ON TRACK 5 (editie 2023) Leerwerkboek

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Els De Clercq

Margaux Coenen

Bart Goossens

Manuel Lehmann

Jolien Polus

Leen Temmerman

Saskia Yperzeele

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Via www.diddit.be heb je toegang tot het onlineleerplatform bij ON TRACK 5. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden. Kies je ervoor om je aan te melden met je Smartschoolaccount, controleer dan zeker dat je e-mailadres aan dat account gekoppeld is. Zo kunnen we je optimaal ondersteunen.

Let op: deze licentie is uniek, eenmalig te activeren en geldig voor een periode van 1 schooljaar. Indien je de licentie niet kunt activeren, neem dan contact op met onze klantendienst.

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, 2023

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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 2023

ISBN 978-94-647-0081-7

D/2023/0078/105

603755/01

NUR 110

Cover: Wendy De Haes

Zetwerk: Coco Bookmedia

Tekeningen: Lise Vanlerberghe

Welkom in On Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.

1 / Op weg met On Track

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.

9 The order of speech is reversed now, and the negative side presents their rebuttal for the first 2 minutes. Then the affirmative team presents their rebuttal for 2 minutes. This is done by the second speaker of each team.

10 The third and last speaker of the affirmative side now has the chance to rebut and summarise their key points. Afterwards, the negative side’s third speaker does the same. The debate is now concluded.

11 While one group is debating, the other teams listen and take notes to determine the winner. The audience votes on which team they thought made the most convincing argument. REFLECTION

12 Reflect on your speaking skills by filling in the checklist. Ask your teacher for feedback.

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.

Checklist: holding a debate Yes I think soNo

1 Content and structure

• We made clear, impactful statements.

• We provided data-backed evidence.

• We did not use any fallacies.

Elke Check Out gebruikt de OVUR-strategie:

• We discussed possible consequences of actions (conditionals).

• We showed true understanding of the topic.

2 Language

• I used correct vocabulary.

• I used correct conditionals.

• I used correct grammar.

• I paid attention to my pronunciation.

We willen

• I spoke fluently and made eye contact.

• My body language was strong.

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.

2 / Nuttig voor onderweg

In de loop van elke unit word je ondersteund door een aantal hulpmiddelen.

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 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.

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Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.

Soms krijg je ook wat extra uitleg over overeenkomsten en verschillen tussen jouw eigen cultuur en andere contexten en culturen waarin Engels wordt gesproken.

graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit feedback.

De woordenschat van elke unit geven we je graag mee via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen toe te voegen. Indien een beeld gepaster is in de context, dan voorzien we illustraties.

5 Read part of the essay on sustainable eating below. Fill in an appropriate conjunction. Choose from the box. but - finally - however - in addition - in conclusion - such as - therefore - thus (2x)

The Solution to Sustainable Eating Is Not a One-Way Street

reading

3

1 5

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

A sustainable diet may be defined as “a diet comprised of foods brought to the market with production processes that have little environmental impact, is protective and respectful of biodiversity and of ecosystems, and is nutritionally adequate, safe, healthy, culturally acceptable, and economically affordable” (Pimentel and Pimentel, 2003; Aleksandrowicz et al., 2016; Chai et al., 2019). This is often exemplified as plant-based diets. The literature typically divides plant-based diets into three major groups being flexitarian, vegetarian, and vegan. Common for these diets is that animal-based food, seen in an omnivore diet, is substituted to a smaller (flexitarian), larger (vegetarian), and absolute (vegan) extent. In recent years, an increasing interest in eating more sustainable has been observed and more people are eating a vegetarian and flexitarian diet (Horseman, 2019; Yougov.com, 2019) and sustainability is even described as a megatrend (Mittelstaedt et al., 2014; Hale, 2018).

(1) , it may appear that academia (Reijnders and Soret, 2003; Scarborough et al., 2014; Van Kernebeek et al., 2014) as well as some first-mover consumers, are agreeing that meat is not sustainable. (2) , it must not be forgotten that meat comes in various degrees of sustainability. (3) meat may often be strongly linked to social and cultural traditions, and it has a high nutritional content and umami taste. Cutting it out of the diet completely may, (4) pose some significant challenges for some consumers.

3 You will get 2 excerpts (one do, one don’t) from the article on which exercise 2 is based.

a Answer the questions.

WRITING

SPEAKING SPOKEN INTERACTION written INTERACTION READING listening watching

1 Why is your ‘annoying’ thing considered to be annoying?

reading

CrOssinG the wAter

Black lake, black boat, two black, cut-paper people. Where do the black trees go that drink here? Their shadows must cover Canada.

4 1 5 10

(…) Faced with the challenge of eating 500–600 g greens a day, we are (5) confronted with fundamentals of plant biology and human evolution. We are looking at a large quantity of foodstuff that is not really tasty enough. It simply lacks sweetness and umami. (6) there is a cure for this and that is what cooking and the culinary sciences are about, and it is not a matter of only adding sugar and MSG.

(…) It should be remarked that any change in dietary pattern should conform to the general needs for essential nutrients, e.g., amino acids, vitamins, and super-unsaturated fatty acids, as well account for the unique nutritional status and requirements of the individual, in particular children, elderly, and people with diseases. (7) , it should be recognized that there are a number of other social and psychological factors that influence people’s food choice and acceptance, (8) gender, moral, and attachment to meat (O’Doherty Jensen and Holm, 1999; Ruby and Heine, 2011; Graça et al., 2015; Spencer et al., 2018).

A little light is filtering from the water flowers. Their leaves do not wish us to hurry: They are round and flat and full of dark advice. Cold worlds shake from the oar. The spirit of blackness is in us, it is in the fishes. A snag is lifting a valedictory, pale hand; Stars open among the lilies. Are you not blinded by such expressionless sirens? This is the silence of astounded souls.

5 1 5 10

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long as I stood And looked down one as far as I could To where it bent in the undergrowth;

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that passing there Had worn them really about the same, And both that morning equally lay

(9) , sustainable eating has to be built on a holistic approach. Asking a major part of the global population for going vegetarian or even vegan is simply not a realistic option neither in the short or in the long run. Sustainable eating on a global scale is not a one-way street.

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way, I doubted if I should ever come back.

2 Why should you follow the tip they give to fit in?

3 Are the 2 tips you have been given specific to London, or is it something that could apply to tourists in other cities as well?

Source: Schmidt and Mouritsen, Frontiers in Psychology (2020)

AUBADe

I know my leaving in the breakfast table mess Bowl spills into bowl: milk and bran, bread crust crumbled. You push me back into bed.

More “honey” and “baby”. Breath you tell my ear circles inside me, curls a damp wind and runs the circuit of my limbs. Interrogate the air;

smell Murphy’s Oil Soap, dog kibble. No rose. No patchouli swelter. And your mouth –sesame, olive. The nudge of your tongue behind my top teeth.

Did you know?

An aubade is a morning love song (as opposed to a serenade, intended for performance in the evening), or a song or poem about lovers separating at dawn.

Source: Wikipedia

Unit 3: Art is where the heArt is

15

15 20

SPOKEN

I shall be telling this with a sigh

Somewhere to ages and ages hence:

umami: one of the five basic tastes, along with sweet, sour, salty and bitter taste sensations; most commonly defined as ‘savoury’ MSG: monosodium glutamate; a flavour enhancer often added to restaurant foods

Two roads diverged in a wood, and I –I took the one less traveled by, And that has made all the difference

b Next, form groups and tell each other what you have learned.

gIRL, WOMAN, OTHER (BERNARDINE EvARISTO)

To entirely finish is water entering water. Which is the cup I take away?

More turning me. Less your arms reaching around my back. You ask my ear where I have been and my body answers, all over kingdom come.

– Amber Flora Thomas, Eye of Water

Girl, Woman, Other follows the lives and struggles of 12 very different characters. The 12 central characters lead vastly different lives: Amma is a newly acclaimed playwright whose work often explores her black lesbian identity; her daughter, Yazz, begins university; Amma’s old friend, Shirley, is a teacher, jaded after decades of work in London’s funding-deprived schools; Carole, one of Shirley’s former students, works hard to earn a degree from Oxford and becomes an investment banker; Carole’s mother, Bummi, works as a cleaner and worries about her daughter’s lack of rootedness despite her obvious achievements. Other central characters include a nonbinary social media influencer, a 93-year-old woman living on a farm in Northern England, and a woman who retires to Barbados, harbouring a secret of sex and betrayal.

Big Ben Hyde Park London Eye Buckingham Palace St Paul’s Cathedral Tower of London Camden British Museum Trafalgar Square

# 155

340

UNIT 6: LIvINg IT

Up

#

De volgende iconen helpen je ook nog een eind op weg.

Het luisterfragment dat hierbij hoort, vind je ook online terug.

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Het beeldfragment dat hierbij hoort, vind je ook online terug.

Als je dit icoon ziet, moet je iets online opzoeken of vind je extra materiaal terug op diddit.

Je leerkracht vindt in de handleiding bij dit leerwerkboek welke leerstof en oefeningen speciaal voor jou zijn.

bent: listening, reading, speaking, spoken interaction, watching, writing, written interaction.

Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary

Soms krijg je extra uitleg bij een boek, een auteur of een film.

Het onlineleerplatform

bij On Track 5

Materiaal

Hier vind je het lesmateriaal en de online-oefeningen. Gebruik de filters bovenaan, de indeling aan de linkerkant of de zoekfunctie om snel je materiaal te vinden.

Lesmateriaal

Hier vind je het extra lesmateriaal bij On Track 5, zoals video’s, audio’s, pdf's …

Oefeningen

• De leerstof kun je inoefenen op jouw niveau.

• Je kunt hier vrij oefenen.

Opdrachten

Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.

Evalueren

Hier kan de leerkracht toetsen voor jou klaarzetten.

Resultaten

Wil je weten hoever je al staat met oefenen, opdrachten en evaluaties? Hier vind je een helder overzicht van je resultaten.

Portfolio

Hier kun je je eigen vaardigheden en kennis inschatten. Je leerkracht geeft vervolgens feedback op jouw zelfevaluatie – zodat je weet waar je nog extra op kunt oefenen – en kan op basis daarvan ook opdrachten geven.

E-book

Het e-book is de digitale versie van het leerwerkboek. Je kunt erin noteren, aantekeningen maken, zelf materiaal toevoegen ...

Meer info over diddit vind je op www.vanin.diddit.be/nl/leerling.

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK

Step 3: Building a strong  argument

SUMMARY

Step 1:

Discussing food trends and sustainable eating

Step 2: Expressing possibilities and conditions

TRACE YOUR STEPS

UNIT 1: FEEDING THE DEBATE ©VANIN

CHECK OUT: HOLDING A DEBATE

CHECK IN

LET’S TALK FOOD

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1 Let’s talk favourite foods. Look at these everyday foods. Pick your top 3 and discuss with a partner. Then share with the class.

2 Have you ever wondered how some of these every day foods are made or which ingredients they have?

a Take a guess. Match the ingredients (1-10) to their usage in products (A-J).

b Now check your answers. Pair up and read the paragraphs you will be given.

c Find another pair of students who have read different paragraphs. Check your answers again.

1ammonium (cleaning spray)

2castoreum (beaver secretion)

3isinglass (dried fish bladder)

4L-cysteine (hair molecules)

5propylene glycol (anti-freeze)

6lanolin (oil sheep produce in their wool)

7antibiotics

8cochineal extract or carmine aka Red#4 (female bugs)

9 dimethylpolysiloxane (plastic)

10silicon dioxide (sand particles)

Aused to make bread stay fresh for a longer period of time

Bkills germs in some meats (e.g. salami) or is used as an acidity controller (e.g. in cheese)

Cused to prevent clumping in salts, icing sugar, dry mixes and spices such as cayenne pepper and chili powder

Dused as a softener in chewing gum, for example

Eclarifies and refines beers and wines

Fprevents ice crystals from forming in foods such as ice cream

Gused to add a red colour to foods, such as fruity drinks, yogurt, ice cream, and some fast-food strawberry and raspberry shakes

Hfound in several types of meats

Iused to artificially flavour food such as vanilla ice cream

Jworks as an anti-foaming agent added to oil to prevent it from bubbling up when frozen ingredients are added; found in fast food, for example

12345678910

3 Discuss and report back to the class.

a Had you heard of any of these food additives before? Which ones? Which ones were new?

b Which one surprises you and/or grosses you out most? Why?

c Are any of these additives dangerous or are they safe?

MAIN TRACK

STEP 1 ⁄ Hard to stomach

Discussing food trends and sustainable eating

1 ⁄ The menu of the future

1 Brainstorm. Which food trends do you predict for the (near) future?

Future food trends

Technologies

SPOKEN INTERACTION

Types of food

2 Watch the video about food trends of the future. Add the food trends that were mentioned to the corresponding column. Were any of your ideas mentioned?

3 Discuss these questions.

a Which of these predictions do you think will come true?

b Which of these predictions do you think are too far-fetched? Why do you think so?

c Which of these would you like to see happening? Which ones not? Explain why.

WATCHING

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SPOKEN INTERACTION

4 One of the predictions made in the video involved food genetics improvements or so-called GMOs. Look up information online about these GMOs. Add it to the information table below.

What?

Popular GMOs are: e.g.

When? The first wave of GMO produce, created through genetic engineering, became available to consumers

How?

Genetic engineering is a process that involves:

Why? (pros) To ensure:

Risks? (cons) For example:

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5 Discuss these questions with a classmate. Then report to the rest of the class.

a What kinds of foods that you eat on a regular basis are actually GMOs?

b Do you trust these GMO foods or are you rather skeptical? Why?

2 ⁄ Save the planet one bite at a time

1 What is the impact of the food we eat on our bodies and the planet? Take the (online) quiz and discuss with a classmate. reading

2 Read the text on sustainable eating and answer these questions.

a Fill in the missing words while reading. Choose words from the box.

benefit – environment – food chain – produce – repercussions – requires –reusable – risk – seasonal – shop-bought – species – threat

b Why should we eat more plants instead of meat?

c What could you do to reduce food waste at home?

d List 3 products that are in season right now:

reading

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EIGHT TIPS FOR EATING FOR THE PLANET

The planet is in peril, and it’s clear that we cannot restore it without transforming our food system.

Here’s how we can all make changes to our diet to help us eat healthily and sustainably, in a way which is good both for both us and for the (1)

What we eat has changed the planet. Across the globe, forests have been devastated to make space to rear cattle and to grow crops to feed livestock, while our oceans become barren as they are trawled and overfished. Food production is not only the greatest driver of wildlife loss, but it also contributes to climate change: about a quarter of global greenhouse gas emissions are associated with food.

1 EAT MORE PLANTS

Farming animals for meat and dairy (2) space and huge amounts of water and feed. The livestock industry alone generates nearly 15 % of all man-made greenhouse gas emissions. With global meat consumption soaring 500 % between 1992 and 2016, it is clear we need to rebalance our diets by prioritising plants and moderating our intake of animal products.

2 EAT MORE VARIETY

75 % of the world’s food supply comes from just 12 plants and 5 animal (3) . Greater diversity in our diets is essential as the lack of variety in agriculture is both bad for nature and a (4) to food security.

3 MAKE RESPONSIBLE SEAFOOD CHOICES

Roughly 94 % of fish stocks are overfished (34 %) or maximally sustainably fished (60 %) and aquaculture has its own issues. But when responsibly produced, seafood can (5) people, nature and climate. Try a diversity of species from well managed sources, eat lower in the (6) and opt for lower carbon emission seafood.

4 CUT THE WASTE

Food waste is a big problem. 30 % of the food produced is wasted, with serious (7) for the environment. In fact, if food waste was a country, it would be the 3rd largest emitter of greenhouse gasses after China and the USA. Reducing waste in your household is simple: freeze anything you can’t eat while it’s fresh and, where possible, buy loose produce so you can select the exact amount that you need.

5 GROW YOUR OWN FOOD

What’s better than fresh, home-grown (8) straight from the garden? As well as being healthy and delicious, it is free from the carbon footprint of (9) food.

6 LOOK FOR PRODUCTS CONTAINING RSPO CERTIFIED PALM OIL

Unsustainable palm oil is responsible for large-scale deforestation, putting wildlife like orangutans and tigers under threat, as well as contributing to greenhouse gas emissions and increasing the (10) of climate change. But rejecting palm oil all together could have unintended consequences as alternatives can be even worse for the environment, with some needing up to nine times as much land to produce. When you’re shopping look for products containing RSPO certified sustainable palm oil.

7 PASS ON PLASTIC

Plastic has infiltrated our natural world and even our diets. Bring a (11) bag when you shop, opt for packaging-free fruit and vegetables where possible, and ask brands and retailers that continue to use plastic to find alternatives.

8 EAT WHAT’S IN SEASON

When possible, try to include (12)

produce from your local farm shop or greengrocer in your diet. As well as supporting your local economy, you might get to know local producers and get tips on how to prepare seasonal foods. You can check what’s in season with the handy calendar you can find on diddit. Adapted

3 Look at the words used in the article. Fill in the gaps with the correct words. The first letter has been given to help you get started.

1 I never really felt as if my life was in p when I backpacked through South America on my own.

2 The organic l industry has grown substantially in the last few years.

3 The landscape was b , with not a tree or shrub in sight.

4 The g had some lovely local tomatoes on sale today.

5 The production of feed c has risen dramatically with increased demand for meat worldwide. This increased production has drastically changed the agricultural landscape.

6 I’m trying to cut down on d products, which is difficult because I adore cheese.

7 There has been an improvement in her health since she started to m her sugar intake.

8 Lions usually manage to r about half the number of cubs born to them.

9 Scientists have warned that the use of growth hormones to make c grow more quickly may result in a health risk for consumers.

10 There is increased demand for organic p .

4 Fill in the corresponding parts of speech: noun, verb or adjective. Use a(n online) dictionary if necessary.

5 Listen to the first part of the podcast from The Conversation that discusses lab-grown meats. Complete these facts mentioned in the introduction:

a started working on lab-grown meats in the early The first lab-grown hamburger was eaten in on TV.

b became the first country to approve the sale of these meats.

c Lab-grown meat is also called or

6 Now divide into groups of 3. You will each get to listen to a clip from a podcast. You will also get a series of questions. Answer the questions that are discussed in your clip.

listening

7 Share your new information with your group members. a Add information from each group to the table below. SPOKEN INTERACTION

How is cultured meat created?

1: is taken from the animal (a is performed).

2: are extracted from the tissue and are

3: are added so cells can grow.

4: Stem cells are grown into inside a bioreactor.

5: The fibres are processed and mixed with other ingredients to create minced meat.

Variant with biggest commercial potential? +

Pros?

Cons?

6: The cultured meat is ready to be consumed.

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Counterargument?

b How do you feel about consuming cultured meat? Would you give it a try? Why (not)?

8 What about bugs? Discuss with a partner.

a Have you ever eaten bugs? If so, did you like them? Why (not)? If not, what is holding you back?

b What do you think are the benefits of adding bugs to our daily diets?

c Would you ever consider eating, for example bug burgers on a regular basis? Why (not)?

9 Watch the video in which people try bugs. Answer the questions. WATCHING

a How did the people in the video describe the insects’ taste and texture? Tick the right boxes.

Taste/texture CricketsGiant worms Giant water bugs Scorpions

1meaty, earthy flavour

2fall apart in your mouth

3chewy

4like dog food

5like eating an eggshell

6nutty

7really hard

8salty

9like a pistachio crumb

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b Which insect snack did they like best? Complete the sentences.

1 Nicole liked the best.

2 Davey liked best. So did

3 liked the worms best.

10 Read the text about edible bugs your teacher gives you and answer the questions.

a The subtitles are missing. First, match insects (left-hand column) with the correct information (right-hand column). Then add the sentences to the right subtitle in the text.

Insects Information

1Black fly larvae …Aare a great bite if you’re a fan of shrimp.

2Cicadas … Bare a great entry-level insect and contain probiotics.

3Crickets … Care rich in minerals such as magnesium.

4Grasshoppers …Dmake for a versatile ingredient.

5Mealworms …Eprovide disease-fighting antioxidants.

6Termites … Fsatisfy as a snack.

b Which insects should you try if you …

1want to avoid carbs?

2like shrimp?

3want to strengthen your bones?

4want to start eating insects but you’re a bit wary?

5are on a low-fat diet?

6like corn?

c Sum up 2 advantages of eating bugs.

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d What do these words mean? Explain them in your own words. Use the context to figure out what they mean.

– a staple (line 2)

– to ramp up (line 3)

– scarcity (line 24)

– to forage (line 28)

11 Which bug should you give a try? Take the (online) quiz!

12 Go back to the questions in exercise 7. Have you changed your opinion after reading the text or watching the video? Why (not)?

CHECK 1, see p. 53

STEP 2 ⁄ I got beef with beef

Expressing possibilities and conditions

1 ⁄ To meat or not to meat?

1 Read comedian Jaimie G’s slam poem ‘Animals’. Complete the lyrics with the missing words, with the help of context and rhyme. reading

Animals

Breakfast, dinner, lunch, brunch, options on Commercial Drive. Vegan!

And that’s a privilege I choose, but I got a bunch of reasons for munching season greens instead of animals, because that’s a choice that’s affecting the whole

So if you don’t understand this, let me try to put this better. Animal agriculture is worse for the environment than all travel put And the hungry in the world don’t have to be , But thanks to capitalism and factory farming, the facts are alarming, not unfounded belief.

When up to 16 pounds of third world grain, is making one pound of first world beef, and the poison in the meat, an artery-clogging diet, no way to justify it. Trust me, I used to it.

I was proudly carnivorous in glorifying apathy, while animal living conditions are a horrifying tragedy. A life of pain till the day they’re slain, freedom’s that thing they wish to , but what if it was you, your brother, your sister, your mother, your father, or one of your kids?

See, then I don’t think you’d be so quick to dismiss that a being can exist for reasons other than And yet, billions every year are confined and tortured and living in fear. And it’s been made clear by vivisection that they feel empathy and pain. So shouldn’t we stop the testing?

Can anyone say that that’s not oppression? It even comes spun up in a web of intersections. Do not expect rage, when you’ve got him in a , with nothing but time to try to plot an escape?

Animal resistance is not a mystery. You can look back, there is a lot of history. And yes, it’s a no-brainer, when a captive animal attacks their own . So fuck the circus and fuck the If you knowingly support them, then fuck you too.

These excuses, excuses for abuse, that get assumed are the worst. And some people have the nerve to tell me to worry about humans first. Well, every vegan I know spends time at demos, shelters, protests and soup kitchens.

So I’m asking how the fuck are you living?

I got with beef. That’s a huge waste of water, and there’s no such thing as ‘humane’ slaughter. You can give them space if it helps you cope, but how does it feel when you slit their ?

Source: Jaimie G, Animals

2 Now watch Jaimie G perform his slam poem. Correct your guesses.

3 What happens if you stop eating meat? Brainstorm with a partner and come up with 3 logical consequences.

© Vegan Revolution, CC BY

If you stop eating meat,

WATCHING

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4 Read the article below. Choose the correct option: ‘FACT’ or ‘MYTH’. Use the context to help you decide.

Myths vs. Facts: What Happens If You Stop Eating Meat?

By Elizabeth Timms

People choose to stop eating meat for a variety of reasons. Some believe it can improve their heart health. Some think it will be cheaper. Others want to help save animals and lighten their carbon footprint. And some have their own mix of personal reasons for switching to an all plant-based diet.

But is this a good change for you? And how much do you know about plant-based diets?

MYTHS VS. FACTS: NO MORE MEAT

On the fence about going vegetarian or vegan? Here’s some info about what happens when you stop eating meat.

1 If you don’t eat meat, you won’t get enough protein in your diet.

Vegetarians can get more than enough protein by eating protein-rich foods. These include:

• greek yogurt

• peanut butter

• cottage cheese

• cooked beans

• milk

• nuts

• eggs

The recommended daily allowance (RDA) for protein for healthy adults is about 10-15 % of total daily calories. And research shows a majority of Americans already get twice as much protein as they need.

2 If you stop eating meat, you won’t get enough of some vitamins and minerals.

Besides protein, red meat, poultry, and seafood contain essential nutrients that our bodies need. For instance, red meat contains vitamin B-12, iron, and zinc.

But if you don’t eat meat, you can still get enough of these nutrients by eating non-meat foods that contain the same nutrients. Yogurt, low-fat milk, fortified plant-based milk, eggs, and cheese are all good sources of vitamin B-12. Nuts, seeds, beans, lentils, and tofu contain zinc and iron.

3 Eating meat definitely contributes to heart disease and cancer.

According to the National Institutes of Health, a number of studies over the years linked red meat with an increased risk of cardiovascular disease, some cancers, and diabetes.

But other research shows that a low level of consumption – no more than 2-3 servings per week – is not detrimental to your health. If you want to eat meat, do so sparingly and select leaner cuts whenever possible.

4 Plant-based meat alternatives are better for you than meat.

Popular meat alternatives are still relatively new. There are no large research studies determining whether they’re good or bad for our bodies. Some studies show a reduction in risk for cardiovascular disease. However, research is still limited.

If the food is high in sodium, keep in mind that too much sodium in your diet can lead to increased blood pressure, heart disease, and stroke. Be sure to take into account the ingredient list and important nutrients for heart health, such as sodium and trans-fat.

5 Vegetarians are healthier than meat-eaters.

The terms “plant-based”, “vegetarian”, and “meatless” don’t automatically equate to “healthy”. There are plenty of foods that come from plants that aren’t considered to be good nutritional choices, including white bread, white rice, and French fries.

And many foods that don’t come from plants offer nutritional benefits. For example, dairy products provide calcium, potassium, vitamin D, and protein. Seafood is a good source of vitamin D, protein, and omega-3 fatty acids.

With any diet, it’s important to ensure that you’re getting adequate amounts of important nutrient. And that you’re consuming the right amount of calories, fat, protein, and carbohydrates for you.

6 A vegetarian diet usually costs less than a similar diet containing meat.

There are definitely plant-based foods out there that are hard on the wallet. But in general, a plant-based diet is less expensive overall than a meat-based one.

You can usually buy large quantities of fruit, vegetables, grains, beans, or lentils for what it costs for a much smaller quantity of meat. Although nuts are expensive, serving sizes are relatively small because they are calorie-dense foods. A little goes a long way.

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You can also save money by growing your own produce and herbs at home.

Source: UVAHealth, Baldwin Publishing, Inc.

5 Are these statements true, false or not mentioned in the text (NIT)? Prove your answer with information from the text.

Statement

1 The average American’s protein consumption is about 10-15 % of their total daily calorie intake.

2 If you want to eat meat, chicken is a healthy choice.

3 Red meat, poultry, and seafood are the only sources of vitamin B-12, iron, and zinc.

4 A vegetarian or vegan diet is usually cheaper than a diet containing meat.

5 Eating only a couple of servings of meat per week is beneficial to your health.

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6 Discuss with a partner and report back to the class.

a Did you have the same consequences listed in exercise 3?

b Did some of the consequences listed in the article surprise you?

c Do you think the author of the article, Elizabeth Timms, still eats meat? Why (not)?

2 ⁄ What if?

1 Discuss with a partner and report back to the class.

a Imagine we all turned vegan. What would happen? Think of possible consequences.

b Did you think of positive or negative consequences? Why?

2 Watch the video ‘What if everyone in the world went vegan?’. Answer the questions.

a Why is the impact of the meat industry on the environment so big? Give 3 reasons.

b Write down at least 2 positive consequences and 2 negative consequences you heard in the video.

Positive consequences

Negative consequences

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3 Look at these sentences taken from the video.

Example 1 This is what would happen if everyone in the world became vegan. Form

Example 2 If we all went vegan, we’d use most of that pastureland for restoring forests and grasslands. Form

a Do you remember what type of sentence the word ‘if’ introduces?

b Highlight the verbs in the example sentences and write what form they are in.

c Which type of conditional tense is used in these sentences?

d When do we use this structure? Choose the correct option: to talk about situations in which one thing automatically causes another (always true) to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future)

4 Go back to Jamie G’s slam poem on p. 21.

a Highlight the 3 sentences that contain a conditional sentence. Write one of them down below.

b Jamie G could also have said it something like this:

Example If you eat meat, animals suffer. Form

c When do we use this structure? Choose the correct option: to talk about situations in which one thing automatically causes another (always true) to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future)

d Wat type of conditional sentence is this?

5 Do the same with the article in exercise 4, p. 23. Write down an example in the table. Add the form too.

Example

a When do we use this structure? Choose the correct option: to talk about situations in which one thing automatically causes another (always true) to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future)

b What type of conditional sentence is this?

6 Focus on this follow-up paragraph to the article on p. 23 and answer the questions.

If I hadn’t reduced my meat intake years ago, I would have had health problems much sooner. Now I managed to keep a relatively healthy life up until my 60s. When I switched my diet, I also looked for alternative recipes without meat. There are plenty of alternatives to go around, and I discovered that you don’t necessarily need meat for a tasty meal.

Unfortunately I only stopped smoking a couple of months ago. If I had quit earlier, I probably wouldn’t have experienced breathing problems at an early age.

a Underline the sentences with a conditional. Highlight the verb forms in these sentences and write down the verb tenses used.

Main clause:

If-clause:

b Which type of conditional is used in these sentences?

c When do we use this structure? to talk about unreal or imaginary situations (in the present or future) to talk about unreal or imaginary situations in the past

7 Now complete the grammar box with the information from the previous exercises.

HOW TO talk about possibilities and conditions

A condition is something that must be fulfilled before something else can, or will, happen. A condition mostly starts with ‘ ’. There are several types of conditional.

Zero conditionals

Form: if-clause: present simple (= condition)

e.g. If you eat meat,

main clause: present simple (= general truth) animals suffer.

Use: They express situations in which one thing another (things that are ).

First conditionals

Form: if-clause: present tense (= condition)

e.g. If you stop eating meat,

main clause: future simple (= possible result) you won’t get enough of some vitamins and minerals.

Use: They express or consequences in the future.

