do you see education changing in the future? Compare schools today with schools tomorrow.
a Preparation: brainstorm about the 3 topics below. What are they like (in your school) today?
School buildings:
Classrooms: Extracurricular activities:
b Action: write a short text (50-75 words) in which you compare what schools are like today and what you think schools will be like in the future. Make predictions and use the correct tenses!
c Reflection: check your text by filling in the checklist. Then compare it with a partner. What do you agree on? What does the class agree on?
Checklist: comparing schools
1 Content and structure
• I compared 3 aspects of schools: buildings, classrooms, extracurricular activities.
• I used separate paragraphs for each aspect.
• My text is about 50-75 words.
2 Language
• I used the present and future tense correctly.
• I used correct words to talk about school today and in the future.
• I used correct spelling and punctuation.
Feedback
CHECK 3, see p. 259
(Future simple)
Classrooms won’t be boring in the future. I think students will learn in different places and at different times in the future.
SubjectPositive (+)
1st p. sing.
2nd p. sing.
3rd p. sing.
1st p. plur.
2nd p. plur.
3rd p. plur.
I will learn You will learn. He/she will learn We will learn You will learn They will learn
Negative (-)
I will not learn You will not learn. He/she will not learn We will not learn You will not learn They will not learn
Questions (?)
Will I learn?
Will you learn?
Will he/she learn?
Will we learn?
Will you learn?
Will they learn?
Rule: Subject + will + base form of the verb Subject + will not + base form of the verb Will + subject + base form of the verb?
Keep in mind!
There are short and long forms in the negative: e.g.I will not work. = I won’t work.
– Actions that you think will take place in the future
Keywords: I think, I hope, maybe, hopefully, etc.
e.g. I think all students will have their own personal device.
– Predictions
e.g. Classrooms will not be boring in the future. Every secundary school student will have a laptop in 2030. will will not be have
(Fractions, decimals and subject-verb agreement)
• One in ten students say they like history.
• About one third of students like science.
• Nearly two thirds enjoy art.
• Almost everyone likes PE!
• Three quarters love English.
• Maths is liked by half of all students.
• A mere 1% of students say they don’t like any subject.
1/ Specific or general?
– If you want to be very specific, you can use the actual numbers of your research.
e.g. 5 out of 25 students like mathematics. 12 out of 24 students don’t like French.
– If you want to make your results sound more general, you can use fractions:
e.g. 1 out of 5 students like mathematics. = 1 in 5 students = 1/5th = one-fifth = a fifth of students
Half of the students don’t like French. = 5 in 10 = 5 out of ten
– Or you can use percentages:
e.g. 20 percent of students like mathematics. = 20% of students like mathematics. 50 percent of students = 50% of students
PercentageFraction In words
10% (10 percent)1/10 one tenth – one in ten – one out of ten
25% (25 percent)1/4 a quarter – one quarter
33% 1/3 one in three – a third – one third
50% 1/2 (one) half (of) – five in ten
66% 2/3 two in three – two out of three – two thirds
75% 3/4 three in four – three out of four – three quarters
2/ Subject-verb agreement
Fractions (e.g. 1/3), percentages (%) and other parts of a whole follow normal countable/ uncountable rules. The verb agrees with the preceding noun or clause that serves as the subject.
– With a singular or uncountable noun, use a singular verb: e.g. One third of the study seems irrelevant.
Fifty percent of the article is untrue.
All the information is from 2018.
None of it is the same.
– With a plural noun, use a plural verb: e.g. Nearly two thirds (65%) of the respondents say they study chemistry.
More than a quarter of teachers have large classes.
All of the students like mathematics.
None of the teens here say the same.
– After a collective noun (which stands for a group of people, e.g. group, team), you can either use a singular or a plural verb, depending on whether you want to emphasize the single group or its individual members: e.g. Half of our class says/say they like French.
Idiom Translation My notes a bookwormeen boekenwurm a piece of cakeeen fluitje van een cent to make the grade het cijfer halen dat je nodig had om te slagen the class clownde leerling in de klas die altijd grapjes maakt the teacher’s pet het favorietje van de leraar to pass with flying colours met vlag en wimpel slagen to ace a testhet hoogst mogelijke aantal punten behalen bij een toets to bomb a testeen heel slechte toets afleggen to crack a bookeen boek openslaan to cut classspijbelen to draw a blankniet op een woord/een ding/een antwoord kunnen komen to hit the booksheel hard studeren to learn by heart uit het hoofd leren to pull an allnighter de hele nacht doorwerken to put your thinking cap on ergens over nadenken
• What: what is the topic of your infographic?
• How: what data will you use?
• Personal research
– Make sure you can easily analyse the data from your questions.
• Existing data
– Select reliable sources.
Choose an app
• What programme will you use to make the infographic?
Content and structure
Length
• Made for the web
• No fixed length
• Not too long (or people will lose interest)!
Text
• Keep it short.
• Use power words.
Data
• Foundation of the infographic
• Use reliable sources or your own research data.
Visuals
Numbers
• Eyecatchers
• Use percentages and/or fractions.
Colours
• Use colours to stress differences or similarities.
• Choose a colour scheme and stick to it.
Images, icons and pictograms
• Use one style of icon or pictogram.
• Pictograms and icons can replace text.
Lettering
• Show the difference between title and text.
• Use a few (contrasting) fonts but don’t overdo it.
• Avoid mistakes: reread your infographic.
Evaluate your work
• What went well?
• What can you improve?
1 Formulating your opinion
‘I really think that teachers in the past were a lot stricter than they are now.’
In my opinion/view ...
Generally speaking, I think ...
To my mind ...
I’m quite convinced that ...
To be quite honest / frank ...
If you ask me ...
The way I see it …
2 Agreeing ‘You’re absolutely right.’
3 Disagreeing
Yes, I agree.
That's a good point.
I don't think so either.
I agree with you entirely. That's just what I was thinking.
4 Partly agreeing
I (really) think that…
I believe (that)…
In my opinion … / My opinion is …
I feel that …
I guess/imagine …
I’m certain that …
I strongly believe that …
To be honest … / Honestly …
'I’m afraid I have to disagree with you. We have lots of strict teachers!'
I don't agree with you.
However …
That's not entirely true. On the contrary … I'm sorry to disagree with you, but … I'm afraid I have to disagree. I'm not so sure about that.
'That’s partly true, but surely that’s not the case in every school?'
I agree up to a point, but ... I see your point, but ...
Although you are right about …, I think … I'm not so sure about that.
5 Closing the discussion
'I think we’re going to have to agree to disagree on this matter.'
Let's just move on, shall we?
Let's drop it.
1 Compare Georgina’s schoolbag to Whitney’s. Which items do they have in common and which items are only in one of the schoolbags?
Georgina’s schoolbag
Whitney’s schoolbag
Items only Georgina hasItems they both haveItems only Whitney has
Score < 14 ≥ 14
Next exercise ex. 2 ex. 4
2 Read about this blogger’s favourite stationery. Look at the photograph and fill in the missing words. Some words are used more than once.
My favourite stationery
I love stationery. I create my own stationery collections – so I thought I’d share my favourite pieces with you.
The (1) with the Eames quote was given to me by my sister, it’s a
dinky little size so I take it out and about with me for sketching and jotting down any ideas.
The (2) are Uni-ball fine line – these guys are essential for my art practice. The various-sized nibs are great for detail and provide excellent ink coverage, and, because they are pigment based, the colour is beautifully black. Gift tags and washi (3) are an addiction of mine and key materials for packaging my stationery orders.
Both the (4) and the rather snazzy
Tom Dixon (5) were bought for me by my Dr B – I have used them both but I don’t like to because they’re too nice.
I love my big (6) too; it’s lovely and thick – ideal for my lists of projects and ideas. I adore the marbled edges on the pages.
I’m addicted to (7) and (8) too, particularly metallic (9) – these Posca and Uni-ball ones give great coverage. The gorgeous red (10) was a gift from my colleagues, so it’s a well treasured item.
Adapted from: https://ellasplace.co.uk
Score < 7 ≥ 7
Next exercise ex. 3 ex. 4
3 Identify the different school rooms and facilities. Choose from the words below. art room – cafeteria – classroom – gymnasium – hallway – IT lab – playground –restrooms – science lab – secretary’s office 1 2 3
a Preparation: make a list of 6 parts/buildings/rooms in your own school. Which ones do you think are great/which ones don’t you like? (Why?)
b Action: make your own vlog.
– Pay attention to the structure (beginning, middle, end).
– Your vlog should be between 1 and 3 minutes long.
– Record your vlog on your phone and send it to the teacher.
c Reflection: reflect on your task by filling in the checklist.
Checklist: my ideal school campus
1 Content and structure
• My vlog has a clear structure (beginning-middle-end).
• I mentioned the reasons why.
• I discussed the best and worst parts of our school.
• My vlog is 1 to 3 minutes long.
2 Language
• I used the correct words to describe the school, the rooms and facilities.
• I used correct basic grammar.
• I paid attention to my pronunciation.
Feedback
Yes I think soNo
Score < 7 ≥ 7
Next exercise ex. 5 ex. 7
5 Complete the dialogue below with a correct English idiom.
Bo: Are you reading again?
Zeynep: You know I’m a bit of a (1).
Bo: I think you’re just trying to be the (2).
Zeynep: No, no. I don’t really care what Mr. Dupont thinks of me. You know, you should try (3) every now and then instead of being the (4). Books can be entertaining, and you’re not as funny as you think you are.
Bo: But I do read! Guess who (5) the last English test?
Zeynep: Yeah, but that test was a (6). Besides, you totally (7) the test before that. Come on, class is going to start soon.
Bo: What, are you that eager (8) again?
Zeynep: No, I’ve already (9) everything
Bo: Well, I think I’m just going to (10).
Zeynep: What?
Bo: Just kidding…
Score < 7 ≥ 7
Next exercise ex. 6
Check 2, p. 252
6 Pair up and play ‘Taboo’.
a One person takes a card and has to describe the word on the card. But be careful, the other words on the card are words you can’t say.
b The other person tries to guess which words you are trying to describe.
c You have 1 minute for each Taboo card.
Score
Next exercise
7 Text a classmate about your day at school.
Check 2, p. 252
a Preparation: think about your day and which ‘school’ idioms could be used to talk about it. Be nice!
b Action: write down your exchange on a separate piece of paper or use WhatsApp (for the web). If you use WhatsApp, take a screen shot, and send it to your teacher. Make sure there are at least 5 idioms in your conversation.
c Reflection: how did your conversation go? Fill in the checklist.
Checklist: school idiom texting Yes I think soNo
1 Content and structure
• We had a conversation about our school day.
• We started and ended the conversation appropriately.
2 Language
• We used at least 5 different idioms correctly.
• We used correct words.
• We used correct spelling and punctuation.
Feedback
Score
Next exercise ex. 6
Check 2, p. 252
1 Analyse some charts about research done on the use of digital learning tools in American schools.
a Preparation: read the charts below and answer the questions.
How many teachers use digital learning tools during the whole class in English/ Language arts?
How many students use their own device at school? about 1/4
How many high school students use digital learning tools for homework every day?
How many high school students use digital learning tools for homework a few days a week?
Which type of students uses digital learning tools the most? What are the numbers?
Which class uses digital learning tools the most?
more than more than almost
What are the numbers?
Which class uses digital learning tools the least?
What are the numbers? little over /four in ten
On a typical school day, how much class time does your teacher spend using digital learning tools to teach the following classes?
•
At school, how often do you use digital learning tools to learn?
How do you access the digital learning tools at school?
Outside of school, how often do you use digital learning tools to get schoolwork done?
Source: https://www.newschools.org
Total: / 12
b Action: based on the answers to the questions in a, write a short paragraph (50-75 words) with your conclusions about how digital learning tools are used in American schools. Use both percentages and fractions (at least 5 different ones!) in your text. writing
c Reflection: check your task by filling in the checklist.
Checklist: research data analysis Yes I think soNo
1 Preparation
• I answered all the questions about the charts.
2 Content and structure
• I drew at least 5 conclusions from the data in the charts.
• My text is 50-75 words.
3 Language
• I varied my vocabulary (percentages, fractions).
• I used correct basic grammar.
• I used correct spelling and punctuation.
Feedback
Total: / 10
2 Look at the chart on the next page and make logical sentences.
1 Three quarters of secondary students A are higher than those of secondary school students.
2 A quarter of elementary school studentsB can choose topics they like to learn.
3 Little over half of secondary school students C do schoolwork that makes them want to learn more.
4 More than double the number of elementary school students than secondary school students D know their students’ interests.
5 Four in ten teachers in secondary school E say there is someone at their school who cares about them.
6 40% fewer students in secondary school than in elementary school F set learning goals at school.
7 All scores of the elementary school students G connect what they learn in class with life outside the classroom.
Elementary students (% Yes)
Secondary students (% Strongly agree + % Agree)
There is someone at my school who cares about me as a person.
I know which skills I need to improve at school.
I can connect what I am learning in my classes with life outside of the classroom.
Most of my teachers know what my interests are.
I do school work that makes me want to learn more.
Most of my teachers let me choose topics I like to learn about in the lessons or units that we study. I set learning goals at school.
5 ≥ 5 Next exercise ex. 4
3 Replace the percentages in the text by different expressions and fractions. Choose from the words in the box below.
3 in 4 – 9 out of 10 – a fifth – a third – almost half of – an almost equal proportion –more than 4 in 10 – nearly two thirds – nine out of ten – three quarters
As K-12 educators prepare students for a world where change happens at a rapid pace, they use multiple tools to communicate lessons. More often than not, new classroom technology is implemented in conjunction with more traditional classroom tools, according to a new report from Cambridge International, which is based on an online survey of nearly 20,000 teachers and students (ages 12-19) from 100 countries.
The survey found that use of technology in schools worldwide continues to grow, with (1) (48%) students reporting they use a desktop computer in the classroom. (2) (42%) use smartphones, (3) (33%) use interactive whiteboards and (4) (20%) use tablets. Yet the numbers remain high for more traditional modes as well, such as pen and paper ( (5) – 90%) and whiteboards (73%).
Desktop computers are used significantly more than tablets: the U.S. leads the way with (6) (75%) of classrooms using desktop computers.
Smartphones are not universal in K-12
One particular area of technology the survey highlighted as growing is smartphones. With mobile technology more integral to people’s lives, it’s predicted that smartphone use in the classroom could reach 55 percent globally. The U.S. has already far surpassed that number and leads the world with smartphones used in nearly (7) (74%) classrooms.
Technology’s impact on education continues for students outside of the classroom as well. The survey found that (8) (64%) of students use a smartphone to do their homework, (9) (65%) do their homework on a notebook computer (that number rises to almost (10) (85%) in the U.S.).
The report ultimately finds both teachers and students rely on technology to add value to and enhance education. The expectation is that, in the future, students will develop greater autonomy in the learning process, selecting the technology that works best for them.
Smartphones, laptops and desktops will clearly be part of that mix – alongside pen and paper.
Adapted from: https://edtechmagazine.com
Score < 7 ≥ 7
Next exercise ex. 2 ex. 4
4 Make a short infographic based on the charts in exercise 1.
a Preparation: check the graphs and the table you filled in and highlight some striking data. Choose 5 data points you want to use/compare.
b Action: transform the data into an infographic. Use an online site or app or draw it yourself.
c Reflection: check your task by filling in the checklist.
Checklist: making an infographic
1 Content and structure
• I used numbers adequately in my infographic.
• I used imagery and pictograms adequately in my infographic.
• I used colour adequately in my infographic.
• I used lettering adequately in my infographic.
• I used the tips for making infographics.
2 Language
• I used correct basic grammar.
• I used a few good power words.
• I used correct spelling and punctuation.
Feedback Score < 7 ≥ 7
Next exercise ex. 5
Check 3, p. 259 writing
Yes I think soNo
5 You will get an infographic. Read it and analyse it using the table.
a Preparation: fill in the table.
CONTENT AND STRUCTURE
Length
b Action: based on your findings, do you think this is a good infographic? Give your opinion in about 40 words. reading writing
Text
Date
VISUAL Numbers
Colours
Imagery, icons and pictograms
Lettering
Total: / 7
c Reflection: check your task by filling in the checklist.
Checklist: infographic analysis
1 Content and structure
• I wrote about 40 words.
• I gave good reasons for my opinion.
• I used the information in the table to support my opinion.
2 Language
• I used expressions to share my opinion correctly.
• I used correct basic grammar.
• I used correct spelling and punctuation.
Feedback
Yes I think soNo
Total: / 10
Score < 12 ≥ 12
Next exercise
Check 3, p. 259
6 Watch the video and make an infographic using the information you gathered.
a Preparation: complete the sentences.
1 are denied an elementary education.
Total: / 15 WATCHING
2 million children are missing out on and high school.
3 They are kept out of school because of and unrest.
4 million children have had their schooling disrupted by conflict and
5 drop out of school more often than because of fear of marriage, pregnancy or fear of assault.
6 A girl’s potential to earn increases for every year she is in school.
7 In countries less than of teachers are , so million students aren’t learning the basics.
8 Even though the need to invest in education couldn’t be clearer, of humanitarian aid was spent on education.
9 If nothing changes, as many as children will never set foot in a classroom.
b Action: transform the data into an infographic. Use an online site or app or draw it yourself.
c Reflection: check your task by filling in the checklist. Send it to the teacher or discuss with a classmate.
Checklist: making an infographic
1 Content and structure
• I used numbers adequately in my infographic.
• I used imagery and pictograms adequately in my infographic.
• I used colour adequately in my infographic.
• I used lettering adequately in my infographic.
• I used the tips for infographics.
2 Language
• I used correct basic grammar.
• I used a few good power words.
• I used correct spelling and punctuation.
Feedback
I think soNo
Total: / 10
Score < 17 ≥ 17
Next exercise ex. 5 Check 3
1 How do you see education changing in the future? Compare schools today with schools tomorrow.
a Preparation: brainstorm about the 5 topics below. What are they like (in your school) today?
1 teachers:
2 students:
3 classes (subjects):
4 school food:
5 timetable:
b Action: write a short text (50-75 words) in which you compare what schools are like today and what you think schools will be like in the future. Use the correct tenses!
c Reflection: check your text by filling in the checklist.
Checklist: comparing schools
1 Content and structure
• I compared 3 aspects of schools: classrooms, school food and timetable.
• There are paragraphs for each separate aspect.
• My text is about 50-75 words.
2 Language
• I used the present and future tense correctly.
• I used correct words to talk about school today and in the future.
• I used correct spelling and punctuation.
Feedback
2 How are American school districts handling bad winter weather?
a Complete the text with a verb in the future tense. Choose from the list below. to be (4x) – to communicate – to complete – to have – to participate – to post – to provide
December 16
Students (1) in asynchronous virtual learning, meaning students (2) assignments in Schoology at their own pace at home. Teachers (3) lessons and assignments to Schoology by 9:00 a.m. Students are expected to complete the assigned work by the start of the school day on December 17.
Attendance (4) taken based on work submission.
Teachers (5) available at three different times during the day to answer student questions or provide support, as needed. These teacher office hours are: 9:00-9:30 a.m., 12:30-1:00 p.m., and 3:00-3:30 p.m.
In-person extracurricular activities are already cancelled due to the Governor’s Orders last week. If the extracurricular activity is being held virtually, this may continue. The coach or advisor (6) updates in Schoology.
December 17
An official decision about this day (7) made by 5:00 a.m. on December 17. Because of the potential for heavy snow involving power or internet outages, if conditions warrant, we (8) a Snow Day on this day. If a Snow Day occurs, there (9) no lessons or assignments for students, and no school meal pick-up.
Each school (10) more details on Schoology.
Source: https://www.hempfieldsd.org
Total: / 10
b Answer the questions about the text.
1 What is the name of the learning platform the schools use?
2 When can students contact the teachers on ‘Snow Days’? reading
3 What happens to the extracurricular activities?
4 Are both 16 and 17 December ‘Snow Days’?
5 How will the teachers and schools know if students were present during the online lessons?
Total: / 5
< 12
3
12
4
3 Complete the sentences with your predictions about school in the future. Use the future simple tense. Add 3 sentences with your own (general) predictions.
1 School buildings in the future…
2 Classrooms in the future…
3 Teachers in the future…
4 Students in the future…
5 Classes in the future…
6
4 Watch the video about differences between US and UK schools and answer the questions.
a How are the grades calculated in both systems? Complete the table.
(or course work) Doing homework
b True or false? Correct the false statements.
Statement
1 In some US schools, you are not allowed to carry a bag since you might have a gun.
2 The English girl’s school didn’t have a school sports team.
3 You have to study a lot for exams both in the UK and in the US.
c What is a gap year?
d If Emma and Evan could choose, would they go to school in the UK or in the US? Why?
e If you could choose, would you want to go to school in the UK or in the US? Why? Give at least 2 reasons.
Score < 10 ≥ 10
Next exercise All done!
5 Listen to and read excerpts from a novel in verse and get inspired!
The Poet X is the debut novel of slam poet Elizabeth Acevedo. A young girl in Harlem – Xiomara Batista – discovers slam poetry as a way to understand her mother’s religion and her own relationship to the world. Xiomara feels unheard and unable to hide in her Harlem neighbourhood but she has plenty she wants to say, and she pours all her frustration and passion onto the pages of a leather notebook, reciting the words to herself like prayers.
Adapted from: www.goodreads.com
a Listen to an excerpt of The Poet X, a young adult novel in verse by Elizabeth Acevedo and answer the questions.
1 WHEN does the scene take place?
2 WHERE does the scene take place?
3 WHO is telling the story?
4 WHAT is the main character describing?
5 WHAT is the cultural background of the main character?
Total: / 10
b Read the next part of the novel and answer the questions.
1 How do the kids go to school?
2 What do the kids have to do before they enter the school? Why do you think this is?
3 Where does Xiomara’s twin go to school?
4 Do you think Chisholm High School is a school where rich children go? Why do you say this?
5 What do you think Xiomara means when she says: ‘just a way to get closer to escape’? listening reading
6 Compare this school to the school in Winger (p. 232). What do you think are the main differences? Name at least 2.
Thursday, September 6 H.S.
Total: / 11 1 5 10 15
My high school is one of those old-school structures
from the Great Depression days, or something. Kids come from all five boroughs, and most of us bus or train, } although since it’s my zone school, I can walk to it on a nice day.
Chisholm H.S. sits wide and squat, taking up half a block, } redbrick and fenced-in courtyard with ball hoops and benches.
It’s not like Twin’s fancy genius school: glass, and futuristic. This is the typical hood school, and not too long ago it was considered one of the worst in the city: gang fights in the morning and drug deals in the classroom.
It’s not like that anymore, but one thing I know for sure is that reputations last longer than the time it takes to make them.
So I walk through metal detectors, and turn my pockets out, and greet security guards by name, and am one of hundreds who every day are sifted like flour through the doors. And I keep my head down, and I cause no waves.
I guess what I’m trying to say is, this place is a place, neither safe nor unsafe, just a means, just a way to get closer to escape.
Source: Elizabeth Acevedo, The Poet X
7 How is this novel written?
8 Link the following ideas to the different parts of the poem. Put the letter next to the part in the poem.
a History of the school
d What the school means to the main character
b How old the school is e Where the school is
c How to enter the school f Who goes to the school
c Write your own slam poem about an aspect of your school.
1 Preparation: choose a ‘topic’ related to school. Decide if you want to use the structure below or if you want to be completely free when you write.
2 Action: write your poem.
My school is (describe how old the school is)
Kids (describe who goes to the school and how)
(name of school) sits (describe where the school is and what it looks like)
It was/It is (describe the past or the reputation of the school)
So I walk (describe how to enter the school)
I guess, what I’m trying to say is (describe what the school means to you)
3 Reflection: check your poem. If you feel up to it, you can also perform it!
Checklist: my own slam poem Yes I think soNo
1 Content and structure
• I chose 1 school topic to describe.
• I divided the topic into 4 or 5 aspects and described each of them. or
• I followed the given structure.
• I am happy with my poem!
2 Language
• I used varied vocabulary.
• I used appropriate spelling and punctuation.
Feedback
Score < 15 ≥ 15
Next exercise ex. 4 All done!
You will make an infographic about school and education based on your own research. In this infographic you will make a comparison between schools in the past versus schools today and schools of the future.
1 Find a partner.
2 Brainstorm with your partner. Think about at least 5 things that were ‘wrong’ about school or education in the past in your opinion (e.g. buildings, facilities, classrooms, teachers, subjects, lessons, schedule, etc.).
e.g. The teachers were too strict.
3 For each ‘topic’ you chose in exercise 2, write 2 statements. One statement is about how it is today (in your opinion) and one statement is about how you think it will be in the future. For example:
Past: In the past teachers were too strict.
Today: Today, most teachers treat all students fairly. Future: In the future, robots will be the teachers.
4 Complete the table with your statements.
5 Review your statements or let someone else read them. Is it obvious what you mean by them?
6 Make an online survey of your statements. Make sure that you use the same options for all the questions, so it is easier to compare results afterwards.
e.g. strongly disagree – disagree – agree – strongly agree On a scale of 1 to 5 indicate how much you agree with the following statements. Tip: give your respondents the chance to explain their answers by adding a question for each topic such as:
e.g. Explain why you gave this rating/why you said this.
7 Send your survey to at least 20 people (the more respondents, the better!).
8 Draw some conclusions (at least 10). Tip: most online survey makers will provide percentages already. Make sure that you use some of the structures on p. 240 to vary your vocabulary.
e.g. 4 in 5 think teachers treat students fairly. 60% of the students think there will be robot-teachers.
9 Make your infographic. Use the data from your survey. Follow the rules for making a good infographic!
10 Send your infographic to the teacher.
11 Optional: present your findings to the class. writing writing speaking
12 Reflect on your task by filling in the checklist.
Checklist: making an infographic based on a survey Yes I think soNo
1 Preparation
• We chose 5 different things we think were wrong about school/ education in the past.
• We wrote 10 statements for these topics (2 for each topic).
• We checked the quality of our statements.
2 Action: survey
• We made a(n online) survey of 3 x 10 statements.
• We drew at least 10 conclusions from our data.
• We used the data to make our infographic.
• We used numbers adequately in our infographic.
• We used appropriate imagery and pictograms.
3 Action: infographic
• We used colour adequately.
• We used lettering adequately.
• We used the tips for infographics.
4 Action: language
• We used correct grammar.
• We used the correct words.
• We used correct spelling and punctuation.
Feedback
Trace your steps on diddit.
Step 1: using countable and uncountable nouns
Step 2 : ordering a sandwich
Step 3 : describing and comparing food
ON DIFFERENT TRACKS
TRACE YOUR STEPS
CHECK OUT: PLACING YOUR ORDER
1 Link the literary figures to the Starbucks orders.
Robinson Crusoe
Robinson Crusoe is a castaway who is shipwrecked on a remote tropical desert island for 28 years.
Captain America
Captain Steven Rogers is a World War II veteran and Earth’s first known superhero. He is also a member of the Avengers. He became a superhero after he was given a ‘Super Soldier Serum’.
Mary Poppins
Mary Poppins is a British nanny with magical powers. She only appears when she is needed.
Cinderella Cinderella is a poor girl who lives with her evil stepmother and stepsisters. When her fairy godmother turns a pumpkin into a carriage and her rags into a beautiful dress, she meets her prince charming.
Aladdin is a poor young man, until he finds a magic lamp. The lamp is the house of a wish-granting genie.
Adapted from: https://literarystarbucks.com
– goes to the counter and punches a Nazi in the face. Then he orders an americano.
– spends thirty years in the same Starbucks, ordering a tall black coffee every twenty minutes. He is suspicious of the strange baristas and openly hostile to other customers. Is this café the promised land? I mean, probably not.
– goes to the counter and orders green tea. He rubs his hand along the lid as he picks it up, and a powerful genie emerges. ‘I swear to God’, says. ‘That’s like the third time this week.’
– goes to the counter and orders a strawberry frappuccino as well as a scone for her mice friends. They eat together by the window before departing in her pumpkin carriage. Wait, no, she orders three black coffees, only drinks two, and throws the last on her stepsisters before stalking out the door to visit her mother’s tree. Either way, she loses a shoe.
– is blown up to the counter. She orders an Earl Grey tea with two lumps, levitates a few giggling customers, and promptly leaves. Starbucks is never the same.
a castaway: someone who is left alone in a place (like an island) as result of a shipwreck to emerge: to appear out of nowhere to levitate: to make something or someone float in the air a rag: a piece of cloth, often used for cleaning remote: far away from other places to stalk out: to leave a place in an angry manner
2 Who is your favourite fictional character? What do you think their drink would be?
STEP 1 ⁄ Breakfast at the coffee shop Using countable and uncountable nouns
1 ⁄ Can you count that?
1 Can you count the following words? If you can count it with a number, write C for countable. If you can’t count it, write UC for uncountable.
2 Look at these uncountable words. How can you make them countable?
3 What types of food or drink can go in these containers? Add as many as you can.
4 Fill in the grammar box with the information from exercises 1 to 3.
HOW TO count things with and without numbers
Countable and uncountable nouns
nouns can be counted using numbers. They have:
– a singular form (can use the indefinite article ‘a’ or ‘an’) e.g. a pear / an apple
– a plural form e.g. two pears / two apples
nouns cannot be counted with numbers.
– They are used with a singular verb.
– They usually do not have a plural form.
– To make uncountable nouns countable, we use
• quantifiers; e.g. some sugar
• containers in which they are sold. e.g. a carton of juice
Some nouns can be both countable (C) and uncountable (UC). e.g. ice cream He has already had an ice cream today. (C) I really love ice cream. (UC)
5 Fill in the correct article: ‘a’ or ‘an’.
1
6 Check the words in exercise 5 to fill in the grammar box.
HOW TO use articles
The indefinite article ‘a’/’an’ depends on the at the start of the following word.
– If the following word starts with a sound, we say : e.g. a jar, a mango, a pear, a unit
– If the following word starts with a sound, we say : e.g. an apple, an espresso, an ice cream, an hour, an unsalted nut.
7 Do you remember how to form the plural of nouns in English? Complete the table below with the correct plural form.
Singular Plural
1 a bottle
Singular Plural
6 a loaf loaves
2 a box 7 a pear
3 a cookie
8 a strawberry
4 a glass 9 a teaspoon
5 a jar 10 a turkey
8 Complete the grammar box about the plural of nouns.
H talk about more than one thing
Singular Plural Rule
a cup
General rule:
a strawberry If the noun ends in a consonant + -y:
a sandwich If the noun ends in a hissing sound:
See p. 313
9 Listen to the words and write them in the appropriate column. Then try to complete the rule.
Pronounced as: /s/ /z/ /Iz/ e.g. cups e.g. knives e.g. sandwiches
The ‘s’ is pronounced as after the following sounds: /p/, /t/, /k/, /f/, /T/.
The ‘s’ is pronounced as when a noun ends in or the /b/, /d/, /g/, /l/, /m/, /n/, /4/, /r/, /v/, /j/.
If a word ends in a (= /z/, /s/, /“/, /d“/, /t‘/, /‘/), the ‘s’ is pronounced as
To practise your pronunciation, you can say tongue twisters. Try reading them as fast and precisely as you can.
Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers where’s the peck of pickled peppers Peter Piper picked?
Betty Botter bought some butter but she said the butter’s bitter. If I put it in my batter, it will make my batter bitter but a bit of better butter will make my batter better so ‘twas better Betty Botter bought a bit of better butter.
10 You will get an item card from your teacher. Form a shopping list with the entire class. The first one starts with: ‘I’m going to the supermarket and I’m going to buy…’ Try to remember all the previous items, and then add your item to the list.
2 ⁄ Coffee and smoothies
1 Read the blurb of the book Fangirl and answer the questions.
a What kind of book do you think this is? fiction non-fiction
b What genre is the book? horror thriller comedy romance
c Who is the intended reader of this book?
d Based on the blurb, would you be interested in reading this book? Why (not)?
Cath and her twin Wren are huge Simon Snow fans and used to do everything together. But now that they’re off to college, Wren is making new friends and partying, while Cath is struggling to adjust, spending most of her time writing Simon Snow fan fiction in her room. To make matters worse, her roommate Reagan is rude and her roommate’s boyfriend Levi is always around.
2 Read the excerpt and answer the questions.
a How is it said in the text?
1 You have a free hour before you have to do something/be somewhere.
2 I told him he had good reason to be proud of himself. He was proud of himself.
3 He gave me a drink that he invented himself.
b What does the underlined expression mean? ‘Levi stopped to talk to the guy. Because he was Levi, and this was a biological necessity.’
Something you have to do because it’s in your nature/DNA.
Something you have to do because it’s your job.
Something you have to do because you read it in a book.
Something you have to do because your biology teacher told you to.
c What does this sentence tell us about Levi’s personality?
d ‘You look tarred and sweatered’ is a play on the expression ‘tarred and feathered’. This was a form of public punishment and shaming in the past where people were covered in tar and feathers. What is Levi saying here about Cath’s outfit?
e What does Cath order?
f Does Levi give Cath her order? Explain your answer. reading
g Find the missing ingredient for the Pumpkin Mocha Breve in the text.
• 1 pump chocolate syrup
• 1 shot espresso
• 2 pumps pumpkin spice syrup
• 60 ml milk •
h After reading the entire excerpt, has your opinion changed? Would you (still) be interested in reading the whole book? Why (not)?
Cath had an hour or so to kill before she left for Omaha, and she didn’t feel like sitting in her room. It was the best kind of November day. Cold and crisp, but not quite freezing, not icy. Just cold enough that she could justifiably wear all her favorite clothes –cardigans and tights and leg warmers.
She thought about going to the Union to study but decided to walk around downtown Lincoln instead. Cath almost never left campus; there wasn’t much reason to. Leaving campus felt like crossing the border. What would she do if she lost her wallet or got lost?
She’d have to call the embassy…
Lincoln felt a lot more like a small town than Omaha. There were still movie theaters downtown and little shops. Cath walked by a Thai restaurant and the famous Chipotle. She stopped to walk through a gift shop and smell all the essential oils. There was a Starbucks across the street. She wondered if it was Levi’s Starbucks, and a minute later, she was crossing over.
Inside it was exactly like every other Starbucks Cath had ever been to. Maybe with a few more professorial types… And with Levi briskly moving behind the espresso machine, smiling at something somebody was saying in his headset.
Levi was wearing a black sweater over a white T-shirt. He looked like he’d just gotten a haircut – shorter in the back but still sticking up and flopping all over his face. He called out someone’s name and handed a drink to a guy who looked like a retired violin teacher. Levi stopped to talk to the guy.
Because he was Levi, and this was a biological necessity.
‘Are you in line?’ a woman asked Cath. ‘No, go ahead.’ But then Cath decided she may as well get in line. It’s not like she’d come here to observe Levi in the wild. She didn’t know what she was doing here.
‘Can I help you?’ the guy at the register asked.
‘No, you cannot,’ Levi said, pushing the guy down the line. ‘I got this one.’ He grinned at her.
‘Cather.’
‘Hey,’ Cath said, rolling her eyes. She hadn’t thought he’d seen her.
‘Look at you. All sweatered up. What are those, leg sweaters?’
‘They’re leg warmers.’
‘You’re wearing at least four different kinds of sweater.’
‘This is a scarf.’
‘You look tarred and sweatered.’
‘I get it,’ she said.
‘Did you just stop by to say hi?’
‘No,’ she said. He frowned. She rolled her eyes again. ‘I came for coffee.’
‘What kind?’
‘Just coffee. Grande coffee.’
‘It’s cold out. Let me make you something good.’ Cath shrugged. Levi grabbed a cup and started pumping syrup into it. She waited on the other side of the espresso machine.
‘What are you doing tonight?’ he asked. ‘You should come over. I think we’re gonna have a bonfire. Reagan’s coming.’
‘I’m going home,’ Cath said. ‘Omaha.’
‘Yeah?’ Levi smiled up at her. The machine made a hissing noise. ‘I bet your parents are happy about that.’
Cath shrugged again. Levi heaped whipped cream onto her drink. His hands were long –and thicker than the rest of him, a little knobby, with short, square nails.
‘Have a great weekend,’ he said, handing her the drink.