Second conditionals

Form: if-clause: past simple (= condition)

e.g. If everyone became vegan,

main clause: would + verb (= imaginary result) we would save huge amounts of water.

Use: They express or situations in the present or the future.

Third conditionals

Form: if-clause: past perfect simple (= condition)

e.g. If you had lost the bet,

main clause: would (not) + have + past participle (= imaginary result in the past) he would have made you eat that scorpion!

Use: They express or situations in the : something did not happen in the past.

See p. 44

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8 Fill in the correct conditional. Choose between a zero, first or second conditional.

If we all (1 to give up) meat, around eight million fewer people would die each year, as a result of lower levels of heart disease, strokes and cancer. But most crops have lower levels of micronutrients per calorie than meat – especially vitamins A, B12 and D, and some essential fatty acids. Crops (2 to have) to be adjusted to avoid malnutrition.

Simply opening the farm gates to the existing stock of 3.5 billion grazing animals and 19 billion chickens (3 not to work). Most (4 to starve) to death or be eaten by predators. Instead, farms (5 to need) to be converted into sanctuaries for the remaining natural lives of the animals.

Source: BBC Science Focus Magazine

If the demand for meat

(1 to change), production will change to meet market demands. More people going vegan (2 to result) in less demand for meat. Farmers (3 to adjust) by breeding, raising, and slaughtering fewer animals. Similarly, more vegan products (4 to show up) in both mainstream stores and health food stores and more farmers (5 to switch) to growing things like quinoa, spelt, or kale.

If a large number of people

(6 to be) to suddenly go vegan and there (7 to be) too many cows, pigs, and chickens, farmers would cut back abruptly on breeding, but the animals who are already here may be abandoned, slaughtered, or sent to sanctuaries. None of these fates are worse than what would have happened if people (8 to continue) eating meat, so the concern for what (9 to happen) to the animals is not an argument against veganism.

As the number of chimpanzees in research in the US (10 to decline) – the National Institutes of Health has stopped funding for experiments using chimpanzees – fewer chimps will be bred. As the demand for wool or silk falls, we (11 to see) fewer sheep and silkworms being bred.

Source: Treehugger

If you (1 to eat) less meat and more fiber from whole grains, raw fruit, and veggies, you may need extra time on the toilet. Fiber makes it easier to poop by pulling water into your colon. This makes your stools softer.

Researchers have linked red and processed meat with a higher chance of type 2 diabetes. One study found that if you eat half serving of red meat (one serving is the size of a deck of cards) a day, you (2 to boost) your odds of getting the disease by 48 %.

Source: WebMD

If you (1 to approach) me even 1 year ago and told me that I would go vegan, I (2 never to believe) you.

One day I was watching YouTube and came across a video by one of my favourite channels, CosmicSkeptic. I’d been following him because I found our thinking styles and beliefs very similar. A couple of years ago he became vegan and began focusing his channel on that issue as well. If his video ‘A Meat-Eater’s Case for Veganism’

(3 not to pop) onto my recommended feed that day, I (4 still to be) a keen meat lover, for all I know.

Source: Frappes and fiction

9 Which idea do you support? What do you think happens, will happen or would happen if you stop(ped) eating meat? Write at least 3 sentences using a different conditional each time but make sure the context is right! Go online to find inspiration if you need it.

CHECK 2, see p. 59

STEP 3 ⁄ Debattle!

Building a strong argument

1 ⁄ From arguments to rebuttals

1 Watch the scene from the film The Great Debaters that portrays a typical American college debating contest.

a Which college is competing against Wiley College?

b Which resolution or statement is up for debate here?

c Complete the table that outlines (part of) a possible structure for this type of debate.

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Point

Who says it?

they have?

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2 Structured debates follow – as the word implies – a fixed structure. Watch the video and answer the questions.

a Complete the table while watching the video.

Which side do you debate and prepare for? And how is this decided?

What does academic debating teach you?

Academic debating is less a than an activity that will help you develop important academic skills:

Basic components of a debate?

In the process it gives you insight into Debating also develops these skills in students:

– capacity for perseverance through setbacks aka – creativity

research

organisation

before and sometimes during the debate

one-on-one debates or

– a or deciding on who is the winner

– the (presentation of your case for your side of the debate)

(Q and A’s)

summary + telling the judge why your team should be declared the winner

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Duration? Do all debates follow the same fixed structure and timing?

b What is a rebuttal?

3 Watch (part of) a CNN debate. Answer the questions.

a What is the subject of the debate?

b What is the role of the debate leader? Do you think they are doing a good job? Why (not)?

c Is this an example of a good or a bad debate?

d Write down at least 4 things that strike you about this debate and the way it is going.

4 How should structured debates be organised? Write down at least 4 rules every participant in the debate should follow.

STRATEGY

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2 ⁄ Build your argument

1 To make a point, you will need to come up with strong arguments. Read the essay ‘The impressionable mind: why marketing food to children is unethical’ and answer the questions.

a Which problem does the statement address? What is the subject of the statement?

b Why is this a problem?

c Who is involved? What effect does it have on these people?

d What are the negative consequences of marketing junk food to children? Name 2.

e Which counterargument is also rebutted here?

f When writing such an argumentative essay, there are a few fundamental steps you can take to structure an argument effectively. Match these 5 steps to the corresponding paragraph.

ParagraphStep

Present your claim.

Restate your claim.

Acknowledge the opposing side of the argument. Support your claim. Introduce the problem.

Children, particularly children before pre-adolescence, have been shown to be very susceptible to marketing by food companies. When children are the target of focused advertising campaigns, they can suffer a number of ill effects. Advertising and marketing unhealthy foods to children is contributing to many of the problems that America has with health and healthy eating, and is very unethical.

First of all, while many will claim that marketing to children produces a great many social ills, one aspect of marketing to children that has been extensively studied is the marketing of junk food or unhealthy food to children (Guber and Berry). When children are presented with images or video of unhealthy food, they begin to desire that food. This drive is present in adults, also, and many adults struggle with it; however, children lack the decision-making skills and autonomy necessary to make good personal choices about food (Guber and Berry). Moreover, the problem with food marketing, particularly to children, is that the foods that are marketed to children are rarely healthy foods (Mcneal). Usually, they are heavily-processed foods that have business partnerships with other companies so that they are able to use well-loved children’s television figures to market to children (Mcneal). Unlike adults, children lack the cognizance to understand the manipulative nature of marketing; if the American obesity epidemic is to be stopped, then it is important to stop marketing unhealthy foods to children.

Some may argue that it is the parent’s job to protect their children from untoward influences, and if the marketing didn’t work, then companies would not use it. This is true, but parents cannot be everywhere at once; schools, for instance, are now the target of marketing campaigns.

In conclusion, rather than allowing companies to continue to mislead children, putting restrictions on the types of advertising done by junk food companies should be heavily considered as an option.

Adapted from: WowEssays. (2020, February, 08) Argumentative Essay Sample. Retrieved March 21, 2023, from wowessays.com/free-samples/ the-impressionable-mind-why-marketing-food-to -children-is-unethical-argumentative-essay-sample/

2 Look at the statement below. Follow the step-by-step plan to build 3 strong arguments that defend the statement.

machines

snacks and drinks.’

a Which problem does the statement address? Why is it a problem?

susceptible: very likely to be influenced by something cognizance: knowledge or understanding untoward: unexpected and causing difficulties

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 argument 1: Schools should ban these vending machines, because

‘The impressionable mind: why marketing food to children is unethical’

‘Schools should ban vending

that sell unhealthy

b Who is involved? What effect does it have on these people?

 argument 2: Schools should ban these vending machines, because

c What would be a positive consequence of banning these vending machines?

 argument 3: Schools should ban these vending machines and they should be replaced by healthier options,

3 Look at the conjunctions and phrases underlined in the essay in exercise 1 on p. 37. Add them to the correct column.

Conjunctions suitable for a balanced argument

1 Contrast

2 Similarity

3 Example

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Conjunctions suitable for a balanced argument

4 Cause and effect

5 Sequence

6 Addition

7 Conclusion

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4 Add these phrases and conjunctions to the table too. Look them up online if necessary. additionally (such) as as a result also alternatively although besides to conclude consequently despite equally

finally first(ly), second(ly), third(ly) for example for this reason furthermore hence to illustrate in addition in contrast in the same way last(ly)

like namely on the contrary on the other hand similarly since summarising to sum up therefore thus yet

5 Read part of the essay on sustainable eating below. Fill in an appropriate conjunction. Choose from the box.

but – finally – however – in addition – in conclusion – such as – therefore – thus (2x)

The Solution to Sustainable Eating Is Not a One-Way Street

A sustainable diet may be defined as “a diet comprised of foods brought to the market with production processes that have little environmental impact, is protective and respectful of biodiversity and of ecosystems, and is nutritionally adequate, safe, healthy, culturally acceptable, and economically affordable” (Pimentel and Pimentel, 2003; Aleksandrowicz et al., 2016; Chai et al., 2019). This is often exemplified as plant-based diets. The literature typically divides plant-based diets into three major groups being flexitarian, vegetarian, and vegan. Common for these diets is that animal-based food, seen in an omnivore diet, is substituted to a smaller (flexitarian), larger (vegetarian), and absolute (vegan) extent. In recent years, an increasing interest in eating more sustainable has been observed and more people are eating a vegetarian and flexitarian diet (Horseman, 2019; Yougov.com, 2019) and sustainability is even described as a megatrend (Mittelstaedt et al., 2014; Hale, 2018).

(1) , it may appear that academia (Reijnders and Soret, 2003; Scarborough et al., 2014; Van Kernebeek et al., 2014) as well as some first-mover consumers, are agreeing that meat is not sustainable. (2) , it must not be forgotten that meat comes in various degrees of sustainability. (3) , meat may often be strongly linked to social and cultural traditions, and it has a high nutritional content and umami taste. Cutting it out of the diet completely may, (4) , pose some significant challenges for some consumers.

(…)

Faced with the challenge of eating 500–600 g greens a day, we are (5) confronted with fundamentals of plant biology and human evolution. We are looking at a large quantity of foodstuff that is not really tasty enough. It simply lacks sweetness and umami. (6) there is a cure for this and that is what cooking and the culinary sciences are about, and it is not a matter of only adding sugar and MSG. (…)

It should be remarked that any change in dietary pattern should conform to the general needs for essential nutrients, e.g., amino acids, vitamins, and super-unsaturated fatty acids, as well account for the unique nutritional status and requirements of the individual, in particular children, elderly, and people with diseases. (7) , it should be recognized that there are a number of other social and psychological factors that influence people’s food choice and acceptance, (8) gender, moral, and attachment to meat (O’Doherty Jensen and Holm, 1999; Ruby and Heine, 2011; Graça et al., 2015; Spencer et al., 2018).

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(9) , sustainable eating has to be built on a holistic approach. Asking a major part of the global population for going vegetarian or even vegan is simply not a realistic option neither in the short or in the long run. Sustainable eating on a global scale is not a one-way street.

Source: Schmidt CV and Mouritsen OG (2020), Psychol. 11:531. doi: 10.3389/fpsyg.2020.00531, CC BY 4.0

umami: one of the five basic tastes, along with sweet, sour, salty and bitter taste sensations; most commonly defined as ‘savoury’

MSG: monosodium glutamate; a flavour enhancer often added to restaurant foods

3 ⁄ No room for logical fallacies

1 When building a strong argument, you should make sure you respect the rules of logic. Look at the arguments. Do you think they are valid or not? In other words, do they make sense? Are they logical? Tick the right box.

Argument ValidNot valid

1Eating meat is not unhealthy. Our family has been eating meat for centuries and none of us has been seriously ill.

2Lean meat, such as chicken or turkey, is not bad for you, because it’s a rich source of protein, which provides health benefits for the body.

3I don’t believe in global warming. My cousin is a top surgeon in South Africa, and he says the drought has not gotten worse at all.

4If you keep smoking cigarettes, your risk of developing coronary heart disease increases.

5– Daughter: ‘Mom, I’m too full, I can’t eat anymore.’ – Mother: ‘You have to eat everything on your plate; think of all the children in Africa who are starving every day.’

6If you don’t stop smoking cigarettes, you are going to start shooting heroin.

7Vegetables are bad for you! After all, the dinosaurs ate plants and we all know what happened to them, don’t we?

8Research does suggest that vegans have a lower risk of heart disease, but that same research also indicates they have a higher risk of strokes, possibly due to B12 deficiency.

9If we don’t order pizza for dinner, I guess we’ll just have to eat the week-old spaghetti in the fridge.

10You have no idea what you’re talking about; you’ve only lived here for 6 months.

11A group of teenagers vandalised the park downtown. Teenagers are irresponsible and destructive.

1280 % of people are for the death penalty, therefore, the death penalty is moral.

13– ‘I believe we should spend less money on the military.’

‘Can you believe this? My opponent wants to leave us defenceless. We all deserve better!’

2 Most of the arguments listed in exercise 1 are examples of ‘logical fallacies’. Let’s focus on a few. Watch the video. Answer the questions.

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a What is a logical fallacy?

b Write the names of the logical fallacies mentioned in the video next to their definition.

Logical fallacy

Definition

When an opponent’s arguments are ignored, and they are attacked personally instead.

When a person attempts to use emotion to convince people that their opinion or argument is correct.

When only 2 solutions are presented to solve a problem, but there are other options available.

When something is said to be true because an expert said so (whether that person is qualified, or not).

When something is argued to be true because it has always been that way.

When someone argues that a small change will have a disastrous impact.

When you try to prove an argument as correct simply because many people believe it to be so.

When someone incorrectly identifies the cause of something; just because 2 things occurred around the same time it doesn’t mean that one caused the other.

When you make assumptions about a whole group based on a sample that is inadequate (usually because it is atypical or just too small), drawing conclusions from too little evidence and often relying on stereotypes.

When an opponent’s argument is deliberately altered to make it easier to attack.

Example

c Now add the names of these 4 common logical fallacies next to the corresponding definition. appeal to emotion – appeal to popularity/common sense fallacy –false cause – hasty generalisation

d Add an example from exercise 1 to the last column.

3 Which logical fallacies from exercise 2 do you recognise?

WATCHING the Direct TV.com commercial

the interview with Barack Obama

the scene from The Big Bang Theory

the Sony commercial

4 What about this ad? reading

5 Re-watch the final scene of The Great Debaters. Which logical fallacy does the final negative speaker use here?

CHECK 3, see p. 66

WATCHING

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HOW TO express possibilities and conditions

(Conditional sentences)

If you eat red meat, you have a higher risk of getting heart disease.

If more people go vegan, it will result in less demand for meat.

If we all went vegan, the world’s foodrelated emissions would drop by 70 % by 2050.

If you had been more open-minded, you would have loved that lab-grown burger!

If you’re not ready to eat entire insects,

If we don’t change our consuming habits,

a good gateway is cricket flour. the planet continues to suffer. Zero conditional to talk about situations that are always true or facts present simple present simple

If you eat bugs regularly,

If you are into shrimp,

you will ramp up your protein and healthy fat intake. you will probably like the taste of grasshoppers best.

First conditional to talk about real and possible situations (now or in the future) present simple future simple

If we all gave up meat,

If we didn’t mass produce animal meats and switched to lab-grown meats,

around 8 million fewer people would die each year. we would protect animal rights.

Second conditional to describe imaginary or unreal situations (now or in the future) past simple would/wouldn’t + base form of the verb

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If we had lived more ecofriendly,

If you hadn’t lost the bet,

we would have saved the planet. he would not have made you eat that scorpion!

Third conditional to talk about things that did not happen, imaginary situations (in the past) past perfect simple would/wouldn’t + have + past participle

Keep in mind:

– In the zero conditional, ‘if’ = ‘when’.

e.g. If you eat meat, animals suffer. = When people eat meat, animals suffer.

= every time you do this

– The if-clause can be in the beginning or at the end of the sentence. Add a comma if you put the if-clause first.

e.g. I would definitely try cultured meat if it became more affordable.

= If it became more affordable, I would definitely try cultured meat.

‘If not’ can be replaced by ‘unless’.

e.g. Unless we change our eating habits, the planet will continue to suffer!

= If we don’t change our eating habits, the planet will continue to suffer!

You can also use ‘were’ for 1st and 3rd person singular subjects instead of ‘was’. This makes the sentence even more hypothetical.

e.g. If I were you, I would start with mealworms

– Sometimes you can mix different conditional types.

e.g. My dad would not suffer from heart disease if he had laid off all that bacon and cigarettes in the past!

= mixes a second and third conditional

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HOW TO structure a text

(Using conjunctions)

While meats provide certain nutrients that plants don’t, eating meat isn’t necessary for your health or survival.

1 Showing contrast

(This is true,) but alternatively although despite even though however in contrast on the contrary on the one hand …, on the other hand unlike while yet

2 Showing similarities

Some Buddhist schools recommend a vegetarian diet and forbid their monks from eating meat of any kind. Similarly, around 33 % of Hindus are vegetarian. equally in the same way like likewise similarly

3 Giving examples

Meats such as chicken, pork, lamb and beef are all rich in protein. (such) as for example for instance to illustrate like namely

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4 Showing cause and effect

Grain-fed cows have to consume approximately 7 pounds of grain to produce 1 pound of liveweight beef, and consequently is one of the most inefficient converters of grain. as a result because (of) consequently due to for this reason hence If … then

5

6 Adding information

since so that therefore this is why thus when

Firstly, tissue is taken from a living animal. Secondly, stem cells are extracted from that tissue.

and besides first of all furthermore moreover first(ly), second(ly), third(ly) last(ly) finally

A cricket needs 95 % less water, 90 % less land and 85 % less feed compared to cattle. In addition, crickets eat a lot of vegetable waste. additionally also and besides in addition

7 Giving a conclusion

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In short, there are so many good reasons to try eating insects. to conclude concluding in conclusion in short to summarise summarising to sum up

Showing a sequence

1 FOOD AND THE FOOD INDUSTRY

Word Translation My notes

barren dor, onvruchtbaar to benefit ten goede komen, voordeel halen uit

carbon emissionsCO2-uitstoot

cattle vee, rundvee

crops gewassen, teelt

dairy zuivel to deforest ontbossen

deforestationontbossing

deforested ontbost

emissions uitstoot, emissies emissive uitstotend to emit uitstoten emitted uitgestoten

the environmenthet milieu

environmentalecologisch, met betrekking tot het milieu

a fiber (US)/ fibre (UK) een vezel

a food chain een voedselketen to forage voedsel zoeken, scharrelen

a greengrocereen groentewinkel, groenteboer

a greenhouse gas een broeikasgas to grow cropsgewassen verbouwen, gewassen telen

growth groei in peril in gevaar

livestock vee, veestapel

moderate matig, gematigd to moderate matigen

moderation (in moderation) gematigdheid (met mate)

nutrients

voedingsstoffen to overfish overbevissen

overfished overbevist

overfishing overbevissing perilous gevaarlijk, hachelijk plant-based plantaardig to prioritise prioriteiten stellen, voorrang geven aan a priority een prioriteit produce landbouwproducten (bv. zuivel, granen, groenten, fruit …) proteins eiwitten, proteïnen to ramp up opvoeren, opdrijven to rear (e.g. cattle)(bv. vee) fokken, kweken

to rebalance terug in balans/ evenwicht brengen repercussionsgevolgen, repercussies

to require nodig hebben, vereisen

reusable herbruikbaar

a risk een risico

scarcity schaarste, tekort seasonal seizoensgebonden shop-bought (storebought) kant-en-klaar

a species een (dier)soort staple basisvoedsel to sustain in stand houden, behouden

sustainable duurzaam

a threat een bedreiging

unsaturated fatonverzadigde vetten

©VANIN

waste afval, verspilling to waste verspillen

wasteful verspillend, verkwistend wasted verspild

2 EDIBLE INSECTS

water bugs black fly larvae

cicadas

mealworms

scorpions

crickets

grasshoppers

termites

©VANIN

HOW TO hold a debate Before debating

Choose a topic/resolution and assign roles

Assign the affirmative and the negative point of view: one team will argue for, and another will argue against.

Assign judges.

Do your research

Study the specific vocabulary that may be involved.

Look up arguments that you can use to uphold your opinion.

Think of possible counterarguments and prepare for rebuttals.

Do not use logical fallacies.

2 While debating

Follow ground rules

– Keep your voice calm.

Be respectful and refrain from dehumanizing banter.

Do not interrupt anybody.

(Actively) listen to each other.

Rephrase each other’s ideas.

Follow a structure and keep track of time

– Affirmative team: present your case (2 minutes).

– Negative team: present your case (2 minutes).

– While speaking, use linking words to create good transitions.

– Prepare a rebuttal and summary (2 minutes).

– Negative team: present your rebuttal and summary (2 minutes).

– Affirmative team: present your rebuttal and summary (2 minutes).

– Conclude the debate.

After debating

Make a judgment

3

©VANIN

– Which team made the most convincing argument?

Who communicated most clearly?

Who refuted the opponent’s arguments best?

HOW TO recognise logical fallacies

Logical

When something is said to be true because an expert said so (whether that person is qualified, or not).

‘My accountant says that within the next 90 days, the president will be impeached! So we should take this claim seriously!’

appeal to emotion

When a person attempts to use emotion to convince people that their opinion or argument is correct.

A difficult child doesn’t want to eat their vegetables. The mother: ‘Don’t be so fussy because there are starving children all over the world who need food!’

appeal to popularity/ common sense fallacy

appeal to tradition

When you try to prove an argument as correct simply because many people believe it to be so.

When something is argued to be true because it has always been that way.

false causeWhen someone incorrectly identifies the cause of something; just because 2 things occurred around the same time it doesn’t mean that one caused the other.

false dilemmaWhen only 2 solutions are presented to solve a problem, but there are other options available.

‘Common sense tells us that if the Earth were a sphere, people on the bottom would fall off!’

‘This medicine has been used by people since ancient history, therefore it must be an effective way to treat diseases.’

– ‘Every time I wash my car, it rains!’

– ‘Every time I wear my lucky shirt, we win the game!’

One friend to another, when giving him ‘advice’ about his future career: ‘Would you rather pursue your passion or be stuck in a 9-to-5 job?’

hasty generalisation When you make assumptions about a whole group based on a sample that is inadequate (usually because it is atypical or just too small), drawing conclusions from too little evidence and often relying on stereotypes.

personal attack

When an opponent’s arguments are ignored, and they are attacked personally instead.

slippery slopeWhen someone argues that a small change will have a disastrous impact.

Jane loves fast food, it’s all she eats: ‘Well, I’m not concerned about my eating habits, because I have a friend who only eats fast food and he hasn’t had any health problems for months.’

A father to a pediatrician: ‘I can’t trust your judgment because you don’t have kids yourself!’

‘If surgeons are paid less, then no one will want to become a surgeon. If we don’t have surgeons, our society will collapse.’

straw man argument

When an opponent’s argument is deliberately altered to make it easier to attack.

Wife: ‘I’d rather have a dog than a cat.’

Husband: ‘Why do you hate cats?’

ON DIFFERENT TRACKS

CHECK 1 ⁄ Discussing food trends and sustainable eating

1 Read the article ‘5 tips for sustainable eating’ on diddit and do the tasks.

a Fill in the gaps with an appropriate word. The first letter has been given.

Subtotal / 15

b Now, write 1 extra paragraph (a 6th tip) of about 50 words long about the benefits of eating bugs. Use these words in your paragraph: edible – protein – to ramp up – staple –unsaturated fat.

c Check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a paragraph

1 Content and structure

• I clearly described the benefits of eating bugs.

• I wrote a coherent paragraph (about 50 words).

• I used all 5 words correctly.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Yes I think soNo

Subtotal / 10

Score < 14 14 - 19 ≥ 20

Next exercise ex. 2 ex. 3 ex. 5

average in amount, intensity, quality, or degree too poor to produce much or any vegetation to breed and raise (animals) a retailer of fruit and vegetables using or expending something of value carelessly, extravagantly, or to no purpose the production and discharge of something, especially gas or radiation (plural word) a cultivated plant that is grown on a large scale commercially

excessive fishing containing or made from milk a thing that is regarded as more important than others an unintended consequence of an event or action, especially an unwelcome one serious and immediate danger relating to or characteristic of a particular season of the year farm animals regarded as an asset a group of living organisms consisting of similar individuals

©VANIN

2 Fill in the crossword puzzle.

3 You are going to present your opinion about the following statement: ‘I (don’t) believe sustainable eating can help the planet.’

a Preparation: re-read the article about edible bugs and sustainable eating, or watch the video about lab-grown meats again, if necessary. Jot down a few key notes to help you prepare. Use at least 6 of the words below in your pitch.

benefit – edible – emissions – livestock – moderate – nutrients –peril – prioritise – repercussions – seasonal

b Action: explain your opinion in 1 minute maximum to 3 other classmates. They will do the same.

c Reflection: check your speaking by filling in the checklist. Ask your teacher for feedback.

Checklist: giving my opinion Yes I think soNo

1 Content and structure

• I talked for 1 minute maximum.

• I gave good arguments.

2 Language

• I used correct vocabulary.

• I used 6 ‘new’ words correctly.

• I used correct grammar.

• I spoke fluently.

• I paid attention to my pronunciation.

Feedback

Score < 11

Next exercise ex. 4

4 Complete the gaps with a suitable word from the box.

≥ 11

Check 2, p. 59

cattle – deforestation – edible – emissions – environmental – fiber –grasshoppers – livestock – moderation – plant-based – produce – protein –repercussions – requires – scarcity – seasonal – staple – unsustainable

Lean meats like chicken and beef are a great way to get enough , but they do contain an insulin-like growth factor 1 (IGF-1), a hormone shown to increase cancer risk and the signs of aging. As with everything, the key is

Current meat consumption is estimated to be responsible for the destruction of 62 % of forests and other ecosystems. The production of 1 kg of meat between 7 and 12 kg of grain. This leads to the of millions of hectares worldwide every year to plant wheat, corn or soya to feed livestock. Moreover, 70 % of agricultural land is now used for animal feed, 65 % in Europe.

A 2020 report found that the meat industry is , since animal uses a disproportionately large amount of land. Despite using 77 % of agricultural land, only 17 % of global caloric consumption comes from animals.

Because of their lower environmental footprint, predominantly diets would help reduce the health impacts of climate change, air pollution, water contamination, and other events, which are associated with a higher risk of developing illnesses, such as inflammatory diseases and allergies.

Globally, insects are consumed by 2 billion people. More African countries have made insects a food than anywhere else in the world. More than 500 species of insects live on the continent, ranging from caterpillars through termites, locusts, , crickets, ants and bees, bugs, and beetles.

Global livestock are responsible for 14.5 % of global greenhouse gas raised for beef, milk, manure, and draft power account for about 65 % of the livestock sector’s emissions.

eating is a sustainable way of changing your diet that has health advantages. This lifestyle encourages you to only eat that is in season for your geographic area, like eating pears in the fall, oranges in the winter, asparagus in the spring, tomatoes in the summer, and so on.

©VANIN

5 Watch the video about The Liver King. Answer the questions.

a What kinds of raw food do you see (him eating) in the video? Name at least 6.

b When did he start this extreme diet?

c What does he claim the benefits of the raw meat diet are?

d What else is part of The Liver King’s (daily) routine, apart from eating raw meat?

e What is the reporter’s opinion about The Liver King?

©VANIN

f How do you feel after watching this video? Write a short coherent paragraph of about 75 words long in which you answer these questions:

– Do you believe eating raw meats is a good solution?

– Would you ever consider adopting this diet?

– Were you comfortable watching The Liver King chow down on a raw liver or drink a glass of blood? Or were you a bit queasy and felt sick?

– Do you think it is okay for his kids to follow the same diet as their dad? Why (not)?

g Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: giving my opinion Yes I think soNo

1 Content and structure

• I wrote about 75 words.

• I wrote a coherent paragraph.

• I answered all the questions.

• I clearly explained my opinion.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Score < 9 ≥ 9

©VANIN

Next exercise ex. 3

Check 2, p. 59

CHECK 2 ⁄ Expressing possibilities and conditions

1 You are going to describe possible consequences (both real and imaginary) about what will and would happen if everyone followed the carnivore diet.

a Preparation: look up information online, if necessary. The diet is an actual thing!

b Action: write a coherent paragraph of about 75 words long. Use at least two zero or first, and two second conditionals in your sentences. Check the context.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: describing real and imaginary consequences

1 Content and structure

• I wrote about 75 words.

• I described 2 real consequences.

• I described 2 imaginary consequences.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used first (or zero) conditionals correctly.

• I used second conditionals correctly.

• I used correct spelling and punctuation.

2 Read the article and do the tasks.

Fill in the correct conditional form.

What would happen if you only ate meat?

Plenty of diets encourage lowering, or increasing your meat consumption – the Mediterranean diet wants you to eat less meat, and if you (1 to be) on the paleo diet you’ll probably eat more – but what would happen if you exclusively (2 to eat) meat?

Well, it turns out, we’re just not built for it.

According to research, without the good old fiber in legumes and vegetables you (3 to be) very constipated – this actually happens with body builders who eat too much protein.

Besides that, the easiest way for your body to create energy is to convert carbs into glucose. In other words, if you take those carbs away your body (4 to start) burning fat and important proteins.

Interestingly enough, lean meats, like rabbit, are so low in fat and high in protein that you can get something called protein poisoning if you (5 not to find) fats from other sources.

The US Military Arctic Light Infantry Training (ALIT), is taught that rabbit takes more vitamins to digest than eating it does, and in survival situations they (6 to recommend) not eating at all if rabbit is the only thing to eat.

Another potential killer to consuming just meat could be the lack of vitamin C. Humans are unfortunately one of the few animals who do not produce our own, meaning we have to get it from fruits and vegetables. Without vitamin C, our body doesn’t produce collagen, and we could get every pirate’s favourite, scurvy.

There’s actually a solution to this, but it’s a bit stomach churning: eating raw meat. The skin and blubber of raw meat actually contains high amounts of vitamin C, but the cooking process destroys it. So, if you (7 not to mind) chowing down on a good piece of raw liver, the raw meat diet might just be your thing.