‘I haven’t paid yet.’
Levi held up his hands. ‘Please. You insult me.’
‘What is this?’ She leaned over the cup and took a breath.
‘My own concoction – Pumpkin Mocha Breve, light on the mocha. Don’t try to order it from anyone else; it’ll never turn out the same.’
‘Thanks,’ Cath said.
He grinned at her again. And she took a step backwards into a shelf full of mugs. ‘Bye,’ she said.
Levi moved on to the next person, smiling as wide as ever.
Source: Rainbow Rowell, Fangirl, p. 68-69
3 Look at the coffee menu from Bean Bar and answer the questions.
a single shot of espresso
SHORT MACCHIATO
a single serving of espresso, stained with milky foam
LONG MACCHIATO
a double shot of espresso, stained with milky foam
AFFOGATO
a single shot of espresso served with one scoop of vanilla ice-cream
PICCOLO LATTE
a single shot of espresso with a small layer of foam
FLAVOURED LATTE
latte topped with sweetened flavoured syrup (flavours include Hazelnut, Caramel, Vanilla & Irish Cream)
HOT CHOCOLATE
rich chocolate with steamed milk and a small layer of foam
a double shot of espresso with steamed milk and a small layer of foam
CAPPUCCINO
SNOW HOT CHOCOLATE
a single shot of espresso with equal parts steamed milk and foam
FLAT WHITE
a single shot of espresso with flat steamed milk
LONG BLACK
a cup of hot water topped with a double shot of espresso
BEAN BAR LATTE
a double shot of espresso with steamed milk, a small layer of foam and a special sweetened coffee flavoured syrup
rich white chocolate with steamed milk and a small layer of foam
CHOC MOCHA
rich chocolate mixed with a double shot of espresso. Served layer of foam
rich chocolate mixed with a double shot of espresso. Served with steamed milk and a small layer of foam
SNOW MOCHA
rich white chocolate mixed with a double shot of espresso. Served with steamed milk and a small layer of foam
VIENNA
a long black, topped with whipped cream
CHOC VIENNA
a hot chocolate, topped with
a hot chocolate, topped with whipped cream
CHAI LATTE
CHAI LATTE
chai syrup with steamed milk and a small layer of foam
a Which of these coffee options have milk in them?
latte
cappuccino
long black
flat white
aff
b I don’t like coffee, but I do want a warm drink. Can you recommend 2 drinks?
c Look at the images and write down the name under the drinks.
4 The internet is full of recipes for the ‘Starbucks Secret menu’. It is not a real menu, but rather drinks people have made up using Starbucks ingredients that you can order. Look at the Instagram posts and answer the questions.
a Who should order a ‘Gingerbread Chai Latte’?
b How do you get an extra smooth ‘Tastes of October Frappuccino’?
c Which season is perfect for drinking a ‘Vanilla Pumpkin Nut Latte’?
d What is the correct way to order a Starbucks drink? Put the steps in the correct order.
extras name of drink size syrups
e Which size options are there at Starbucks? small = medium = large =
f Which language mistake do you see in the ‘how to order’ sections of the ‘Tastes of October Frappuccino’ and the ‘Vanilla Pumpkin Nut Latte’?
g What could be the reason for this? reading
starbucks_secret_menu The Gingerbread Chai Latte! Here’s a delicious twist to the regular Chai Tea Latte! The bit of spice from both flavors go together perfectly, so if you’re a fan of the Chai Tea Latte and Gingerbread Latte, you’ll love this one! Take advantage of the holiday syrup and give this delight a try!
How to order:
Chai Tea Latte
Add Gingerbread Syrup (1 pump tall, 2 grande, 3 venti)
Top with whipped cream
How to order a grande ‘Can I have a grande hot Chai Tea Latte with 2 pumps of gingerbread?’ #starbucks #starbuckssecretmenu
starbucks_secret_menu The Tastes of October Frappuccino! This frap is perfect for the Autumn and PSL lovers! This frap has cinnamon and a hint of toffee nut, perfect for any fall craving. This frap can also be coffee free if you ask for cream base.
Here’s the recipe:
Pumpkin Spice Frappuccino
Add Cinnamon Dolce Syrup (1 pump tall, 1.5 pumps grande, 2 pumps venti)
Add Toffee nut Syrup (1 pump tall, 1.5 pumps grande, 2 pumps venti)
Top with whipped cream and caramel drizzle
optional: ask for it double blended for an extra smooth Frappuccino.
how to order a tall: ‘can I have a pumpkin spice Frappuccino with a pump of cinnamon and a pump of toffee nut with a caramel drizzle.’ #starbucks #starbuckssecretmenu
starbucks_secret_menu The Vanilla Pumpkin Nut Latte! This recipe can be enjoyed hot or cold and is a fall favorite among many!! Here’s the recipe:
Pumpkin Spice Latte
Add toffee nut syrup (1 pump tall, 1.5 grande, 2 venti)
Add vanilla syrup (1 pump tall & grande, 1.5 pumps venti)
ordering a tall hot latte you would ask ‘can I have a tall pumpkin Spice latte with a pump of toffee nut and a pump of vanilla?’ #starbucks #starbuckssecretmenu
hundred and eighty-one
5 Work with a partner and make up your own secret menu drink.
a Read through the options below.
b Give your drink a name.
c Tell another group how they should order your secret menu drink. Our drink is called:
6 Look at the steps for creating your own smoothie at the smoothie shop. Add the missing items.
Choose your base Step 1
Add nuts or grains (optional, up to 2) Step 3
two hundred and eighty-three
4
1 sweetener (optional)
7 Invent your own smoothie and design a (digital) ad for it.
a Preparation: think about the things you like in your smoothie. Look at the options in exercise 6. You can also add other ingredients if you like.
b Action: design an (digital) ad for your personal smoothie. Give it a fun/original name. Make sure your ingredients are written on your ad.
c Reflection: check your task by filling in the checklist. Then compare your ad with that of a classmate.
Checklist: your smoothie ad Yes I think soNo
1 Content and structure
• My smoothie has at least 5 ingredients.
• My smoothie has a fun/original name.
• My ad looks appealing.
2 Language
• I used correct spelling.
Feedback
CHECK 1, see p. 324
STEP 2 ⁄ How to order a sandwich Ordering a sandwich
1 Watch the Subway video and complete the different steps.
2 Complete the names of the bakery items.
3 Cheese, meat, cold cuts, seafood and vegetarian options: match the names of the food items to the pictures.
4 Unscramble the letters to get the correct cheese.
aredchd atef ellazarmoz issws cesehe
auodg ogat eseche ireb reamc cesehe
5 Find the names of the vegetables in the word search (horizontally, vertically and diagonally) and link them to the right picture.
Do you want with that? Which would you like?
YPBMHDIFWOQBIDV QYSCCKCUSTQJTPZ
EBNAEHNQGJDHHQA SSASREBMUCUCYRE HIRMROUEONHTYZZ DXEXFOWCBEOCZSC CJDEMWPUCMVYOHF AVONECGTAHWGJLY RVNHNBPTUKNHHXW RSITVYOEHHQCTYB OVOGFESLZPASFTV TKNZSSUWWNSTVWA SSSMWCULICQJSQG
6 Write the name of the sauce under the picture.
7 Write an appropriate question that someone who works in a sandwich shop would ask a customer in the speech bubbles next to to the questions in exercises 1 to 6.
Pepper
In the UK, Ireland and Malaysia, people usually call these peppers, but in North America and South Africa most people will call them bell peppers and in Australia, India, New Zealand and Singapore they call them capsicums.
Courgette
Aubergine
In the US, Australia and English-speaking Canada, this plant is commonly called a zucchini. In the UK, Ireland, New Zealand, Malaysia, Singapore and South Africa, people will call this a courgette.
In the UK and Ireland, this is an aubergine, but in the US, Australia, New Zealand and English-speaking Canada, this is an eggplant.
8 Listen to the dialogue between a sandwich maker (S) and a customer (C). Fill the gaps with the word you hear.
S: Good morning and welcome to Subway. How can I help you?
C: I would like a sub, please.
S: How (1) subs would you like?
C: Just one.
S: (2) size preference? 6 inch or footlong?
C: I’d like a 6-inch, please.
S: Good, so a 6-inch sub. Which bread would you like?
C: Italian Herbs and Cheese please.
S: Which fillings would you like? We have (3) options.
C: How (4) fillings can I choose?
S: Two maximum. C: Okay, I’d like bacon and turkey breast.
S: Anything else? Maybe (5) cheese?
C: No, thank you. I don’t want (6) cheese.
S: Would you like it toasted?
C: Yes, please.
S: Which vegetables would you like?
C: I’d like (7) tomatoes and (8) red onions.
S: I am sorry; we don’t have (9) tomatoes left.
C: No problem, I don’t need (10) vegetables. Then just (11) slices of cucumber instead.
S: Would you like (12) sauce on your sub?
C: (13) honey mustard, please.
S: Would you like to make it a fresh value meal?
C: Sure. How (14) water is there in a bottle?
S: We have bottles of 33 cl and 50 cl.
C: I’ll have a small bottle of water and a cookie.
S: Ok.
C: How (15) is that?
S: That will be £5.57.
C: Here you go.
S: Thank you, you can pick up your order at the Pick Up line. Have a nice meal.
C: Thanks, bye.
9 Look at the sentences below. Complete the table by answering the questions.
a Are the sentences positive, negative or questions?
b Underline the nouns in each of the sentences below. Is the noun countable or uncountable?
1Maybe some cheese?
2I don’t want any cheese.
3I would like some tomatoes.
4We don’t have any tomatoes left.
5Then some slices of cucumber instead.
6Do you have any size preference?
Much/many Sentence
1How many subs would you like?
2How many fillings can I choose?
3How much water is there in a bottle?
4How much is that?
A lot of
Sentence
1We have a lot of options.
2I don’t need a lot of vegetables.
3Do you have a lot of different sauces to choose from?
4I don’t have a lot of money left to spend on lunch.
10 Complete the grammar box about ‘some’, ‘any’, ‘much’ and ‘many’ with information from exercise 9
HOW TO indicate quantity
Quantifiers
Unspecified quantity:
– In general, is used in positive sentences. e.g. I bought some apples today.
– In general, is used in questions and negative sentences. e.g. Do you have any apples? I don’t have any apples today.
Large quantity:
– ‘Many’ is used before plural countable nouns. e.g. How many ice cubes would you like?
– ‘Much’ is used before uncountable nouns. e.g. There is too much sugar in my tea.
– ‘A lot of’ is always correct. e.g. We have a lot of options. See p. 314
11 Look at the picture of the Al Haggan family. They are from Kuwait. In the picture you see what they eat every week. Write questions with ‘how much’ and ‘how many’.
e.g. How many eggs do they eat a week? They eat about 30 eggs a week.
1 Mr and Mrs Al Haggan have 2 sons.
2 The Al Haggan family has two servants.
3 They spend about 63.63 dinar a week on food. 4 They eat a lot of carrots. 5 They don’t drink any orange juice.
6 They drink a lot of bottled water.
7 The family doesn’t eat a lot of meat.
8 They eat about 6 bananas.
12 What are you having today? Take all of your food and drinks out of your bag. If you don’t have any food, think about everything you are going to buy today to eat at school. Tell a classmate what you are having. Use ‘some’, ‘any’, ’much’, ’many, ’a lot of’.
13 Work with a partner. Prepare a dialogue in which you ask a family member to make you a sandwich.
a Preparation: what are the different things a sandwich is made of? Check them in exercise 1 on p. 285. Write your plan on a separate piece of paper.
b Action: talk to your partner. Make sure you use the quantifiers correctly and that you use the correct words for all the food.
c Reflection: check your dialogue by filling in the checklist.
Checklist: can you make me a sandwich?
1 Content and structure
• We went through all the steps of making a sandwich.
• We started and ended the conversation properly.
2 Language
• I used ‘some’, ‘any’, ‘much’, and ‘many’ correctly.
• I used correct words for all the food.
• I paid attention to my pronunciation.
Feedback
CHECK 2, see p. 328
Nailed it!
1 Discuss the questions below.
a Look at the cake in the picture. What do you think it is supposed to be?
b Have you ever watched a baking show? Which ones? Why (not)?
2 Read the article and answer the questions.
a What is a ‘spin-off’?
b ‘The basic premise is three amateur bakers who have a reputation for their baking skills.’ What does ‘premise’ (l. 6) mean?
c True or false. Correct if the statement is false.
1The bakers in the show are really good.
2Allison’s cake looked and tasted bad.
3According to the author, the first season had some of the biggest fails of the series.
4Ismath had to make a swamp monster but ended up making a dinosaur.
5You can win the show with a really bad cake.
Netflix’s hit series Nailed It! is a TV series that is built on failure instead of success, and here are the biggest failures of the bunch.
Nailed It! is one of the biggest baking Netflix hits to come on the streaming platform to date. It is so successful that there have been spin-offs created – such as Nailed It! Holiday – as well as other countries taking on their own versions of the series.
For those unfamiliar, the basic premise is three amateur bakers who have a reputation for their baking skills, or rather their lack thereof, are brought onto the show to compete against each other. They must recreate the desserts in two separate challenges, and the best of the worst wins the $10,000 prize. They also get a time limit, which means they have to work extremely quickly.
Needless to say, there are far more baking fails than instances of them actually nailing it, and these are the top 3 of the biggest fails of all-time.
3 Allison attempts to make a high-fashion doll cake
Amateur baker Allison Rook may have won the finale of season 3, but in the first challenge, her cake left a lot to be desired. She was meant to build a cake around the body of a barbie doll, and then texturize it to make it look like an incredibly sophisticated dress. Instead of doing that, she proudly presented a cake that was so smashed down, her barbie doll was half-naked. She had green buttercream in her hair, the cake looked a mess, and according to the judges, didn’t taste much better than it looked. It was a baking fail of epic proportions.
2 An interesting take on a T-Rex cake
Season 3 of Nailed It! had some of the biggest fails of the series, clearly, and this next one is another to add to that increasingly long list. In the main challenge, the contestants were meant to recreate an amazingly detailed T-Rex cake, but things did not go very smoothly on that front.
Ismath Khan’s version of this dinosaur cake looked a more like the swamp thing rather than the T-Rex that was attempted here. His eyes are wonky, he’s a disgusting color of green, and the teeth were something out of a horror movie. It was a creative take on the original impeccably designed cake.
1 Fantasyland cake
Way back in the first season of the show, there was a fantasy theme to the desserts the contestants were meant to replicate. In the main challenge, it was a princess in a large tower that the bakers had to make in cake form.
to replicate: to make an exact copy smashed down: fallen and broken into pieces a swamp: ‘een moeras’ to texturize: to add certain things to it to make it more attractive wonky: not straight season
The results were equal parts hilarious and horrifying, with Toni Bryant’s version being our favorite. Her princess was the stuff of nightmares and did not even remotely resemble the princess from the cake Jacques Torres had created in the first place. Even with this disastrous cake, Toni still came out the victor, which just shows that anything can happen, even when you fail miserably.
3 Check the text. Underline the words in the text that describe the following. Complete the table.
1 the proportions
2 the tower
3 Toni’s cake
4 the long list
5 the detailed T-Rex cake
6 the sophisticated dress
7 to nail
8 to resemble
9 to fail
10 quickly 11 proudly 12 smoothly
4 Watch the video from Nailed It! and fill in the missing words.
NICOLE What’s up, witches! Today’s minisode has some guests. Not only are we fans of theirs, they’re big fans of us. So we conjured up some treats here in the Nailed It! test kitchen worthy of human sacrifice. Don’t you love it?
JACQUES I love it!
NICOLE All right. Miranda, why do you have a hammer?
MIRANDA If Lucy gets out of line.
LUCY She’s going to kill me with it.
NICOLE Now, ladies, today you’ll tackle one challenge. Get ready to hit the pause button when I show you these… aaah… man cakes!
KIERNAN I did not expect this.
NICOLE You’ve got Sabrina’s boyfriend, Harvey Kinkle; the , and warlock, Nicholas Scratch. And finally, the Lord. Ooh, baby, it’s Lucifer! When I say go, run up and grab the cake you wanna make. Okay, go!
MIRANDA Well, that was… that was amicable, wasn’t it? It’s the Dark Lord all the way. Zelda Spellman would always choose the Dark Lord.
NICOLE Today, each of you has a Take a Chance button. Hit that, and get an advantage. But you won’t know what it is ahead of time ‘cause you’re taking a chance! Great! Are you ready? Go! Quick! You have an hour. Just one hour.
NICOLE Kiernan, let’s see what you made.
KIERNAN He’s warlock Spongebob basically. It’s a cake because it is in motion. He’s going down, he’s a bit drunk at the moment.
NICOLE Truly. He’s moving
KIERNAN He is, it’s actually… he’s moving slower than I’ve ever seen anything in the show fall.
NICOLE Oh no, there he goes…
NICOLE It is now time to announce the winner. Lucy, you can step right back to where you were. Jacques, please tell them who’s won.
JACQUES The winner is… Kiernan.
NICOLE Kiernan, I’m gonna give you your prize. I did it, wow, it worked.
KIERNAN Thank you. I feel and and I nailed it.
NICOLE Let’s take a selfie.
KIERNAN It’s so .
NICOLE Congratulations.
5 Use the information from exercises 3 and 4 to complete the grammar box below.
HOW TO describe people, things and actions
Adjectives and adverbs
Adjectives tell us something more about or are used with or the verb :
1 Noun
e.g. special guests = ‘special’ tells you something more about the guests. the tall warlock = ‘tall’ tells you something more about the warlock.
2 Linking verbs
e.g. I feel shocked and amazed. = ‘shocked’ and ‘amazed’ both tell you something more about how she feels.
3 ‘To be’
e.g. It’s so cute. = ‘cute’ tells you something more about the subject ‘it’.
Adverbs tell us something more about , or
1 Verb
e.g. He’s moving slowly. = ‘slowly’ tells you something about how he is moving. I totally nailed it. = ‘totally’ tells you something more about how I nailed it.
2 Adjective
e.g. Today’s very special minisode = ‘very’ tells you something about ‘special’. This next one is another to add to that increasingly long list. = ‘increasingly’ tells you something more about long.