If you (8 to be) to eat it raw, you’d be all good for your vitamin C intake, but you might also up your count of bacterial diseases depending on how fresh the meat is.

But here’s the thing – Inuit populations in Canada pretty much exclusively eat fish and other sea creatures, with minimal fruit, veggies, animal products, or carbs.

They still need the same nutrients as the rest of us – so what gives?

Still, we definitely recommend eating your fruit and veggies – they are literally a life saver.

b Now, answer the question in the title: what would happen if you only ate meat? Describe at least 3 consequences (3 sentences), using your own words. Use conditionals correctly.

Subtotal / 6

Score < 11 ≥ 6

Next exercise ex. 3 Check 3, p. 66

3 Finish these sentences using a correct conditional.

1 If people only ate meat for the rest of their lives, …

2 If we don’t change our consumption habits, …

3 If someone offered me a bug burger, …

4 Don’t feel disgusted if …

5 If you lack energy, …

6 We will all face serious repercussions if …

7 If cultured meat were affordable, …

8 If GMOs hadn’t been invented, …

©VANIN

Score < 6 ≥ 6

Next exercise

Check 3, p. 66

4 Fill in the correct conditional.

a Fill in the zero or first conditional.

1 If we (to be) to live sustainably, we (to need) to move beyond our carnivorous diets.

2 If we (to want) to save the planet, the future of food (to be) insects.

3 It has taken the plant-based food movement decades to get to where it is now. If insects (to follow) the same path, it (to be) a big win.

4 People (to be) so quick to imagine themselves going to other planets if things (to get) really bad here on Earth.

5 If we (not to want) to take the drastic step of simply eating more vegetables, we (probably to have) to get used to eating insects.

b Fill in the second conditional.

1 It (to be) beneficial, for both climate and human health, if people in many rich countries (to consume) less meat.

2 If we (not to eat) them, what (to happen) to all the animals? If meat, eggs and milk (to be) banned overnight, the mass slaughter of animals (to be) unimaginable.

3 What (you to eat) on Mars if mankind (to move) there? You would have to design systems to produce protein, and insects are the most efficient.

c Fill in the third conditional.

1 If my uncle (to keep) eating that many greasy burgers per week, I’m sure he (to suffer) a heart attack before the age of 50.

2 If Ms Gregory (not to show) Cowspiracy during Health Science classes, I (not to turn) vegan when I was still in high school.

Score < 8 ≥ 8

Next exercise Check 3, p. 66

reading ©VANIN

5 Read the text.

What if you only ate insects for the rest of your life?

Are you grossed out by the thought of eating insects? What effect would eating bugs have on your body? And could they become a major part of your diet?

Fifteen states in the eastern U.S. are expecting billions of Brood X cicadas to make their way to lawns, parks and golf courses. You might view them as pests, while others see them as a scrumptious arthropod buffet.

You heard that right. People eating insects. Welcome to the world of entomophagy. Two billion people around the world eat insects as a traditional part of their diet.

Next time you’re at your favorite restaurant, could they be serving cricket tenders, beetle burgers or fried cockroaches?

People have been eating insects for a long time. Ancient Romans loved beetle larvae reared on flour and wine. The fourth-century Greek philosopher Aristotle even had particular recommendations for the ideal cicada.

At first, the males are better to eat. But after copulation, the females, which are then full of white eggs.

(1 the thought of eating a bug / to gross you out / completely) , don’t feel bad. It could have a lot to do with your cultural background. In parts of Mexico, they eat ant eggs soaked in butter, chocolate-glazed locusts and candied worms. In Thailand, bars and street markets sell crickets, grasshoppers and a variety of worms.

In Ghana, bugs are 60 % of the dietary protein of people living in rural areas. You might find all of these ideas completely revolting. But insects are quite nutritious. In general, most are rich in protein, healthy fats and vitamins, and low in carbohydrates. So if you rely on chicken or beef as a regular part of your menu, you’d be surprised to learn that

(2 replacing / with / crickets or mealworms / a healthier choice / them / to be). You could also tailor your insect diet to meet most of your vitamin needs.

(3 iron / you / to lack / if), you could try a tasty snack of Gonimbrasia belina or iron-rich moths. Or, if you were looking to build up muscle,

©VANIN

(4 to pair / you / with a cricket powder protein shake / your gym routine). You can already see a variety of insect protein powders, flours and pastes on offer at your local supermarket. So you might want to get used to it. According to a report from the UN Food and Agriculture Organization, as the global population grows, (5 to need to become / in human diets / insects / more prevalent).

(6 the thought / queasy / of eating bugs / to make / you), keep in mind that there could be enormous benefits to the environment. Insects have a feed conversion 12 times higher than cattle. That means they can more efficiently turn feed mass into body mass.

If you and many others converted to more insect-rich diets, (7 to be / there / in greenhouse gas emissions / a significant reduction), water pollution and land use. Of course,

(8 to eat / for the rest / you / of your life / if / only / bugs), you’d want to prepare them in as many ways as possible. Maybe grab a few cookbooks. But your new diet would never get boring. There are about 1,900 edible insect species. Like many other foods, they can be cooked, baked, fried or even dried. And they take on the flavor of added ingredients. Perhaps crunchy exoskeletons are not your cup of tea. But try to think of it like biting into a delicious cracker or chip. Despite all this, if you were to give up every part of your diet for bugs,

(9 not / to be / it / for you / entirely / good). Insects lack vitamins A, C and E that are important to your body. If you couldn’t make up for those, (10 on the road to / from scurvy / a slow, painful death / you / to be).

But why not prepare for the future and start mixing insects in with some of your fruits and vegetables? Or go ahead and invite some friends to brunch? Anyone up for a stack of banana bug pancakes?

Source: What If Show

b Check your answers in the correction key.

Subtotal / 10

c Re-read the text if necessary. Answer the questions.

1 Are these statements true, false or not mentioned in the text (NIT)? Prove your answer with information from the text.

1 The Ancients Romans loved beetle larvae, mixed with flour and wine.

2 We will need to incorporate bugs into our daily diets in the future, because there are simply too many of us.

3 Enthomophagy is the technical term to describe the study of insects.

4 Eating bugs can make you feel a bit nauseous.

5 Bugs have a feed conversion ratio of 12.

6 Eating bugs can actually kill you.

7 Bugs are just as healthy a choice as chicken or beef.

2 What is the feed conversion (ratio)?

3 Are male bugs always the best option? Why (not)?

4 Why does eating bugs gross out people in the West so much?

©VANIN

CHECK 3 ⁄ Building a strong argument

1 You are going to take part in an online forum debate.

a Preparation:

– Divide the class into 2 groups: pro and con.

– Consider the following question: ‘Should junk food be heavily taxed like cigarettes and alcohol?’

– Come up with 2 good, data-backed (counter) arguments. Look up data or quotes to support your opinion.

– Write them on the index cards below.

– Add a possible rebuttal and a response to that rebuttal.

(Counter)argument 1:

Possible rebuttal:

Response to rebuttal:

(Counter)argument 2:

Possible rebuttal:

©VANIN

Response to rebuttal:

b Action: write your arguments in 1 coherent paragraph in an online forum. Use at least 4 different conjunctions in your paragraph. React to each other’s threads. Try to avoid logical fallacies.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: debating on a private online forum Yes I think soNo

1 Content and structure

• I completed the index cards thoroughly.

• I wrote a coherent thread with data-backed (counter)arguments.

• I looked up data or quotes to support my opinion.

• I reacted to threads from fellow students.

• I avoided logical fallacies.

• My reactions were polite and civilised.

2 Language

• I used correct vocabulary.

• I used at least 4 different conjunctions correctly.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

9

3

2 Are the examples below logical fallacies? If so, which ones do you recognise? Choose from the box.

appeal to popularity/common sense fallacy – appeal to tradition – false cause (3x) –hasty generalisation – no fallacy – straw man argument

1 Smoking causes cancer because my father was a smoker and he died of lung cancer.

2 The last 3 times I have had a cold I took large doses of vitamin C. On each occasion, the cold cleared up within a few days, so vitamin C helped me recover from colds.

©VANIN

3 A group of teenagers vandalised the park downtown. Teenagers are irresponsible and destructive.

4 A: ‘Let’s go to the cinema tonight.’

B: ‘No, thank you, I’d rather not today.’

A: ‘You never want to have fun!’

5 If it looks bad, it tastes bad.

6 We have always written the report this way.

7 Children become able to solve complex problems and think of physical objects objectively while they learn language; therefore, these abilities are the result of learning a language.

8 If cheap things are no good, then this cheap watch is no good. But this watch is actually quite good, so some good things are cheap.

Score < 5

Next exercise ex. 3 All done!

©VANIN

3 Which fallacy do you recognise in the false argument? Match!

My Toyota broke down, so all Toyotas must be poorly made.

6

1 My cousin Bob works as a mechanic at Oil Changers, and he says that renewable energy sources, such as solar and wind power, aren’t going to provide any help in fixing our nation’s energy crisis.

If you aren’t first, you’re last. 2

3

What could possibly be wrong about buying your 12-year-old a new phone? Everyone their age has one.

4

My grandmother ate 10 cloves of raw garlic every day. Not surprisingly, she lived to be 102.

5

If I don’t take extra classes, then I won’t do well on the exam. If I don’t do well on the exam, then I can’t get into a good college. If I can’t get into a good college, then I’ll never get a good job. If I can’t get a good job, then I’m going to have to live in my parents’ basement forever. Guess I’ll sign up for the extra class.

7

I know you don’t like the sweater that your poor old mother knitted for you, but I worked so hard on it, and it would make me happy to see you wear it in the family holiday photo.

8

– Pablo: ‘I think we should put more money into schools. Quality public education is so important.’

– Myra: ‘So you’re saying we should cut military spending and spend it instead on notebooks and whiteboards? I guess you want our country to be a weak, defenseless target for terrorists.’

9

Oh, please. What would you know about hard work? You don’t even have a job.

10

Gay marriage is wrong because marriage has always been between a man and a woman.

12345678910 Score

4 You are going to react to opinions in an online forum.

a Preparation: visit the Debating Europe page online. Choose a topic that interests you.

Debating topic I chose:

Again, look up information (data, quotes) to back up your (counter)argument.

(Counter)argument 1:

(Counter)argument 2:

b Action: read through the threads. Join the online debate. Write a reaction or start your own thread. Write at least 80 words. Use conjunctions. Take a print screen or copy and paste your thread and send it to your teacher.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: debating on a public online forum

1 Content and structure

• I wrote a coherent thread with data-backed (counter)arguments.

• I looked up data or quotes to support my opinion.

• I reacted to threads from fellow students.

• I avoided logical fallacies.

• My thread is polite and civilised.

2 Language

• I used correct vocabulary.

• I used conjunctions correctly.

• I used correct grammar.

• I used correct spelling and punctuation. Feedback

Yes I think soNo

CHECK OUT

HOLDING A DEBATE ORIENTATION

You are going to hold a debate on (sustainable) foods in the future.

PREPARATION

1 Divide into teams of 4 or 6.

2 Vote on the statement that you would like to debate on. Choose between the following:

– Genetically modified foods (GMOs) should be banned.

– Animals should have rights like humans.

– School and business cafeterias should only serve vegetarian foods.

– Schools should teach children and teens how to eat sustainably and even how to grow their own crops.

– Animal products, such as meat or eggs, should be more expensive than plant-based foods, fruits and vegetables. They should be taxed more heavily.

– Eating meat is morally unacceptable.

– Lab-grown meats and insects are the future.

– Purely plant-based diets are healthier.

3 Divide into 2 teams of 3 students each: one will argue for, and another against, the resolution.

4 Look up arguments that you can use to uphold your opinion. Also, think of possible counterarguments and prepare for rebuttals.

5 Do not use logical fallacies.

6 Make sure to include conditionals. Take notes.

ACTION

7 First, the first speaker of the affirmative group has 2 minutes to present their case to the audience. Then, the first speaker of the negative group has 2 minutes to present their case.

8 After both sides have had a chance to speak, both teams have 2 minutes to prepare a rebuttal.

9 The order of speech is reversed now, and the negative side presents their rebuttal for the first 2 minutes. Then the affirmative team presents their rebuttal for 2 minutes. This is done by the second speaker of each team.

10 The third and last speaker of the affirmative side now has the chance to rebut and summarise their key points. Afterwards, the negative side’s third speaker does the same. The debate is now concluded.

11 While one group is debating, the other teams listen and take notes to determine the winner. The audience votes on which team they thought made the most convincing argument.

REFLECTION

12 Reflect on your speaking skills by filling in the checklist. Ask your teacher for feedback.

Checklist: holding a debate

1 Content and structure

• We made clear, impactful statements.

• We provided data-backed evidence.

• We did not use any fallacies.

• We discussed possible consequences of actions (conditionals).

• We showed true understanding of the topic.

2 Language

• I used correct vocabulary.

• I used correct conditionals.

• I used correct grammar.

• I paid attention to my pronunciation.

• I spoke fluently and made eye contact.

• My body language was strong.

Feedback

Trace your steps on diddit.

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK

Step 1: Describing war and conflict

SUMMARY

Step 3: Judging the neutrality of a news report

Step 2: Writing a news report

TRACE YOUR STEPS

©VANIN

CHECK OUT: WRITING A NEWS REPORT

CHECK IN

CONFLICT IS INEVITABLE, WAR IS NOT

1 Your teacher will give you a piece of paper.

a Look up the words you don’t understand.

b Find someone who has the other half of your text.

c Sit with a classmate and answer these questions orally.

Whose voice do you think this is?

Can you relate to what this voice is saying?

Can you link your part of the text to the title of the Check in?

How does the text make you feel?

2 Form groups. Try to re-create the original text by putting the pieces in the correct order.

3 Watch the video and correct the order of the pieces of text yourself.

©VANIN

MAIN TRACK

STEP 1 ⁄ Known unto God Describing war and conflict

1 World War I, often referred to as The Great War, has moved the world for over a century. Watch the film trailer of 1917. Then discuss these questions with a partner.

a Have you seen the film? If not, have you seen a similar film?

b Where do you think the film is set?

c Do you think the film is fictional or non-fictional?

d Summarise the plot of the film in your own words, using the information from the trailer.

WATCHING SPOKEN

2 Look at the title and the pictures of the text on the next page.

a Answer the topical questions.

Who?

What?

When? Where?

b What is the goal of this text?

reading

3 Now read the text and check whether your assumptions in question 1 were correct. reading

©VANIN

The True History Behind the 1917 Movie

By Meilan Solly

The new World War I drama from director Sam Mendes, 1917, unfolds in real-time, tracking a pair of British soldiers as they cross the Western Front on a desperate rescue mission. Seemingly filmed in one continuous take, the 117-minute epic has garnered accolades for its cinematography and innovative approach to a potentially formulaic genre. “The film bears witness to the staggering destruction wrought by the war, and yet it is a fundamentally human story about two young and inexperienced soldiers racing against the clock”, Mendes tells Vanity Fair’s Anthony Breznican. “So it adheres more to the form of a thriller than a conventional war movie.”

Plot-wise, 1917 follows two fictional British lance corporals tasked with stopping a battalion of some 1,600 men from walking into a German ambush. One of the men, Blake (Dean Charles Chapman, best known for playing Tommen Baratheon in “Game of Thrones”), has a personal stake in the mission: his older brother, a lieutenant portrayed by fellow “Game of Thrones” alumnus Richard Madden, is among the soldiers slated to fall victim to the German trap.

“If you fail,” a general warns in the movie’s trailer, “it will be a massacre.”

While Blake and his brother-in-arms Schofield (George McKay) are imaginary, Mendes grounded his war story in truth. From the stark realities of trench warfare to the conflict’s effect on civilians and the state of the war in spring 1917, here’s what you need to know to separate fact from fiction ahead of the movie’s opening on Christmas Day.

Is 1917 based on a true story?

In short: Yes, but with extensive dramatic license, particularly in terms of the characters and the specific mission at the heart of the film.

As Mendes explained earlier this year, he drew inspiration from a tale shared by his paternal grandfather, author and World War I veteran Alfred Mendes. In an interview with Variety, Mendes said he had a faint memory from childhood of his grandfather telling a story about “a messenger who has a message to carry.”

What events does 1917 dramatize?

Set in northern France around spring 1917, the film takes place during what Doran Cart, senior curator at the National WWI Museum and Memorial, describes as a “very fluid” period of the war. Although the Allied and Central Powers were, ironically, stuck in a stalemate on the Western Front, engaging in brutal trench warfare without making substantive gains, the conflict was on the brink of changing course. In Eastern Europe, meanwhile,

Blake and Schofield (seen here, as portrayed by George McKay) must warn a British regiment of an impending German ambush.

© Meilan Solly/Smithsonian magazine

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rumblings of revolution set the stage for Russia’s impending withdrawal from the conflict. Back in Germany, Kaiser Wilhelm II resumed unrestricted submarine warfare – a decision that spurred the United States to join the fight in April 1917 – and engaged in acts of total war, including bombing raids against civilian targets.

Along the Western Front, between February and April 1917, the Germans consolidated their forces by pulling their forces back to the Hindenburg Line, a “newly built and massively fortified” defensive network, according to Mendes.

Germany’s withdrawal was a strategic decision, not an explicit retreat, says Cart. Instead, he adds, “They were consolidating their forces in preparation for potential further offensive operations.”

In truth, according to Cart, the Germans “never said they were retreating.” Rather, “They were simply moving to a better defensive position,” shortening the front by 25 miles and freeing 13 divisions for reassignment. Much of the preparation for the withdrawal took place under cover of darkness, preventing the Allies from fully grasping their enemy’s plan and allowing the Germans to move their troops largely unhindered.

To reach the at-risk battalion, the young soldiers must cross no-man’s-land and navigate the enemy’s ostensibly abandoned trenches. Surrounded by devastation, the two face obstacles left by the retreating German forces, who razed everything in their path during the exodus to the newly constructed line.

The events of 1917 take place prior to the Battle of Poelcappelle, a smaller skirmish in the larger Battle of Passchendaele, or the Third Battle of Ypres, but were heavily inspired by the campaign, which counted Alfred Mendes among its combatants. This major Allied offensive took place between July and November 1917 and ended with some 500,000 soldiers wounded, killed or missing in action. Although the Allies eventually managed to capture the village that gave the battle its name, the clash failed to produce a substantial breakthrough or change in momentum on the Western Front. Passchendaele, according to Cart, was a typical example of the “give-and-take and not a whole lot gained” mode of combat undertaken during the infamous war of attrition.

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The movie’s main characters are all fictional.

Aftermath of the Battle of Poelcapelle, a skirmish in the larger Third Battle of Ypres, or Battle of Passchendaele

Who was Alfred Mendes?

Born to Portuguese immigrants living on the Caribbean island of Trinidad in 1897, Alfred Mendes enlisted in the British Army at age 19. He spent two years fighting on the Western Front with the 1st Battalion Rifle Brigade but was sent home after inhaling poisonous gas in May 1918. Later in life, Alfred won recognition as a novelist and short story writer; his autobiography, written in the 1970s, was published posthumously in 2002.

The “story of a messenger” recalled by the younger Mendes echoes the account of the Battle of Poelcappelle told in his grandfather’s autobiography. On the morning of October 12, 1917, Alfred’s company commander received a message from battalion headquarters. “Should the enemy counter-attack, go forward to meet him with fixed bayonets,” the dispatch read. “Report on four companies urgently needed.” Despite the fact that he had little relevant experience aside from a single signaling course, Alfred volunteered to track down A, B and D Companies, all of which had lost contact with his own C Company. Aware of the high likelihood that he would never return, Alfred ventured out into the expanse of no-man’s-land.

“The snipers got wind of me and their individual bullets were soon seeking me out,” wrote Alfred, “until I came to the comforting conclusion that they were so nonplussed at seeing a lone man wandering in circles about no-man’s-land, as must at times have been the case, that they decided, out of perhaps a secret admiration for my nonchalance, to dispatch their bullets safely out of my way.”

Or, he theorized, they may have “thought me plain crazy.”

Alfred managed to locate all three missing companies. He spent two days carrying messages back and forth before returning to C Company’s shell hole “without a scratch, but certainly with a series of hair-raising experiences that would keep my grand- and great-grandchildren enthralled for nights on end.”

4 Combine words from the text with their meanings. reading

1a corporal (line 9)

2a battalion (line 10)

3an ambush (line 10)

4a lieutenant (line 12)

5a massacre (line 15)

6a brother-in-arms (line 16)

7a trench (line 20)

8a veteran (line 29)

9a bombing raid (line 49)

Aa surprise attack in which bombs are used

Ba movement away from the enemy

Ca member of one of the lower ranks in the army

Dan unoccupied area between opposing armies

Ea trap to make a surprise attack

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Fa large group of soldiers composed of a headquarters and 2 or more companies

Ga fellow member of a military service

Hthe act of killing a large number of people, especially in a cruel way

Ia short fight between small groups of soldiers

Source: Smithsonian Magazine

10a civilian target (line 50)

11to consolidate (line 51)

12a retreat (line 54)

Jto strengthen a position

Ka long, sharp knife attached to the end of a rifle

La person who shoots at somebody from a hidden position

13an offensive operation (line 56)Man officer of middle rank in the army

14no-man’s-land (line 65)

15devastation (line 68)

16a skirmish (line 73)

Nsomething or someone fired at or marked for attack that will cost human lives

Oa carefully planned attack made by a large group of soldiers

Punable to locate after a battle

17missing in action (MIA) (line 77)Qa long, deep hole dug in the ground

18a company (line 92)

19a bayonet (line 93)

Ra group of soldiers that is part of a battalion

Sa former member of the armed forces

Tgreat destruction or damage 1234567891011121314151617181920

20a sniper (line 99)

5 Structure the newly learned vocabulary from the text according to its meaning. Use these 3 categories: army ranks and groupings, strategy and positioning, and types of battles. Use a separate piece of paper.

6 You will listen to ‘I am a poor wayfaring stranger’, one of the songs of 1917 that was well-received.

a Analyse the title of the song before listening.

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b Now listen to the song and fill in the gaps. Look up the words you don’t understand. listening

I AM A POOR WAYFARING STRANGER

I am a poor wayfaring stranger

I’m travelling through this Yet there is no sickness, In that land to which I go

Chorus

I’m going there to see

I’m going there, no more to

I’m only going over

I’m only going over home

I know will gather ‘round me

I know my way is

But lie just before me

Where shall have their sleep

Chorus

I’m going home to see

And all my loved ones who’ve gone on

I’m only going over Jordan

I’m only going over home

I’ll soon be

I’ll drop

And enter on my great Chorus

I’m going there to see

in the churchyard

To forever more

I’m only going over Jordan

I’m only going .

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c Explain in your own words what the song is about.

d Discuss with a partner what you thought of the song.

e Describe what the soldier thinks or feels in each stanza. Try to link it with the title of the song.

Stanza 1

Stanza 2

Stanza 3

Chorus

7 Soldiers at the front could write letters home occasionally.

a Read the letter you will get.

b Fill in the worksheet you will get with information from your letter.

c Form groups and tell your group members what is said in your letter.

reading

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8 Read the biography of John McCrae below and answer the questions.

a Highlight McCrae’s military achievements. What do you conclude?

b How did McCrae die?

c Who did he write his most famous poem to? Why?

JOHN McCRAE

Lieutenant Colonel John Alexander McCrae (30 November 1872 –28 January 1918) was a Canadian poet, doctor, author, artist and soldier during WWI. He enrolled with the Canadian Expeditionary Force at the age of 41 (he had fought with a volunteer force in the Second Boer War in South Africa before). He volunteered to be a gunner and a field medical officer in the Canadian artillery and was in charge of a field hospital during the Second Battle of Ypres in 1915. McCrae’s friend and former student, Lt Alexis Helmer, was killed in the battle, and his burial inspired the poem ‘In Flanders Fields’, which was written on 3 May 1915 and published later that year in Punch magazine. In 1918, while still serving in the field hospital, McCrae caught pneumonia and meningitis and died.

Adapted from: Wikipedia

9 Match the literary technique to the correct explanation.

1alliteration Athe repetition of the same consonant 2 or more times in short succession at the end or in the middle of words

2assonance Bthe use, especially in poetry, of the same sound or sounds, especially consonants, at the beginning of several words that are close together, as in ‘flew flocked to the fight’

3consonance Cthe breaking of a syntactic unit or a clause over 2 or more lines without punctuation

4enjambmentDthe repetition of similar vowel sounds that takes place in 2 or more words in proximity to each other

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10 Now write the correct literary technique under the example. reading

Nine nice night nurses nursing nicely. The back wings of the hospital where nothing will grow lie cinders in which shine the broken pieces of a green bottle

– William Carlos, Between Walls

Peter Piper picked a peck of pickled peppers. She sells seashells on the seashore. The shells she sells are seashells, I’m sure. And if she sells seashells on the seashore, Then I’m sure she sells seashore shells. – nursery rhyme

11 Listen to the poem ‘In Flanders Fields’. Then answer the questions. listening reading

IN FLANDERS FIELDS

In Flanders fields the poppies blow Between the crosses, row on row, That mark our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below.

We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields.

10 15

Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high. If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields.

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a Label the rhyme scheme in the poem.

b What is the meaning of the following words in the poem?

1 our place (line 3):

2 quarrel (line 10):

3 ye (line 13):

c Indicate words that express or suggest the following:

1 life:

2 death:

d Explain what is said in each stanza.

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Stanza 1

Stanza 2

Stanza 3

e Indicate a few alliterations and enjambments in the poem. What is the effect of the enjambments?

f Describe the mood of the poem and feeling of the persona (= speaker in the poem).

g In your opinion, does the narrator, Leonard Cohen, convey that feeling?

h What is the message of this poem? How do you know?

12 Listen to and read ‘Last Post’ by Carol Ann Duffy.

a Which statement summarises the poem best?

‘Last Post’ is a 21st century war poem dealing with contemporary conflicts.

‘Last Post’ is a eulogy for the fallen soldiers from the world wars.

‘Last Post’ is a poem that criticises other war poetry.

b Discuss the end rhyme of the poem. What do you notice?

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c Discuss the internal rhyme. Use the literary terms on p. 82 and highlight the examples in the poem.

d Take a closer look at lines 1-2 and line 12. Duffy ‘borrowed’ these lines. Look them up and explain.

e Explain the title of the poem.

Last Post

‘In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning.’

If poetry could tell it backwards, true, begin that moment shrapnel scythed you to the stinking mud… but you get up, amazed, watch bled bad blood run upwards from the slime into its wounds; see lines and lines of British boys rewind back to their trenches, kiss the photographs from homemothers, sweethearts, sisters, younger brothers not entering the story now to die and die and die.

Dulce- No- Decorum- No- Pro patria mori. You walk away.

You walk away; drop your gun (fixed bayonet) like all your mates do tooHarry, Tommy, Wilfred, Edward, Bertand light a cigarette. There’s coffee in the square, warm French bread and all those thousands dead are shaking dried mud from their hair and queuing up for home. Freshly alive, a lad plays Tipperary to the crowd, released from History; the glistening, healthy horses fit for heroes, kings.

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You lean against a wall, your several million lives still possible and crammed with love, work, children, talent, English beer, good food. You see the poet tuck away his pocket-book and smile. If poetry could truly tell it backwards, then it would.

Source: Carol Ann Duffy and Peter Strauss at Rogers, Coleridge & White

f What could the message of this poem be?

13 Discuss these questions with a partner.

a Which of the 2 poems do you find the most beautiful? Why?

b Which do you find the most striking? Why?

CHECK 1, see p. 112

STEP 2 ⁄ History on the run

Writing a news report

1 Skim the text on the next page and answer these questions.

a What type of text is it?

b What is the goal of this text?

c What is the source?

d Look up whether this is considered a reliable or non-reliable source.

e Which war does it refer to?

2 Now read the text in detail and answer the following questions.

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a In which time frame of that war would you situate the text? Explain your answer. early war mid war late war

Belgian Women Dig German Trenches

Many of Them Between 17 and 35 Put to Work at Front –Men and Boys Work Under Fire.

WASHINGTON, Jan. 1 – Instances of Belgian women between the ages of 17 and 35 being compelled by the Germans in Belgium to dig trenches are narrated in an official communication which was made public today by the Belgian Legation. The dispatch follows:

“The German military authorities in occupied Belgium are compelling women to perform the most rough and dangerous work. At Ingelmunster, a town situated between Roulers and Courtrai, many women between the ages of 17 and 35 have been compelled to report to the ‘Kommandantur’, a card of identification was there given to each of them, and it is said that they were compelled to follow the German soldiers and do washing for the army. These unfortunate women were taken to Heule, near Courtrai, where they were given shovels and forced to dig trenches on the new line. Instances of the same kind have happened in other villages.

“All men between the ages of 17 and 45 in the localities between Courtrai and Deynze have been sent to an unknown destination. In the neighborhood of Bruges, it is stated that all men between the ages of 16 and 40, without exception, have been requisitioned for German military work. At Bruges men of all classes, especially of the laboring class, are compelled to work for the German authorities. When requisitioned these men are divided in three classes – first, those who refuse to work; second, those

who accept work, and third, those who accept military work.

“Men of the first class are pitilessly imprisoned, given insufficient food, and after several days are sent to the front very close to the trenches. Many of them have been wounded or killed. It is easy to understand that some of the men, terrified by what they have seen, weakened by starvation, worried by the condition of their families and privation, finally consented to sign a so-called ‘voluntary engagement’. They were then sent to one of the ports where they unloaded ships and were given 3 marks a day, or, if they have been induced to ‘consent’ to military work, they are sent to the front, where they dig trenches &c., and earn from 6 to 10 marks a day. Sometimes the women also have been compelled by force when necessary to work for the Germans. They are employed in repairing equipments and in making cartridges.

“The majority of the 190 men deported from Auvelais have been sent back to their homes. A great number of them are ill and in a condition of extreme weakness. About twenty of their companions died at Cassel, Prussia. The city of Ghent has been punished by the closure of all taverns on account of the fact that a large number of workmen, among whom were many citizens of Ghent, had refused to do forced labor in the neighborhood of Courtrai.”