3 Adverb
e.g. They have to work extremely quickly = ‘extremely’ says something about ‘quickly’. He’s moving very slowly = ‘very’ tells you something more about ‘slowly’.
Keep in mind!
Some verbs change meaning when they are used with adverbs.
VerbUsed with an adjective
with an adverb to look to feel to smell to taste to look good (= appearance) to feel good (= being healthy/happy) to smell good (= odour) to taste good (= you like the taste) to look well (= healthy) to feel well (= to be able to touch something well) to smell well (= to be good at smelling) to taste well (= to be good at tasting)
See p. 316
6 Find the adverbs of these adjectives in the article in exercise 2.
1 amazing
2 smooth 5 miserable
3 impeccable
7 Put the adjectives in the table and complete the rules.
Adjective ends in Adverb: -y > easily angrily happily
Adjective ends in Adverb: -ble > probably terribly
Adjective ends in
Adjective ends in
: -le > simply gently
+ fantastically enthusiastically economically
8 There are also irregular adverbs. Fill in their corresponding adjectives.
well early fast daily hard straight late wrong, wrongly
9 Complete the sentences with the correct adverb or adjective.
1 I don’t drink coffee; it’s way too (bitter)
2 My mother is a really cook. She can cook really (good)
3 Would you like a beer? (cold)
4 The cook was injured after the oven exploded. (serious)
5 add the sugar to the mixture. (slow)
6 Mary looked so when her soufflé collapsed. (sad)
7 I ate the chocolate (hungry)
8 Sookie took the dish out of the oven. (careful)
9 I had a snack before dinner. (quick)
10 Look at the recipe and complete it with the correct adverb or adjective.
To enjoy Mark’s lovely, dark rich bread at its best, eat it within a day or so of baking. Making your own chilli butter is optional, of course, but a sure way to impress your guests.
Makes: 1 large loaf Difficulty: Easy Hands on time: 30 mins Baking time: 30-40 mins
INGREDIENTS
For the bread:
50g unsalted butter
50g runny honey
80g light muscovado sugar
150ml stout
250g plain flour
250g coarse brown bread flour
30g unsweetened cocoa powder
2 tsp bicarbonate of soda
1 tsp salt
150g 70% dark chocolate chunks
200ml buttermilk
For the butter:
300ml double cream
1/4 tsp sea salt flakes
1 red bird’s eye chilli, deseeded and finely chopped
Step 1
Heat the oven to 200 °C/180 °C fan/gas 6.
Step 2
Place the butter, honey and sugar into a (1)(small) pan and place it over a (2) (low) heat, stirring (3) (regular) until the sugar has dissolved. Remove the pan from the heat and stir in the stout. Leave to cool.
Step 3
Place the flours, cocoa powder, bicarbonate of soda and salt into a (4) (large) mixing bowl and stir in the chocolate chunks. Stir in the stout mixture and the buttermilk and keep stirring until it starts to come together to a (5) (soft), (6) (slight) (7) (sticky) dough. Then, place the dough on a (8) (light) floured worktop and shape it into a round loaf, taking care not to overwork it.
Step 4
Place the loaf on a baking sheet and, using a (9) (sharp) knife, cut a (10) (deep) cross in the top. Bake for 30-40 minutes, until a skewer inserted into the centre comes out clean and the bread sounds hollow when tapped on the base. Allow to cool on a wire rack.
Step 5
While the bread is baking, make the butter. Place the cream in the bowl of a stand mixer fitted with the whisk attachment. Whisk on a (11) (medium) speed until the cream curdles, the butter solidifies on the whisk, and the buttermilk separates from the fat.
EQUIPMENT
You will need:
a muslin-lined sieve
Step 6
Place the butter inside the muslin-lined sieve over a bowl. Gather up the muslin and squeeze (12) (gentle) to remove the excess buttermilk, then place the butter in a (13) (separate) bowl. Mix in the salt and the chilli and serve in a (14) (small) bowl alongside the soda bread.
Adapted from: https://thegreatbritishbakeoff.co.uk
2 ⁄ Food memories
1 Be a food poet.
a Preparation: read the poem and answer the questions.
1 What is the poem about?
2 Where would you expect to find this poem?
3 Is this an apology?
4 How many stanzas does the poem have? Highlight each in a different colour.
5 How many lines does each stanza have?
6 Which question does each stanza answer?
• Stanza 1: What
• Stanza 2:
• Stanza 3:
7 Do you think this is poetry? Why (not)?
By William Carlos Williams
I have eaten the plums that were in the icebox and which you were probably saving for breakfast
Forgive me they were delicious so sweet and so cold
Source: www.poetryfoundation.org
b Action: write your own ‘apology’ poem.
OPTION A: Fill in the blanks with your own words.
By I have the that were in the and which you were probably saving for Forgive me they were so and so
OPTION B: Answer the questions from the preparation to help you write your own apology poem.
Stanza 1: Stanza 2: Stanza 3: Use your answers to write your own poem on a separate piece of paper.
c Reflection:
– Check your task by filling in the checklist.
– Then read your poem to a classmate.
– Finally discuss the different poems with your class.
Checklist: food poem Yes I think soNo
1 Preparation
• I answered all the questions.
• I chose 1 of the 2 options for my own poem.
2 Action
• I used the structure of the poem by William Carlos Williams.
• There is a clear idea in my poem.
Feedback
2 Read the extracts from Relish and answer the questions.
a How does Lucy remember things best?
b What did Lucy do after her first year of college?
c Where did she really fall in love with croissants?
d Describe the croissants.
e Why did Lucy have to go back to the bakery?
f What will ‘croissants’ make Lucy think of from then on, you think? reading
3 In her graphic novel Relish Lucy writes in one panel ‘I hope you remember a time you tasted something that would shape you for years to come.’
a Preparation: what food do you associate with an event or person from your past? Think about good memories.
b Action: write a paragraph (about 50 words) in which you describe the food, what it tasted like, the person or event, and the good (or bad!) things you associate with this. Use at least 5 adjectives or adverbs in your text.
c Reflection: check your text by filling in the checklist.
Checklist: food memories Yes I think soNo
1 Content and structure
• I wrote about 50 words.
• I described the event/person and the food that makes me think of this in a clear way.
2 Language
• I used adjectives and adverbs correctly.
• I used the correct words in my text.
• I used the correct tenses in my text (past tense for past experiences).
• I used correct spelling and punctuation.
Feedback
3 ⁄ Taste this
1 Watch Buzzfeed’s ‘Americans Taste Test Irish Snacks’ and answer the questions.
a What does Tayto smell like?
b What does Tayto taste like?
c What does Dairy Milk Turkish taste like?
d What does DipDap taste like?
e What does black pudding look like?
f What does black pudding smell like?
2 Link the tastes to the foods.
3 Write down as many foods as you can to match each adjective. Work together with a partner. You only get 2 minutes!
Salty, sweet, sour and bitter are considered the 4 main tastes, but there is also a fifth: umami. The word comes from Japanese, which means something like ‘pleasant savoury taste’. Foods that have a strong umami flavour include mushrooms, tomatoes, seafood, seaweed, broths, fish sauce and soy sauce.
Adapted from: www.wisegeek.com
4Watch the video about what spiciness really is and answer these questions.
1 What do we call the receptors in your mouth that sense spicy compounds? hotticus maximus polymodal nociceptors capsaicin reactors taste buds
2 What does your brain think when you’re eating a hot pepper? That your body is being burned by fire. That your body is being sliced open. That you’re holding your breath. That you’re drowning.
3 What is the difference between chillies and wasabi? The spices in chillies are made of smaller molecules that go up into the nose. nothing Chillies are spicy and wasabi is sour. The spices in wasabi are made up of smaller molecules that go up into the nose.
4 Which one of these is not a use for spice plants? decoration food medicine insulation
5 Name one of the spiciest chillies in the world mentioned in the video.
6 What are some theories why people still eat such spicy chillies today? Give 2 reasons.
Scoville rating
15 million
2-5.3 million
1 million
577,000
200,000-350,000
100,000-250,000
30,000-50,000
12,000-30,000
8,000-23,000
5,000-8,000
3,500-8,000
2,500-4,000
1,000-2,500
500-2,000
500-2,000
500-750
0
Pepper type
Pure capsacin
Pepper spray
Naga jolokia
Red savina
Habanero
Chiltepin
Cayenne
Arbol
Serrano
Yellow hot
Jalapeno
Guajillo
Pasilla
Anaheim
Chile verde
Red chilli
Bell pepper
5 Watch the video again and complete the sentences below.
1 How spicy is the spice?
2 Your heart starts beating
3 The capsaicin and piperine found in black pepper and chilli peppers are made up of , molecules called alkylamides.
4 Mustard, horseradish and wasabi are made up of molecules called isothiocyanates.
5 The race to create the pepper is a constant battle.
6 Some studies show that spice developed mostly in climates.
7 Those who like to eat hot stuff are to enjoy other adrenaline rich activities like gambling.
6 Complete the grammar box below.
HOW TO make comparisons
Comparative and superlative can be used to make comparisons.
Comparative
Superlative USE USE
– To compare 1 person or thing with another person or thing.
– Used with :
e.g. The Carolina Reaper is hotter than a bell pepper.
– To compare 1 person or thing with all of their group.
– Used with :
e.g. The Carolina Reaper is one of the hottest peppers in the world.
–
1 syllable: add
e.g. faster, smaller, hotter 2 or more syllables: add
e.g. more delicious, more pleasant
Keep in mind!
– 1 syllable: add
e.g. fastest, smallest, hottest 2 or more syllables: add
e.g. most delicious, most pleasant
– With adjectives that have 2 syllables and end in a consonant followed by a , change the e.g. spicy, spicier, spiciest
- With adjectives ending in a short vowel + consonant, the consonant.
e.g. big, bigger, biggest
- There are irregular forms!
e.g. good, better, best – little, less, least
- To indicate that something is (or is not) the same, we use ‘as + adjective + as’.
e.g. Apples are as delicious as pears.
See p. 318
7 Your teacher will give you some cards with items and clues. Give your partner 3 clues so they can guess what you are talking about. Use a comparative in your clues. Take turns.
8 What do you think about this food? Look at the dishes from a Thai restaurant.
a Fill in the sentences using a superlative and give your opinion on the food.
1 The (smelly) dish is
2 The (delicious) dish is
3 The (weird) dish is
4 The (spicy) dish is
5 The (much) salty dish is
6 The (little) interesting dish on the menu is
7 The (disgusting) thing on the menu is
b Form groups and compare your answers. Use the expressions to give your opinion (cf. Unit 2).
c Report to the class. What does the class think?
9 Compare the example cake to the cake Cheri (another contestant on Nailed it!) made.
a Preparation: look at the photo and indicate 5 differences (think about how the cakes look, the taste, etc.).
b Action: write 5 sentences (about 40 words). Use the comparative and superlative correctly. You can use the suggested adjectives. funny – good – tasty – ugly – weird
c Reflection: check your text, and then compare it with a classmate. Do you have the same differences?
Checklist: comparisons Yes I think soNo
1 Content and structure
• I wrote 5 sentences or about 40 words.
• I discussed 5 differences between the 2 cakes.
2 Language
• I used the comparative and superlative correctly.
• I used the correct words to describe the food.
• I used correct spelling and punctuation.
Feedback
CHECK 3, see p. 335
(The indefinite article and the plural of nouns)
Can I have a mango, 2 boxes of strawberries and 6 kiwis please?
Singular
a cup cups
Plural
Rule
General rule: noun + -s a strawberry strawberries
If the noun ends in a consonant + -y: -y à -ies a sandwich sandwiches
If the noun ends in a hissing sound: noun + -es
Remember:
– The indefinite article ‘a’/’an’ depends on the sound at the start of the following word. – If the following word starts with a consonant sound, we say ‘a’: e.g. a jar, a mango, a pear, a unit.
– If the following word starts with a vowel sound, we say ‘an’: e.g. an apple, an espresso, an ice cream, an hour.
Pronounced as:
/s/ /z/ /Iz/
e.g. cups crisps dates forks plates pots
The ‘s’ is pronounced as /s/ after the following voiceless sounds: /p/, /t/, /k/, /f/, /T/.
e.g. knives bowls cartons kiwis peppers spoons
The ‘s’ is pronounced as /z/ when a noun ends in a vowel or the voiced consonants (/b/, /d/, /g/, /l/, /m/, /n/, /4/, /r/, /v/, /j/).
e.g. sandwiches fishes glasses pinches slices squashes
If a word ends in a hissing sound (= /z/, /s/, /“/, /d“/, /t‘/, /‘/), the ‘s’ is pronounced as /Iz/.
I would like to have some tea and some toast, please.
How many slices of toast would you like?
Just one and I want a lotof sugar in my tea!
There isn’t any sugar left, I’m afraid. How much milk do you want?
1 Unspecified quantity
USE
– with plural of countable nouns
– with uncountable nouns
some
– in positive sentences
– in offers
– in requests
– with plural of countable nouns
– with uncountable nouns
– in questions
any
– in negative sentences
– when the meaning is ‘it doesn’t matter which’
– an apple g some apples
– water g some water
– Do you want some tea?
– There is some milk in the fridge.
– Could you get me some milk, please?
– a pear g any pears
– milk g any milk
– Is there any milk left in the fridge?
– There isn’t any milk left in the fridge.
– You can ask for help any time!
much
USE EXAMPLES
– before uncountable nouns
– in questions
– in negative sentences
– in positive sentences with ‘so’, ‘as’ or ‘too’
many – before plural countable nouns
– in questions – in negative sentences
– in positive sentences with ‘so’, ‘as’ or ‘too’
a lot of – always correct
– much sugar
– How much sugar do you want?
– I don’t need much sugar.
– There is too much sugar in my tea.
– many restaurants
– How many ice cubes would you like?
– There aren’t many restaurants here.
– There are too many ice cubes in my drink.
– We have a lot of options.
USE EXAMPLES
little – before uncountable nouns – mostly used in positive sentences – used in formal contexts
a little – before uncountable nouns
few
a few
– little sugar – I had little choice over the menu at the banquet.
mostly used in positive sentences – a little milk
– before plural countable nouns
– mostly used in positive sentences
– used in formal contexts
– before plural countable nouns – mostly used in positive sentences
Have a little salsa on your eggs. It’s delicious!
– few restaurants
– Few people love hot sauce as much as I do.
– a few apples
– He let me pick a few peaches from the tree in his garden.
We use reallysimple ingredients. Roughly chop the tomatoes and onions. Careful, it’s a sharp knife!
(Adjectives and adverbs)
Then, add them to the pot very carefully and stir occasionally.
1 Noun
e.g. tiny turtle = ‘tiny’ tells you how big the turtle is.
2 Linkingverbs
3 ‘To be
Adjectives tell us something more about a noun. They can also be used with linking verbs or the verb ‘to be’.
e.g. The chocolate tastes good. = ‘good’ tells you something about the chocolate.
e.g. The cake pop is good. = ‘good’ tells you something about the cake pop.
2 Adverbs
Adverbs tell us something more about a verb, an adjective or an adverb.
FORM
Adjective
Adverb
Example
general adjective + -ly rough g roughly ending in -y -y g -ily easy g easily ending in -ble -ble g -bly probable g probably ending in consonant + -le -le g -ly simple g simply ending in -ic adjective + -ally fantastic g fantastically
1 Verb
e.g. You started so well. = ‘well’ tells you something about how you started.
2 Adjective
e.g. But each egg holds a very special secret. = ‘very’ tells you something about special.
3 Adverb
e.g. The cake was decorated extremely badly = ‘extremely’ says something about badly.
Keep in mind!
Some verbs change meaning when they are used with adverbs. VerbUsed with an adjective Used with an adverb to lookto look good (= appearance)to look well (= healthy) to feelto feel good (= being happy/healthy)to feel well (= healthy/recovered from an illness) to smellto smell good (= odour) to smell well (= to be good at smelling) to taste to taste good (= you like the taste)to taste well (= to be good at tasting)
This is a really big hamburger. And mine is the biggest! Yes, but mine is bigger!
Comparative
Adjectives can be used to make comparisons.
– To compare 1 person or thing with another person or thing.
– Used with ‘than’:
e.g. Honey is sweeter than a salty cracker.
1 syllable
2 syllables
> 2 syllables
Keep in mind!
adjective + -er
e.g. fast g faster
Superlative
– To compare 1 person or thing with all of their group.
– Used with ‘the’:
e.g. The Americans have the tastiest breakfast.
Adjectives ending in consonant + -y
g y changes to i before adding -er
e.g. healthy ghealthier crispy g crispier
Other adjectives
more + adjective + than
e.g. more healthy than more boring than more pleasant than
more + adjective + than
e.g. more expensive than more delicious than
adjective + -est
e.g. fast g fastest
Adjectives ending in consonant + -y
g y changes to i before adding -est
e.g. healthy g healthiest crispy g crispiest
Other adjectives
themost + adjective
e.g. the most healthy themost boring themost pleasant
themost + adjective
e.g. the most expensive themost delicious
– Adjectives ending in a short vowel + consonant = double the consonant
e.g. big, bigger, biggest
– Irregular forms!
e.g. good, better, best
Adjective
1 Starting the conversation
Hi, how can I help you? Hello, how may I help you?
2 Ordering
Can I get ... ? I would like to get ...
3Taking the order
Would you like ...? Do you want ...?
Yes, we do.
I’m sorry, we don’t have ...
Would you like anything else? Anything else?
4Finishing the conversation
Yes, I would. / No, I wouldn’t. Yes, I do. / No, I don’t.
Do you have ...?
I’d like some ..., please. I would like some ..., please. Some ..., please. No, thank you.
5Paying
Will that be all?
That will be ..., please.
Thank you very much. Have a nice day.
Yes, thank you. How much is it? How much is that?
Here you go. Here you are.
Thanks. Bye. Thank you. Goodbye.
CHECK 1 ⁄ Using countable and uncountable nouns
1Listen to the conversation and answer the questions. a Complete the drinks order.
2 Look at the smoothie options on the menu. What fruits are missing from the description?
Berries help improve brain function
A memorable mix of blackberries, , , and young coconut water with a cayenne pepper boost.
Leafy greens help detoxify the liver.