Source: The New York Times

b Explain in your own words what ‘Kommandantur’ is.

c How did the German authorities divide men into 3 categories and how were they treated?

d Is the title well-chosen in your opinion? Why (not)?

e Do you think the journalist is completely unbiased? Why (not)?

3 Look at the following line from the article and answer the questions.

A card of identification was (there) given to each of them.

a How many verb forms are there in the sentence?

b Which of these is the auxiliary verb and which is the main verb? In which form is the main verb?

c Which tense is used in this sentence?

d Highlight the subject and underline the verb forms.

e What is remarkable about this sentence?

4 Fill in the grammar box with information from exercise 3.

HOW TO use the passive voice FORM

The passive voice is formed using a form of the auxiliary verb and of the main verb.

e.g. A card was given.

To turn an active sentence into a passive sentence, the object of the active sentence becomes the subject of the passive sentence:

e.g. The soldier gave a card of identification to each of them. = A card of identification was given to each of them by the soldier. =

USE

The use of the in the passive voice is the same as in the voice.

Choosing the active or passive voice:

1

/ Active voice

The subject of the sentences does the action of the verb. If you have a definitive subject who is performing an action, use the active voice. The active voice is used to make your writing more , which is often clearer and more natural.

2

/ Passive voice

We use the passive voice to stress (of the verb) rather than who is responsible for the action of the verb. When it is important to know who or what did the action, we use .

e.g. A card of identification was given to each of them .

The passive voice is often used in contexts such as crime reports, scientific texts and news reports.

Finding a good balance between active and passive voice will make your writing come alive.

5 Underline the subject, verb and object, and label the tense. Then make the verb form passive.

1 On 11 November we remember those who died in WWI.

Tense: Passive voice verb form:

2 The lieutenant colonel told the battalion to withdraw.

Tense: Passive voice verb form:

3 Japan surrendered after the American air force dropped the atomic bomb on Hiroshima and Nagasaki.

Tense: Passive voice verb form:

4 Literally hundreds of armed groups are fighting enemies in ongoing conflicts.

Tense: Passive voice verb form:

5 Historians have estimated that the number of civilian deaths was higher than the military casualties in WWI.

Tense: Passive voice verb form:

6 The superpower-countries will develop intercontinental ballistic missiles

Tense: Passive voice verb form:

6 Look at these active sentences.

a Underline the subject, verb and object in each sentence.

b Label the tense.

c Which form is correct?

1 The King lays a wreath every year at the tomb of the Unknown Warrior.

Tense:

A wreath is laid every year at the tomb of the Unknown Warrior by the King.

A wreath was laid every year at the tomb of the Unknown Warrior by the King.

A wreath has been laid every year by the King at the tomb of the Unknown Warrior by the King.

2 We lost the lives of about 40 million, both military and civilian casualties, in WWI.

Tense:

The lives of about 40 million, both military and civilian casualties, are lost in WWI. The lives of about 40 million, both military and civilian casualties, have been lost in WWI. The lives of about 40 million, both military and civilian casualties, were lost in WWI.

7 Make these passive sentences active. Think of an appropriate subject if not mentioned.

1 An official communication was made public today by the Belgian Legation.

2 Many women between the ages of 17 and 35 have been compelled to report to the ‘Kommandantur’.

3 These unfortunate women were taken to Heule where they were given shovels and forced to dig trenches on the new line.

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4 All men between the ages of 17 and 45 in the localities between Courtrai and Deynze have been sent to an unknown destination.

5 All men between the ages of 16 and 40 have been requisitioned for German military work.

8 Make these active sentences passive.

1 Belgian women dig German trenches.

2 The German military authorities in occupied Belgium are compelling women to perform the most rough and dangerous work.

3 German authorities compel men of all classes to work for them.

4 The Germans imprison men of the first class pitilessly, give them insufficient food and after several days send them to the front very close to the trenches.

5 The German soldiers have wounded or killed many of them.

6 The German authorities sent them to one of the ports where they unloaded ships and gave them 3 marks a day.

7 The German authorities have punished the city of Ghent by the closure of all taverns.

9 Rewrite the first paragraph from the following 1944 The New York Times article. Find an acceptable balance between active and passive sentences. Use a separate piece of paper.

RAF Chases Nazis Around Eiffel Tower

LONDON, Jan. 2 – The Royal Air Force treated Parisians today to the cheering spectacle of four Typhoon fighters chasing German aircraft around the Eiffel Tower, shooting as they went.

The chase was part of a sortie in which the Typhoons shot down a Focke-Wulf 190 and a German training plane. They also destroyed a number of German fighters on the ground at an airfield near Paris on their way to the city.

The Typhoons came across a German training school outside Paris with a group of training planes doing aerobatics over the landing ground. The chase developed when the training planes flew around the Eiffel Tower until they destroyed one.

Adapted from: The New York Times

10 You will get 2 newspaper articles. Compare the layout.

11 Now scan the texts and answer the questions below. a Look at the structure of both articles. Which structural elements are present?

WWI article

21st century article

Title

Lead Body Ending

Pictures

Prominent quotes

b Take a closer look at the body of the articles to answer the topical questions.

WWI article

21st century article

Who? (subject)

Who? (object)

What?

When?

Where?

Why?

c Think of an appropriate title for the WWI article.

12 Read the 2 articles in depth and compare the writing style and the language.

WWI article

21st century article

Writing style

Language

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CHECK 2, see p. 122

STEP 3 ⁄ The mob is the weapon

Judging the neutrality of a news report

1 / Daddy, what did YOU do in the Great War?

1 Look at the images below.

a What type of text are these?

b What is the goal of these texts?

c Who is the intended audience?

Image 1:

Image 2:

Image 3:

d Describe what you see in the images and what message it tries to get across.

Image 1: Image 2: Image 3:

e Which of the 3 posters do you find the most appealing? Why?

2 Read the letter Alfie Knight wrote in 1914 and answer the questions.

reading

a Why did Alfie write this letter?

b Underline the arguments in his letter.

c What might have been the answer, do you think?

2 / Let the lie rule

1 Read the text and answer these questions.

a What type of text is this?

b What is the source?

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10

Donald Trump’s hopes of a legacy have ended after his MAGA thugs stormed the Capitol

DONALD Trump will end his chequered presidency in abject shame.

Last night’s appalling scenes as his thugs stormed the US Capitol building end any hope he might have had of a legacy, or even a future in politics.

He will be remembered not as he would want, for the few positives on the economy and foreign affairs.

It will be for his four years of bovine tweets, monstrous ignorance and rabble-rousing – and finally for trying to overthrow a democratic election and whipping up a violent mob to storm Washington DC.

His craven, arrogant stupidity has harmed one of the greatest nations on Earth, Britain’s No1 friend and ally.

He will never be forgiven for it.

Source: The Sun

2 Read the text in detail and do the tasks below.

a Highlight the positively connotated words, the negatively connotated words and the neutral words, and use a different colour for each category. Use an online dictionary to look up words you don’t understand.

b Rate the neutrality of the text.

reading defensive

very neutral aggressive

c Explain your answer.

very biased

3 Watch the news report.

a What is the news report about?

b What do you notice? Compare timing, tone and (non-)verbal expression.

c Put this Fox news report on the axes in exercise 2 b from the perspective of the Republican Party.

d Do you consider these ways of journalism appropriate? Explain.

4 Watch the video and answer the questions.

a What is a rabbit hole?

b How does the recommendation algorithm work?

c Give 1 clear example of the possible consequences of the recommendation algorithm from the video.

d Explain that stopping fake news from spreading is extremely difficult.

e The girl in the video calls it a form of propaganda. Do you agree? Why (not)?

3 / I told you so

1 Discuss the following newspaper headlines about, and quote by, successful Canadian author, Margaret Atwood. SPOKEN INTERACTION

Margaret Atwood poses with ‘I told you so’ mug as US Supreme Court overturns abortion rights – Metro

Margaret Atwood defends ‘I told you so’ mug likening post-Roe America to Handmaid’s Tale – The Independent

You will always have partial points of view, and you’ll always have the story behind the story that hasn’t come out yet. And any form of journalism you’re involved with is going to be up against a biased viewpoint and partial knowledge.

– Margaret Atwood

2 The Handmaid’s Tale is a successful and debate-sparking novel by Margaret Atwood. Read the blurb below. What type of novel do you expect to read?

THE HANDMAID’S TALE (MARGARET ATWOOD)

Offred is a Handmaid in the Republic of Gilead. She may leave the home of the Commander and his wife once a day to walk to food markets whose signs are now pictures instead of words because women are no longer allowed to read. Offred can remember the years before, when she lived with her husband, Luke; when she played with her daughter; when she had a job, money of her own, and access to knowledge. But all of that is gone now ...

Funny, unexpected, horrifying, and altogether convincing, The Handmaid’s Tale is at once scathing satire, dire warning, and tour de force.

Source: Goodreads

3 Watch the video in which the plot of The Handmaid’s Tale is briefly explained and answer the questions.

a Explain in your own words what the plot is all about.

b Describe the protagonist’s life before the coup.

c How did the coup change her life?

d Which parallels do you see between Gilead and the real world?

4 Now read the excerpt and answer the questions below.

a Which point of view is used here?

b Who is the narrator?

c Why is everything shatterproof?

d Discuss what she is wearing.

e Discuss ‘freedom’ in this excerpt.

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A chair, a table, a lamp. Above, on the white ceiling, a relief ornament in the shape of a wreath, and in the center of it a blank space, plastered over, like the place in a face where the eye has been taken out. There must have been a chandelier, once. They’ve removed anything you could tie a rope to. A window, two white curtains. Under the window, a window seat with a little cushion. When the window is partly open—it only opens partly— the air can come in and make the curtains move. I can sit in the chair, or on the window seat, hands folded, and watch this. Sunlight comes in through the window too, and falls on the floor, which is made of wood, in narrow strips, highly polished. I can smell the polish. There’s a rug on the floor, oval, of braided rags. This is the kind of touch they like: folk art, archaic, made by women, in their spare time, from things that have no further use. A return to traditional values. Waste not want not. I am not being wasted. Why do I want? On the wall above the chair, a picture, framed but with no glass: a print of flowers, blue irises, watercolor. Flowers are still allowed. Does each of us have the same print, the same chair, the same white curtains, I wonder? Government issue? Think of it as being in the army, said Aunt Lydia. A bed. Single, mattress medium-hard, covered with a flocked white spread. Nothing takes place in the bed but sleep; or no sleep. I try not to think too much. Like other things now, thought must be rationed. There’s a lot that doesn’t bear thinking about. Thinking can hurt your chances, and I intend to last. I know why there is no glass, in front of the watercolor picture of blue irises, and why the window opens only partly and why the glass in it is shatterproof. It isn’t running away they’re afraid of. We wouldn’t get far. It’s those other escapes, the ones you can open in yourself, given a cutting edge. So. Apart from these details, this could be a college guest room, for the less distinguished visitors; or a room in a rooming house, of former times, for ladies in reduced circumstances. That is what we are now. The circumstances have been reduced; for those of us who still have circumstances. But a chair, sunlight, flowers: these are not to be dismissed. I am alive, I live, I breathe, I put my hand out, unfolded, into the sunlight. Where I am is not a prison but a privilege, as Aunt Lydia said, who was in love with either/or.

The bell that measures time is ringing. Time here is measured by bells, as once in nunneries. As in a nunnery too, there are few mirrors. I get up out of the chair, advance my feet into the sunlight, in their red shoes, flat-heeled to save the spine and not for dancing. The red gloves are lying on the bed. I pick them up, pull them onto my hands, finger by finger. Everything except the wings around my face is red: the color of blood, which defines us. The skirt is ankle-length, full, gathered to a flat yoke that extends over the breasts, the sleeves are full. The white wings too are prescribed issue; they are to keep us from seeing, but also from being seen. I never looked good in red, it’s not my color. I pick up the shopping basket, put it over my arm. The door of the room— not my room, I refuse to say my—is not locked. In fact it doesn’t shut properly. I go out into the polished hallway, which has a runner down the center, dusty pink. Like a path through the forest, like a carpet for royalty, it shows me the way. The carpet bends and goes down the front staircase and I go with it, one hand on the banister, once a tree,

turned in another century, rubbed to a warm gloss. Late Victorian, the house is, a family house, built for a large rich family. There’s a grandfather clock in the hallway, which doles out time, and then the door to the motherly front sitting room, with its flesh tones and hints. A sitting room in which I never sit, but stand or kneel only. At the end of the hallway, above the front door, is a fanlight of colored glass: flowers, red and blue. There remains a mirror, on the hall wall. If I turn my head so that the white wings framing my face direct my vision towards it, I can see it as I go down the stairs, round, convex, a pier glass, like the eye of a fish, and myself in it like a distorted shadow, a parody of something, some fairytale figure in a red cloak, descending towards a moment of carelessness that is the same as danger. A Sister, dipped in blood. At the bottom of the stairs there’s a hat-andumbrella stand, the bentwood kind, long rounded rungs of wood curving gently up into hooks shaped like the opening fronds of a fern. There are several umbrellas in it: black, for the Commander, blue, for the Commander’s Wife, and the one assigned to me, which is red. I leave the red umbrella where it is, because I know from the window that the day is sunny. I wonder whether or not the Commander’s Wife is in the sitting room. She doesn’t always sit. Sometimes I can hear her pacing back and forth, a heavy step and then a light one, and the soft tap of her cane on the dusty-rose carpet.

55 Source: Margaret Atwood, The Handmaid’s Tale, p. 12-15

5 Discuss these statements and questions with a partner.

a The Handmaid’s Tale is a canary in the cultural coal mine, setting off warning bells that have reverberated into the early twenty-first century.

b Atwood: ‘I thought I was writing fiction in The Handmaid’s Tale.’

c What kind of country do you want to live in?

CHECK 3, see p. 128

HOW TO use the passive voice (Active and passive voice)

A photographer was shot in the eye

Protesters struck a journalist with his own microphone

A reporter was hit by a pepper ball on live television by an officer who appeared to be aiming at her

FORM

The passive voice is formed using a form of the auxiliary verb ‘to be’ and the past participle form of the main verb.

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Tense Active voicePassive voice present simple defend/defends is defended present continuous is defendingis being defended past simple defended was defended present perfect has defendedhas been defended past perfect had defendedhad been defended future simple will defendwill be defended infinitive defend (could) be defended Rule: auxiliary verb past participle (to be) of main verb

The use of the tenses is the same as in the active voice.

Examples:

The journalist was abducted while he was travelling in the Middle East.

Attempts are made to demonstrate the presence of phosphorus in the burn wounds.

Dozens of protestershave beeninjured as protesters and police clashed.

Subject form of ‘to be’past participlerest of the sentence

To turn an active sentence into a passive sentence, the object of the active sentence becomes the subject of the passive sentence:

Sam Mendes directed the film 1917. (active) subject (= agent) verb object

The film 1917 was directed by Sam Mendes. (passive) subject verb prepositional phrase (= agent)

We can use the indirect object as the subject of a passive verb. e.g. The platoon sergeant assigned a new project to him. (active) He was assigned a new project (by the platoon sergeant). (passive)

USE

Voice (active or passive) describes whether the grammatical subject of a clause or sentence performs, or receives, the action of the verb.

Depending on the action and the agent of your sentence, you will decide whether the active or passive voice is more appropriate.

1 / Active voice

The subject of the sentences does the action of the verb. If you have a definitive subject who is performing an action, use the active voice. The active voice is used to make your writing more direct, which is often clearer and more natural.

2 / Passive voice

– In passive sentences the subject is acted upon. It is the object of the sentences that is doing the action of the verb.

We use the passive voice to stress the action (of the verb) rather than who is responsible for the action of the verb.

Only when it is important to know who or what did the action, do we use ‘by’+ agent (= prepositional phrase).

e.g. A card of identification was given to each of them by the leader of their battalion. The passive voice is often used in the following (more formal) contexts:

• a crime report or incidents where the person who did the action is unknown:

e.g. The journalist was abducted while he was travelling in the Middle East.

• a scientific text

e.g. Attempts are made to demonstrate the presence of phosphorus in the burn wounds.

• a news report

e.g. Dozens of protesters have been injured as protesters and police clashed.

Keep in mind:

Finding a good balance between active and passive voice will make your writing come alive! In newspaper headlines the auxiliary verb form of ‘to be’(was/were) is often left out.

e.g. Dozens injured as protest continues.

1 MILITARY EQUIPMENT

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2 DESCRIPTIONS

no-man’s-land trench devastation

rifle with bayonet artillery shovel

weapon of mass destruction

missile gas mask

puttees

helmet boots

3 MILITARY RANKS & GROUPING

4 OTHER WORDS

Word Translation

1 MILITARY RANKS & GROUPING air force luchtmacht

a brother-in-arms een wapenbroeder

a company een compagnie (100-150 manschappen)

a corporal een korporaal ground troops grondtroepen

a lieutenant een luitenant navy marine

2 MILITARY ACTIONS

an ambush een hinderlaag a bombing raid een bommenregen

a civilian target een burgerdoelwit to consolidate verankeren to enlist werven

a massacre een bloedbad

an offensive operationeen aanvalsoperatie

a skirmish een schermutseling to volunteer zich vrijwillig melden

My notes

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veteran soldier sniper

marine battalion

Word Translation

3 STAGES OF WAR to attack aanvallen to conquer overwinnen to declare war de oorlog verklaren to defeat verslaan to defend verdedigen to go to war naar de oorlog trekken to hold one’s ground standhouden to invade binnenvallen to lose one’s ground terrein verliezen to retreat terugtrekken to surrender zich overgeven to win ground terrein winnen

4 TYPES OF WAR

biological warfare

chemical warfare

civil war

cold war

holy war

information war

nuclear warfare

oorlogsvoering met biologische wapens

oorlogsvoering met chemische wapens

burgeroorlog

koude oorlog

heilige oorlog

informatieoorlog

oorlogsvoering met kernwapens

My notes

war on terror

oorlog tegen terreur world war

wereldoorlog

5 WAR CONSEQUENCES

a casualty

een slachtoffer to die sterven to kill

doden

gesneuveld op het slagveld missing in action (MIA)vermist in actie shell shock/PTSD

killed in action (KIA)

posttraumatische stoornis door oorlog

afslachten to torture martelen to wound verwonden

to slaughter

HOW TO write a news report

Before writing 1

– What are you writing about?

– What is the goal of the text?

– Who is the target audience?

– Which sources are you planning to use?

Are these sources neutral? (information bias)

2 While writing

What?

– The goal of a news report is to give information about something that has happened in your local area, your city, country or the world.

– Readers usually want details quickly, which means that a good news report needs to be easy to read

How?

– Use an inverted triangle:

• Put the most important facts at the beginning and work your way down.

• The important information is given in the opening paragraph: who, what, when, where, why and how?

• The rest of the report explains and expands the beginning.

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– Key elements in your report:

HEADLINEThe title of the article: it should grab your attention. It has the main idea of the story. Use direct and dramatic (action) verbs and nouns.

BYLINEThe name of reporter/journalist who wrote the report and his or her title. The date is often included (online media also often include the timestamp).

PLACELINEWhere the story takes place. This is usually only present in print articles (newspapers), not online reports.

LEAD

BODY

The first few sentences of the article. The most important information is given and should catch the reader’s attention. It already answers some of the Ws.

The main part of the article:

• Paragraphs are short and information is to the point, clear. Keep it objective.

• The most important information and details come first. Quotes and supporting details follow.

CONCLUSIONEnd with a closing statement, quote or some extra general background information.

Language:

• Use the past tense (you are reporting something that happened in the past!).

• Use some passive sentences.

• When you quote, use direct speech (using inverted commas).

• Use fairly simple language (no elaborate descriptions).

• Write short sentences.

3 After writing

Check whether your text is unbiased.

Check your sentences (vocabulary, grammar, spelling and punctuation, etc.).

©VANIN

ON DIFFERENT TRACKS

CHECK 1 ⁄ Describing war and conflict

1 Describe the scene that you see in the video of 1917

a Preparation:

1 Describe what you see in the pictures below. Give at least 6 answers.

WATCHING

2 Watch the video at least twice and highlight which words from exercise 1 you see.

b Action: write a paragraph of about 75-100 words long, in which you describe what you saw in the video. Use a separate piece of paper.

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c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: describing a scene from 1917

1 Preparation

• I listed at least 6 typical war terms that I saw in the pictures.

• I watched the video twice and highlighted the words I recognised.

Yes I think soNo

2 Content

• I wrote a paragraph of about 75-100 words long.

• I described the scene as pictured in the video.

3 Language

• I used correct (war) vocabulary.

• I used correct grammar.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

Score < 12 12 - 16 > 16

Next exercise ex. 3 ex. 2

2 Become a war poet of your own. a Preparation:

Think of a fictional (or non-fictional, but past) conflict you want to write a poem about.

Brainstorm about the message that you want to spread. Write at least 3 keywords that will help you to do so.

Make associations with these keywords. Which other words can you think of?

Use a rhyming dictionary to look up words that rhyme.

Look at a selection of poem structures below as a model for your own poem. Choose the form you prefer:

Haiku

Haiku is a form of Japanese poetry made of short, unrhymed lines. The entire poem consists of just 3 lines, with 17 syllables in total. The first line and third line are 5 syllables. The second line is 7 syllables.

vibrant poppies sway timeless across flanders field

~ ageless tears of blood

– Line Gauthier

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This poem talks about the element of the poppy that manages to grow on a barren field.

This element is stressed here by writing the poem in the form of a poppy.

If I should die, think only this of me: That there’s some corner of a foreign field That is forever England. There shall be In that rich earth a richer dust concealed; A dust whom England bore, shaped, made aware, Gave, once, her flowers to love, her ways to roam, A body of England’s, breathing English air, Washed by the rivers, blest by suns of home.

And think, this heart, all evil shed away, A pulse in the eternal mind, no less Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of friends; and gentleness, In hearts at peace, under an English heaven.

A sonnet is a 14-line poem which consists of an octave (8 lines) or 2 quatrains (4 lines) making up a stanza of 8 lines and a sestet (6 lines). In between the octave and the sestet there is often a volta, a turning point.

– John McCrae, ‘In Flanders Fields’

Sonnet

– Rupert Brooke, ‘The Soldier’

God’s plan made a hopeful beginning. But man spoiled his chances by sinning. We trust that the story Will end in God’s glory, But at present the other side’s winning.

– Oliver Wendell Holmes Senior (1809-94)

A limerick is a(n often funny)

b Action: write a poem within the stylistic rules explained above. Use a separate piece of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: my own war poem

1 Preparation

• I decided on a conflict.

• I brainstormed about the message I want to give.

2 Content and structure

• I wrote a poem in the style of one of the poetic forms.

• I clearly made my point.

• I used some literary techniques.

3 Language

• I used correct vocabulary.

• I used correct grammar.

Feedback

Score < 12 12 - 16

Yes I think soNo

> 16

Next exercise ex. 3 ex. 4

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Limerick one hundred and fifteen

3 ‘Dulce et Decorum Est’ by Wilfred Owen.

a First read about the poet’s life.

WILFRED OWEN

Wilfred Owen was born in 1893 in Shropshire, England. In 1915 he enlisted in the Artists’ Rifles group, and after training in England, he was commissioned as a second lieutenant in June 1916. Owen was wounded in combat and evacuated to Craiglockhart War Hospital near Edinburgh after being diagnosed with shell shock. There he met Siegfried Sassoon, a poet who served as a mentor and introduced him to well-known literary figures like Robert Graves and H.G. Wells. In August 1918 Owen returned to the front line and was killed on 4 November of that year. The news reached his parents on 11 November, the day of the Armistice. His war poetry, which was often very graphic and vivid in its depiction of the horrors of trench and gas warfare, was greatly influenced by Siegfried Sassoon and was very different from previous war poetry, which was often very patriotic.

Adapted from: Wikipedia

b Listen to the recitation and answer these questions about the formal aspects of the poem.

1 What is the rhyme scheme of the poem?

2 Find examples of: alliteration:

enjambment: 4

DULCE ET DECORUM EST

Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs, And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots, But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of gas-shells dropping softly behind.

Gas! GAS! Quick, boys! – An ecstasy of fumbling Fitting the clumsy helmets just in time, But someone still was yelling out and stumbling And flound’ring like a man in fire or lime. –Dim through the misty panes and thick green light, As under a green sea, I saw him drowning.

In all my dreams before my helpless sight, He plunges at me, guttering, choking, drowning.

If in some smothering dreams, you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil’s sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues, –My friend, you would not tell with such high zest

To children ardent for some desperate glory, The old Lie: Dulce et decorum est

Pro patria mori.

‘Dulce et decorum est pro patria mori’: a line from the Roman poet Horace’s Odes. It means: ‘It is sweet and fitting to die for your country.’

– Wilfred Owen

British troops blinded by tear gas, 1918

c Read the poem again and answer the questions.

1 From whose perspective does the author describe the war?

2 Explain the following images: – the froth-corrupted lungs:

incurable sores on innocent tongues:

3 What is meant with ‘an ecstasy of fumbling’ at the start of the second stanza?

4 Compare this activity with what the poet describes in the first stanza.

5 What is the tone of the poem? Explain why.

6 What is the speaker’s purpose and message? Compare this with ‘In Flanders Fields’.

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7 There are 3 main image groups in the poem. Indicate examples of: sleep or dreams:

sea and water:

lack of movement or loss of senses:

Subtotal / 16

Score < 14

Next exercise

≥ 14

Check 2, p. 122

4 Read an excerpt from Private Peaceful by Michael Morpurgo and answer the questions. reading

PRIVATE PEACEFUL (MICHAEL MORPURGO)

Private Peaceful, a novel by Michael Morpurgo, was first published in 2003. It is about a soldier called Thomas ‘Tommo’ Peaceful, who is looking back on his life from the trenches of World War I in France. The book was adapted into a play in 2004 and a film in 2012, starring Simon Reade and Samuel Bottomley.

a Where does the following scene take place?

b What is happening?

I am writing to Mother – I haven’t written for a while and am feeling slightly guilty about it. My pencil keeps breaking and I am sharpening it again. Everyone else is lying asleep in the sun or is sitting about smoking and chatting. Nipper Martin is cleaning his rifle again. He’s always very particular about that.

‘Gas!

Gas!’

The cry goes up and is echoed all along the trench. For a moment we were frozen with panic. We have trained for this time and time again, but nonetheless we fumble clumsily, feverishly with our gas masks.

‘Fix bayonets!’ Hanley’s yelling while we’re still trying frantically to pull on our gas masks. We grab our rifles and fix bayonets. We’re on the firestep looking out into noman’s-land, and we see it rolling towards us, this dreaded killer cloud we have heard so much about but have never seen for ourselves until now. Its deadly tendrils are searching ahead, feeling their way forward in long yellow wisps, scenting me, searching for me. Then finding me out, the gas turns and drifts straight for me. I’m shouting inside my gas mask. ‘Christ! Christ!’ Still the gas comes on, wafting over our wire, through our wire, swallowing everything in its path.

I hear again in my head the instructor’s voice, see him shouting at me through his mask when we went out on our last exercise. ‘You’re panicking in there, Peaceful. A gas mask is like God, son. It’ll work bloody miracles for you, but you’ve got to believe in it’. But I don’t believe in it! I don’t believe in miracles.

The gas is only feet away now, in a moment it will be on me, around me, in me. I crouch down hiding my face between my knees, hands over my helmet, praying it will float over my head, over the top of the trench and seek out someone else. But it does not. It’s all around me. I tell myself I will not breathe, I must not breathe. Through a yellow mist I see the trench filling up with it. It drifts into the dugouts, snaking into every nook and cranny, looking for me. It wants to seek us all out, to kill us all, every one of us. Still I do not breathe. I see men running, staggering, falling. I hear Pete shouting out for me. Then he’s grabbing me and we run. I have to breathe now. I can’t run without breathing. Half-blinded by my mask I trip and fall, crashing my head against the trench wall, knocking myself half-senseless. My gas mask has come off. I pull it down, but I have breathed in and know already it’s too late. My eyes are stinging. My lungs are burning. I am coughing, retching, choking. I don’t care where I’m running so long as it is away from the gas. At last I’m in the reserve trench and it is clear of gas. I’m out of it. I wrench off my mask, gasping for good air. Then I am on my hands and knees, vomiting violently. When at last the worst is over I look up through blurred and weeping eyes. A Hun in a gas mask is standing over me, his rifle aimed at my head. I have no rifle. It is the end. I brace myself, but he does not fire. He lowers his rifle slowly. ‘Go boy,’ he says, waving me away with his rifle. ‘Go. Tommy, go.’

Source: Michael Morpurgo, Private Peaceful, Scholastic

c Match a word from the text on the left to its meaning on the right.

Word

Meaning

1clumsily (line 7)Ato wind or move in the manner of a snake

2feverishly (line 8)Bhere: breathing loudly and with difficulty, trying to get more air

3frantically (line 9)C to stop breathing because something is blocking your throat

4to snake into (line 25)Devery part of a place

5every nook and cranny (line 25) Ein a very fast and excited way, not calm or organised at all

6half-senseless (line 30) Falmost unconscious

7to choke (line 32)Gexcited, restless or uncontrolled, as if from fever

8to gasp (line 33)Hto move in an awkward and uncontrolled manner

d Describe the general atmosphere in the beginning of the excerpt. Indicate in the text what makes you say this.

e How do the soldiers know there’s a gas attack coming?

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f How do the soldiers react to this at first?

Trenches at Ovillers-laBoisselle, on the Somme, July 1916

g In ‘we see it rolling towards us’, what is meant by ‘it’? Why is this so dangerous?

h What happens after Pete gets Tommo, and they run away?

i What is the result of this? Describe what is happening to Tommo.

j What happens at the end?

Score < 14

Next exercise

CHECK 2 / Writing a news report

≥ 14

Check 2, p. 122

1 Add an appropriate title, introduction and conclusion to the body of the news report.

a Preparation: look at the body of text on the next page and answer the topical questions. writing

Who?

What?

When?

Where?

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How?

b Action: use the information from the topical questions to write a good title using a passive structure; appropriately introduce the body of the text (about 30-40 words); write a concluding paragraph (about 40-60 words).

THURSDAY, 13 July 1916

At 10:30 p.m. last night a German submarine appeared off the small, undefended port of Seaham Harbour. She approached to within a few hundred yards of the town and then opened fire.

Some thirty rounds of shrapnel were fired from a 3-inch gun. Twenty rounds fell in the direction of Dalton-le-Dale, and a dozen rounds fell in and about Seaham Colliery.

A woman who was walking through the colliery yard was seriously injured, and died this morning. One house was struck by a shell. No other casualties or damage occurred.

AIMLESS VINDICTIVENESS.

Seaham Harbour is on the coast of Durham, about midway between the Tyne and the Tees. It is a town of 16,000 inhabitants, and is mostly engaged in shipping coal. The hamlet of Dalton-le-Dale, 1¾ mile inland from Seaham Harbour, is in a populous colliery district.

Press messages state that the German submarine was only a quarter of a mile off the harbour. The inhabitants of the town were startled by the detonations and flashes, but there was no great alarm. All the shells passed high over the town, and exploded a mile and a half or so inland. The firing lasted about twenty minutes.

The woman who was fatally injured was a young married woman. She was staying with friends, and was walking with a companion near a pit. She was severely injured about the arm, foot, and head, and died later in hospital. Another young woman escaped by lying flat on the ground.

The house struck was a miner’s cottage. The shell first hit the backyard wall, dislodging a large number of bricks, and then passed through the kitchen wall into the room, finally falling near the front door. There was only the wife of the occupier in the room at the time, and she escaped unhurt.

Adapted from: Guardian News & Media Ltd 2023

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: my introduction and conclusion to a news report

1 Content and structure

• I wrote an appropriate title for the text.

• I wrote a well-structured introductory paragraph of about 30-40 words long.

• I wrote a well-structured concluding paragraph of about 40-60 words long.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used both active and passive sentences.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

Yes I think soNo

Subtotal / 10

Score < 9 9 - 12

> 12

Next exercise ex. 2 ex. 4 ex. 3

2 Rewrite (the underlined parts of) these sentences as passives.

1 Belgian boy scout wins a decoration.

2 King Albert makes Joseph Leysin a Chevalier of the order of Leopold.

3 The boy caught two German spies.

4 King Albert recently pinned the cross on his breast.

5 Our outpost had arrested two men, claiming to be priests on their way to the convent at Liege.

6 I noticed that they did not wear the usual white collar and black cravat.

7 The outpost searched and released them, as we found nothing incriminating. I was convinced we were allowing two spies to escape, so I got the permission of the Lieutenant to follow them to Liege.

8 I overtook the two men near Renori.

9 As soon as they saw me, they ran into a wood, but I went after them and said: ‘In the name of the law, come out of that wood or I will fire at you!’.

10 The two priests at once tried to make off, but I collared them.

11 We drove to Liege and handed over our captives to the authorities. When they searched the two men carefully, we found plans of forts and trenches in their boots.

12 The authorities gave me a written declaration that I had arrested two spies, and I returned to my regiment.

©VANIN

Score < 10 ≥ 10

Next exercise ex. 4

3 Write and present a news report on the Christmas Truce of 1914.

a Preparation: watch the video on the Christmas Truce and take notes.

b Action: bring the news! Write a short news report of about 100 words long. If possible: come up with an improvised television studio and record your news item.

c Reflection: check your task by filling in the checklist. Ask your teacher for feedback.

Checklist: Christmas Truce news report

1 Preparation

• I watched the video and took notes.

2 Content and structure

• I used the structure of a news report.

• I described the content of the video correctly.

3 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

• I paid attention to my pronunciation.

Feedback

Score < 10 ≥ 10

Next exercise ex. 4 Check 3, p. 128

Yes I think soNo

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4 Read the article. Rewrite the text in the passive voice if possible/natural. Add a suitable title. writing reading

Late on Christmas Eve 1914, men of the British Expeditionary Force (BEF) heard German troops in the trenches opposite them singing carols and patriotic songs, and saw lanterns and small fir trees along their trenches.

The following day, British and German soldiers met in no-man’s-land and exchanged gifts, took photographs, and some played impromptu games of football. They also buried casualties and repaired trenches and dugouts. After Boxing Day, meetings in no-man’s-land dwindled out.

After 1914, the High Commands on both sides tried to prevent any truces on a similar scale happening again.

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Adapted from: Imperial War Museums

CHECK 3 / Judging the neutrality of a news report

1 Conduct a mini media bias research.

a Preparation: look for 3 recent (online) articles from 3 different sources: 1 political, 1 sports and 1 cultural article.

b Action:

Define the topic and answer the topical questions for each article on a separate sheet of paper. Then highlight the adjectives in the text. Use different colours for negatively or positively connotated words, and for neutral words. Place the 3 articles on the media bias axes below. Write a concluding paragraph (30-50 words) for each of the articles.

c Reflection: check your task by filling in the checklist. Ask your teacher for feedback.

Checklist: mini media bias research

1 Preparation

• I selected a recent political, sports and cultural article.

• I defined the topic and answered the topical questions.

2 Content

• I highlighted adjectives according to their connotation or denotation.

• I placed my 3 articles on the media bias axes.

• The concluding paragraphs are 30-50 words each.

3 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

Score < 12 12 - 16 > 16

2 Analyse these war recruitment posters.

Next exercise All done!

3 Check the media bias for this article.

a Answer the topical questions.

What? By who?

About who?

Where?

b Highlight the positively connotated words in green and the negatively connotated words in pink. Use an online dictionary to look up words you don’t understand.

c Rate the neutrality of the text.

d Explain your answer.

Rishi Sunak becomes Britain’s first prime minister of color. So what?

Describing Sunak’s ascension as a win for minorities is disingenuous and dangerous.

By Natasha Noman, MSNBC Opinion Columnist

Rishi Sunak became Britain’s first prime minister of color Tuesday after winning the Conservative Party contest for head of government Monday. His win followed the resignation of his embattled predecessor, Liz Truss, who crashed and burned as prime minister in a record-breaking 44 days.

But the political ascension of Sunak — who is of Indian descent and whose parents emigrated from East Africa — is anything but a win for minorities.

Sunak is not your average minority. For context, Black and ethnic minority Britons are two times more likely than white Britons to live in extreme poverty. Sunak and his wife have a combined net worth just shy of a billion dollars and made it onto the Sunday Times Rich List 2022 (a ranking of the 250 wealthiest people in the U.K.) But even if Sunak weren’t so wealthy, it is imperative that we problematize “representation” and not take the reductive stance that political representation is always a win for minorities. In fact, such representation can create more damage in that it distracts us from the harmful reality on the ground.

Adapted from: MSNBC

Score < 9

Next exercise

9

4 Read the excerpt from The Handmaid’s Tale by Margaret Atwood on p. 133 and answer the questions.

a Are these statements true, false, or not mentioned in the text (NIT)? Prove your answer with information from the text. Statement

1 Econowives are the upper-class women.

2 The Commanders’ Wives hardly leave their houses.

3 Names of shops were omitted.

4 The Republic of Gilead is part of the US.

5 Pregnant women were considered trash.

b The Republic of Gilead is a totalitarian regime. Prove with 5 elements from the text.

c Would you consider Gilead a safe haven or a dangerous place? Explain.

d Discuss the element of clothing in the excerpt.

e Aunt Lydia refers to ‘more than one kind of freedom’. Explain.

f Compare freedom in the excerpt to freedom in your life today.

©VANIN

Doubled, I walk the street. Though we are no longer in the Commanders’ compound, there are large houses here also. In front of one of them a Guardian is mowing the lawn. The lawns are tidy, the facades are gracious, in good repair; they’re like the beautiful pictures they used to print in the magazines about homes and gardens and interior decoration. There is the same absence of people, the same air of being asleep. The street is almost like a museum, or a street in a model town constructed to show the way people used to live. As in those pictures, those museums, those model towns, there are no children. This is the heart of Gilead, where the war cannot intrude except on television. Where the edges are we aren’t sure, they vary, according to the attacks and counterattacks; but this is the center, where nothing moves. The Republic of Gilead, said Aunt Lydia, knows no bounds. Gilead is within you. Doctors lived here once, lawyers, university professors. There are no lawyers anymore, and the university is closed. Luke and I used to walk together, sometimes, along these streets. We used to talk about buying a house like one of these, an old big house, fixing it up. We would have a garden, swings for the children. We would have children. Although we knew it wasn’t too likely we could ever afford it, it was something to talk about, a game for Sundays. Such freedom now seems almost weightless.

We turn the corner onto a main street, where there’s more traffic. Cars go by, black most of them, some gray and brown. There are other women with baskets, some in red, some in the dull green of the Marthas, some in the striped dresses, red and blue and green and cheap and skimpy, that mark the women of the poorer men. Econowives, they’re called. These women are not divided into functions. They have to do everything; if they can. Sometimes there is a woman all in black, a widow. There used to be more of them, but they seem to be diminishing. You don’t see the Commanders’ Wives on the sidewalks. Only in cars. The sidewalks here are cement. Like a child, I avoid stepping on the cracks. I’m remembering my feet on these sidewalks, in the time before, and what I used to wear on them. Sometimes it was shoes for running, with cushioned soles and breathing holes, and stars of fluorescent fabric that reflected light in the darkness. Though I never ran at night; and in the daytime, only beside well- frequented roads. Women were not protected then. I remember the rules, rules that were never spelled out but that every woman knew: Don’t open your door to a stranger, even if he says he is the police. Make him slide his ID under the door. Don’t stop on the road to help a motorist pretending to be in trouble. Keep the locks on and keep going. If anyone whistles, don’t turn to look. Don’t go into a laundromat, by yourself, at night. I think about laundromats. What I wore to them: shorts, jeans, jogging pants. What I put into them: my own clothes, my own soap, my own money, money I had earned myself. I think about having such control. Now we walk along the same street, in red pairs, and no man shouts obscenities at us, speaks to us, touches us. No one whistles. There is more than one kind of freedom, said Aunt Lydia. Freedom to and freedom from. In the days of anarchy, it was freedom to. Now you are being given freedom from. Don’t underrate it.

In front of us, to the right, is the store where we order dresses. Some people call them habits, a good word for them. Habits are hard to break. The store has a huge wooden sign outside it, in the shape of a golden lily; Lilies of the Field, it’s called. You can see the place, under the lily, where the lettering was painted out, when they decided that even the names of shops were too much temptation for us. Now places are known by their signs alone. Lilies used to be a movie theater, before. Students went there a lot; every spring they had a Humphrey Bogart festival, with Lauren Bacall or Katharine Hepburn, women on their own, making up their minds. They wore blouses with buttons down the front that suggested the possibilities of the word undone. These women could be undone; or not. They seemed to be able to choose. We seemed to be able to choose, then. We were a society dying, said Aunt Lydia, of too much choice. I don’t know when they stopped having the festival. I must have been grown up. So I didn’t notice. We don’t go into Lilies, but across the road and along a side street. Our first stop is at a store with another wooden sign: three eggs, a bee, a cow.

Milk and Honey. There’s a line, and we wait our turn, two by two. I see they have oranges today. Ever since Central America was lost to the Libertheos, oranges have been hard to get: sometimes they are there, sometimes not. The war interferes with the oranges from California, and even Florida isn’t dependable, when there are roadblocks or when the train tracks have been blown up. I look at the oranges, longing for one. But I haven’t brought any coupons for oranges. I’ll go back and tell Rita about them, I think. She’ll be pleased. It will be something, a small achievement, to have made oranges happen. Those who’ve reached the counter hand their tokens across it, to the two men in Guardian uniforms who stand on the other side. Nobody talks much, though there is a rustling, and the women’s heads move furtively from side to side: here, shopping, is where you might see someone you know, someone you’ve known in the time before, or at the Red Center. Just to catch sight of a face like that is an encouragement. If I could see Moira, just see her, know she still exists. It’s hard to imagine now, having a friend. But Ofglen, beside me, isn’t looking. Maybe she doesn’t know anyone anymore. Maybe they have all vanished, the women she knew. Or maybe she doesn’t want to be seen. She stands in silence, head down. As we wait in our double line, the door opens and two more women come in, both in the red dresses and white wings of the Handmaids. One of them is vastly pregnant; her belly, under her loose garment, swells triumphantly. There is a shifting in the room, a murmur, an escape of breath; despite ourselves we turn our heads, blatantly, to see better; our fingers itch to touch her. She’s a magic presence to us, an object of envy and desire, we covet her. She’s a flag on a hilltop, showing us what can still be done: we too can be saved. The women in the room are whispering, almost talking, so great is their excitement. “Who is it?” I hear behind me. “Ofwayne. No. Ofwarren.” “Showoff,” a voice hisses, and this is true. A woman that pregnant doesn’t have to go out, doesn’t have to go shopping. The daily walk is no longer prescribed, to keep her abdominal muscles in working order. She needs only the floor exercises, the breathing drill. She could stay at her house. And it’s dangerous for her to be out, there must be a Guardian standing outside the door, waiting for her. Now that she’s the carrier of life, she is closer to death, and needs special security. Jealousy could get her, it’s happened before. All children are wanted now, but not by everyone. But the walk may be a whim of hers, and they humor whims, when something has gone this far and there’s been no miscarriage. Or perhaps she’s one of those, Pile it on, I can take it, a martyr. I catch a glimpse of her face, as she raises it to look around. The voice behind me was right. She’s come here to display herself. She’s glowing, rosy, she’s enjoying every minute of this. “Quiet,” says one of the Guardians behind the counter, and we hush like schoolgirls. Ofglen and I have reached the counter. We hand over our tokens, and one Guardian enters the numbers on them into the Compubite while the other gives us our purchases, the milk, the eggs. We put them into our baskets and go out again, past the pregnant woman and her partner, who beside her looks spindly, shrunken; as we all do. The pregnant woman’s belly is like a huge fruit. Humungous, word of my childhood. Her hands rest on it as if to defend it, or as if they’re gathering something from it, warmth and strength. As I pass she looks full at me, into my eyes, and I know who she is. She was at the Red Center with me, one of Aunt Lydia’s pets. I never liked her. Her name, in the time before, was Janine. Janine looks at me, then, and around the corners of her mouth there is the trace of a smirk. She glances down to where my own belly lies flat under my red robe, and the wings cover her face. I can see only a little of her forehead, and the pinkish tip of her nose.

©VANIN

Next we go into All Flesh, which is marked by a large wooden pork chop hanging from two chains. There isn’t so much of a line here: meat is expensive, and even the Commanders don’t have it every day. Ofglen gets steak, though, and that’s the second time this week. I’ll tell that to the Marthas: it’s the kind of thing they enjoy hearing about. They are very interested in how other households are run; such bits of petty gossip give them an opportunity for pride or discontent. I take the chicken, wrapped in butcher’s paper and trussed with string. Not many things are plastic, anymore. I remember those endless white plastic shopping bags, from the supermarket; I hated to waste them and would stuff them in under the sink, until the day would come when there would be too many and I would open the cupboard door and they

would bulge out, sliding over the floor. Luke used to complain about it. Periodically he would take all the bags and throw them out. She could get one of those over her head, he’d say. You know how kids like to play. She never would, I’d say. She’s too old. (Or too smart, or too lucky.) But I would feel a chill of fear, and then guilt for having been so careless. It was true, I took too much for granted; I trusted fate, back then. I’ll keep them in a higher cupboard, I’d say. Don’t keep them at all, he’d say. We never use them for anything. Garbage bags, I’d say. He’d say . . . Not here and now. Not where people are looking. I turn, see my silhouette in the plate glass window. We have come outside, then, we are on the street.

A group of people is coming towards us. They’re tourists, from Japan it looks like, a trade delegation perhaps, on a tour of the historic landmarks or out for local color. They’re diminutive and neatly turned out; each has his or her camera, his or her smile. They look around, bright-eyed, cocking their heads to one side like robins, their very cheerfulness aggressive, and I can’t help staring. It’s been a long time since I’ve seen skirts that short on women. The skirts reach just below the knee and the legs come out from beneath them, nearly naked in their thin stockings, blatant, the high-heeled shoes with their straps attached to the feet like delicate instruments of torture. The women teeter on their spiked feet as if on stilts, but off balance; their backs arch at the waist, thrusting the buttocks out. Their heads are uncovered and their hair too is exposed, in all its darkness and sexuality. They wear lipstick, red, outlining the damp cavities of their mouths, like scrawls on a washroom wall, of the time before. I stop walking. Ofglen stops beside me and I know that she too cannot take her eyes off these women. We are fascinated, but also repelled. They seem undressed. It has taken so little time to change our minds, about things like this. Then I think: I used to dress like that. That was freedom. Westernized, they used to call it. The Japanese tourists come towards us, twittering, and we turn our heads away too late: our faces have been seen. There’s an interpreter, in the standard blue suit and red-patterned tie, with the winged-eye tie pin. He’s the one who steps forward, out of the group, in front of us, blocking our way. The tourists bunch behind him; one of them raises a camera. “Excuse me,” he says to both of us, politely enough. “They’re asking if they can take your picture.” I look down at the sidewalk, shake my head for no. What they must see is the white wings only, a scrap of face, my chin and part of my mouth. Not the eyes. I know better than to look the interpreter in the face. Most of the interpreters are Eyes, or so it’s said. I also know better than to say yes. Modesty is invisibility, said Aunt Lydia. Never forget it. To be seen—to be seen—is to be—her voice trembled— penetrated. What you must be, girls, is impenetrable. She called us girls. Beside me, Ofglen is also silent. She’s tucked her red-gloved hands up into her sleeves, to hide them. The interpreter turns back to the group, chatters at them in staccato. I know what he’ll be saying, I know the line. He’ll be telling them that the women here have different customs, that to stare at them through the lens of a camera is, for them, an experience of violation. I’m looking down, at the sidewalk, mesmerized by the women’s feet. One of them is wearing open-toed sandals, the toenails painted pink. I remember the smell of nail polish, the way it wrinkled if you put the second coat on too soon, the satiny brushing of sheer pantyhose against the skin, the way the toes felt, pushed towards the opening in the shoe by the whole weight of the body. The woman with painted toes shifts from one foot to the other. I can feel her shoes, on my own feet. The smell of nail polish has made me hungry. “Excuse me,” says the interpreter again, to catch our attention. I nod, to show I’ve heard him. “He asks, are you happy,” says the interpreter. I can imagine it, their curiosity: Are they happy? How can they be happy? I can feel their bright black eyes on us, the way they lean a little forward to catch our answers, the women especially, but the men too: we are secret, forbidden, we excite them. Ofglen says nothing. There is a silence. But sometimes it’s as dangerous not to speak. “Yes, we are very happy,” I murmur. I have to say something. What else can I say?

18

Source: Margaret Atwood, The Handmaid’s Tale, p. 29-35

CHECK OUT

WRITING A NEWS REPORT ORIENTATION

You are going to write a news report about a fictional conflict between fictional states.

PREPARATION

1 You will get 2 fact files of fictional countries.

2 Read the descriptions carefully and look for points of difference.

3 Make a mind map in which you set up a conflict between the 2 countries.

4 Add some details of your own. Think of who, where, when, why, and how.

ACTION

5 Make a draft version of your news report.

6 Write your final version of the news report.

7 Share it on the platform your teacher chooses.

REFLECTION

8 Check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist:

1 Preparation

• I read the 2 fact files attentively.

• I conjured up a fictional conflict in a mind map.

• I added some details of my own.

2 Content and structure

• I structured my text according to the rules of news report writing.

• I wrote a well-structured text.

• I wrote a coherent text.

• I used the information from my outline.

3 Language

• I used correct vocabulary.

• I used correct grammar.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

Trace your steps on diddit.

UNIT 3: ART IS WHERE THE HEART IS

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK SUMMARY

Step 3: Understanding the power of words

Step 1: Describing emotions in visual art

Step 2: Discussing (the future of) poetry

TRACE YOUR STEPS

©VANIN

CHECK OUT: EXPRESSING YOURSELF WITH LANGUAGE

CHECK IN

PICASSO BABY

1 Watch Jay Z’s video ‘Picasso Baby’ and answer the questions. WATCHING

a Jay Z equates rap concerts to performance art. Explain why.

b Describe in your own words what Jay Z does in the video.

c Do you think Jay Z merits his place in the museum as an artist? Why (not)?

d Describe the people present at the venue. What kind of people are they? Give a few examples.

©VANIN

e Why did Jay Z invite them to make this video?

f Explain the title ‘Picasso Baby’. How do you interpret the song’s title?

g Look up the lyrics of the song. What is the song about?

h Is rap performance art in your view? Why (not)?

2 Is there an artist in you? Discuss.

a Have your ever tried to express yourself through art? If so, explain how.

b If not, if you were to express yourself in art, which art form would you choose? Why?

3 How do visual art and verbal art differ? Explain.

©VANIN

MAIN TRACK

STEP 1 / What makes art, Art?

Describing emotions in visual art

1 / A work of art which did not begin in emotion is not art

1 Watch the video ‘Emotion in Art’ and answer the questions.

a Which experience have we all had, according to the video?

b What is one of the main reasons that people buy art?

c Complete this quote from Mark Rothko and explain what he means in your own words: ‘The fact that people break down and cry when confronted with my pictures shows …

d How does the video define emotions?

e Which definition of fine art is used in the video? Which source does it come from?

f Does art have to be beautiful? Why (not)?

g An artist may communicate emotions intentionally or unintentionally. Explain the difference between these 2.

h ‘Emotion is what makes art an experience.’ Try to explain in your own words what is meant by this quote.

2 Can art help refine our understanding of complex human emotions? Scientists of the University of California, Berkeley, in collaboration with Google Arts and Culture, have been trying to index emotions from artworks through time and across cultures. Watch the introductory video from the project and answer the questions.

a Why was Professor Keltner ‘lucky’?

b Explain these quotes from the video in your own words:

1 ‘Our passions are really ways of looking at the world that teach us about justice and harm and loving and what it means to be part of a human community.’

©VANIN

2 ‘We were interested in documenting the power of art to reliably evoke nuanced feelings, like wonder and serenity and admiration.’

3 ‘There are very few contexts in our everyday lives that allow us to experience such complex feelings together with each other at the same time.’

c Which question does the research of Professor Keltner and Alan Cowen try to answer?

d Describe how the survey took place.

e What does Professor Keltner encourage viewers to do?

f Is the information in the video reliable? Explain your answer.

©VANIN

3 Do the vocabulary exercises by using the link on diddit from the art emotions map of UC Berkeley.

a Complete the table by adding the emotion words that are connected on the map.

b Then match the correct definitions on p. 144 to the words you have added to the table.

Afeelings of respect and slight fear; feelings of being very impressed by something/somebody

Bto be very afraid of something; to fear that something bad is going to happen

Cconnected with the whole universe

Dthe quality of being calm and peaceful

Ea feeling of great love or worship

Fmaking you feel very sad, usually because somebody has died or suffered a lot Ghaving spiritual powers or qualities that are difficult to understand or to explain

Hfull of life and energy

Ithe state of feeling nervous or worried that something bad is going to happen Jmaking somebody unable to recognise where they are or where they should go Ka strong wish to have or do something

Lthe feeling that you have when you enjoy something funny

Minteresting and fun and holding your attention completely Nunusual and not serious in a way that is either funny or annoying

Osomething that makes you feel sad; not bright or interesting

Pa feeling that you have a link with somebody/something or are part of a group Qcovered with a lot of decoration, especially when this involves very small or complicated designs

Ra state of not being certain about what is happening, what you should do, what something means, etc.

Sa strong feeling of dislike for somebody/something who/that you feel is unacceptable, or for something that looks, smells, etc. unpleasant

tease tackle delineatesmear forward spill capturelayout trick outlines canvas design splash liquid easel trance surfacedrip faint align pour edge erase drizzle rhythm

4 Watch the video ‘How to paint like Jackson Pollock’, and then do the vocabulary exercises.

a Highlight all the words that are used in the video in the table below.

8 10 12 13

b Use the words you highlighted in exercise a to fill in the crossword puzzle.

to accurately express a feeling or atmosphere to jet a small amount of liquid over something to spread out an oily substance to make wet with water thinking so much you don’t notice anything free flowing, not solid, or a gas to draw something in detail

regular repeated pattern of sounds or movements to make a fluid flow from a container strong material used by artists to paint on to produce or let fall small drops of a fluid a wooden frame to hold a picture while painting the outside or top layer of something lines around the edge, showing the main shape

c Use an adverb from the box below to complete the sentences.

autonomously – deceptively – haphazardly – profoundly – radically – variously

1 If you watch the video of ‘How to paint like Jackson Pollock’, it makes the painting of a modern masterpiece look easy.

2 The cost for the construction of a new town hall has been estimated between 5 and 10 million pounds.

3 Despite his health condition, Grandfather wasn’t keen on moving to a nursing home, as he still insisted on living

4 As there were no lines indicating parking spaces, cars were parked all over the square.

5 Lisa’s thoughts on climate change have changed , due to the overwhelming increase in exceptional weather events. She has seen her own environment being affected by this.

d Use a verb from the box below to complete the sentences. Be sure to conjugate the verbs in the correct verb form.

to adjust – to coin – to compose – to define – to explore – to influence – to shape –to shuffle – to trace back to

1 The city of Boston can easily on foot.

2 The musician the music for his own wedding.

3 Without an ID chip, stray dogs can rarely their owners.

4 The goals of this assignment clearly by the teacher.

5 The artist the sculpture with a chisel.

6 William Shakespeare the phrase ‘To be or not to be’.

7 When writing a speech, don’t forget to your language to your target audience.

8 My mum is trying to my choice of college, but I want to make up my own mind.

9 Don’t forget to the cards before you deal.

5 Watch the video again and answer these content questions.

a Break down this tutorial to its essence. List the steps and techniques it requires to paint like Pollock.

b Why is Pollock’s type of painting called ‘action painting’?

c Which other types of artists were influenced by Pollock’s way of working? Why was that?

d Are these statements true, false or not mentioned in the video (NIV)? Prove your answer with information from the video.

1 Pollock had always painted his work on the floor.

2 Pollock often used conventional brushes.

3 The paint he used had a very low viscosity.

4 The painting style reflects the movements of a dancer.

5 Pollock’s work is not very emotional.

6 The lines in Pollock’s paintings were drawn randomly.

7 Pollock’s paintings are fine art.

e Link Pollock’s painting to the emotions in art. Which type of emotions does it express?

6 Convince your (art) teacher to have a go at this in class. One student gives the instructions based on the video, the other student performs the art. Use the vocabulary from the previous exercises.

7 Pollock’s painting ‘Number 17a’ (from 1949) was sold for 200 million dollars in 2015.

a Now that you have watched the video, does this change your opinion of the artistic value of Jackson Pollock’s paintings? Is this type of painting art in your view? Why (not)?

b Is this form of art worth it? Why (not)?

c Research online the most expensive works of art ever sold. Which works and artists top the chart? Do you agree with the ranking? Why (not)?

SPOKEN INTERACTION SPOKEN INTERACTION reading

2 / Say what you want to say

1 Act out a few short dialogues based on the ‘feel wheel’.

a Preparation: think of a few short situations with these main feelings: fearful, angry, disgusted, sad, happy, surprised, bad.

b Action: act out your dialogues with a partner. Use ‘the feel wheel’ to specify the emotion, and adapt it specifically to each situation.

c Reflection: check your dialogues by filling in the checklist. Ask your teacher for feedback.

Checklist: acting out a dialogue

1 Content and structure

• We started and ended the conversations appropriately.

• The situation in each of the dialogues reflects the given emotion.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I spoke fluently.

• I paid attention to my pronunciation.

Feedback

Yes I think soNo

©VANIN

2 Use an emotion word from the box below to complete the sentences.

annoyed – appalled – cheeky – embarrassed – excited – fragile – hesitant – indifferent –insignificant – remorseful – skeptical – startled

1 Sarah is really about going to college.

2 Be careful with that box! The contents are

3 The witnesses were at the hit-and-run accident that killed a young kid.

4 With a grin, Wayne admitted he was behind the prank on his best friend.

5 The day after the party, Kayleigh was of her drunk behaviour.

6 The scientist had hoped for a breakthrough, but unfortunately the results of his experiment were statistically

7 The thief seemed genuinely for what he had done.

8 After the sale of their top striker, the pundit was about Chelsea’s chances of winning the Premier League title this season.

9 Too many politicians seem to the daily struggle of ordinary people to make ends meet.

10 After her surprise wedding proposal, Nina’s girlfriend looked at her with eyes before answering the question.

3 Do the gallery walk your teacher will provide for you in small groups. Look at the images and texts, and discuss them with your classmates: which ones are art in your opinion?

4 What makes art, Art?

a Sit down with your group and list which criteria you used to call the images or texts in exercise 3 art, and which criteria result in your appreciation of it.

b Report back to the class. Check for similarities and differences between the groups.

c Try to use the feedback of the different groups to come up with a class definition of ‘Art’.

ART:

d Look up the definition of art in a(n online) dictionary. Is your definition close to it? Where does your definition differ?

5 Now hold an auction for the pieces (of art?) in exercise 3 and bid on your favourites. How much would you be willing to pay for them?

CHECK 1, see p. 174

STEP 2 / Nothing breaks like a heart

Discussing (the future of) poetry

1

/ Poetry in motion

1 Discuss these questions.

a Do a short brainstorm on ‘poetry’. What do you associate with poetry?

b What is the place of poetry in modern society? Is it relevant in your life? Explain.