A mix of spinach, , , filtered water and ginger with a dash of cayenne pepper.
Turmeric is a natural pain relief aid.
Turmeric, , , , young coconut water, coconut oil and ginger with a dash of cinnamon.
Score < 6 ≥ 6
Next exercise ex. 4 ex. 3
3 Name the containers, then give 2 examples of food that can go into these containers.
hundred and twenty-five
< 18
6
18
5
4 Which options are possible? Sometimes there is more than one option.
1 A … of honey packet jar cup bottle
2 A …. of water piece carton glass bottle
3 A … of biscuits carton packet box jar
4 A … of tea jar cup bottle glass
5 A … of milk cup glass carton bottle
6 A carton of … sugar coffee eggs yoghurt
7 A bottle of … wine lemonade yoghurt coffee
8 A jar of … mayonnaise potatoes apples wine
9 A cup of … water orange juice coffee tea
10 A bag of … apples crisps cookies potatoes
< 6 6 – 8 ≥ 8
exercise ex. 6
2, p. 328
5 Work with a partner. You will each get a picture of a loaded shopping trolley. Memorize what is in it. Then tell student B what was in the cart. Student B has to make a shopping list of the items you have seen. Then switch roles!
6 Look at the pictures and complete the shopping list.
1 Your classmate has a free period and is going to the supermarket. They are going right after class, so you are secretly texting each other. Ask them to bring you something to drink and something to eat.
a Preparation: decide who is going to the store. Think about the things you want your classmate to bring. Remember: food and drink, and at least 1 or 2 healthy ingredients!
b Action: write your exchange on a separate piece of paper or use WhatsApp (for the web). If you use WhatsApp take a screenshot and send it to your teacher. Make sure each of you writes at least 5 sentences. Use ‘some’, ‘any’, ‘much’, ‘many’, ‘a lot of’ correctly.
c Reflection: how did your conversation go? Fill in the checklist.
Checklist: can you bring me lunch?
1 Content and structure
• I asked for something to eat (healthy options!) and something to drink.
• We started and ended the conversation properly.
2 Language
• I used ‘some’, ‘any’, ‘much’, ‘many’, and ‘a lot of’ correctly.
• I used the correct words for all the food.
• I used correct spelling.
2 What are the ingredients of this sandwich?
3 Complete the sentences.
a Use ‘some’ or ‘any’.
1 I wanted to make an apple pie but there aren’t apples left.
2 Would you like more coffee?
3 Would you like sugar in your tea?
4 Is there chance of getting a breakfast?
5 Have you got mayonnaise to go with my French fries?
6 I bought cookies for a charity today.
7 I can’t find butter but we’ve got some olive oil.
8 There aren’t greengrocers open on a Sunday.
b Use ‘much’ or ‘many’
1 How bottles of wine are there in the cellar?
2 How eggs do you need to make a cake?
3 This shop has so types of sweets.
4 How bacon have you eaten this morning?
5 We don’t need from the store; we have some leftovers.
6 There are people waiting for the new restaurant to open.
7 How tea do you need? Score < 10 ≥ 10
5
4 Juan and Mary are going on a daytrip. Highlight the correct form.
Juan: I am going to make us some /any sandwiches for lunch.
Mary: That’s a good idea, then we can save some /any money.
Juan: As we are leaving, I am going to use some /any leftovers. Is there some /any bacon left from yesterday?
Mary: Erm, yes I think there is some /any left, but it is not much /many. Let me check the fridge. … Oh, there are some /any tomatoes and cucumber in here.
Juan: Perfect. Is there some /any chicken?
Mary: No. We had too much /many chicken yesterday. But we do have some /any hard-boiled eggs. How much /many eggs do you need?
Juan: Two will be fine. Can you also bring some /any mayonnaise?
Mary: OK, but I don’t want much /many mayonnaise on my sandwich.
Juan: Got that! Could you get some /any snacks and a drink?
Mary: I have already packed some /any fruit and cookies. Do you want some /any water or coke?
Juan: Do we still have some /any diet coke?
Mary: No there isn’t some /any left.
Juan: Then I will have some /any water, please. Not too much /many
Mary: Ok, then we are ready to go!
Score < 12 12 – 16 > 16
ex. 3 ex. 5
5 Look at the pictures. Would you add this ingredient to your sandwich? Why (not)? Write a sentence using ‘some’, ‘any’, ‘much’, ‘many’, ‘a lof of’.
e.g. I would add a lot of lettuce to my sandwich because it is healthy. I wouldn’t add much lettuce to my sandwich because I don’t really like it. Score DC
6 Watch the video ‘Healthy lunchbox ideas’ and come up with your own healthy sandwich.
a Preparation: watch the video and fill in the ingredients.
1 Put a spin on a traditional wrap:
2 Make lunchbox kebabs:
3 Think outside the breadbox: – Change bread into:
– Use cookie cutters to create fun shapes for
– Use veggies for vessels:
b Action: invent your own funny sandwich. Make sure it is healthy. Include at least 5 ingredients, 3 of these should be vegetables.
My own funny sandwich
1 Ingredients
2 Why is it funny?
c Reflection: check your text by filling in the checklist.
Checklist: funny sandwich Yes I think soNo
1 Content
• My sandwich is healthy.
• My sandwich has at least 5 ingredients, including 3 vegetables.
• I explained why my sandwich is funny.
2 Language
• I used correct spelling and punctuation.
Feedback
7 Read the summary and the excerpt from the novel Americanah by Chimamanda Ngozi Adichie and answer the questions.
a Where is Ifemelu originally from?
b ‘a humorous preamble about how Americans ate bread for lunch’ (l. 2): What does Ifemelu expect to get from her aunt about having bread for lunch? a long explanation a boring explanation a funny explanation a difficult explanation
c How is it said in the text?
1 It was all dry and wrinkled from heat.
2 She is trying not to laugh. reading
d True or false? Correct if the statement is false.
Statement
1 Ifemelu had television in Nigeria.
2 Ifemelu knows how to prepare hot dogs.
3 Dike wants Nigerian food for lunch.
4 Ifemelu thinks hot dogs are sausages.
e ‘It’s like saying that a bikini is not the same thing as underwear.’ (l. 28) Do you agree with this? Why (not)?
Total: / 10
Ifemelu and Obinze are young and in love when they leave military-ruled Nigeria for the West. Beautiful, confident Ifemelu heads for America, where she is successful, but she also learns what it means to be black for the first time. Quiet, thoughtful Obinze had hoped to join her, but with post-9/11 America closed to him, he has a much harder time trying to make a living in London. Fifteen years later, they reunite in their homeland Nigeria.
Adapted from: www.goodreads.com
‘There’s corned beef so you can make sandwiches for lunch,’ Aunty Uju had said, as though those words were perfectly normal and did not require a humorous preamble about how Americans ate bread for lunch. But Dike didn’t want a sandwich. After he had shown her all his toys, and they had watched some episodes of Tom and Jerry, with him laughing, thrilled, because she had watched them all before in Nigeria and so told him what would happen before it did, he opened the refrigerator and pointed at what he wanted her to make him. ‘Hot dogs.’ Ifemelu examined the curiously long sausages and then began to open cupboards to look for some oil.
‘Mommy says I have to call you Aunty Ifem. But you’re not my aunt. You’re my cousin.’
‘So call me Cousin.’
‘Okay, Coz,’ Dike said, and laughed. His laughter was so warm, so open. She had found the vegetable oil. 1 5 10
‘You don’t need oil,’ Dike said. ‘You just cook the hot dog in water.’
‘Water? How can a sausage be cooked in water?’
‘It’s a hot dog, not a sausage.’
Of course it was a sausage, whether or not they called it the ludicrous name of ‘hot dog’, and so she fried two in a little oil as she was used to doing with Satis sausages. Dike looked on in horror. She turned the stove off. He backed away and said ‘Ugh.’ They stood looking at each other, between them a plate with a bun and two shrivelled hot dogs. She knew then that she should have listened to him.
‘Can I have a peanut butter and jelly sandwich instead?’ Dike asked. She followed his instructions for the sandwich, cutting off the bread crusts, layering on the peanut butter first, stifling her laughter at how closely he watched her, as though she just might decide to fry the sandwich.
When, that evening, Ifemelu told Aunty Uju about the hot dog incident, Aunty Uju said with none of the amusement Ifemelu had expected, ‘They are not sausages, they are hot dogs.’
‘It’s like saying that a bikini is not the same thing as underwear. Would a visitor from space know the difference?’
Aunty Uju shrugged; she was sitting at the dining table, a medical textbook open in front of her, eating a hamburger from a rumpled paper bag. Her skin dry, her eyes shadowed, her spirit bleached of colour. She seemed to be staring at, rather than reading, the book.
Source: Chimamanda Ngozi Adichie, Americanah, p. 111-113
ludicrous: ridiculous, absurd preamble: foreword, explanation rumpled: wrinkled shrivelled: dried up, shrunken stifling > to stifle: suppress
30 writing
f Ifemelu likes to fry her sausages in oil and doesn’t want to boil the hot dogs. Which popular food could you prepare/eat differently?
– Preparation: look at the list of popular Belgian foods below. Choose 1 or 2 and tell us how you would make these differently. If you don’t like any of these foods, choose your own ‘popular’ dish you would make differently.
steak tartare chocolates fries mussels speculoos stoemp tomato with shrimp vol-au-vent waffles
Think about the following questions:
1 How do you normally prepare/eat this food?
2 What could you change about the preparation of the foods or how would you eat it differently? (Would you change the way of making it, would you include different ingredients?)
3 Why would you do it this way?
– Action: write about 40 words. Use ‘I would + verb’ in your sentences.
– Reflection: check your text by filling in the checklist.
Checklist: think outside the food box
1 Content
• I answered the questions from the preparation.
• I gave good reasons for my opinion.
• My text is about 40 words long.
2 Language
• I used the construction ‘I would + verb’ in my sentences.
• I used correct spelling and punctuation.
Feedback
Total: / 10
Score < 14 ≥ 14
Next exercise ex. 6
Check 3, p. 335
Yes I think soNo
3 ⁄ Describing and comparing food
1 Pimp your text!
a Make these very basic texts more interesting by using adjectives and adverbs. Add at least 1 adjective or adverb per sentence.
This is a cake. It has layers. The cake has dots and stripes. There are candles. It looks like it tastes good.
This is a row of cupcakes. Each cupcake has a candle. The first cupcake has dots on a wrapper. The fifth cupcake has flowers on it. There’s frosting on the cupcakes.
Total: / 10
b Compare the 2 pictures.
– Preparation: look at your improved sentences in exercise a. Which sentences would be useful for your comparison?
– Action: write between 25 and 40 words. Use comparatives and superlatives correctly.
– Reflection: check your text by filling in the checklist.
Checklist: writing a comparison Yes I think soNo
1 Content
• I used the information from exercise a to write a comparison.
• My text is 25 to 40 words long.
2 Language
• I used the comparative and superlative correctly.
• I used adjectives and adverbs correctly.
• I used correct spelling and punctuation.
Feedback
Total: / 10
2 Read the recipe and fill in the correct adverb or adjective.
(big), (thick) and chewy chocolate chip cookies loaded with a variety of chocolate and oats for the best taste and texture!
Instructions
1 Line a (large) baking tray with parchment paper and set aside.
2 In a (big) bowl cream together butter, brown sugar and white sugar.
3 Mix in salt, eggs, vanilla and lemon juice until creamy. Set aside.
4 In a large bowl, whisk together flour, baking soda, baking powder and oats.
5 (gradual) add dry ingredients into wet ingredients until a dough has formed.
6 Fold in chocolate chips.
7 Using an ice cream scoop (1/4 cup worth), scoop out the dough and place onto the prepared cookie sheet.
8 Flatten each ball of dough (slight) and shape into (small) puck.
9 Freeze for about 1 hour or until dough is frozen.
10 Preheat oven to 325 F.
11 Remove a few cookies from the tray so that cookies are 3 inches apart.
12 Bake for 18-20 minutes. The center of the cookies will appear (slight) underdone when removed from oven but will continue cooking as they cool.
13 Let the cookies sit on (hot) pan for about 2-3 minutes before removing to a cooling rack to finish cooling. (I usually let them cool (complete) on the pan.)
14 Once cooled store in an airtight container. Texture gets even better a few hours later!
Source: https://divascancook.com
Score < 7 ≥ 7
Next exercise ex. 4
3 Complete the definitions of the fruit, using the appropriate adjectives or adverbs from below.
1 careful – fine – juicy – stiff – tropical – yellow
Pineapple: A large , fruit consisting of aromatic edible flesh surrounded by a tough segmented skin and topped with a tuft of leaves.
Cut off the top and bottom of the pineapple using a sharp knife. Stand the fruit upright and cut off the skin , following the curve of the fruit. Quarter the peeled pineapple lengthwise. Stand each quarter upright and cut away the center core. Slice the quarter into thin wedges.
Source: www.foodnetwork.com
2 crisp – gentle – green – red – rose – round – vertical
Apple: The fruit of a tree of the family, which typically has thin or skin and flesh. turn the fruit upside down and make the first incision a few centimeters away from the core. Then continue to cut into the apple until you have a grid.
Source: www.huffingtonpost.com
3 curved – firm – immediate – pulpy – yellow
Banana: A long fruit which grows in clusters and has soft flesh and skin when ripe. Find the end of the banana opposite from the stem. Take your thumb and nail and press it into the black part of the top. Once you’ve got the top part off, start to peel it back towards the stem.
Source: www.instructables.com
Score < 14 ≥ 14
Next exercise ex. 2 ex. 4
4 Write sentences comparing the 2 foods. Write 2 sentences for each number: one with a comparative and one with a superlative.
e.g. apple – grapefruit (juicy) A grapefruit is juicier than an apple. A grapefruit is the juiciest.
1 lime – pear (sour)
2 cucumber – cheese (salty)
3 red pepper – bell pepper (spicy)
4 grape – blueberry (small)
5 whole grain bread – white bread (nutritious)
5 Who is Turbo Tortoise?
a Preparation: read the text about ninja snails. Highlight the comparatives and superlatives in the text. Then look at the Turbo Tortoise chart and choose which animals you are going to compare. writing
Loop-the-loopers take ages to get anywhere, because of all that looping, but compared to Ninja Snails they are quite fast. Ninja Snails are the slowest of all animals – in fact, they’re even slower than a block of wood, as you can see on the animal speed chart opposite.
b Action: write 5 comparative sentences about the Turbo Tortoise.
c Reflection: check your text by filling in the checklist.
Checklist: Turbo Tortoise
1 Content
• I highlighted the comparisons in the text about the Ninja Snails.
• I wrote 5 sentences about the Turbo Tortoise.
• I compared 5 things.
2 Language
• I used the comparative and superlative correctly.
• I used correct spelling and punctuation.
Feedback
6 Compare what the Revis family and the Mendoza family eat.
a Preparation: check the photos and indicate 5 things you want to write about.
b Action: write your comparison (about 50 words). Make sure that you use the following words in your text: fresh – healthy – nutritious – packaged – vegetables
c Reflection: check your text by filling in the checklist.
Checklist: comparing food
1 Content
• I wrote about 50 words.
• I compared at least 5 items.
2 Language
• I used the comparative and superlative correctly.
• I used the correct words to describe the food.
• I used correct spelling and punctuation.
Feedback
7 Write a rhyming poem.
a Preparation: read the poem ‘Last Night I Dreamed of Chickens’ and answer the questions.
– What is the poem about?
– This poem has rhyme in it. Rhymes can happen in different patterns, you can rhyme every line, every other line or every few lines. Highlight the rhyming words in the poem.
– What is the rhyming pattern in this poem?
Last night I dreamed of chickens, They were on the chairs and tables, there were chickens everywhere, they were on the chandeliers, they were standing on my stomach, they were roosting in the corners, they were nesting in my hair, they were clucking in my ears, they were pecking at my pillow, there were chickens, chickens, chickens they were hopping on my head, for as far as I could see... they were ruffling up their feathers when I woke today, I noticed as they raced about my bed. there were eggs on top of me.
Source: Jack Prelutsky, Something BIG has been here, published by Greenwillow, 1990
b Action:
– How many rhyming words can you make with the food words below? Find at least 2 for every word. Use a rhyming dictionary!
• meat
• cake
• honey
• can
– Write your own rhyming poem on a separate piece of paper. Write 5-10 lines. You can use the words above.
c Reflection: check your task by filling in the checklist.
Checklist: rhyming poem
1 Preparation
• I answered the questions about ‘Last Night I Dreamed of Chickens’.
2 Action
• I used a rhyming pattern in my poem.
• There is a clear idea in my poem.
Feedback
Score < 7 ≥ 7
Next exercise ex. 6 All done! reading writing
Yes I think soNo
PLACING YOUR ORDER
ORIENTATION
You are going out for some take-out food or drinks. You are not entirely sure what you want. You will have to ask the barista/server to compare 2 drinks or 2 food items, so you get the items you really like.
1 Pair up. Decide who will be the server/barista and who will be the customer.
2 Read the menu you have been given. Make sure you understand everything. If you are the customer, decide which 2 drinks and 2 food items you will be ordering.
ACTION
3 Look at the role cards below and have a conversation with your partner.
Name:
• Order 2 drinks and 2 food items.
• You are unsure about 1 of your items.
• Ask the barista/server if they can recommend which one is better (and why).
• Think about taste, size, flavour, etc.
Name:
• Serve the customer politely.
• Answer all of their questions.
4 Reflect on your task by filling in the checklist. Checklist: placing your order
1 Preparation
• I have read the menu and made sure I understood everything.
2 Content and structure
• We went through all the steps of ordering.
• We started and ended the conversation properly.
3 Language
• I used ‘some’, ‘any’, ‘much’, ‘many’, and ‘a lot of’ correctly.
• I used correct grammar (e.g. to compare food).
• I used the correct words for all the food.
• I paid attention to my pronunciation.
Feedback
Trace your steps on diddit.
Step 3 : giving your opinion on a literary text
Step 1: discussing English-speaking countries
Step 2 : analysing a story
SUMMARY
ON DIFFERENT TRACKS
TRACE YOUR STEPS
CHECK OUT: APPRECIATING (LITERARY) ART
1 Guess who, guess what.
a Pair up! You will get a pack of cards with a specific item on each card.
b Describe the item to your partner without mentioning the actual name of the item. Can your partner guess who or what you are talking about?
c Switch turns after each guess.
2 Discuss with your partner to which English-speaking country the items on the cards belong: Australia, South Africa, Canada or New Zealand.
– Australia:
– South Africa:
– Canada:
– New Zealand:
3 How would you put these items in a mind map? Which main categories do the items fall under?
How would you structure these items?
STEP 1 ⁄ Let the games begin Discussing English-speaking countries
1 ⁄ Different countries, different cultures
1 Play the culture game.
a Work in teams. Each group will get different descriptions of cultural items.
b Each group has to find the corresponding picture of the description and identify the Englishspeaking country to which it belongs.
c Afterwards form new groups and share your information with each other.
2 Let’s recap what we know about the Commonwealth of Nations. and with the most correct answers wins.
a Play the game: ‘Who is the smartest person in the room?’ The group that finishes the fastest
b Use the information from the game to complete the Commonwealth fact file.
Commonwealth fact file Commonwealth
It is one of the world’s oldest political associations.
It now has member states, nearly all former territories of the
Synonym: Family of
The head of the Commonwealth
• in only of the countries
• countries have their
• are
The members
The original members were
, and (a large island off the east coast of North America).
• Where:
• Synonym:
• When:
• What:
• Best country: with medals
Becoming a member
• How:
• joined without being part of the British empire.
• Based on a shared commitment to values:
Suspension
• Most severe
• 4 countries have been suspended from the Commonwealth since 1995:
• and have each been suspended twice.
• has been withdrawn permanently from the Commonwealth.
3 Listen to people answering the questions: ‘What does “British Empire” mean to you?’ and ‘What does “Commonwealth” mean to you?’
a Before you listen to the interviewees try to answer these 2 questions yourself. Compare your answers with a classmate afterwards.
b Match the interviewees with their quotes. Question 1: What does ‘British Empire’ mean to you?
Question 2: What does ‘Commonwealth’ mean to you?
1 a number of countries that come together voluntarily
2 countries that are associated with Britain’s richness (wealth), but you can’t have any of yours back
3 countries that helped Britain during World War One
4 to pay back for the naughty things the British have done over the years
5 connotation is more important, more relevant and more inspiring
6 remember them
4 Divide the answers of the interviewees into 2 categories: the positive aspects and the negative aspects.
Question 1: What does ‘British Empire’ mean to you?
Question 2: What does ‘Commonwealth’ mean to you?
5 Compare your answers with your partner and discuss the differences. Before you start, read through the expressions on how to give your opinion on p. 246 in the Summary of Unit 4.
6 Let the games begin. Watch the commercial and answer the questions.
a Whose picture is shown at the beginning of the commercial?
b What is the commercial about?
c What is the goal of this commercial?
d Which sports are in the games?
1 Can you guess what the following words mean?
– a barbie:
– a prezzie:
– an arvo:
2 Watch the video and answer the following questions about Australian English.
a What are the characteristics of a bogan according to the woman who is being interviewed?
b What advice does the first interviewee give?
c There are several examples given of how Australian English words are formed. Complete the table below and give examples.
Words are shortened or abbreviated
Words are shortened and end in -o
Words are shortened and end in -ie or -y
afternoon
petrol/service station
ambulance
prezzie
barbie
d What is the Australian English word for these words?
sweatpants:
petrol station:
liquor store:
swimsuit:
liquor:
break:
idiot:
cigarette:
to toss:
Words are shortened and end in -za (people’s names)
Barry
Sharon
Lauren
e Have a look at the following English words. Try to make them more ‘Aussie’.
– breakfast:
– biscuit:
– football:
– laptop:
– mosquito:
– a sick day off work:
– sunglasses:
3 Watch the following excerpt in which 2 friends demonstrate Australian slang. Answer the questions.
a Make the following Australian phrases more understandable by using the vocabulary from the excerpt.
After smoko I might go down the bowlo sarvo for a schnitty and bevvy with Tommo.
Then I’ll head back to the missus for din-dins with the fam and watch some soapies on the telly.
Hopefully on the way home I won't get pulled over by the coppers coz I don’t have me rego.
b Which word is also British in the excerpt?
c Which reason does Josh give for the fact that they have ‘British’ words in their vocabulary?
4 Australians do not only abbreviate the English language, but they also give other meanings to certain words.
a What do you think the following words mean?
– a thong:
– budgie smugglers:
– bum bag:
– fairy floss:
b Have a look at the cartoon and tick the correct meaning for each word. Did you guess correctly?
5 Listen to the episode of Canguro English and answer the questions.
a What does the speaker try to do (= goal)?
b When was the poem written?
c What is ‘Strine’?
d What is the poem about in Strine? Write down some words you heard or could make sense of. You will have to do this for the English version as well later on.
e Does the poem make any sense in Strine? What do you think it is about?
f Which language characteristics occur in the Australian version?
g Does the poem make any sense in the English version? What is the poem about?
6 Over to you: be a real Aussie!
a Preparation: your teacher will give you a short text. Read it and make sure you understand everything.
b Action: transform the text into real Australian English. First highlight as many English words as possible that you think you can ‘translate’ into Australian slang, and then rewrite the text here.
c Reflection: check your work by filling in the checklist. Finally read your Aussie text to a classmate. Use your best Australian accent. Can they guess what you are talking about?
Checklist: my Australian English text Yes I think soNo
1 Content and structure
• I transformed my English text into an Australian text by using Australian slang words.
2 Language
• I used correct (Australian) spelling and punctuation.
• I checked the meaning or pronunciation of a word in an online dictionary when necessary.
• I tried to pronounce it in Australian English.
Feedback
CHECK 1, see p. 380
STEP 2 ⁄ What’s in a story? Analysing a story
1 ⁄ Identifying literary elements
1 Discuss these questions.
a What do you like in a good story (or a narrative text)?
b What do you not like in a story or narrative text?
c Give a few examples of stories you liked and didn’t like. Give reasons why.
2 Complete the mind map of at least 3 different elements that make up a good narrative text in your opinion. Give examples of each element. Then compare with a classmate.
3 Link the literary elements below to the correct definition.
1 characters A The main problem that needs to be solved in the story.
2 conflict B The feeling or the atmosphere that the writer of the story has put in the story.
3 mood C When and where a story takes place.
4 narrator D The main idea or the message of the story.
5 plot E Who or what is telling the story to the reader.
6 setting F Important events and actions in the story.
7 theme G The feeling that the reader gets when reading the story.
8 tone H People in the story. Often there is opposition: protagonists vs antagonists.
9 topic I What the story is about in one or two words.
4 There are more literary elements, of course, than those listed in exercise 3. Read the sentences and choose the correct literary element they are referring to.
1 2 3 4 5 6 7
The Lord of The Rings takes place in a land called MiddleEarth; located in the northwestern part of Middle-Earth is the Shire, the quiet and peaceful home of the Hobbits. time place topic
In Harry Potter, Harry, Ron and Hermione are the most important, heroic characters. protagonists antagonists narrators
In The Hunger Games, the main character Katniss says, ‘It doesn’t change anything. It doesn’t make things fair. It doesn’t fill our stomachs.’ flash forward mood topic
In Twilight, Edward is a vampire who loves Bella. Edward wants to be close to Bella but is afraid he will hurt her. character’s appearance character’s past history character’s description
In the Hunt for the Wilderpeople, everybody is out to hunt Ricky and Hector, meanwhile we see the developing relationship between the two of them and how they deal with Bella’s death (Ricky’s foster mother). occupation topic flashback
In Romeo and Juliet, Romeo Montague and Juliet Capulet meet at a party and fall in love. Their families hate each other. Romeo, Juliet and other characters’ actions result in a tragic ending to the story. antagonists flash forward topic
In The Book Thief, the reader is guided by an original speaker, Death himself, who tells the main character’s story. protagonist antagonist narrator
5 Can you fill in the graphic organizer about story elements? Look up the necessary information on the internet. Choose from the words in the box.
antagonist – characterization – climax – conflict – dynamic – exposition – falling action –flash forward – flashback – mood – protagonist – resolution – rising action – static –theme – tone – topic
Characters
• : main character
• : ‘opponent’ of main character
• character: character who changes as a result of the story’s action
• character: character who does not show much change in the story
• : how we get to know the characters, e.g. name, age, gender, occupation, appearance, talents, etc.
Plot
• : what the story is about
• : the main problem in the story
• Classic story elements:
• Time: when the story takes place – : a scene from the past is inserted into the present
: a scene from the future is inserted into the present
• Place: when the story takes place
– Central idea of the story
– Big idea about people, life, the world
– : introduction to the story in which characters and setting are presented
– : the action/tension in the story builds up – : point in the story where the action reaches its peak
– : the action becomes less intense
– : conclusion of the story
• Who or what tells the story? There are different points of view.
• : the feeling that the reader gets when reading the story
• : the feeling or the atmosphere that the writer of the story has put in the story
6 Try to derive the tone of a reading passage.
a Pair up! Your teacher will give each of you a reading passage.
b Read your passage. What tone is expressed? Indicate the descriptions that the writer uses to express that tone.
c Discuss your passages. Do you agree?
7 Try to derive the mood of a reading passage.
a Read the passage you will get. What is the mood, or the feeling that you as a reader get from each passage?
b Write down the words from the passage that are associated with this particular mood.
Text 1
c Form groups. Give your text to the person sitting to your right. They will also read the text and say what mood they derive from the passage.
d Repeat until everyone has read each passage.
Text 2
e Finally discuss each passage with your group. reading SPOKEN INTERACTION SPOKEN INTERACTION
reading
Text 3
Text 4
1 Discuss these questions.
a Where do you live? Do you like living there? Why (not)?
b How would you describe your hometown?
2 Listen to the song ‘One great city‘ by The Weakerthans and read the lyrics. Answer the questions below.
a The title of the song is called ‘One great city’, to which city does it refer? Where is it located?
b What characters are in the song?
c Which explicit information do we get about the setting in the song?
Time: – Place:
d There is information in the song that refers to the setting. Complete the table below about this.
Winnipeg Square
A Canadian rockband
A professional ice hockey team
A statue on the dome of the Manitoba Legislative Building, symbolizing ‘enterprise and eternal youth’
A traditionally working-class, multicultural neighbourhood
Late afternoon, another day is nearly done
A darker grey is breaking through a lighter one
A thousand sharpened elbows in the underground
That hollow hurried sound, feet on polished floor
And in the dollar store, the clerk is closing up And counting loonies trying not to say
I hate Winnipeg
The driver checks the mirror seven minutes late
The crowded riders’ restlessness enunciates
The Guess Who sucked, the Jets were lousy anyway
The same route everyday
And in the turning lane
Someone’s stalled again
He’s talking to himself
And hears the price of gas repeat his phrase
I hate Winnipeg
And up above us all
Leaning into sky
Our golden business boy
Will watch the North End die And sing, ‘I love this town’
Then let his arcing wrecking ball proclaim
I hate Winnipeg
3 Now that you know a little bit about the time and place, what can you say about mood and tone? Answer the questions below.
a What is the contrast between the title and the content of the song?
b What does the word ‘loonies’ mean in the following phrase: ‘And in the dollar store, the clerk is closing up and counting loonies’? Look it up if necessary!
c Does the mood change throughout the song? If so, how?
– 1st paragraph:
– 2nd paragraph:
– 3rd paragraph:
‘1000 sharpened elbows in the underground’ is a reference to the underground mall in Winnipeg called Winnipeg Square, but nicknamed ‘The underground’. This mall is directly underneath Winnipeg’s downtown and major office buildings. The vast majority of people who go to the underground are ambitious business people (therefore 1000 sharpened elbows).
Source: https://songmeanings.com
d What is the topic of this song?
4 Give your opinion about this song. Make sure that you refer to at least one of the following: topic, setting, theme, tone of the song.
I think this song is (choose 1 or 2 adjectives): ambiguous – boring – emotional – funny – hopeful – intriguing – sad – other:
I chose these 2 adjectives because (give at least 1 reason)
I would/would not recommend my friends to listen to this song because (give at least 1 reason)
I would/would not like to listen to other songs by this artist because (give at least 1 reason)
All in all, I give this song the following rating:
writing
5 Compare your description of your hometown to the one in the song. What are the differences and/or similarities?
How would you describe your hometown (choose 1 or 2 adjectives): boring – city-life – cosy – countryside – crowded – pleasant – other:
I chose these 2 adjectives because (give at least 1 reason)
I would/would not recommend my friends to listen to this song because (give at least 1 reason)
How would you describe Winnipeg (choose 1 or 2 adjectives)?
boring – city-life – cosy – crowded – pleasant – countryside – other:
I would/would not recommend my friends to visit Winnipeg because (give at least 1 reason)
What do your hometown and Winnipeg have in common? Choose from the following and provide a brief explanation. people: shops: transport: environment: other:
What are the differences between your hometown and Winnipeg? Choose from the following and provide a brief explanation. people: shops: transport: environment: other:
Character
1 Here is the first chapter of Wild pork and watercress by Barry Crump.
a Read the blurb. Highlight words you do not understand and look them up in a dictionary.
When Ricky’s beloved Aunt Bella dies and Social Welfare threatens to put him into care, the overweight Maori boy and cantankerous Uncle Hec flee into the remote and rugged Ureweras. The impassable bush serves up perilous adventures, forcing the pair of misfits to use all their skills to survive hunger, wild pigs and the vicissitudes of the weather. Worse still are the authorities, determined to bring Ricky and Uncle Hec to justice. But despite the difficulties of life on the run, a bond of trust and love blossoms between the world-weary man and his withdrawn sidekick. This rattling good yarn has now been made into a major movie: Hunt For the Wilderpeople
Source: https://search.schlowlibrary.org
b Before getting into the characters explain the following words from the text. Word
1 I was too inexperienced, they reckoned, and I might bring attention to them.
2 The bloke was lying.
3 She always wore slacks and cardigans.
4 When Aunty Bella was angry, she would call you a scallywag
5 Most of the family used to say he was a no-hoper, when they talked about him at all.
6 He was a grouchy old codger and most of the kids were a bit scared of him.
7 You could tell where their place started by all the thistles and scrub everywhere. reading
My proper name’s Richard Morehu Baker but they always call me Ricky. My mother was quarterMaori and I was born in 1974, years later and a lot darker skinned than my brother and sister, and don’t let anyone tell you that doesn’t make a di erence. I always had trouble tting in. People were always getting a surprise to nd out I actually belonged in our family. I was also a bit overweight and not much good at sports and stu like that.
By the time I’d been at school for a few years I could read miles better than most of the other kids but I wasn’t much good at anything else, and they decided I was a slow learner. They shifted me around from class to class, trying to work out where fat Maori boys who can’t play rugby or learn simple stu tted in. I knew they had me all wrong, but there wasn’t much I could do about it. I’ve always been able to remember just about anything I want to and it’s easy for me to learn things. Too easy. I was worried about all the stu that was going into my head, and they were shoving more in all the time. The wrong sort of stu , too. I couldn’t forget a lot of it. I used to be scared my head was going to ll up till it couldn’t take any more and I’d suddenly go mad, or burst or something. So I took time o school, which I usually had to pay for with more trouble. But heads are only so big. Anyway, while all this was going on my parents got divorced and my mother took custody of me, mainly because nobody seemed to know exactly where my father was living. He was never allowed in the house when he’d been drinking, and he just did more and more drinking till he didn’t come home at all. Things got worse at home and school until in the end my mother couldn’t handle me. Looking back, I seem to have spent a lot of time standing in various o ces while adults sat around deciding what was going to happen to me next. I soon found out that thin white di cult boys are easier to ‘do something with’ than overweight brown ones. When I was nine they stuck me in a kind of health camp, but I couldn’t stand it and got out of there as soon as I saw a chance. They caught up with me sneaking onto a bus to Wellington to stow away on a boat or plane to Australia, and I was carted o to a social welfare home for delinquent boys which was worse than the health camp and trickier to get out of. I had to spend three nights there before I could get away, but I made it home and decided to hang on there as long as possible. The social welfare people found out I was there and came round a few times, but they left me there.
By this time my mother was getting ready to get married again. My stepfather to-be liked it better when I wasn’t around, but he did his best not to let on about it. My mother used to say that everything was going to be all right and we pretended along like that, but less than a year later I was back in a social welfare home for shoplifting a bag of potato chips. They locked us up in that place and I had a lot of trouble getting away. They found out I was back at home but they left me alone. I think my new stepfather might have stuck up for me that time. He was still trying to like me, and I was getting better at keeping my head down.
The next time they picked me up I was riding a ten-speed bike I didn’t even know was supposed to be stolen. I ended up in the same place as before but they were watching me this time and it was nearly a month before I got a chance to get away. I was on the loose for seven weeks – joined up with a bunch of kids who were living in a burnt-out bus near Taupo. They didn’t really want me around, either.
I was too inexperienced, they reckoned, and I might bring attention to them. We were living o what we could steal out of houses and cars and shops, so I don’t suppose I could blame them really.
It didn’t last long, anyway. They busted in on us in the middle of the night and carted us all o to the police station, then after a long car ride in the early hours to a prison place, where they locked us up in cells. There was no way of getting out of there. Things were getting worse. This was actual prison.
It turned out that I was too young to stay there, and after four days they got me in this o ce and told me I was being given one last chance to straighten myself up. I didn’t deserve it, the social welfare man reckoned, but if I agreed to cooperate my Uncle Hector and Aunt Bella Faulkner had o ered to take me into fostership on a trial basis and wasn’t that wonderful of them.
The bloke was lying. Uncle Hec would never have o ered to take anyone like me in. He didn’t even like kids. It was another shove-around without me being consulted about it. But being in
jail’s no joke either, so I said all right, and the next day I was delivered to Uncle Hec and Aunty Bella’s farm at the end of a windy stony road, eighty-seven kilometres from Gisborne. At this stage, I was twelve years and three weeks old.