2 Poetic devices: a key roundup.

a First, link a poetic device from the box below to the correct definition.

alliteration – anaphora – antithesis – assonance – chiasmus – cliché – hyperbole –metaphor – oxymoron – personification – simile – synaesthesia

1the repetition of similar vowel sounds that takes place in 2 or more words in proximity to each other

2a deliberate exaggeration for poetic or dramatic effect

3a combination of 2 words that appear to contradict each other

4a comparison between 2 things, using words such as ‘like’, ‘as’, ‘as though’

5a figure of speech in which sharply contrasting ideas are juxtaposed in a balanced or parallel phrase or grammatical structure

6the deliberate repetition of a word or phrase at the beginning of several successive verses

7a rhetorical inversion of the second of 2 parallel structures

8the use, especially in poetry, of the same sound or sounds, especially consonants, at the beginning of several words that are close together

9an attempt to fuse different senses by describing one in terms of another

10the endowment of inanimate objects or abstract concepts with animate or living qualities

11a comparison between essentially unlikely things without using words, or application of a name or description, to something to which it is not literally applicable

12a predictable, too often used way of expression

b Now match the quotes from the poems and songs to a poetic device.

Laid back, with my mind on my money and my money on my mind

‘Cause you’re hot then you’re cold

You’re ‘Yes’ then you’re ‘No’

You’re in then you’re out

You’re up then you’re down

You’re wrong when it’s right

It’s black and it’s white

Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore— While I nodded, nearly napping, suddenly there came a tapping, As of someone gently rapping, rapping at my chamber door.

The music of white dances softly around

The soft silence and blue are bound

Purple is calm, the sound soft and sweet

The brightness of a rainbow is a hypnotic beat

In yellow, the silence is loud

While red is a yell, robust and proud

When day comes we ask ourselves, where can we find light in this never-ending shade?

The loss we carry, a sea we must wade

We’ve braved the belly of the beast

You, with your words like knives

And swords and weapons that you use against me

You have knocked me off my feet again

Got me feeling like a nothing

You, with your voice like nails on a chalkboard

Calling me out when I’m wounded

You, picking on the weaker man

We’ve learned that quiet isn’t always peace

And the norms and notions of what just is

Isn’t always just-ice

And yet the dawn is ours before we knew it

©VANIN

Somehow we do it

Somehow we’ve weathered and witnessed a nation that isn’t broken but simply unfinished

Good night, good night! Parting is such sweet sorrow, That I shall say good night till it be morrow.

Every night in my dreams

I see you, I feel you Love can touch us one time And last for a lifetime Near, far, wherever you are I believe that the heart does go on

If you want the moon, do not hide from the night. If you want a rose, do not run from the thorns. If you want love, do not hide from yourself.

I

Life is a highway

I wanna ride it all night long

If you’re going my way I wanna drive it all night long

When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze.

I’d die for you I’d cry for you

You know it’s true Baby, I’d die for you

3 Read the quotes again. Did you recognise any of them?

a Try to spot which quotes come from pop song lyrics and which stem from poetry.

reading

Poetry

b (How) can you tell the difference? Explain.

4 Carefully read your assigned poem (p. 154) and discuss the questions below.

reading

one hundred and fifty-three

b Crucial for a poetic text is its emotive function. Which mood and emotions does the poem evoke? Use the vocabulary from Step 1 to correctly phrase them. Then highlight the words in the poem that lead the way to that feeling.

c Look for poetic devices in the poem. How do they support the theme or the atmosphere of the poem?

d Which poem do you like best? Why? What can you infer from this about your own literary taste?

EVERYTHING IS GOING TO BE ALL RIGHT

How should I not be glad to contemplate the clouds clearing behind the dormer window and the high tide reflected on the ceiling?

There will be dying, there will be dying, but there is no need to go into that. The poems flow from the hand unbidden and the hidden source is the watchful heart.

The sun rises in spite of everything and the far cities are beautiful and bright. I lie here in a riot of sunlight watching the day break and the clouds flying.

Everything is going to be all right.

i don’t know what living a balanced life feels like when i am sad i don’t cry i pour when i am happy i don’t smile i glow when i am angry i don’t yell i burn the good thing about feeling in extremes is when i love i give them wings but perhaps that isn’t such a good thing cause they always tend to leave and you should see me when my heart is broken i don’t grieve i shatter

© By kind permission of the author’s Estate and The Gallery Press, Loughcrew, Oldcastle, County Meath, Ireland from The Poems: 1961-2020 (2021)

– Rupi Kaur, Milk and Honey

– Derek Mahon, Exodus

THE ROAD NOT TAKEN

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long as I stood And looked down one as far as I could To where it bent in the undergrowth;

CROSSING THE WATER

Black lake, black boat, two black, cut-paper people. Where do the black trees go that drink here? Their shadows must cover Canada.

A little light is filtering from the water flowers. Their leaves do not wish us to hurry: They are round and flat and full of dark advice.

Cold worlds shake from the oar. The spirit of blackness is in us, it is in the fishes. A snag is lifting a valedictory, pale hand;

Stars open among the lilies. Are you not blinded by such expressionless sirens? This is the silence of astounded souls.

AUBADE

I know my leaving in the breakfast table mess Bowl spills into bowl: milk and bran, bread crust crumbled. You push me back into bed.

More “honey” and “baby”. Breath you tell my ear circles inside me, curls a damp wind and runs the circuit of my limbs. Interrogate the air;

smell Murphy’s Oil Soap, dog kibble. No rose. No patchouli swelter. And your mouth –sesame, olive. The nudge of your tongue behind my top teeth.

Did you know?

An aubade is a morning love song (as opposed to a serenade, intended for performance in the evening), or a song or poem about lovers separating at dawn.

Source: Wikipedia

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere to ages and ages hence: Two roads diverged in a wood, and I –I took the one less traveled by, And that has made all the difference

To entirely finish is water entering water. Which is the cup I take away?

More turning me. Less your arms reaching around my back. You ask my ear where I have been and my body answers, all over kingdom come.

©VANIN

© Faber and Faber Ltd

– Amber Flora Thomas, Eye of Water

– Sylvia Plath, Crossing the Water

– Robert Frost, The Road Not Taken

2 / The future of poetry

1 Discuss these questions.

a Have you ever posted a literary or poetic quote on one of your socials? Can you recall or find the text?

b What was your intention in doing so?

c What was the online response to it? Did you get the comments you had expected? Explain.

2 Read the text your teacher gives you about the future of poetry and answer the questions.

a Before reading the whole text, try to explain the title. What do you expect the text is about?

b Do you know some of the Insta-poets mentioned in the text?

5 Form groups and find classmates who have read the other poems and explain the respective poems to each other. speaking simplistic highbrow relatable melodramatic simple short lengthy motivational sincere complex rational universal emotions

c Highlight the typical characteristics of Instagram poetry in the box below.

d Why is Instagram poetry called ‘gateway poetry’?

Because it is terrible poetry you want to get rid of.

Because it puts the reader on the wrong foot.

Because it is an accessible form of poetry, not too complex to understand. Because it was first published on an online platform called ‘Gateway’.

e What impact does Instagram poetry have on the future of poetry?

Very little, as poetry is a very conservative genre. Hardly any, since today’s youngsters are not interested in poetry. It brings radical democratisation in the genre of poetry. A significant impact, as it is a push for diversity in the poetry world.

©VANIN

f How are Instagram poets criticised? Do you agree with the critique?

g Tick off the correct meaning of the underlined words from the text.

1 relatable (line 5): about love and relationships put into perspective understandable

2 scoffed (line 10): criminal fed up with sneered at

3 aesthetic (line 12): connected with beauty ethical sketched

4 sincerity (line 12): holiness a time long passed truthfulness

5 household name (line 21): house brand maiden name a person or thing that is well-known

6 highbrow (line 64): having a high skyline having big eyebrows related to serious art and culture

7 ignorance (line 70): giftedness hug lack of knowledge of something

8 merit (line 81): deserving praise mare salary

9 to frown upon (line 85): to bend over to fidget with to think badly of

10 perceived (line 96): insisted to make somebody believe that something is not true thought of in a particular way

11 trivial (line 114): not important or serious threefold triangular

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12 bland (line 118): mixture not having a strong or interesting taste sharp

3 Check out the following examples of Instagram poetry.

a Read the poems and talk to your classmates about your appreciation of them. Give arguments for your likes or dislikes.

b Can you recognise any of the characteristics from the text attributed to this type of poetry? Which ones? Explain.

c After reading them, would you refute or back up the criticism given on the Insta-poems? Explain.

©VANIN

4 Make a blackout or other short poem for your own Instagram account. Then share it with your class. writing

ART IS WHERE THE HEART IS

3 / Music was my first love

1 Listen to the songs while paying attention to the lyrics. Categorise the songs based on the emotion and atmosphere they evoke. Use the vocabulary from this unit.

2 Pair up. You will get one song to analyse. Read and analyse the lyrics, using the questions on the worksheet you will get. Make notes of your findings. Afterwards, tell the class what you have discovered.

3 Compare your emotional perception of the songs to the key emotions scientists from UC Berkeley distinguished by means of a survey of 2,500 people in the US and in China. Surf to the audio map to find out. You will find the link on diddit. Are your conclusions similar? Where can you insert your song into the map?

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Scientists have mapped 13 key emotions triggered when we listen to music. (Graphic by Alan Cowen)

4 Check out the videoclip of the songs online. Does the video support the emotions you had found out in the song? Why (not)?

5 Discuss your and the class’s favourite music. Do the tasks below.

a Which songs do you play for which emotions? Add examples to your playlist.

b Talk to a classmate about your playlist.

– Explain to your partner why these songs are on your playlist. Is it because of the music, the lyrics or memories attached to the song? Explain your choice. Use the vocabulary learned in this unit.

Look up the lyrics of one of your favourite songs in the list and analyse in detail what the song is about in your view. Explain this to your partner.

c Put a cool song lyrics caption of one of your favourite songs on your, or the class’s, Instagram account. If you lack inspiration, check the link on diddit.

d Make a class playlist with everyone’s favourite songs. Share it on Spotify.

6 Twinsthenewtrend is a popular YouTube channel in which Tim and Fred, 2 brothers from Indiana, post vlogs in which they film their comments and reactions on older songs they listen to for the first time.

a Watch their response to classics like Phil Collins’ ‘In the Air Tonight’ and Dolly Parton’s ‘Jolene’. Then summarise their reactions to the songs.

b Make your own video while listening to, and commenting on, a song you hear for the first time.

STEP 3 / Write your heart out Understanding the power of words

1 Watch the video ‘A short history of spoken word poetry’ and reconstruct the timeline of the spoken word.

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Did you know?

Apples and Snakes, based at the Albany Theatre in Deptford, south-east London, is an organisation for performance poetry and the spoken word in England. It has been described as the main organisation promoting performance poetry in Britain. Set up in 1982 by a group of poets, the organisation has been ‘the development ground for many high profile poets and spoken word artists’ and others, including Billy Bragg, Kae Tempest and Mike Myers.

Source: Wikipedia

2 Check out a modern hero of the spoken word.

KAE TEMPEST

Kae Tempest is a playwright, poet, novelist and spoken word artist. They began performing when they left school at the age of 16. Tempest has since emerged as one of the UK’s most recognised performance artists, drawing large crowds at Glastonbury and Leeds Festivals. Their influences range from Wu-Tang Clan, to modernist poetry, to Tracey Emin. Neil McCormick has described them as ‘Britain’s most acclaimed young performance poet, Tempest can dazzle with scansion and flow, cadence and rhymes, but crucially employs their verbal skills in the service of big ideas – about poverty, identity, consumerism – and strong emotions.’

Adapted from: British Council – Literature

a Listen to Kae Tempest performing ‘More Pressure’ (ft. Kevin Abstract) and fill in the gaps.

b Which words are repeated throughout the text? Why?

©VANIN

More Pressure

More pressure

More release

More

More

More distance

More

The truth is I don’t know

It’s so deep

I know nothing

I used to think

Things were so clear

I was so near to nowhere

I could feel everything in me

Pushing for But are

ground beneath me now tells me there’s no ground at all

More pressure

More release

Your eyes, your cheeks

Your features crease

More desire

Less

Less complex

More

Less push

More flow

Please –Let me let go

Get it all out of you

Let it surprise you

I was in a party, face mostly eyeballs in a bag of white lies

Saying I’m sick and tired of my own advice

I see it now

So perfect

But so hard to

One step forwards, two steps backwards

One soul’s epiphany’s

Another soul’s madness

I saw the truth in the curls of the vanishing girl

Hands like cobwebs dangling

Eyes like deep sea dives

She said stop worrying man Stop

Calmer

Clearer Closer

Nearer

More grounded

More

Less convoluted

More stillness

More movement

More

Less improvement

More decisions

Less solutions

Less inhibition

Less

More intuition

More

More nature

More protection

More abundance

More reflection

Less instruction

More

More pressure

More release

More

More

More distance

More

The truth is I don’t know

It’s so deep

More pressure

More release

More

More

Less push

More flow

Please –

Let me let go

Let me let go

Blast from the past

What’s so special

What’s

We

Sitting

to crease: to fold, to make lines into something epiphany: a sudden and surprising moment of understanding white lies: a small lie, especially one you tell to avoid hurting someone convoluted: extremely complicated and difficult to follow

inhibition: shy or nervous feeling that stops you from expressing your real thoughts or feelings

abundance: large quantity, more than enough to revel: to spend time enjoying yourself in a noisy, enthusiastic way

c What do you think ‘More Pressure’ is about? Explain, using examples from the text.

© Music & lyrics: Daniel Carey, Kae Tempest, Clifford Simpson, Orla Carey

d Pay attention to the rhythm and the intonation of Kae Tempest’s diction. What do you notice? How does it support the message of the ‘song’? Explain.

3 Have you ever done freewriting? Explain in your own words what it is.

4 If not, find out what freewriting is by watching the video.

a What are 3 main characteristics of freewriting?

b What are the advantages of using freewriting?

©VANIN

CHECK 3, see p. 189

SUMMARY

1 ART

Word Translation

My notes to adjustaanpassen to alignuitlijnen

an artisteen artiest, kunstenaar autonomousautonoom, onafhankelijk a brusheen borstel

a canvaseen canvas, schilderdoek to capturevangen, weergeven, bevatten to coin uitvinden to composecomponeren, samenstellen deceptivebedrieglijk, misleidend to definebepalen

to delineateaflijnen, afbakenen

a designeen ontwerp to drip druppelen

to drizzledruppelen, druppen

an easeleen (schilders)ezel

an edgeeen rand to exploreontdekken, verkennen haphazardwillekeurig, random to influencebeïnvloeden, invloed uitoefenen op intentionalbewust, bedoeld liquid vloeibaar

an outlineeen contour, omtrek(lijn) paint verf profounddiep, grondig

radicalradicaal, drastisch to shapevormgeven

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to shuffleschudden, mengen simplisticsimplistisch, te eenvoudig to smear(uit)smeren

to splash spatten to trace back toterugverwijzen naar, teruggaan op

2 EMOTIONS

Word Translation My notes

abandonedverlaten, achtergelaten absorbingopslorpend, absorberend adorationverheerlijking, bewondering admirationbewondering anxietyangst, bezorgdheid anxiousangstig, bezorgd appalledontzet, verschrikt astonishedverwonderd

awe ontzag, eerbied

belief geloof

bored verveeld

calmnesskalmte

chaoticchaotisch, wanordelijk

cheekybrutaal

composedbeheerst

confidentzelfzeker

confusionverwarring

connectednessverbondenheid

cosmickosmisch, ruimtelijk courageousmoedig, dapper

cunningsluw

chills rillingen

delicatedelicaat, gevoelig

desire verlangen

disorientingverwarrend, desoriënterend distasteafkeer, weerzin

disgustafkeer, walging

disgustedvol afkeer, walgend

dreamydromerig

dread vrees, angst

drearysomber, treurig

eager gretig, verlangend

ecstaticextatisch, uitzinnig

embarrassedbeschaamd

excitedopgewonden, enthousiast fearfulbevreesd, angstig fragilebreekbaar, fragiel furiouswoedend horrifiedschokkend, met afschuw vervullend

humiliatedvernederd humouroushumoristisch, grappig indifferentonverschillig inquisitivenieuwsgierig, onderzoekend insecureonzeker

insignificantonbeduidend, onbelangrijk inspiredgeïnspireerd intimateintiem

intricateingewikkeld, complex lively levendig

mysteriousmysterieus mysticalmystiek, verborgen nauseatedmisselijkmakend

optimisticoptimistisch ornatesierlijk, barok overwhelmedoverweldigd pride (noun)trots

proud (adjective)

trots

psychedelicpsychedelisch, bewustzijnsverruimend rationalrationeel, verstandelijk to rejectafwijzen

relatableherkenbaar, verbindend relief opluchting

remorsefulberouwvol

sadnessdroefenis, verdriet scepticalsceptisch, twijfelend sensualsensueel

serenitysereniteit, kalmte shrewdsluw sincereeerlijk, oprecht

startledverrast, opgeschrikt strangeraar, eigenaardig

tense gespannen, spannend tormentedgetormenteerd, gekweld touchylichtgeraakt, gevoelig

tragic tragisch

unwillingonwillig, met tegenzin

vibrantlevendig

whimsicalgrillig

wonderverwondering, verbazing worriedbezorgd, ongerust

3 MUSIC

Word Translation My notes atmospheresfeer, ambiance to attach tohechten aan, verband hebben met beat ritme, tempo

chorus refrein

counterculture tegencultuur

to distinguishonderscheiden to evoke oproepen, uitlokken headlinerhoofdact, top van de affiche to lack ontbreken

lyrics liedjestekst memoryherinnering musicianmuzikant perceptionperceptie, voorstelling performancevoorstelling, prestatie rhythmritme

©VANIN

taste smaak to triggeruitlokken, oproepen

venue ontmoetingsplaats, concertzaal verse strofe, vers

Literary terms and poetic devices

alliterationthe use, especially in poetry, of the same sound or sounds, especially consonants, at the beginning of several words that are close together

e.g. ‘My spirit’s sleeping somewhere cold.’ (Evanescence)

anaphorathe deliberate repetition of a word or phrase at the beginning of several successive verses

e.g. ‘It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness.’ (Charles Dickens)

antithesisa figure of speech in which sharply contrasting ideas are juxtaposed in a balanced or parallel phrase or grammatical structure

e.g. ‘That’s one small step for man, one giant leap for mankind.’ (Neil Armstrong)

assonancethe repetition of similar vowel sounds that takes place in 2 or more words in proximity to each other

e.g. surf and turf

chiasmusa rhetorical inversion of the second of 2 parallel structures

e.g. ‘Pleasure’s a sin, and sometimes sin’s a pleasure.’ (Lord Byron)

cliché a predictable, too often used way of expression

e.g. Don’t worry about your boyfriend breaking up with you. There are plenty of fish in the sea.

hyperbolea deliberate exaggeration for poetic or dramatic effect

e.g. My parents would kill me if they found out I had cheated on a test.

metaphora comparison between essentially unlikely things without using words or application of a name or description to something to which it is not literally applicable

e.g. You are an angel.

oxymorona combination of 2 words that appear to contradict each other

e.g. It’s hard to bear the sound of silence.

personificationthe endowment of inanimate objects or abstract concepts with animate or living qualities

e.g. The shadows were dancing on the floor. simile a comparison between 2 things, using words such as ‘like’, ‘as’, ‘as though’

e.g. You are as cold as ice.

synaesthesiaan attempt to fuse different senses by describing one in terms of another

e.g. That singer has a golden voice.

HOW TO be creative with language

1 Before writing

Yes, you can

– Believe in yourself: yes, you can write a creative text if you make an effort.

Change your mindset: no great story would ever have been written or published if all the writers in history had thought they were bad.

Nothing’s wrong

You are the boss of your creative expression:

– You can pick the theme, the genre, the style and tone.

– Your text can be funny, romantic, sad, tragic, serious or eerie.

2 While writing

This is not a full novel

This type of creative text is rather short: an impression of an atmosphere or a part of a (possibly longer) story.

– Keep the number of events or topics limited.

– Use techniques such as:

• in medias res

• a (half)open ending

• flashbacks or flash forwards

– Dare to leave things implicit (by using suggestions or non-literal language).

Avoid clichés

– A text based on a sad work of art doesn’t have to end in suicide.

– A romantic work of art doesn’t necessitate ‘and they lived happily ever after’.

– Avoid the biggest cliché ending ever: ‘Then they woke up and realised it was all just a dream.’

Pimp your style and vocabulary

– Avoid listing events or actions like in a summary or a cooking recipe.

– Pay attention to the setting.

– Play with the point of view.

Take your time to build up the tension or atmosphere in the text.

– Use a thesaurus or dictionary to look for synonyms:

• e.g. ‘Strange’ can be replaced by: odd, curious, unusual, peculiar, bizarre, weird, uncanny, unfamiliar, abnormal or anomalous.

• e.g. ‘Funny’ can be changed to: amusing, humorous, comic, comical, droll, laughable, hilarious, chucklesome or ludicrous.

Write and rewrite

Edit. Edit. Edit.

– No great text has ever been written in one go.

– Start with a draft version and edit it a couple of times.

Evaluate your writing process

Read your end result and decide:

– What went well?

– How can I improve?

©VANIN

ON DIFFERENT TRACKS

CHECK 1 ⁄ Describing emotions in visual art

1 The odd one out.

a Which word does not fit in the sentence? Explain why.

1 After not seeing my former classmate for so many years, I was amazed / surprised / overwhelmed / astonished at how little she had changed.

2 Peter felt humiliated / confident / betrayed / bitter when he found out his wife had cheated on him.

3 The teachers were courageous / inspired / optimistic / hopeful about the school’s new policy plan for the future.

4 Many Facebook users were disgusted / nauseated / horrified / bored by the terrorists’ video of the bombing shared on the platform.

5 After 2 hours of English at the end of a long day of school, the pupils looked tired / unfocused / insecure / sleepy.

6 On his first day at boarding school, Boris felt inquisitive / lonely / abandoned / sad, because he had to leave most of his friends from primary school behind.

7 After a rough start in his new job, Dad is finally starting to feel valued / rejected / accepted / respected by his new colleagues.

8 The sexy look she gave him before entering the bedroom made him feel curious / excited / trusting / hopeful about how their date would end.

9 The CEO seemed anxious / scared / worried / proud about holding the press conference on the company’s unexpectedly bad annual results.

b Choose 5 words from exercise a to write a coherent sentence. Make sure the meaning of the word is clear from your sentence.

Score < 8 8 - 11 > 11

Next exercise ex. 2 ex. 4 ex. 3

2 Look for synonyms for the words in italics. Choose from the box. betrayed – brave – deserted – keen – nosy – sick – surprised – unsure

1 Ryan tends to feel insecure before every exam, even when he has studied hard.

2 During the job interview, Chaymae felt her future employer was too inquisitive about her private life.

3 When stepping onto the boat in that stormy weather, Amber almost immediately felt nauseated

4 A bystander was courageous enough to dive after the little boy who had fallen off the bridge into the river.

5 After not seeing her granddaughter for 3 months, Grandma was astonished at how much the little girl had grown.

©VANIN

6 Jennifer felt backstabbed when her best friend spilled all her relationship secrets to the rest of the class.

7 Amin was anxious to start his first semester in college.

8 Due to the recession that hit West Virginia hard, many smaller towns have quite a lot of abandoned houses, as inhabitants left in search of better prospects.

Score < 6 ≥ 6

Next exercise ex. 4

3 Order these words on a semantic scale. For each set of words, explain your reasoning.

a calm – content – delighted – ecstatic – happy – unmoved

b angry – annoyed – cool – displeased – furious

c eager – enthusiastic – indifferent – passionate – unwilling

d concerned – fearful – nervous – tormented – worried

e bright – brilliant – cunning – shrewd – smart

©VANIN

f composed – delicate – hypersensitive – sensitive – touchy

Score < 9 ≥ 9

Next exercise ex. 4 ex. 5

4 Watch the video on painter Aelita Andre and answer the questions.

a What type of painting does Aelita do? Explain why, with reference to her way of working and the images on her paintings.

WATCHING

b Are these statements true, false or not mentioned in the video (NIV)? Correct the false statements.

Statement TrueFalse(NIV)

1 Aelita Andre is an American girl.

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3 The first gallery owner they approached knew she was only 2 years old when he accepted her first paintings.

4 Aelita’s studio is called ‘Aelita’s Magical World’.

5 Most other artists were enthusiastic when they found out the age of the painter of these exhibited works.

6 Aelita gets upset when a work of hers is sold.

c What do you think about Aelita Andre’s paintings? Write down your reaction to her work in 3 sentences. Use some of the vocabulary you have learned in this unit to express your opinion.

Score < 7 ≥ 7

Next exercise

Check 2, p. 179

5 Form groups and play charades. Each student draws a card with an emotion on it to perform. The others have to guess the correct word.

Score DC

Next exercise

Check 2, p. 179

CHECK 2 ⁄ Discussing (the future of) poetry

1 Read the blogpost ‘Higbrow vs. Lowbrow: Does it Matter?’ and answer the questions.

a Explain in your own words what ‘highbrow’ and ‘lowbrow’ mean.

b Relate back to your group discussion in the Check In (p. 139). Did these concepts pop up during it, albeit in a different form? Explain how.

c Which problems does the writer of the article attribute to people who exclusively indulge in ‘highbrow’ culture?

d Which problems does he attribute to people who exclusively indulge in ‘lowbrow’ culture?

e Which suggestion does the author end his blogpost with?

Highbrow vs Lowbrow: Does it Matter?

The problem with people who exclusively indulge in ‘high’ culture

If you’ve ever spent any time discussing topics related to the arts with anyone, chances are you’ve noticed the great (sub-conscious) divide between popular and ‘high’ culture. The deeper you dive into the topic, the more it seems as though there never will be peace. But does the difference really matter?

You probably know the type. The oh-so sophisticated person who has profound insight into everything related to culture, who only listens to music considered highbrow, reads exclusively the classics and is excessively opinionated. The type who snidely condemns reading anything regarded as popular (their targets often include books with a huge following, such as the Harry Potter series).

On the opposite end, you have those who immediately get an allergic reaction whenever anyone mentions a classical composer or a poet. They immediately assume you’re being close-minded and pretentious, and surely the only reason you like those things, they believe, is because you wish to come across as educated. And the pop/rock they listen to, the pulp fiction they devour, they think, is just as profound and insightful as ‘high culture’. If only the ‘others’ weren’t so close minded, they’d surely get just as much recognition as ‘high’ culture.

Of course, in most cases it’s not a malicious attitude, but a sub-conscious bias. People generally (but not always) enjoy what they happened to have grown up with. But is it really necessary to condemn either extreme of the debate? Is it really worth anyone’s time complaining about what other people enjoy? Surely good things can be found in both popular and ‘high’ culture, as well as in any fringe subculture for that matter?

The problem with being highly discriminating against anything popular and which society wouldn’t regard as high culture is that it limits your options. Rather than going out there and exploring the market for anything new, you’ll often find that you first listen to what a particular group of people say is worth looking at / listening to / reading.

Some might consider it a rather closeminded approach. While it is true that a work of art which has withstood the test of time has a comparatively high likelihood of being good, it is never guaranteed. Also, individual tastes might mean that it just isn’t for you – even if the work, per se, is good. If you’re exclusively consuming artwork which ‘others say’ is going to expand your horizon, you’re barring yourself from finding hidden gems elsewhere.

Artists, too, never really discriminate in the same way that consumers do. Before capitalism guaranteed the emergence of the middle-class, it was very difficult to distinguish between popular and high culture – indeed, even Shakespeare first wrote and acted for a company dedicated towards entertaining ‘commoners’ in a dodgy neighbourhood. Only time (and his genius!) raised him into the ranks of ‘high’ culture.

The modernists, too, blurred the lines between the two. Eliot, Pound, Woolf, Joyce: all of them enjoyed enough privileges, but nevertheless indulged in popular culture and used it in their own ‘highbrow’ work (alongside what their contemporaries considered highbrow).

At the end of the day, limiting oneself to highbrow culture means limiting one’s perspectives. It’s essentially the same as limiting oneself to popular culture. The

only difference is that the dictating entity which tells you what’s good isn’t the wider, but the ‘elite’ population.

The problem with people who exclusively indulge in popular culture

Popular culture has a much larger market, and therefore only consuming popular culture is less limiting (in terms of volume). But by condemning everything ‘highbrow’ as pretentious, you’re barring yourself from a wonderful world with a lot of variety.

Due to the nature of open markets, popular culture often lacks variety. The people creating such art know what is popular, and so they repeat the same tropes over and over again – ensuring that the consumer’s intake is less varied than may seem at first (hence why, for instance, many people say that pop music always sounds the same). It’s just a simple sales strategy.

Also, a lot of ‘good’ popular culture has its roots in high culture. Stephen King was inspired by both Edgar Allan Poe and Lovecraft; Tolkien’s work was heavily inspired by Anglo-Saxon and Norse poetry. Many of our contemporary crime thrillers draw their ideas from the works of figures such as Agatha Christie. Although I must note that she blurs the line between popular and high culture…

For the sake of personal development, there are really worse things one can do than to bridge the language gap between something old (and which is therefore difficult to enjoy) and by doing that to open up the world of ‘high’ culture and to see what the fuss is about. Avoiding it entirely and condemning it as elitist is no better than condemning everything popular. Of course it may have to do with considering such art ‘difficult’. This displays an underestimation of one’s own capabilities. It may also be because it reminds you of dull schoolwork, which

in reality is very different from picking it up yourself. Identify your subconscious bias and give it a go. You may surprise yourself.

The solution: mix and mingle

There’s not really any way around it. To avoid both pitfalls, all I can recommend is to be more open-minded about things. Why would you bother condemning Harry Potter for not being particularly important (in literary history) when it probably produced more new readers than any other book series before (aside from its entertainment-value)? Why would you condemn Macbeth as being elitist and pretentious when it’s actually deeply thrilling once you’ve gotten used to the language?

In the end, all you can do is to remind yourself not to close your mind to new things. No matter which side you feel more at home at. You can find hidden gems, beautiful books, gorgeous music anywhere you look. People are varied and flexible enough that a single person may equally enjoy a great deal of varied art. Muse, Klaus Nomi, Ella Fitzgerald and Gustav Mahler? Why not!