The Faulkners’ farm was up a valley beside a river called the Apopo, and everything about the place was old and falling to bits. You could tell where their place started by all the thistles and scrub everywhere. Their road fence was all overgrown with briar bushes and long grass and they had a rusty old drum on a post with their name on it near the front gate. Two muddy wheel tracks went curving up the hill to their rusty old blue car parked outside the house, which was surrounded by falling rails and a skimpy hedge, with weeds and long grass growing right up to the window-sills round one side and the back. On the other side was Aunty Bella’s vegetable garden. There was a path trodden in the grass between the gate and the back porch.
The Apopo river was about a hundred metres from the house, and the old woolshed with its rusty corrugated iron and red-streaked mossy boards was out on the at between. It was a skin shed, a toolshed, a workshop – it was the only other building on the place apart from the house and everything happened down there. Uncle Hec used to spend a lot of time sitting on a staple-box with a folded sack nailed onto it for padding, tipped back against the wall of the shed, looking up the valley.
The river was quite a big one, stony and shingly and about twenty metres across at the crossings, with deep pools in between. Upstream Uncle Hec’s 140 acres went steeply up from the river ats, which were covered with clumps of blackberry and other scrub. Patches of grass were still quite numerous around the bottoms of the ridges, but higher up there was just manuka and gorse with streaks of new bush in the gullies. Beyond that dark ridges of native bush went right up to a broken blue range shaped like a train crash. It was real steep. From the shed you could see where little streams came falling down between the ridges to make Rough Creek, which ran into the Apopo up at the end of the ‘Property’.
It was an interesting place all right. I’d been there a few times before this, visiting. Uncle Hec was usually taking it easy and Aunty Bella was usually very busy. Aunty Bella was my mother’s eldest sister and it was she who’d set up the taking me into fostership thing. I could tell by the way she called me a poor lamb and was inclined to do a bit too much hair-ru ing and cuddling and stu . She was going to supervise me on correspondence school.
Aunty Bella’s was the best place to be hungry I ever knew. I’ll tell you more about that later. She always wore slacks and cardigans and had her grey-black hair in a big clip at the back to keep it out of her way. When Aunty Bella was angry she’d call you a scallywag, whatever that was. It wasn’t as serious as Uncle Hec getting angry, that’s for sure.
Uncle Hec was very old. Over fty. He called himself a bushman but it was hard to tell exactly what that meant. Most of the family used to say he was a no hoper, when they talked about him at all. I’d picked up that he’d been in prison for ‘something disgraceful’ when he was young. Another time I’d heard that it was for ghting. He was a grouchy old codger and most of the kids were a bit scared of him. He was supposed to be real stubborn when it came to an argument. He’d had a di erence of opinion with the electricity people a few years before and they’d cut the power o , so Uncle Hec told them to come and take their poles and wire o his place.
Source: Barry Crump, Wild pork and watercress, p. 15-18
2 Answer the following questions about the characters.
a Who is the main character in the excerpt?
b Complete the table with information from the text. Characterization (protagonist) 1 Name of character
Age of character
Character’s appearance
Talents and abilities
Personal history 6 Friends and family
c Ricky has escaped Social Welfare several times, but what exactly is Social Welfare? Choose the correct option.
services provided by the government or private organizations to help poor, ill, or old people
services provided by the government or private organizations to educate youngsters services provided by the government or private organizations to improve employees their professional careers
d Who are the other 2 characters in the excerpt? What did you learn about them? Complete the table.
Name of characters
Character’s appearance
Personal history
Character’s overall personality
3 What did you learn about the setting from this excerpt?
4 Pair up! You will get a stack of cards with question words. Use the question word on the card to ask a question about the excerpt.
Giving your opinion on a literary text
1 Read the blurb on the book Ruby Red by Linzi Glass. Make a prediction about what kind of book this will be.
In Ruby Winters’ world, colour opens some doors and slams others shut. Her opulent Johannesburg neighbourhood is a far cry from the streets of Soweto where anger and hatred simmer under the surface. Ruby can’t resist the blue-eyed Afrikaans boy who brings her the exciting rush of first love, but whose presence brings hushed whispers and disapproving glances. She might not see race, colour or creed but it seems everybody else does…
Source: https://www.goodreads.com
2 Read the excerpt from the book Ruby Red and answer the questions.
a Summarize in 1 or 2 sentences what the text is about.
b What did you learn about the setting?
2 Place 3 Mood: choose the most appropriate answer and explain your thinking. threatening cheerful ominous fearful hopeful other: Explanation: 4 Environment and circumstances reading
I remember the first time I heard my mother mention Julian Mambasa. ‘His work is astounding. It cut right through me, made me almost gasp out aloud,’ she told Father and me after her first meeting with Julian. My mother owned one of the most well-known art galleries in Johannesburg. It was also one of the most controversial. The gallery carried the works of both the famous and infamous and the serene walls were hung with paintings of both the struggling and the successful. Talent, Mother always said, knew no boundaries. In the past Mother had helped starving artists with money and supplies, but she had been so appalled to learn that Julian painted in his dimly lit shanty in Soweto that it didn’t take much for her to convince Father to let him move his meagre supplies, broken easel and tattered paintbrushes to our guest house. On the first day that Julian arrived he was overwhelmed by what he saw. I had stood silently beside Mother, feeling surprisingly shy in front of Julian. Mother had not told me that he was barely in his twenties, which made him just a few years older than me. ‘Ruby,’ he had said when Mother had introduced us, ‘Madam Annabel, you did not tell me that you hide your most valued masterpiece at home.’ I had waited to hear him laugh at his joke but saw only warm dark eyes looking down at me. It was May 1976 and South Africa was at the height of apartheid, where the laws of segregation were strictly enforced. A harsh, unforgiving and hateful time when blacks and whites were forbidden to share the same public bench let alone share a meal together.
It was on that crisp, cold day in May that my friendship with Julian Mambasa began. Ours was a bond that could not exist beyond the gates of our hilltop home in the affluent, white suburb of Westcliff.
But friendship, much like talent, knows no boundaries. Julian arrived each morning on a bus marked in big black letters, NON-WHITES/NIE BLANKES, that dropped him off at the bottom of the hill on Jan Smuts Avenue. From here we would dodge his way through busy morning traffic, stopping briefly to buy a morning copy of the Rand Daily Mail newspaper from the young piccanin with the runny nose and tattered clothes that were two sizes too big for him.
‘I am a lucky one. Lucky to have met such a good woman as your mother,’ Julian told me as he set up his new easel to begin his day’s work of painting and sketching in the quiet of a clean bright studio.
Julian’s favourite book was Harold and the Purple Crayon. He explained it all to me during one of our many afternoons together in the crisp white studio where he painted or sketched in charcoal.
Julian was seven when he decided that he would become an artist, like Harold with his crayon, and draw himself out of poverty in their filthy suburb, Naledi, and out of the township of Soweto. At first he drew pictures of black faces sitting in shiny, fancy cars. A handsome father at the wheel and the children all in their finest clothes. Everyone was smiling. In another picture he even parked a car in front of a two-storied house set on rolling lawns and wrote at the top, ‘This house belongs to the Mambasa family’.
‘But when my mother found those pictures that I had proudly taped to our shanty wall she ripped them down, tore them into a hundred pieces and whipped me with the long, hard handle of a broom, yelling that I was never to draw such terrible things again.’
‘Why was your mother so upset? I don’t understand,’ I said, shocked at what his mother had done to him for simply drawing.
Julian put his sketchpad down and came towards me. I was five foot six inches in stockinged feet but Julian was a towering six foot three. Dark, gleaming brow, warm, oval eye and large, square hands that moved ever so gracefully like the wings of an eagle, stretching and reaching into the open air when he wanted to make a particular point take flight.
‘Me also, Ruby, me too. I didn’t understand then, but when I was done crying she rubbed a warm cloth on my stinging legs and told me that – Hai! – we could be arrested and put in jail for having such pictures in our home. That drawing black people like us living like white people was wrong and not allowed.’
Julian dug his hands into his paint-smeared overall pockets. He looked deeply at me before he spoke again. He smelled of old, worn leather and sweet musk.
‘I never draw like that again, but, me, I keep sketching whenever I can, then painting. When my schoolteachers at Orlando West High see I have talent, they get me an old easel and some used oil paints. My mother, she was proud when I won the most-promising-artist award when I was fourteen, but she always check to make sure I am not painting anything that might get our family in trouble.’
Julian turned to look at a large charcoal drawing he had finished only a few days before that still sat on an easel.
‘You are only one child, Ruby, but me, there were six of us living in two rooms, well seven really, but my father, he get home from the mines so late and leave so very early.’ Julian sighed softly. ‘It was like he was not even there.’
The picture was of an iron bed raised high on bricks, a single bed, but somehow Julian had managed to draw five sets of large sad eyes, attached to five long and scrawny bodies that were somehow all squeezed on to its tiny mattress, limbs across limbs, gangly feet flopping over the sides.
‘Is it your…?’
‘Yes. Me and my brothers and sisters,’ he said. ‘That is how we slept. But you cannot feel cold. Hear the pipes hissing and leaking. A painting cannot give you that.’ He sat down again at his easel and faced the painting, then he reached his hand out and gently traced the faces of the children in the picture.
‘This is what white people want to see. Not happy black people in fancy cars.’
‘You should be able to paint whatever you want. Surely?’
‘No, it is not so. At least for now. Now I paint my people’s pain. I must pretend, you see, that nothing will ever change for us.’
When Julian spoke these words it was as if he had climbed inside my very soul. Pretending was something that had become a part of me. No one at school could possibly know that I spent a great deal of time creating the appearance that I was like everyone else, that my life was normal in every way. I knew I would be shunned and an outcast if my fellow schoolmates found out that blacks were people I actually spoke to and not just when I wanted extra mashed potato or lemonade served to me. In truth, my parents were probably some of the only whites in South Africa who did not have black servants living on our property and meeting our every need. You did not have to be rich to have a black nanny who worked six days a week and late into the nights before collapsing exhausted in her small ill-lit room on the family grounds. Thirty rand a month and food bought you her loyalty. My parents did not believe in having servants. Black people sat at our dining-room table as guests and ate dinner with us while Mother and I cleared their plates away at the end of the meal.
To make certain that I appeared to be ‘normal’, I worked hard and got straight As. I was a school prefect and popular with loads of friends and a drawer full of ribbons from winning athletic events. But my shameful truth was that I, Ruby Winters, felt like a fraud and it was just a matter of time before I was found out.
Adapted from: Linzi Glass, Ruby Red, p. 6-13
affluent: rich limb: arm or leg scrawny: very thin shanty: hut or cabin stockinged feet: without shoes tattered: old, in poor condition
Apartheid is an Afrikaans word that means ‘separation’. It was a former political and social system in South Africa (1948-1994), in which only white people had full political rights and people of other races, especially black people, were forced to go to separate schools, live in separate areas, etc. This form of racial segregation officially came to an end with the elections of 1994 when the ANC won the election and Nelson Mandela became president of South Africa.
3 After reading the entire excerpt, answer the following questions:
a What theme do you think is very important in this book?
b How does Julian suffer from Apartheid in the excerpt? Give 2 examples.
c How does Ruby feel about Apartheid?
d Do Ruby’s parents agree with her? Explain your answer by giving some proof from the excerpt.
4 Based on your analysis of the setting and the theme of the text, give your opinion.
a Preparation: read the information in the Strategy in the Summary on p. 374 on how to give your opinion on a literary text.
b Action: write at least 75 words in which you express your opinion about the excerpt from Ruby Red. Use the writing frame (if necessary).
Based on the excerpt from/about I just read, I think this book will be (choose 1 or 2 adjectives): ambiguous – boring – emotional – funny – hopeful – intriguing – sad – other:
I chose these 2 adjectives because (by referring to at least 2 story elements)
If I read the entire book, I would like to have an answer to the following questions:
I think the story will go as follows (refer to at least 2 story elements):
I would/would not recommend my friends to read this book because (give at least 1 reason):
I would/would not like to read the entire book because (give at least 1 reason):
All in all, I give this excerpt the following rating:
c Reflection: check your sentences by filling in the checklist. Read your sentences to a partner.
Checklist: giving your opinion on a literary text
1 Content and structure
• I mentioned who or what the extract was about.
• I gave my opinion (minimum 2 adjectives).
• I justified my opinion by referring to some literary elements (minimum 2).
• I mentioned 3 questions I would like to be answered after reading the whole book.
• I mentioned how I think the book will continue.
• I mentioned if I would/would not like to read the whole book.
• I mentioned if I would/would not recommend reading the book.
• I rated the extract.
2 Language
• I used correct basic grammar.
• I used correct (and varied) vocabulary.
• I used correct spelling and punctuation.
Feedback
CHECK 3, see p. 393
Yes I think soNo
Read the text or watch the film 1
• Book: use sticky notes to mark important chapters or paragraphs.
• Film: make a note of the important scenes.
Identify the story elements
• Characters
• Plot
• Setting
• Theme
• Mood and tone
Determine your overall opinion
Do you like the text/film? Why (not)?
Introduce the text/topic
• Introduce the topic of the book/film.
• Introduce the title and author of the book (or the director and main actors of the film).
• Briefly describe main characters, setting and topic.
e.g. Ruby Red is a 2007 young adult novel written by Linzi Glass. The book is about the teenage girl Ruby Winters who lives in Soweto, South Africa during the Apartheid regime.
Formulate your opinion
• Start with a general impression.
• Use some meaningful adjectives.
e.g. I think the book/the film was interesting, boring, captivating, breathtaking, exhilarating, etc. for several reasons.
Refer to the story elements
• Pay attention to the structure of your text.
• Explain your opinion by referring to some literary elements.
• Try to be specific and refer to concrete examples.
e.g. The main character was/wasn’t developed enough. For example, … The setting was/wasn’t clear enough. Or: I liked/didn’t like the time period. The theme was/wasn’t specific enough. Or: I was/wasn’t interested in the theme.
I thought the tone/mood was…
Write a conclusion
• Only read/saw an extract?
Ask a few questions about the rest of the book/film.
e.g. Will the main character resolve all of their problems? What will happen to…?
• Read/saw the whole book/film?
Mention if you would/would not recommend reading the book/watching the film.
e.g. I would/would not recommend this book/film because…
• Say who would be interested in this type of text/film.
e.g. This book/film is ideal for…
• Conclude your text with a brief summary of your opinion.
e.g. I feel…/I think…/I believe that…
• Optionally: rate the text by giving a score/stars from 1-5.
Avoid mistakes: reread your text.
Evaluate your writing
• How can I improve?
• What went well?
G’day mate! Lovely day for a barbie! Grab yourself a bevvy.
Thanks for the invite, mate, beats going to Maccas. Here’s a prezzie for you and Shazza.
There are many different varieties of the English language, each with its unique vocabulary, spelling, pronunciation, etc. One such example is Australian English. Here are some of its most recognizable characteristics:
Pronunciation
– The vowel sounds can change dramatically: e.g. today à to die.
– The intonation at the end of sentences often makes statements sound like questions.
– The ‘r’ is often not pronounced.
Vocabulary and spelling
– Some of the words blend together: e.g. ’s arvo (this afternoon)
– A lot of consonants are cut and eliminated: e.g. brekky (breakfast)
Words are shortened or abbreviated
– ’s goin on = what is going on
Words are shortened and end in -o
– Maccas = McDonald’s – arvo = afternoon – servo = petrol/ service station – ambo = ambulance
Words are shortened and end in -ie
– Chrissy = Christmas – present = prezzie – barbie = barbeque – bevvy = beverage
Words are shortened and end in -za (people’s names)
– Bazza = Barry – Shazza = Sharon – Lozza = Lauren
Australian EnglishFormal English TranslationMy notes
an ambo an ambulance een ziekenwagen, ambulance
an arvo an afternooneen namiddag
’s arvo this afternoondeze namiddag
a barbie a barbecue een barbecue
a bevvy a beverage/drinkeen drankje
a biccy a biscuit een koekje
a bottle-o an off-licence/ a liquor store een drankenwinkel
a bowlo a bowling alleyeen bowlingclub
a brekky a breakfast een ontbijt
budgie smugglers speedos, swimming costume een zwembroek
a bum bag a bum bag (UK)/ a fanny pack (US) een heuptas
Chrissy Christmas Kerstmis coppers police politie
cozies a swimsuit een zwembroek
din dins dinner avondeten
a drongo an idiot een idioot, gek a duzza a cigarette een sigaret
fairy floss candy floss (UK)/ cotton candy (US) suikerspin
fam family familie
footy football rugby
grog liquor/alcoholdrank
a lappy a laptop een laptop
Maccas McDonald’s McDonald’s a mozzie a mosquito een mug
a prezzie a present een cadeau
a rego a registrationeen registratie
a schnitty a schnitzel een schnitzel
a servo a petrol/service station een tankstation
a sicky a sick day off workeen snipperdag
a smoko a cigarette break/ a coffee break een (rook)pauze, koffiepauze
soapies soaps een soap
sunnies sunglasses een zonnebril
a telly a television een tv
thong flip flops slippers
tracky dackssweatpants een trainingsbroek
(Identifying story elements)
There are several elements that can make up a good (fictional) text. This text can be a written text, such as a novel, but also a spoken text, such as a film.
1 Characters
Characterization is how we get to know the characters, e.g. name, age, occupation, appearance, talents, etc. There are main characters and secondary or supporting characters in a story. Often we also make a distinction between:
– protagonist: main character;
– antagonist: ‘opponent’ of main character;
– dynamic character: character who changes as a result of the story’s action;
– static character: character who does not show much change in the story.
2 Narrator
The narrator is who or what tells the story. There are different points of view a narrator can take (e.g. first person point of view).
– Sometimes the narrator is also a (main) character in the book, but sometimes that is not the case.
– Sometimes the narrator has the same information as the characters in the book, but sometimes the narrator knows a lot more than the characters.
3 Plot, topic, theme
The plot of a story is the narrative of events: the order in which things happen. The classic story arc consists of the following elements:
–
Exposition: introduction to the story in which characters and setting are presented
– Rising action: the action/tension in the story builds up
– Climax: point in the story where the action reaches its peak
– Falling action: the action becomes less intense
– Resolution: conclusion of the story
If you want to analyse a story, it is also important to think about the following elements:
– Topic: what the story is about, e.g. justice, love.
– Theme: the central idea of the story = the big idea about people, life, the world
e.g. Actions have consequences, beauty is in the eye of the beholder.