And if you don’t want to – or can’t –break out into new areas and enjoy art and culture from places and streams you don’t know or enjoy, that’s also not the end of the world. But then don’t go around complaining about other people who enjoy things you don’t. In short, act open-mindedly. Live and let live.

Closing thoughts

I must reiterate that a lot of the problem has to do with a subconscious attitude. Most people who act in that way are probably unaware of it. But it does, in the end, put a lot of pressure on an activity that should be about personal freedom, as well as the freedom to enjoy whatever you want.

f Choose the best alternative for these words from the text.

1 opinionated (line 14) dogmatic open-minded positive

4 barring (line 65) allowing boycotting denying

2 snide(ly) (line 15) loving(ly) pessimistic(ally) sneering(ly)

3 malicious (line 34) hateful loving pessimistic

5 trope (line 106) figure of speech hot lush

6 to reiterate (line 174) to continue to repeat to stop

Score < 8 8 - 11 ≥ 11

Next exercise ex. 4 ex. 3 ex. 2

2 Have a look at the poems and songs in this unit. Where would you rank them in the highbrow vs. lowbrow discussion? Explain your choice.

Did you know?

‘Middlebrow music, literature, art, and films are of good quality, interesting, and often popular, but can be understood quite easily.’

Source: Cambridge Dictionary

1 Title:

Explanation:

2 Title:

Explanation:

LOWBROW MIDDLEBROW HIGHBROW

LOWBROW MIDDLEBROW HIGHBROW

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3 Title:

LOWBROW MIDDLEBROW HIGHBROW

Explanation:

4 Title:

Explanation:

5 Title:

Explanation:

6 Title:

Explanation:

UNIT 3: ART IS WHERE THE HEART IS

LOWBROW MIDDLEBROW HIGHBROW

LOWBROW MIDDLEBROW HIGHBROW

LOWBROW MIDDLEBROW HIGHBROW

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7 Title:

LOWBROW MIDDLEBROW HIGHBROW

Explanation:

8 Title:

Explanation:

9 Title:

Explanation:

10 Title:

Explanation:

LOWBROW MIDDLEBROW HIGHBROW

LOWBROW MIDDLEBROW HIGHBROW

LOWBROW MIDDLEBROW HIGHBROW

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Score < 7 ≥ 7

Next exercise ex. 3 Check 3, p. 189

3 Look up the origin of the concept ‘highbrow’ vs. ‘lowbrow’.

a Where do the terms come from? Explain.

b Does the origin of the terms change your view on the discussion of ‘highbrow’ versus ‘lowbrow’? Explain you point of view (write about 30 words).

c Is the culture you appreciate more ‘highbrow’ or ‘lowbrow’? Explain, using at least 2 examples of art you can appreciate.

d Link this to the text on Instagram changing the role of poetry (p. 156). Are online socials lowering the threshold for the use of poetry in your view? Explain why (not) (write about 30 words).

Score DC

Next exercise

Check 3, p. 189

4 Read the text ‘Music, Emotion, and Well-Being’ and answer the questions.

a Fill in the 10 types of emotions and pleasure music produces in listeners by inserting the suitable terms in the correct paragraphs. Choose from the box.

action tendency – consumer behaviour – emotional mimicry – identity development –memories – mood regulation – musical anticipation – musical pleasure –refined emotions – time perception

Music, Emotion, and Well-Being

How does music affect the way we think, feel, and behave?

Reviewed by Abigail Fagan

One of the most important issues in the psychology of music is how music affects emotional experience (Juslin, 2019). Music has the ability to evoke powerful emotional responses such as chills and thrills in listeners.

Positive emotions dominate musical experiences. Pleasurable music may lead to the release of neurotransmitters associated with reward, such as dopamine. Listening to music is an easy way to alter mood or relieve stress. People use music in their everyday lives to regulate, enhance, and diminish undesirable emotional states (e.g. stress, fatigue). How does music listening produce emotions and pleasure in listeners?

The enjoyment of music appears to involve the same pleasure center in the brain as other forms of pleasure, such as food, sex, and drugs. Evidence shows that an aesthetic stimulus, such as music, can naturally target the dopamine systems of the brain that are typically involved in highly reinforcing and addictive behaviours.

In one study, participants listened to their favorite songs after taking naltrexone. Naltrexone is a widely prescribed drug for treating addiction disorders. The researchers found that when study subjects took naltrexone, they reported that their favorite songs were no longer pleasurable (Malik et al., 2017). However, not everyone experiences intense emotional responses to music. Roughly 5% of the populations do not experience chills. This incapacity to derive pleasure specifically from music has been called musical anhedonia.

Music can be experienced as pleasurable both when it fulfills and violates expectations. The more unexpected the events in music, the more surprising is the musical experience (Gebauer & Kringelbach, 2012). We appreciate music that is less predictable and slightly more complex.

There is also an intellectual component to the appreciation for music. The dopamine systems do not work in isolation, and their influence will be largely dependent on their interaction with other regions of the brain. That is, our ability to enjoy music can be seen as the outcome of our human emotional brain and its more recently evolved neocortex. Evidence shows that people who consistently respond emotionally to aesthetic musical stimuli possess stronger white matter connectivity between their auditory cortex and the areas associated with emotional processing, which means the two areas communicate more efficiently (Sachs et al., 2016).

4 .

Memories are one of the important ways in which musical events evoke emotions. As the late physician Oliver Sacks has noted, musical emotions and musical memory can survive long after other forms of memory have disappeared. Part of the reason for the durable power of music appears to be that listening to music engages many parts of the brain, triggering connections and creating associations.

5

Music often creates strong action tendencies to move in coordination with the music (e.g. dancing, foot-tapping). Our internal rhythms (e.g. heart rate) speed up or slow down to become one with the music. We float and move with the music.

6

Music doesn’t only evoke emotions at the individual level, but also at the interpersonal and intergroup level. Listeners mirror their reactions to what the music expresses, such as sadness from sad music, or cheer from happy music. Similarly, ambient music affects shoppers’ and diners’ moods.

7

Background music has a surprisingly strong influence on consumer behaviour. For example, one study (North, et al., 1999) exposed customers in a supermarket drinks section to either French music or German music. The results showed that French wine outsold German wine when French music was played, whereas German wine outsold French wine when German music was played.

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People crave ‘escapism’ during uncertain times to avoid their woes and troubles. Music offers a resource for emotion regulation. People use music to achieve various goals, such as to energize, maintain focus on a task, and reduce boredom. For instance, sad music enables the listener to disengage from the distressing situations (breakup, death, etc.), and focus instead on the beauty of the music. Further, lyrics that resonate with the listener’s personal experience can give voice to feelings or experiences that one might not be able to express oneself.

Music is a powerful emotional stimulus that changes our relationship with time. Time does indeed seem to fly when listening to pleasant music. Music is therefore used in waiting rooms to reduce the subjective duration of time spent waiting and in supermarkets to encourage people to stay for longer and buy more (Droit-Volet, et al., 2013). Hearing pleasant music seems to divert attention away from time processing. Moreover, this attention-related shortening effect appears to be greater in the case of calm music with a slow tempo.

Music can be a powerful tool for identity development (Lidskog, 2016). Young people derive a sense of identity from music. For example, the movie Blinded by the Light shows the power of Springsteen songs to speak to Javed’s experience on a personal level. The lyrics help him to find a voice he never knew he had, and the courage to follow his dreams, find love, and assert himself.

Source: Psychology Today

b Is the article reliable? Check the source and explain.

c Make 4 content questions about the text. Then swap with a classmate and answer each other’s questions.

CHECK 3 ⁄ Understanding the power of words

1 Do a short associative freewriting exercise, based on words given by your teacher. writing

Score DC

Next exercise ex. 3 ex. 2

2 Be the poet.

a Preparation: check your freewriting results. Re-read and edit, edit, edit!

b Action: turn your freewriting results into a short poem. Choose a genre you like (check Step 2).

c Reflection: check your artistic creation by filling in the checklist. Ask your teacher for feedback.

Checklist:

1 Content

• I wrote a short poem in the form of a genre discussed in this unit.

• I based the text on a creative idea or theme.

• I based the text on the words from the association exercise.

2 Language

• I was creative with language.

• I used correct grammar.

• I used correct spelling.

Feedback

Score DC

Next exercise ex. 3 All done!

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3 The master’s voice.

a Look up the lyrics of a track of a spoken word artist or a rapper who inspires you. Carefully listen to and read the lyrics.

b List 3 to 5 tricks and techniques the artist uses to make their performance stronger. Indicate examples in the text.

Score DC

Next exercise ex. 4

4 Your spoken word performance.

a Preparation: carefully listen to the way the artist in exercise 3 performed their track or poem. Pay attention to the stress and intonation pattern of the words to see how it fits into the rhythm. Highlight key stresses and pauses in the text.

b Action: try to perform (a part of) your chosen lyrics yourself for a classmate. Do it with enthusiasm, while paying attention to the rhythm and the pronunciation.

c Reflection: check your performance by filling in the checklist. Ask your teacher for feedback.

Checklist: your spoken word performance

1 Language

• I paid attention to my pronunciation.

• I performed the text fluently.

2 Performance

• I used word stress to put rhythm into the lyrics.

• I put enthusiasm into my performance.

Feedback

Yes I think soNo

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CHECK OUT

EXPRESSING YOURSELF WITH LANGUAGE ORIENTATION

You are going to do a creative language exercise, using freewriting, inspired by paintings or photographs. Based on the atmosphere and emotions of the artworks, you will use written or spoken word to express yourself creatively.

PREPARATION

1 Look at a series of 6 paintings or photographs that your teacher will show you. Try to approach each artwork with an open mind and allow yourself to freely associate with it. Focus and do not interact with classmates during the freewriting.

2 Look at the picture or the work of art and carefully take notes. Brainstorm by freewriting while looking at it. Don’t be too critical at first: jot down any ideas you have. Write down key words and make associations.

3 Let your imagination be sparked by the atmosphere of the artwork.

Start with an emotion: how does the artwork make you feel? Then think of an event or a situation that you link to the emotion.

4 The images are (not) important. Start from the concrete images of the picture or the artwork for inspiration or totally ignore them and just let the atmosphere of the artwork inspire you.

ACTION

5 After freewriting, go through your notes. Highlight good ideas and elaborate on them. Some visuals will inspire you more than others, but don’t throw out a picture or painting at first sight. Give it a chance to grow on you.

6 Select the artwork that gave you the best ideas. Develop your original ideas of the picture or painting that inspired you most. Skip the things you can’t use. Make a draft outline of your ideas.

7 Let the ideas marinate.

Don’t start writing out the ideas immediately. Let them develop in your head for a couple of days, and then start writing out your text.

8 Write out your story or text for the spoken word performance.

9 Get feedback after you have written your piece. It is a good idea to have someone (e.g. your teacher or a classmate) read your text and give you a few tips on how to improve it.

10 Finish writing or perform your text, using the feedback you have been given.

writing

REFLECTION

11 Reflect on your speaking or writing skills by filling in the checklist. Ask your teacher for feedback.

Checklist: expressing yourself with language (speaking) Yes I think soNo

1 Preparation

• I brainstormed using the freewriting method.

2 Content and structure

• I based the text on a creative idea.

• The topic of the final text reflects a clear emotion.

• There is a clear link with the picture or work of art.

3 Language

• I was creative with words.

• I edited my work.

• I used correct grammar.

• I paid attention to my pronunciation.

• I performed my text fluently and with enthusiasm.

Feedback

Or:

Checklist: expressing yourself with language (writing) Yes I think soNo

1 Preparation

• I brainstormed using the freewriting method.

1 Content and structure

• I based the final text on a creative idea.

• The topic of the text reflects a clear emotion.

• There is a clear link with the picture or work of art.

2 Language

• I was creative with words.

• I edited my work.

• I used correct grammar.

• I used correct spelling.

Feedback

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Trace your steps on diddit.

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK SUMMARY

Step 1: Learning about justice and (in)equality

Step 2: Using past tenses and past modals

TRACE YOUR STEPS

UNIT 4: CLOUDED JUDGEMENT ©VANIN

CHECK OUT: A MOCK TRIAL

Step 3: Learning about court in the US

1 What do you think? Did the following crimes actually happen or are they made up? Discuss.

Man locked in a pigeon cage for 20 years by his siblings

Japanese man smears his own excrement on teenage girl’s face

Llama on the loose snags carrots displayed outside of local greengrocer’s

Man throws a live alligator through a drive-thru window of Wendy’s restaurant

Attempted murder in Disneyland culprit is employee dressed up as Captain Hook

Elementary school shooter says: “I don’t like Mondays” as a response when asked for her motive

2 Every crime scene is a jigsaw puzzle.

a Put together the different items from some notorious true crime murders. Highlight them in the same colour. There are 4 items for each crime.

b Find a partner and discuss your choices.

c Go online and check your answers.

a Japanese cannibal owl

legal insanity

Joanna Yeates, a landscaping architect

the pizza delivery guy two suitcases

the local pastor guitar

‘He’s a homosexual.’

She was in love.’

an intentional car crash

a staircase

‘He is a trophy killer.’

also delivered marijuana

‘With the help of God’

Michael and Kathleen Peterson

one missing sock

on Christmas morning

a toilet tank lid

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‘My ultimate intention was to eat her, not necessarily to kill her.’

MAIN TRACK

STEP 1 ⁄ Justice and equality for all Learning about justice and (in)equality

1 / Fair and square

1 Watch the news report and answer the questions.

a What happened in Florida?

b What was the sixth grader charged with?

c What happened to the teacher?

d Give a synonym for the flag.

e Do you know what ‘your First Amendment right’ means?

f In which 5 states are schools not required to schedule in a moment every day to recite the Pledge?

VT:

IA:

OK:

WY:

HI:

g What meaning does Mrs GB give to the Pledge?

h Can you complete the Pledge of Allegiance? Look up the part that wasn’t mentioned in the video.

1

I of the United States of America and to the for which it stands one Nation under with and for all.

i Explain the Pledge of Allegiance by giving synonyms for the words that were left out in question h.

2 Answer the questions.

a Name the concepts in these pictures. Choose from: reality, equity, equality.

b Are these situations examples of equality or equity?

All public schools in a community have computer labs with the same number of computers and hours of operation during school hours.

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The city determines which times and how many hours communities actually need to use their community centres and reduces hours for centres that aren’t used as frequently.

A government subsidises gasoline and food. The subsidy is available to all people, rich and poor alike.

3 Get acquainted with some specific terminology.

a Find 18 typical ‘justice’ words in the word search below. Tip: the first letter of the words is marked.

b Match 9 of these words to the definitions in the table.

Word

Definition

the freedom to live as you wish or go where you want 2

1

the quality of being particularly noticeable or important 3 the highest authority or greatest power 4

an agreement between and support for the members of a group

the act of allowing many different types of people to do something and treating them fairly and equally 6

fairness in the way people are dealt with 7 an unfair and unreasonable opinion or feeling, especially when formed without enough thought or knowledge 8

able to be happy, successful, etc. again after something difficult or bad has happened 9

the fact of many different types of things or people being included in something

c Give the antonyms of numbers 6 to 9 in exercise b. You will find these antonyms in the word search as well.

d Complete the sentences with words you found in the word search.

1 It is the politician’s dream to live in a society based on but it was made painfully clear that social is still very much prevalent in society today.

2 The of a strong support system is often underestimated.

3 He was a racist and a believer in white

4 She appeared extremely after her father’s death.

5 I want to dispel the that outbreaks of monkeypox only happen in homosexual communities.

6 I’m not at to discuss this situation.

7 She wanted to show her with the case by finding common ground.

8 Unfortunately, racial discrimination and are still widespread in our country.

9 The rich is shown in the company’s workplace: there are people employed from all walks of life.

10 of students with special needs is of utmost importance for the school.

4 Find synonyms for the definitions. All the consonants are given. You can ‘buy’ a vowel from your teacher if you have a hard time figuring out the correct answers.

a) PRSN:

a building where criminals are forced to live as punishment

b) CRRCTNL FCLT:

c) PNTNTR:

the act of putting or keeping someone in prison

a) NCRCRTN:

b) CNFNMNT:

c) CPTVT:

a person who is kept in prison as a punishment

a) FLN:

b) PRPTRTR:

a person who helps someone else commit a crime

c) FFNDR:

d) DLNQNT:

e) CLPRT:

a) CCMPLC:

b) CCSSR:

c) DR/BTTR:

‘Off with his head!’

the legal punishment of death for a crime

a) CPTL PNSHMNT:

b) DTH SNTNC:

Can you do it the other way around as well?

known for something bad

a) IAOU:

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b) OOIOU:

5 Vocabulary work: idioms about justice. a First complete the idioms.

b Match the idioms to their correct definition.

something that you have the right to receive but is unreasonable to demand from someone A

b

a wrong decision of convicting an innocent person; to punish a person for a crime which was not committed by them

a piece of evidence or the indisputable sign of someone’s guilt c

d

If someone says this, they mean that something bad has happened as a result of something else.

It means justice is unbiased and fair. e

f

g

This is said to show that you believe if someone does something wrong, that person should be punished by having the same thing done to them.

Someone alters the rules slightly to make an exception or allow something that is not usually allowed.

h to act in a fair and honest way i

Something bad happens to you that you deserve because of something bad you have done.

123456789

6 Play the flashcard mixing game. SPOKEN

/ Wrongful convictions

1 Watch the video about Yusef Salaam and answer the questions.

a Fill in the missing words in the sentences below. All words are mentioned in the video.

1 When you change the truth, you take someone’s words and you them.

2 When people throw rocks at cars or harass other people, we call that ‘ making’.

3 The end of a rope that is tied to form a circle is called a .

4 When you , you do or say something that you shouldn’t have.

5 When people try to find out everything about you, they your life.

b Why is Donald Trump involved in the case?

c Who is Matias Reyes?

d Explain Nelson Mandela’s quote: ‘Being bitter is like drinking poison and expecting your enemy to die.’

e Why does Yusef say that he is still not free?

2 Complete the article with the appropriate vocabulary. Choose words from the box. Conjugate the verbs.

to accuse – assault – to coerce – collectively – to confess – to convict – to dub –exonerated – frenzied – inconsistencies – to indict –interrogations – lawsuit – to overturn – to rape – to try – to upend – wrongdoing

The Central Park Five

On April 19, 1989, a young woman in the prime of her life was brutally and left for dead in one of New York City’s most iconic spaces, Central Park.

Five teens from Harlem —Yusef Salaam, Kevin Richardson, Antron McCray, Raymond Santana, and Korey Wise— were and convicted of the

crime in one of the most cases in the city’s history. The woman was the ‘Central Park jogger’, and the teens became known as the ‘Central Park Five’. Yusef Salaam was just fifteen years old when his life was and changed forever.

April 19, 1989

While out for a jog in Central Park, a young woman was knocked down, dragged off the roadway, brutally raped and left for dead.

April 20, 1989

Five teens from Harlem —four black and one Latino— were into confessing to the crimes following 30 hours of

April 27, 1989

The boys were on counts including attempted murder, rape, and rioting.

August 18, 1990

After a six-week trial, Yusef Salaam, Antron McCray, and Raymond Santana were of the attack, despite numerous between their initial confessions and the facts of the case.

December 11, 1990

Korey Wise and Kevin Richardson were convicted.

June 12, 2002

The New York Times reported that known rapist, a now 31-year-old Matias Reyes, to the Central Park Jogger attack.

December 19, 2002

After a DA’s office investigation matched Reyes’ DNA to the semen from the rape kit a judge the Five’s convictions.

January 27, 2003

The NYPD completed an internal review of its management of the case. Despite the new evidence and overturned convictions, they claim they found no on the part of its officers.

June 19, 2014

After a court battle that lasted over a decade, New York City settled a civil rights brought by the Central Park Five for 41 million dollars.

June 2019

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During an interview, Oprah Winfrey said she hoped the Central Park Five would be known as ‘the Five’.

3 The article in exercise 2 was written by an American. Complete the useful expressions with the rules for saying and writing the date in English.

HOW TO say and write the date

British English

In writing 20/04/1989

20 April 1989

USEFUL EXPRESSIONS

American English

6/19/2014

Rule: + + Rule: + +

In speaking – ‘What is the date?’

– ‘It’s April the twentieth, nineteen eighty-nine.’

or

– ‘It’s the twentieth of April, nineteen eighty-nine.’

Rule: + + + or + + + +

– ‘What is the date?’

– ‘It’s June nineteenth, twenty fourteen.’

Rule: + +

4 Practise saying and writing the date.

a Write down the dates as you would say them. Write numbers in full.

See p. 237

b Now go back to the article and correctly pronounce all the dates that are mentioned.

5 Pay close attention to the numbers in the following sentences. Indicate whether the numbers are spelled correctly or not. Correct if necessary.

CorrectWrong

1He scored 19,875 out of 20.

2He had to pay a fine of $22.000.

3 The Golden State Killer was caught at the age of seventy two.

4She is a sixteen-year-old girl.

5A five-hour interrogation ensued.

66 girls admitted they had taken drugs.

7The Central Park Jogger Case is notorious because five boys were wrongfully convicted.

8The figures showed that seventy-eight per cent of the criminals in this court pleaded not guilty.

9He was charged 11 times for misdemeanour and petty theft.

6 Write the sentences from exercise 5 underneath the correct rules that you have to apply when writing numbers in a text.

HOW TO write numbers in a text

1 / Words or numbers?

Write numbers below 10 in words.

e.g.

The numbers 10 and above should be written in figures.

e.g.

Always use figures when you write percentages.

e.g.

USEFUL EXPRESSIONS

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Avoid beginning your sentences with a number or opt to write it in words.

e.g.

HOW TO write numbers in a text

2 / Full stop or comma?

We use commas to separate numbers greater than 999.

e.g.

A full stop (or period) is used as a decimal point.

e.g.

3 / Hyphens

Always use a hyphen when the number is part of an adjective.

e.g.

You also hyphenate the numbers 21 to 99 written as words.

e.g.

USEFUL EXPRESSIONS

7 Pair up! You will each get a text. Read some facts about American prisons out loud. Mind the pronunciation of the numbers.

a A classmate will write down all the numbers. Switch roles when you are finished.

See p. 236

b What are all these facts and figures about?

c Can you think of possible explanations for this disparity in a historical context?

d Did you know this? How do you feel about this?

8 Play the personal numbers game.

9 Higher or lower? Guess the numbers of these facts about the death penalty in the US. Are the numbers higher or lower than the previous number?

1the number of executions in 2022

2the number of states that still apply the death penalty

3 the average number of years convicts spent in prison before they received their death sentence in 2022

4 the percentage of black defendants that were executed for the rape of white women at the beginning of the 20th century

5 the number of people granted clemency by Donald Trump in the 4 years he was president

6the total number of death-row prisoners in 2022

7the amount of exonerated death sentences since 1973

8 the number of different ways they can carry out an execution

9the estimated percentage of botched executions

10the percentage of botched executions in 2022

11the number of people sentenced to death in 2022

12the number of women on death row as of 1 April, 2022

13the average age of the people executed in 2022

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14the number of supermax facilities

clemency: The process by which a governor, president, or administrative board may reduce a defendant’s sentence or grant a pardon. Clemencies have been granted in death-penalty cases for a variety of reasons.

a botched execution: Something that is done badly; an execution that went wrong in some way and/or that has caused additional suffering.

10 Give your opinion about the American judicial system.

a Preparation: read through the different infographics you will get and highlight the numbers that stand out to you.

b Action: write your text on a separate piece of paper. Use the numbers as arguments supporting your opinion. Write about 150 words.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing an opinion

1 Content and structure

• I explained my opinion on the American judicial system.

• I discussed 3 numbers that stood out to me.

• I divided my text into separate paragraphs.

• I wrote about 150 words.

2 Language

• I used correct grammar.

• I used correct and varied vocabulary.

• I paid attention to the spelling of numbers.

Feedback

CHECK 1, see p. 243

STEP 2 ⁄ Bringing up the past

Using past tenses and past modals

1 / The burden of proof

1 You will get a series of photos. Link the criminal to the crime they committed.

a Before you check your answers, discuss them with a classmate. Try to clarify how certain you are of your beliefs. Follow the structure below.

e.g. The guy in the second picture must have assaulted someone because he has an angry look on his face. He might also have been arrested for menacing someone.

b What do these criminals have in common?

c Can you think of any criminal cases in which stereotyping of this sort led to a (wrongful) conviction?

THE WEST MEMPHIS THREE

In 1993, teenagers Damien Echols, Jason Baldwin, and Jessie Misskelley, Jr. – who became known as the West Memphis Three – were arrested for the murders of three 8-year-old boys in Arkansas. The ensuing trial was marked by tampered evidence, false testimony, and public hysteria. Baldwin and Misskelley were sentenced to life in prison, while 18-year-old Echols, deemed the ‘ringleader’, was sentenced to death. Over the next 2 decades, the WM3 became known worldwide as a symbol of wrongful conviction and imprisonment, with thousands of supporters and many notable celebrities who called for a new trial. In August 2011 all men were released from prison.

Adapted from: Skoob

2 Read the excerpt of Life after death by Damien Echols.

a Conjugate the verbs in the correct tense. Choose between the past continuous and the past simple.

b Fill in the missing verbs in sentences A to H, and conjugate them correctly. Choose words from the box.

to articulate – to coerce – to implicate – to paw – to rectify –to register – to stampede – to swarm

reading

When I first

(1 to arrive) on death row, the guards (2 to decide) they (3 to go) welcome me to the neighborhood. So they (4 to take) me to the part of the prison they call “the Hole”. It’s a very small, very dark, filthy part of the prison that’s in complete isolation. And for the next eighteen days they (5 to beat) the hell out of me. They used to come in at about twelve, one o’clock in the morning, and they would chain me to the bars of the cell and beat me with nightsticks. They (6 to beat) me so bad at one point that I (7 to start) to piss blood.

I still wake up at night sometimes now dreaming that I’m pissing blood again. They (8 to starve) me. They (9 to torture) me.

Eventually word of what they (10 to do) started to leak out into the rest of the prison. Other prisoners started to hear about it. So they went to a deacon from the Catholic Church, who used to come to prison to bring Catholic inmates Communion, and they (11 to tell) him what (12 to go) on. And he (13 to go) to the warden’s office, and he told the warden, “I know what you’re doing to this guy. I know you’re killing him. And if it doesn’t stop, I’m going to go public.”

So that night they (14 to take) me out of the Hole and (15 to put) me back in a regular prison cell. The other prisoners (16 to tell) me later that they had expected to see me (17 to carry) out in a body bag any day. And I think the only reason they (18 not to murder) me is because they realized they (19 to be watched).

When I was a kid, my family was incredibly poor, beyond dirt-poor. When we did finally move into a trailer park with running water and electricity, we (20 to think) we were really moving up in the world. I used to take refuge in books and music. Reading (21 to become) a sanctuary for me. It (22 to allow) me to escape the world I lived in for a little while.

I’d read Stephen King novels over and over, listen to music like Iron Maiden. I started dressing in black all the time because it was like a security blanket for me. It (23 to make) me feel a little safer in an unsafe and scary world. I (24 not to have) many friends; in fact, my only real friend was this skinny blond kid with a mullet named Jason Baldwin, and Jason was with me the night I was arrested.

Me, Jason, my sister, and my girlfriend (25 to sit) in the house, in the living room watching movies, when the cops (26 to start) beating on the door. Hammering on it. And when I (27 to open) the door, they (28 to point) guns at me.

They (A) into the house like ants. They (B) over everything and (C) through every single possession my family owned. They put me and Jason in handcuffs, threw us into the backs of cop cars, and took us to jail.

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I (29 to spend) all night in a cell about the size of a closet. I wasn’t allowed to go to the bathroom, wasn’t given so much as a drink of water. Every so often a cop would come in and ask me if I (30 to have) anything to tell him, or if I was ready to make my confession yet. This (31 to go) on all night, until the next day, when we were given an arraignment hearing. At this hearing the judge tells me that I’m being charged with three counts of capital murder. That I’m being accused of killing

three children as part of a satanic sacrifice. He says someone has confessed, but he refuses to read the confession in the courtroom. Instead, I am put in a broom closet somewhere in the back of the jail and given a transcript of this confession.

I’m only eighteen years old, and I’m in complete and absolute shock and trauma. I’m suffering from sleep deprivation. My life has just been destroyed. But even reading this thing, I could see that there was something wrong with it. It made no sense. It was like some sort of bizarre patchwork Frankenstein thing that they had stitched together. Turns out that they had picked up a mentally handicapped kid in our neighborhood and (D) him into making a confession, and then he was led to

(E) Jason and me. Nothing in this confession made any sense whatsoever, but it didn’t matter to them. I was put in a cell, and I kept thinking, Surely someone’s gonna step in and put a stop to this. Surely, someone is gonna

(F) the situation. They can’t put you on trial and prove you’ve done something you haven’t done. It seemed to me that science would say that’s impossible. But they did.

They took us to trial, and the evidence was the Stephen King novels that I read, the music I listened to, the clothes that I wore. And they found us guilty. I was sentenced to death. Not once, not twice, but three times. The judge read these death sentences in this really bored, monotone voice, like it was just another day at the office for him.

People asked me later, “What

(32 you to feel) when he

(33 you to sentence) to die?” It’s almost impossible to

(G). If you’ve ever been beaten, a lot of times, you know, when you’re punched in the head, you don’t

(H) pain. You see a bright flash of light, hear a loud noise, and you’re completely disoriented, you have no idea where you even are for a few minutes. That’s what it was like when he was reading those death sentences; it was like being repeatedly punched in the head.

They (34 to send) me to death row. I was in a cell for about a week before I (35 to notice) a shadow on the wall. It was from the man who had already been executed, who was in the cell before I got there. He had stood against the wall and (36 to trace) around himself with a pencil really, really lightly, and then very subtly (37 to shade) it in. I mean it was so subtle I (38 to not even see) it for about the first week. And then after I (39 to see) it, I couldn’t un-see it. So for years I (40 to sleep) on a dead man’s mattress, (41 to stare) at a dead man’s shadow, and (42 to live) in the cell with ghosts.