– Conflict: the main problem in the story
e.g. In Harry Potter and the Philosopher’s Stone, there is a conflict between the ‘good’ (Harry Potter) and ‘the bad’ (Voldemort).
But in the whole series there is also an internal conflict for Harry: he has to discover who he really is.
Setting is the time and place (or when and where) of the story.
– Time = when the story takes place.
• Flashback: a scene from the past is inserted into the present.
• Flash forward: a scene from the future is inserted into the present.
– Place = when the story takes place.
Mood and tone both deal with the emotions of a piece of writing but there is an important difference:
– Mood = the feeling that the reader gets when reading the story.
– Tone = the feeling or the atmosphere that the writer of the story has put in the story
Word Translation My notes
antagonist tegenspeler, meestal de vijand of slechterik
characterization karakteriseren, het beschrijven van een personage characterspersonages
conflict conflict, een uitdaging waarvoor het hoofdpersonage wordt gesteld doorheen het verhaal
dynamic character dynamisch of veranderend karakter/personage
flash forward flash forward, een blik in de (verre) toekomst van een verhaal
flashback flashback, een gebeurtenis uit het verleden wordt verteld main characterhoofdpersonage
mood stemming, het gevoel dat de lezer krijgt bij het lezen van het verhaal narratorverteller plot plot, verhaallijn
protagonist hoofdpersonage, meestal de held
setting setting; waar, wanneer en onder welke omstandigheden de gebeurtenissen in een verhaal plaatsvinden static characterstatisch karakter/personage theme thema
tone
toon, de houding van de auteur ten opzichte van het onderwerp, karakters of de gebeurtenissen in een verhaal topic onderwerp
1Write a short text in which you use some Australian English words.
a Preparation: think about what you are going to write about (e.g. food, transport, clothing, or people) and list the Australian slang words that you’d need (e.g. chewie, servo, budgie smugglers and postie). If necessary, search the internet for inspiration.
b Action: write a short text (at least 25 words or a minimum of 5 sentences) in which you use Australian slang words. Afterwards try to pronounce your sentences in your best Australian accent and have your partner guess what you are talking about.
c Reflection: check your text by filling in the checklist.
Checklist:
1 Content and structure
• I wrote at least 25 words or a minimum of 5 sentences with Australian slang.
• I used at least 3 different aspects of Australian English in my text.
2 Language
• I used correct grammar.
• I used correct (Australian) spelling and punctuation.
• I checked the meaning or pronunciation of a word in an online dictionary if necessary.
• I tried to pronounce it in Australian English.
Feedback
2 Read the following story and highlight the Australian slang words. Afterwards try to explain the meaning of these words. Tip: in total there are 27 different slang words.
My mate Paolo invited me around to his house yesterday arvo for a quick cuppa. Paolo isn’t from Straya, but he loves a good cuppa. I said to him, ‘mate, can we just go to Macca’s?
I really feel like a burger.’ On the way to Macca’s, we had to stop at the servo for some petty. After filling up at the servo, I put on the radio. Accadacca was playing.
I was really excited about the song and started driving too fast. I must have been speeding because a coppa pulled me over. The coppa asked ‘Have you been drinking?’ I replied, ‘nah, mate, I’m a tradie. I just finished work.’ He replied, ‘Are you sure you haven’t had a tinny?’
I shook my head, ‘I might have one later when I watch the footy game.’
On the way to Macca’s we invited some more friends. One was a cabbie, another was a postie and the other two worked as a brickie and a firey. Paolo sometimes works as a muso down at the local pub. He’s also a part-time garbo.
We finally arrived at Macca’s. I ordered a burger and fries and Paolo ordered chicken nuggets and a choccy biccy. They had free Wi-Fi there, so we used our lappys and went onto Facey. It turns out that our mate got a new job as an ambo driver! We were defo excited about that! After a while on Facey, we started looking for some good Chrissy prezzies for our friends. We found the perfect prezzie, but when we tried to order it we found out that there weren’t any left. Devo!
4 Listen to and watch the following clip. Afterwards try to derive the meaning from the words in bold. Use an online dictionary if necessary.
1 I am going to the loo
2 There are some bickies on the bench if you want some.
3 Hey, did you wanna stop by Maccas this arvo on the way to the barbie?
4 Don’t worry, it’s my shout because my mate works there so I get mate rates
5 I have to go to Big Dub to pick up some new cozzies
6 On Wednesday I chucked a sickie ‘cause I was so knackered.
7 Mum found out and she spat the dummy, she was ropeable
8 I’ll put them in the esky
9 I hate these mozzies.
10 They got in my trackers
11 That is what you get when you are in the middle of woop woop
12 Do you guys want fairy floss or fairy bread?
13 No, I’m chockers
14 Could you quickly grab the brolly from the boot?
5 Try to pronounce the following sentences, which are written in ‘Strine’, in your best Australian accent and ‘translate’ them into more formal English.
1 Dja getny b’tydas fer dinner t’noite, maam? – Air Aw did.
2 Cown! We ’evn’ god ool dye!
3 Doosa fiver, mite, wea?
4 G’dye Spawt, hey gaan?
5 Thirdy dies hes S’ptember, Ypril, June en’ November. Oola rest ‘ev thirdy one. Cep’ Febry witches twenny ite en’ twinny noine onna leap year.
Source: https://perdamanglobalservices.com.au
Next exercise ex. 4 Check 2, p. 385
1 Watch the trailer of Spud, a South African film, and answer the questions.
It’s South Africa 1990. Apartheid is crumbling. Nelson Mandela is about to be released. Thirteen-year-old Spud Milton is about to start his first year at an elite boys-only boarding school. Spud has his hands full trying to adapt to his new home, surrounded by names such as Gecko, Rambo, Rain Man and Mad Dog. Armed with only his wits and his diary, Spud takes us on an adventure and invites us into the mind of a boy struggling to come to terms with a strange new world; a boy whose eyes are being opened to love, friendship and complete insanity.
a Why does the protagonist feel nauseous?
b What does the trailer tell you about the main character? Name Age Looks Character evolution
c Why is his nickname ‘Spud’? What does it mean?
d What do you know about the setting?
e Why does the teacher call them ‘meerkats’? What are ‘meerkats’?
f What is the theme of the film?
Score < 7 ≥ 7
Next exercise ex. 2 ex. 4
2 Combine the literary term with the correct explanation.
1 settingA one who tells the story, the point of view
2 plot B the underlying or stated main idea of a story, central message, ‘moral of the story’, and underlying meaning of a fictional piece; the message the author wants us to understand
3 moodC the feeling or the atmosphere that the writer of the story has put in the story
4 themeD the main character of the story; all major events are important to this character
5 topic E the major problem in the story
6 protagonistF the feeling that the reader gets when reading the story
7 conflictG the point of highest tension in a story
8 tone H the issue, idea, or question the text is about
9 climaxI the sequence of events
10 narrator J when and where a story takes place
3 After watching the trailer of Spud in exercise 1, what do you think will happen?
a Preparation: think of at least 2 plot events that could happen to Spud in the film. Be creative! writing
b Action: write 75-100 words. In your text, make sure to: – answer all the WH-questions; – include information about plot, character, setting and mood or tone.
c Reflection: check your text by filling in the checklist. Give your text to the teacher who will give you some feedback.
Checklist: expectations Spud Yes I think soNo
1 Content and structure
• I wrote 75-100 words.
• I wrote about at least 2 plot events.
• I answered all the WH-questions in my text.
• There is information about plot, character, setting and mood or tone in my text.
2 Language
• I used correct basic grammar.
• I used correct (and varied) vocabulary.
• I used correct spelling and punctuation.
Feedback Score < 7 ≥ 7
Next exercise Check 3, p. 393
4 Analyse an excerpt from Spud.
a How is the text written? reading
b Explain the following idioms used in the text:
1 He blew his nose like a foghorn
2 He seemed blown away with it
c Why does Spud have to rewrite Mad Dog’s apology letter?
d What is wrong with Mad Dog’s apology letter?
Total: / 5
Thursday 20th January
08:00 Mad Dog is still with us. Glockenshpeel has given him a severe warning and he has been ordered to write a letter of apology to Gecko’s parents.
08:45 Had our first history lesson with Mr. Crispo. He is wickedly old – Simon reckons he may be ninety. He told us he fought in North Africa during the Second World War. This term we are studying the Anglo-Zulu wars of 1878-9 but instead Crispo showed us an old Second World War video on Dunkirk. Halfway through he blew his nose like a foghorn and then shook his head and muttered something to himself. At the end of the video he switched off the television and let us go five minutes early. From where I was sitting I cloud see his eyes were full of tears.
14:30 Cricket Trials. Although I was the best cricketer at my primary school (not that difficult considering most of the school was girls), I felt very nervous about my first go at high school cricket. The under 14 cricket coach is The Guv (much to my delight)? He stalked around with his pipe and a shooting stick, making crazy comments like, ‘Greenstein, that forward defensive is about ad porous as whore’s drawers!’ Simon is an excellent cricketer and he smashed my first legspin delivery out of the nets and onto a nearby field. To my horror I realised that the ball had come to rest in the middle of the first time practice session. The cricket gods all stopped and glared at me as I picked up my ball. I just about managed to squeak out an apology and then tore back the nets. Mad Dog is a fearsome bowler (fast and wild). He nearly killed Vern with a vicious bouncing delivery that reared up at my terrible cubicle mate. Rambo charges in to bowl with real aggression and savagery but lets the ball go rather slowly. The Guv told him he should take the fridge off his back, which made us all laugh. Rambo glared at me and my laughter fizzled out instantly. (This school is turning me into a coward.) At the end of the practice the Guv told us we were the crappest bunch of cricketers he’d seen in years. The first match is at the weekend and the side will be announced on Friday. Holding thumbs.
18:30 Prep (two-hour nightly homework session) was interrupted by Fatty’s farting, which led to a complete classroom evacuation. Fatty pleaded that the beef stroganoff was off, and the terrible smell was not his fault. Bert was so livid that he ordered Fatty to shut up and then beat him savagely on the fingers with a blackboard duster. Tis form of torture is called ‘finger-tongs’. Mad Dog handed me a first draft of his apology letter to Gecko’s parents. He reckons that because I won the scholarship I was the ideal person to check his effort. Here follows the original:
Dear Mister and Missis Geko
I am sorry about what happend to yor son Gecko. I broke his arm buy mistake with a wiked crash tackle. It’s not my folt Gecko is bilt like a twig but I’m sorry for Mongreling his twig (his arm)
Sinserily
Mad dog
21:15 I rejected Mad Dog’s first draft and we composed a new draft together. (Mad Dog held the torch, I did the composing.)
Dear Mr. and Mrs. Barker
I wanted to take this opportunity to profusely apologise for accidentally breaking your son’s arm. However, in spite of the damage and pain that our friend Henry has gone through I am still convinced that I saved him from further, and possibly life threatening, injuries. It is my belief that Henry panicked in possession of the rugby ball and sprinted towards the pool in a blind panic. I brought him down, metres short of deadly danger, unfortunately causing him some pain in the process.
Once again I apologise.
Yours sincerely
Charlie Hooper
PS If Henry is there, tell him to get back quick – school just isn’t the same without him.
Mad Dog was wickedly impressed with the new version. He especially liked the pool bit and how it sounded like he’d saved Gecko’s life. He wasn’t sure about the PS because it’s common knowledge that Gecko’s in the sanatorium and not at home. I told Mad Dog that this was a perfect example of emotional blackmail. He seemed blown away with this and vowed to call me ‘Brains’ from now on. To repay the debt, he invited me on a pigeon hunt at 05:00. When I declined he looked dangerous, so I told him that I loved eating pigeons but that I’m getting a sore throat. On his way to bed Mad Dog poured a glass of water over Vern’s sheet and then woke up the dormitory who all sneered and mocked poor Vern while he changed his bedding again. I remained silent and then felt guilty for hours for being a coward and not standing up for my cubicle mate.
‘as porous as a whore’s drawers’: this refers to the underwear of a prostitute, which supposedly also had a lot of holes in them. ‘Drawers’ is an old-fashioned term for underwear.
livid: very angry profusely: very much to sneer: laugh at ‘take the fridge off his back’: often used in sports when you are not fast enough, or, when you have to lose weight
Source: John van de Ruit, Spud
e Write a short analysis of the extract you read. – Preparation: think about important things in the extract that give you information about plot, setting, topic and/or theme, character and mood/tone. Highlight this in the text and complete the table below.
Characters Main characters
Mad Dog:
Narrator:
Other characters (name at least 2):
–
Setting
Topic
Theme
Mood
Tone
Action: write a short text of about 75-100 words in which you answer all the WH-questions and discuss the different story elements. Refer to at least 2 plot events.
hundred and ninety-one
– Reflection: check your text by filling in the checklist. Give your text to the teacher who will give you some feedback.
Checklist: analysing a story (Spud)
1 Preparation
• I completed the reading chart.
2 Content and structure
• I wrote 75-100 words.
• I wrote about at least 2 plot events.
• I used paragraphs in my text.
• I answered all the WH-questions in my text.
• There is information about plot, character, setting, theme and mood or tone in my text.
2 Language
• I used correct basic grammar.
• I used correct (and varied) vocabulary.
• I used correct spelling and punctuation.
Feedback
Yes I think soNo
Total: / 15
Score < 14 ≥ 14
Next exercise Check 3, p. 393
1 Give your opinion about the trailer of a Netflix series.
a Preparation: watch the trailer and complete the table below with the necessary information.
Story elementsKey information
Characters
Plot (Name at least 2 events.)
Setting
Topic
Theme
Mood
Tone
b Action: based on the information from the trailer, give your opinion. Write about 75-100 words. In your text:
– Clearly give your opinion.
– Refer to at least 2 story elements.
– Ask 3 questions you would like to be answered at the end of the series.
– Mention how you think it will end.
– Mention whether you would like to see the entire series (if you have already seen it, clearly give your opinion about what you liked/didn’t like).
– State whether you would recommend this series.
– Give the trailer a rating.
All in all, I give the trailer the following rating:
c Reflection: check your text by filling in the checklist. Give your text to the teacher who will give you some feedback.
Checklist: giving your opinion
1 Content and structure
• I mentioned who or what the trailer was about.
• I gave my opinion (minimum 2 adjectives).
• I motivated my opinion by referring to some literary elements (minimum 2).
• I mentioned 3 questions I would like to be answered after watching the entire series.
• I mentioned how I think the series will end.
• I mentioned if I would/would not like to watch the entire film/series.
• I mentioned if I would/would not recommend watching the film/series.
• I rated the trailer.
2 Language
• I used correct basic grammar.
• I used correct (and varied) vocabulary.
• I used correct spelling and punctuation.
2 You will write your opinion about a graphic novel extract using a writing frame.
a Preparation: read the excerpt from Mariko & Jillian Tamaki’s graphic novel, This one summer b Action: give your opinion about the extract by completing this writing frame.
Based on the excerpt from/about I just read, I think this book will be (choose 1 or 2 adjectives): ambiguous – boring – emotional – funny – hopeful – intriguing – sad – other:
I chose these 2 adjectives because (refer to at least 2 story elements)
If I read the entire book, I would like to have an answer to the following questions:
I think the story will go as follows (refer to at least 2 story elements):
I would/would not recommend my friends to read this book because (give at least 1 reason)
I would/would not like to read the entire book because (give at least 1 reason)
All in all, I give this excerpt the following rating:
c Reflection: check your text by filling in the checklist. Give your text to the teacher who will give you some feedback.
Checklist: giving your opinion
1 Content and structure
• I mentioned who or what the extract was about.
• I gave my opinion (minimum of 2 adjectives).
• I explained my opinion by referring to some literary elements (minimum of 2).
• I mentioned 3 questions I would like to be answered after reading the whole book.
• I mentioned how I think the book will end.
• I mentioned if I would/would not like to read the entire book.
• I mentioned if I would/would not recommend the book.
• I rated the extract.
2 Language
• I used correct basic grammar.
• I used correct (and varied) vocabulary.
• I used correct spelling and punctuation.
Feedback Score C
Next exercise All done!
Yes I think soNo
You are going to listen to 2 songs, watch their video clips and read a text by a Canadian or Australian artist. You will have to give your opinion about these literary works and make a detailed analysis of them. Before you start, have a look at the checklist in the Reflection.
1 Make sure you are prepared: keep an open mind while listening to and watching the songs and reading the lyrics.
2 Listen to the following 2 songs and do the tasks below.
a Look up the name of the artists who wrote and/or performed both songs.
b What countries are they from?
c Watch the video and read the lyrics of both songs. Answer the questions you will get.
d Based on your listening and reading, choose the song you prefer. Make sure that you give good reasons based on your analysis of the songs. This means you have to refer to at least 2 of the following: – the melody; – the atmosphere; – the lyrics; – the feelings the song conveys.
The song I prefer the most is personal answer
I chose this song because (give at least 2 reasons)
I would/would not recommend my friends to listen to this song because (give at least 1 reason)
I would/would not like to listen to other songs of this artist because (give at least 1 reason)
All in all, I give this song the following rating:
3 Based on the song you chose in exercise 2, you will get a text. Read the text and answer the analysis questions first.
4 Based on your analysis, give your opinion on the excerpt.
a Make sure that you refer to a least 2 of the following literary elements: – plot; – setting; – theme; – character; – mood.
b Give reasons for your opinion.
c Ask questions you would like to see answered if you read the whole book.
d Mention whether you would read the whole book and why (not) and whether you would recommend this to anyone.
e Write about 100 words. Use a separate piece of paper.
5 Check your text by filling in the checklist. Read your text to a partner.
Checklist: giving your opinion on a literary text
1 Content and structure
• I mentioned who or what the extract was about.
• I mentioned my opinion (minimum of 2 adjectives).
• I explained my opinion by referring to some literary elements (minimum of 2).
• I mentioned 3 questions I would like to be answered after reading the whole book.
• I mentioned how the book will end (by referring to at least 2 story elements).
• I mentioned if I would/would not like to read the whole book.
• I mentioned if I would/would not recommend reading the book.
• I rated the extract.
2 Language
• I used correct and varied vocabulary.
• I checked my grammar and sentence structure.
• I used correct spelling and punctuation.
Feedback
Trace your steps on diddit.