Adapted from: Damien Echols, Life after death

nightstick: thick heavy stick used as a weapon by police officers, a baton deacon: in some churches, an official, either male or female, who is below a priest in rank and who performs some of the duties of a priest

c Answer these questions about the text.

1 What is ‘the Hole’ (line 4)?

2 What is meant with ‘they had expected to see me carried out in a body bag any day’ (line 19)?

3 What is an arraignment hearing?

4 What is meant with ‘It was like some sort of bizarre patchwork Frankenstein thing that they had stitched together.’ (line 53)?

5 Was there any evidence against Echols?

3 Look at these 2 sentences from the text and do the tasks below.

a Highlight the actions that take the longest in blue, and the ones that only last for a short period of time in green.

b Write the name of the tense below every verb.

1 Me, Jason, my sister, and my girlfriend were sitting in the house, in the living room watching movies, when the cops started beating on the door.

2 And when I opened the door, they were pointing guns at me.

c Now complete the grammar box on how to talk about past events.

HOW TO talk about past events

Tense 1:

= (shorter or single) completed actions in the past

Tense 2: = longer actions going on in the past

e.g. S o they took me to the part of the prison they call “the Hole”.

e.g. “What were you feeling when he was sentencing you to die?”

Combine the 2 tenses if you want to make clear something happened while you were in the middle of a longer action. This is often used to show an action interrupting another action.

e.g. And when I opened the door, they were pointing guns at me.

4 Look at the picture and fill in the speech bubbles for the eyewitnesses. What were they doing when they saw a crime happening? Use 3 different verbs to describe what they ‘saw’.

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5 Complete the sentences with a crime you witnessed, or with an explanation of what you were doing when you witnessed a crime. Be creative.

1 I was on my way to my doctor’s appointment when

2 While I was jogging I

3 I caught a glimpse of the pickpocket when I

4 When we witnessed the attempted arson, we

5 My friend Chiara and I were swimming in the ocean when we

6 I recognised my colleague wilfully exposing himself when

I spotted him setting off the fire alarm at the fire department. He’s got some nerve!

6 You have witnessed a crime and you report it to the police. The next day you see the headline in the newspaper.

a Preparation: choose one of the headlines and come up with a story of a crime.

Man caught stealing human toes from ‘Body Worlds’ exhibit Thankfully, the digits have been returned to the exhibit.

Fried egg bandit baffling police in the UK

Police were apparently baffled by a fried egg found at a sensitive crime scene.

100 pickled brains ‘gone missing’ from the University of Texas How do you steal 100 brains? The logistics alone boggle the mind.

b Action: report the crime to the police as a witness. Work with a classmate and switch roles.

c Reflection: check your report by filling in the checklist. Ask your teacher for feedback.

Checklist: eyewitness report Yes I think soNo

1 Content and structure

• I explained what I was doing when I witnessed the crime.

• I was creative and I provided enough detail.

• I was able to answer the questions asked by my classmate (the police officer).

2 Language

• I used the past simple and past continuous correctly.

• I used correct and varied vocabulary.

• I used different verbs to report what I ‘saw’.

2 ⁄ Criminal records

1 Which student in your class is most likely to have these crimes on their rap sheet? Play the game!

2 Watch the video and answer the questions.

a Have a look at the screenshot from the video. Which of these 6 people look(s) like a criminal to you? Why do you think so?

b Watch the first part of the video. Indicate the (supposed) crime and the correct quote for each person.

(Supposed) crime Quote

– stabbing

– some serious crimes

– smuggling drugs

– breaking and entering

– arson

– hit man

– fraud

Actual job:

– ‘She got in my way.’

– ‘I thought it was legal.’

– ‘I was very, very drunk.’

– ‘Just some stuff.’

– ‘I used to steal cars.’

– ‘I stole 100 K.’

(Supposed) crime Quote

– stabbing

– some serious crimes

– smuggling drugs

– breaking and entering

– arson

– hit man

– fraud

Actual job:

– ‘She got in my way.’

– ‘I thought it was legal.’

– ‘I was very, very drunk.’

– ‘Just some stuff.’

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– ‘I used to steal cars.’

– ‘I stole 100 K.’

(Supposed) crime Quote

– stabbing

– some serious crimes

– smuggling drugs

– ‘She got in my way.’

– ‘I thought it was legal.’

– ‘I was very, very drunk.’

– breaking and entering

– arson

– hit man

– fraud

Actual job:

– ‘Just some stuff.’

– ‘I used to steal cars.’

– ‘I stole 100 K.’

(Supposed) crime Quote

– stabbing

– some serious crimes

– smuggling drugs

– breaking and entering

– arson

– hit man

– fraud

Actual job:

– ‘She got in my way.’

– ‘I thought it was legal.’

– ‘I was very, very drunk.’

– ‘Just some stuff.’

– ‘I used to steal cars.’

– ‘I stole 100 K.’

(Supposed) crime Quote

– stabbing

– some serious crimes

– smuggling drugs

– breaking and entering

– arson

– hit man

– fraud

Actual job:

– ‘She got in my way.’

– ‘I thought it was legal.’

– ‘I was very, very drunk.’

– ‘Just some stuff.’

– ‘I used to steal cars.’

– ‘I stole 100 K.’

(Supposed) crime Quote

– stabbing

– some serious crimes

– smuggling drugs

– breaking and entering

– arson

– hit man

– fraud

Actual job:

– ‘She got in my way.’

– ‘I thought it was legal.’

– ‘I was very, very drunk.’

– ‘Just some stuff.’

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– ‘I used to steal cars.’

– ‘I stole 100 K.’

c The 5 YouTubers use a lot of stereotypes when they argue who of these people they believe to be the ex-convict. Combine each assumption with the correct ex-convict.

The man is Italian so he must have watched The Godfather last night before he came out.

This brother looks like the most he’s done is he forgets to shave in the morning. He can’t have been a convict.

He must have had a lot of remorse for his crimes. She should have lied better. Her story is falling apart and we’re only 3.2 seconds into filming.

You look very interesting; you might have been a serial killer.

You look like you can’t have committed a crime in your life.

He must have done a mad thing because he obviously doesn’t want to speak about it.

Did you hear that accent? He couldn’t have faked stuff like that.

I can tell just by looking at him that he’s a pussy, so there’s no way; he couldn’t have committed any crime.

The fact that she knew so much about this drug, she may have been an addict. He sounds like a criminal so he must have been one. The way he’s wearing that jacket, I just don’t like it. He shouldn’t have worn it.

The witch lady could have been capable of doing anything.

You look like you would have paid your taxes on time.

He looks like he could have been a fraudster. He looks like a man that could have stolen cars in the past.

It’s a crime for him to even be here. He ought to have stayed at home. She looks like a woman that could have broken into people’s houses.

d Watch the last part of the video. Write down the actual jobs of these people in exercise b.

e Which one of them was the convict? Did you guess this correctly?

f How was the ex-convict able to better his life?

3 Look at the assumptions that were made in part c of the previous exercise.

a Highlight the grammatical constructions that were used to make deductions about the past.

b These constructions are called past modals. How are they formed?

c Add the correct modal verbs to the grammar box below and complete the example sentences.

HOW TO make deductions and assumptions about the past GRAMMAR

Modal verb Meaning

1 have + past participle when you feel sure about what happened

Example sentence

The door was locked and there were no signs of a break-in. The burglar

(to be) someone who knew where the spare key was hidden.

2 have + past participle (less formal)

when you think it is possible that something happened

I think I (to see) that maniac wandering about. I should have known that he was up to no good.

3 have

+ past participle (more formal)

4 have

+ past participle (less common)

Police think the suspect (to leave) the country using a fake passport.

I was so sure I had found the smoking gun! She really (to be) the serial killer, but it turned out she wasn’t.

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Modal verb Meaning

5 have + past participle when you think it is not possible that something happened

6 have + past participle

7 have + past participle (third conditional)

when you talk about something you wanted to do but didn’t

Example sentence

The car (not to steal). It is still on the driveway.

He (not to commit) the crime; he was away on holiday.

I (to cry) for help, but I was completely stunned.

If I had known that he had bad intentions, I (to call) him out on it.

8 have + past participle when you want to express regret or reproach

9 have + past participle

10 to have + past participle

I (to listen) to the police officer’s warning.

I (not to take) the money.

You (to plead) not guilty.

See p. 234

4 Choose the correct answer.

1 He was behaving so strangely, I would have / must have / should have seen it coming.

2 If he hadn’t been mistreated as a child, maybe he wouldn’t have / would have / couldn’t have ended up in jail.

3 His fingerprints were found at the crime scene, so he ought to have / must have / may have been the perpetrator.

4 She shouldn’t have / might have / would have testified in court, but she was afraid of any repercussions. Snitching is always severely punished in gangs.

5 He couldn’t have / wouldn’t have / shouldn’t have drunk the entire bottle; he didn’t show any signs of intoxication whatsoever.

5 Who could have done it?

a Complete the fact file your teacher gives you by putting all the pieces of the puzzle together.

b Work with a classmate and use the fact files to make claims, deductions, speculations or assumptions about these people’s pasts. Use past modals.

e.g. Joe Exotic must have really hated Carole Baskin.

6 Read the newspaper article and answer the questions.

a Find the correct words in the text for the definitions below. The paragraph that contains the word is given.

Definition Word

A having officially been found guilty of a crime in a law court

B to get or earn something valuable or respected, often with difficulty

Cto spend time in prison

D the quality of being honest and having strong moral principles that you refuse to change

Eto discover the facts or truth about something

Fto cause inconvenience to someone

Ha very strong feeling of no respect for someone

Iunsuccessful, of no value

Jpublic attention and interest

M to say officially that something, especially an earlier official decision, is no longer to be accepted

Two decades after his wrongful conviction, Adnan Syed is a free man Baltimore prosecutors dropped all charges against him

Adnan Syed, whose case was chronicled in the hit podcast “Serial”, leaving the courthouse with his attorney Erica Suter, after his conviction was overturned in September.

On Tuesday, 23 years after he was convicted for the murder of his ex-girlfriend Hae Min Lee, US native, Adnan Syed, became a free man. The Baltimore prosecutors dropped all charges against Syed after the results of advanced DNA testing of the victim’s shoes, skirt, pantyhose and jacket ruled out his involvement.

The case against the Baltimore man, which garnered worldwide attention through the hit true crime podcast Serial, is finally closed. He can never be charged again.

“Finally, Adnan Syed is able to live as a free man,” his lawyer, Erica Suter, said in a statement. “Adnan is innocent and lost 23 years of his life serving time for a crime he did not commit,” she added.

His conviction was quashed last month after the state declared it “lacks confidence in the integrity of the conviction.” But, his innocence was declared only Tuesday after Baltimore’s state attorney Marilyn Mosby dropped the charges, reported CNN.

“The items that we tested had never before been tested,” Mosby said. “We used advanced DNA to determine that it was not Adnan Syed. Prosecutors will continue to investigate Lee’s death and prosecute whoever is responsible. As for Syed, “this case is over,” she added.

Mosby said the responsibility for the conviction belonged to past administrations.

Tendering an apology to Lee’s family and Syed and his family, Mosby said, “Equally heartbreaking is the pain and sacrifice and trauma that has been imposed not just on (Lee’s) family, but Adnan and his family, who together spent 23 years imprisoned for a crime as a result of a wrongful conviction.”

Syed’s case

Hae Min Lee was found strangled to death in 1999 in a forest, three weeks after she went missing. Lee was Syed’s ex-girlfriend and high school classmate.

Syed, who was 17 at that time, was charged with her killing. A year later, a jury found ‘the scorned lover’ guilty of first-degree murder, robbery, kidnapping and false imprisonment. He was sentenced to life in prison despite professing innocence.

His numerous appeals went in vain , and Syed remained in prison for over two decades. In 2014, the turning point happened when his story was featured in the Serial podcast that cast shadow over his conviction.

The podcast went viral, and the case gained the limelight. The episodes of the show have been downloaded more than 340 million times and Syed’s case went on to be featured in many more programmes, including the HBO docuseries The Case Against Adnan Syed However, last month, Baltimore’s state attorney’s office, which studied the case over the past year, revealed that the investigation found that despite there being the involvement of two other people in the case, these were not properly turned over to the defense attorneys.

The reliability of cell phone data records also came under question in the new investigation besides the account of the man who claimed he helped Syed cover up the body.

Finally, the conviction was quashed on 20 September “in the interest of fairness and justice”, and Syed walked out of the court as a free man.

Source: The Week

3 This was the first time that Adnan tried to get released from prison.

4 One of the reasons Adnan’s conviction was overturned is because they hadn’t been able to thoroughly investigate 2 other suspects in the case.

5 Syed’s case was solved because of the podcast Serial

7 Can you imagine being wrongfully convicted first, and then eventually being freed? Who do you empathise with most?

a Preparation: try to imagine being the following people. How would they have felt?

Adnan Syed

Erica Suter

Hae Min Lee’s parents state attorney Marilyn Mosby

the person who falsely testified against Adnan Syed

b Action: write your ideas in a fluent text of about 100 words long. Use past modals to make deductions or assumptions about how people must have felt when Adnan Syed’s conviction got overturned. Write on a separate piece of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: how would they have felt? Yes I think soNo

1 Content and structure

• I described how all 5 people would have felt.

• I clearly expressed who I empathise with most.

• I wrote a fluent text (about 100 words).

2 Language

• I used different past modals to express assumptions or to make deductions.

• I used correct spelling and punctuation.

Feedback

8 Play the ‘Class against humanity’ game.

CHECK 2, see p. 248

STEP 3 ⁄ Justice League Learning about court in the US

1 ⁄ In the name of justice

1 Explain what you see in the pictures. What are these attributes used for or a symbol of?

2 Who is who? Combine.

1judge Athe person accused of wrongdoing/the crime

2bailiff Bthe person who feels wronged and makes a legal complaint against someone else in court

3plaintiff Ca legal official who accuses someone of committing a crime; they have the burden of proof, which means that they have to prove that the accused is guilty

4defendantDa lawyer appointed by the court

5 defence attorney Ea person who is allowed to give their opinion because of their knowledge or practical experience of a particular subject

6public defenderFa group of people that look at evidence and decide if the person is innocent or guilty

7prosecutorGthe person in charge of a trial; they decide the sentence

8jury Ha person who says what they know about a legal case or a particular person

9witness Ian official who is responsible for the security in the courtroom; they maintain order in the courtroom and remove disruptive people from the court

10expert witnessJthe person who has to prove the accused is innocent

3 Who says what? You will get a set of phrases. Categorise them according to who says them in the courtroom. Choose from: judge, witness, bailiff, attorney, defendant.

4 Who sits where?

2 ⁄ A plea, please!

1 The most important different steps in a trial are listed. Link each step to the correct information.

1opening statements

AAttorneys for the plaintiff or the government call witnesses to the stand and ask them questions.

Witnesses may testify to matters of fact, and, in some instances, provide opinions. They may be called to identify documents, pictures or other items introduced into evidence.

2arraignment and plea

BThe attorneys discuss the evidence and properly drawn inferences. They cannot discuss issues outside the case or evidence that was not presented during the case. The attorney sums up and comments on the evidence in the most favourable light for his or her side.

3direct examination

C After reaching a decision, the jury notifies the bailiff, who notifies the judge. All the participants reconvene in the courtroom, and the decision is announced.

If a defendant is convicted, the judge will determine which sentence will be imposed.

4crossexamination

5closing statements

DThe attorneys tell the jurors something about the case that they will be hearing. This part must be confined to the facts that will be proved by evidence.

EThe charge is read to the defendant, and penalties are explained. The defendant enters a plea.

If the defendant enters a not guilty plea, a trial date will be set.

6verdict and sentencing FWhen the attorney for the plaintiff or the government has finished questioning a witness, the attorney for the defendant may then ask the witness questions. Leading questions may be asked, since the purpose of this questioning is to test the credibility of statements that were made previously.

1) plaintiff

2) defendant

3) Ben Chew

4) step in the trial opening statements arraignment and plea direct examination cross-examination closing statements verdict and sentencing

5) accusation

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2 Watch the following video about a famous court case. a Complete the fact file.

b Put the following parts of the opening statement in the correct order.

1 Someone who makes a false statement about someone else should be held accountable.

2Johnny Depp has had a reputable career for nearly 30 years.

3Johnny Depp was severely harmed by Amber Heard’s words.

4Amber Heard uttered a false statement that harmed Depp’s reputation.

5Johnny Depp was characterised as an abuser.

6 Johnny Depp is famous because he acted in multiple box office films.

7Johnny Depp’s career depends on his image and his reputation.

8People paint a picture of someone’s character based on ‘words’.

3 Watch the second video about another famous court case and answer the questions.

a Complete the fact file.

1) plaintiff

2) defendant

3) Donald Williams

4) step in the trial

opening statements arraignment and plea direct examination cross-examination closing statements verdict and sentencing

5) accusation

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b Why is Donald Williams a witness in this case?

c Why does he say: ‘I called the police on the police’?

d Which 2 kinds of questions does the attorney ask the witness?

e Why does the attorney ask the witness these questions?

4 Watch the video about an examination and answer the questions.

a What is the difference between this examination and the one in the previous video?

b Camille Vasquez, the attorney representing Johnny Depp, asks questions in a very specific way. Give 3 examples of how she builds up a question.

5 Watch the final court video and answer the questions.

a Complete the fact file.

1) plaintiff Taylor Wright

2) defendant

3) Hon. Jan Shackleford

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4) step in the trial

opening statements arraignment and plea direct examination cross-examination closing statements verdict and sentencing

5) accusation

b What is the verdict?

c What is the main sentence?

d What does McArthur have to do within the next 30 days?

Did you know?

Guilty or not guilty?

Remember Damien Echols from the West Memphis Three? He was offered an Alford Plea.

A plea is simply an answer to a claim made by someone in a criminal case. The most common types of plea are ‘guilty’ and ‘not guilty’, but in reality it can be more complicated than that.

A plea of ‘no contest’ is also known by its Latin phrase ‘Nolo contendere’, and means as much as ‘I do not wish to contend’; ‘to contend’ means ‘to say that something is true or a fact’.

6 Shouting ‘Objection!’ in court is not enough if you don’t agree with the other party. You have to clarify the reason for your objection as well.

a Put the correct reasons for objection above the explanations in the text. Choose from the box. argumentative – asked and answered – hearsay – leading questions –relevance – speculation – unfair/prejudicial – vague

What are some common objections?

Here are some common reasons for objecting, which may appear in your state’s rules of evidence.

You can object to the relevance of evidence if you think a piece of evidence or something a witness is saying has nothing to do with the case, or it is not important in determining who should win in court.

Example:

You can object to evidence, even if it’s relevant, if the evidence would unfairly turn the judge or jury against you. This is what is meant by saying the evidence is prejudicial.

Example:

If the other party poses a question on direct examination that leads the witness to a certain answer, then you can object to the question. This is usually the case with yes or no questions. Keep in mind that the judge might allow some of these questions during direct examination for simple background information to move the testimony along faster. For example, let’s say the other party’s mother is testifying, the judge might allow the question ‘You are the respondent’s mother, correct?’ instead of ‘How do you know the respondent?’ However, when someone is asking about issues that directly relate to the case, these kinds of questions are not allowed.

Example:

When the person asking cross-examination questions begins to argue with the witness, known as ‘badgering the witness’, then the other party can object to the questioning.

Example:

Sometimes during cross-examination, the person asking questions might ask the same question over and over again, perhaps in slightly different ways, or re-ask a question they had asked earlier in the testimony. What’s unique about this objection is that it could come up in two different scenarios: first, the opposing counsel could repeatedly ask you or your witness the same question, hoping that contradicting answers will be given. Second, the opposing counsel could repeatedly ask their own client the same question in slightly different ways, hoping that the client will give a better answer than one given before. Either way, a question can only be asked once, and after it has been answered, any further attempts to ask the question are objectionable.

Example:

It might be difficult or impossible to tell what a question is about. You would want to object to a question like this that is asked of your witness because of the risk that the

witness will misunderstand the question, and say something that will hurt your case. If the question is objected to, the person asking the question might then be able to ask the question in a different way that makes more sense or is more specific. In addition, a question that refers to ‘this’ or ‘that’ might be too vague if there is no context as to what ‘this’ or ‘that’ refers to.

Example:

This objection can be used in two different situations. First, if a witness does not know a fact to be true or not, but testifies about it anyway, this testimony would be objectionable. A witness must have personal knowledge of a fact to testify about that fact and put it into the court record.

Example:

Second, if a question that is posed can only be answered by using guesswork, the question would be objectionable.

Example:

Statements by a witness who did not see or hear the incident in question but learned about it through second-hand information such as another’s statement, a newspaper, or a document. This is usually not admissible as evidence in court, but there are many exceptions to that rule.

Example:

Adapted from: womenslaw.org

b Now read the examples. Write down the number of the matching example below every reason for objection in the text above.

Attorney during direct examination: ‘The car that you saw leave the scene of the robbery was blue, right?’ Instead, it should be asked like this: ‘What colour was the car that you saw leaving the scene of the robbery?’

Attorney: ‘Do you remember when my client wrote you a check for $10,000?’

Witness: ‘No, that never happened.’

Attorney: ‘You’re saying that he didn’t write you a check for $10,000?’

Witness: ‘No, he didn’t.’

Attorney: ‘I’m talking about last year, you remember, the check he wrote for you, right?’

Asking how many sexual partners someone has had in a protection order case.

Attorney: ‘You are not afraid of my client, correct?’

Witness: ‘Yes, I am.’

Attorney: ‘Oh come on, how can you be afraid of a guy who weighs 120 lbs when you weigh 300 lbs?’

Witness: ‘I am afraid of him no matter his weight.’

Attorney: ‘Well, you didn’t look very afraid to me when you walked into court today.’

Attorney: ‘What do you think your sister was thinking when she left?’

Evidence that one of the parties has been in jail before may be relevant, but that evidence may also paint the party in a bad light to the judge or jury.

F The opposing party asks: ‘Can you tell the court where you went earlier?’ After an objection, the question could be rephrased to say: ‘Can you tell the court where you went this morning right before you came to court?’

A witness could not testify that they think a person left the house at 8:00 p.m. unless they actually saw the person leave the house, or they have some other valid basis for that belief.

Witness: ‘His sister told me that he has guns under his bed.’ I

SUMMARY

HOW TO talk about past events

(Past simple and past continuous)

She was preparing the case against the perpetrator, when she found the missing piece of evidence.

1 Past simple

1st p. sing. I visited I didn’t visit Did I visit?

2nd p. sing. You visited You didn’t visit Did you visit?

3rd p. sing. He/She visited He/She didn’t visit Did he/she visit?

1st p. plur. We visited We didn’t visit Did we visit?

2nd p. plur. You visited. You didn’t visit. Did you visit?

3rd p. plur. They visited They didn’t visit Did they visit?

Rule: Subject + base form of the verb + (e)d

* Irregular verbs:

Subject + didn’t/did not + base form of the verb

Did + subject + base form of the verb + ?

Mind the irregular verbs in the positive form. You have to learn them by heart. You can find the list of irregular verbs on diddit.

Keep in mind:

– Mind the spelling of regular verbs like ‘try’ (tried), ‘stop’ (stopped), ‘arrive’ (arrived), ‘travel’ (travelled) in the positive form.

– In the negative, the auxiliary can have a long or short form:

e.g. He didn’t visit = He did not visit.

– ‘To be’ is a special verb: there is no ‘did (not)’ for negative sentences and questions.

e.g. He wasn’t a criminal.

e.g. Were you satisfied with the sentence?

(Shorter or single) completed actions in the past.

e.g. President Trump granted clemency to 238 convicted felons.

2 Past continuous

SubjectPositive (+)

1st p. sing. I was going

2nd p. sing. You were going

3rd p. sing. He was going

1st p. plur. We were going

2nd p. plur. You were going

3rd p. plur. They were going

Rule: Subject + was/were + ing-form of the verb

FORM

Negative (-) Question (?)

I wasn’t going

Was I going?

You weren’t going Were you going?

It wasn’t going Was it going?

We weren’t going Were we going?

You weren’t going Were you going?

They weren’t going

Subject + wasn’t (was not)/weren’t (were not) + ing-form of the verb

Were they going?

Was/Were + subject + ing-form of the verb USE

– Longer actions going on in the past.

e.g. They were discussing their plans and having a good time all afternoon.

When we talk about 2 (past) actions that were happening at the same time.

e.g. We were sitting in the living room and watching a film, and the kids were playing outside.

Keywords:

– ‘while’ + past continuous

e.g. While Yusef Salaam was serving time, a lot of people were trying their best to get him out of prison.

– ‘when’ + past simple

e.g. The jury was listening to the witness being questioned when the fire alarm went off.

3 Past simple and past continuous USE

Combine the 2 tenses when an action that takes longer (past continuous) is interrupted by another action (past simple).

e.g. While they were keying our car in the driveway, my wife opened our bedroom window and saw them. e.g. She was preparing the case against the perpetrator, when she found the missing piece of evidence.

were keying was preparing past continuous opened found past simple

HOW TO make deductions, speculations and assumptions (Modals in the past)

FORM

Modal auxiliary verbs are special helping verbs that can express a certain meaning such as obligation, permission, advice and probability: e.g. could, may, should, must and can. They can also be used to make deductions, speculations or assumptions: e.g. must, might, may, could and would.

1 / Modals in the present

In previous years you learned about modals in the present.

They have only 1 form. Never add -s, -ed, or -ing!

They are always followed by the base form of a verb.

e.g. You must be guilty.

To form the negative: add ‘not’ after the modal verb.

e.g. You should not lie in court.

To form questions: use inversion. Don’t use do/does/did.

e.g. Can I help you?

They can have more than 1 special meaning, e.g. can for ability or for permission.

2 / Modals in the past

Modals can also be used to refer to the past. In that case, the form is as follows: modal + have + past participle

e.g. He must have done it!

modal + have been + present participle (=-ing-form of the verb)

e.g. He could have been lying the entire time. USE

We use some modals to guess what happened, to make deductions or assumptions. Depending on how sure you are of your guess, you use a different modal verb.

Modal verbMeaning

1) must have + past participle

2) might have + past participle (less formal)

3) may have + past participle (more formal)

4) could have + past participle (less common)

when you feel sure about what happened

when you think it is possible that something happened (but less likely)

Example sentence

The door was locked and there were no signs of a break-in. The burglar must have been someone who knew where the spare key was hidden.

I think I might have seen that maniac wandering about. I should have known that he was up to no good.

Police think the suspect may have left the country using a fake passport.

I was so sure I had found the smoking gun! She really could have been the serial killer, but it turned out she wasn’t.

5) can’t have + past participle

6) couldn’t have + past participle

when you think it is not possible that something happened

The car can’t have been stolen. It is still on the driveway.

He couldn’t have committed the crime; he was away on holiday.

7) would have + past participle (= third conditional)

8) should have + past participle

9) shouldn’t have + past participle

10) ought to have + past participle

when you talk about something you wanted to do but didn’t

I would have cried for help, but I was completely stunned.

(If I had known that he had bad intentions, I would have called him out on it.)

when you want to express regret or reproach

I should have listened to the police officer’s warning.

I shouldn’t have taken the money.

You ought to have pleaded not guilty.

©VANIN

HOW TO write numbers in a text

1/ Words or numbers?

Write numbers below 10 in words.

e.g. The Central Park Jogger Case is notorious because five boys were wrongfully convicted. The numbers 10 and above should be written in figures.

e.g. He was charged 11 times for misdemeanour and petty theft. Always use figures when you write percentages.

e.g. The figures showed that 78% of the criminals in this court pleaded guilty. Avoid beginning your sentences with a number, or opt to write it in words.

e.g. Six girls admitted they had taken drugs.

2/ Full stop (period) or comma?

We use commas to separate numbers greater than 999.

e.g. He had to pay a fine of $22,000.

A full stop (or period) is used as a decimal point.

e.g. He scored 19.875 out of 20.

3/ Hyphens

Always use a hyphen when the number is part of an adjective.

e.g. She is a sixteen-year-old girl.

You also hyphenate the numbers 21 to 99 written as words.

e.g. The Golden State Killer was caught at the age of seventy-two.

Keep in mind:

Consistency is key. Always strive for consistency, even if that means that you have to ignore a previous rule.

e.g. The police officer was summing up the list of stolen goods: 5 necklaces, 13 watches and 27 golden bracelets.

Spelling out numbers is always more formal than using digits. To avoid confusion when you have two numbers next to each other in a sentence, you can write one out in full and leave the other one in digits.

e.g. When the house was broken into, the group of eleven 5-year-olds was playing tag in the backyard.

HOW TO say and write the date

Did you know that we celebrate Bonfire Night on 5 November?

In writing

British English

Oh really, we always celebrate Halloween on October 31st.

In speaking

Examples

10 June 2020

10 / 06 / 2020

Rule: day + month + year

Examples

Q: ‘What is the date?’

A1: ‘It's June the tenth, twenty twenty.’

A2: ‘It's the tenth of June, twenty twenty.’

Rule: A1: month + the + day + year

A2: the + day + of + month + year

American English

December 1st, 2020

12 / 1 / 2020

month + day + year

Q: ‘What is the date?’

A: ‘It's December first, twenty twenty.’

month + day + year

Keep in mind: In writing

– We use capital letters for: days of the week and months of the year.

i.e. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

i.e. January, February, March, April, May, June, July, August, September, October, November, December

–

In British English, sometimes the last 2 letters (th, rd, st, nd) of the number as spoken are used in writing.

e.g. Today is 4th June 2020. It's on 1st June.

In speaking

– In American English, the exception to the 'month first' rule is the US day of independence.

e.g. It's the fourth of July!

– Years are usually divided into two parts; the first two digits and the last two digits.

e.g. 1984: nineteen eighty-four, 2018: twenty eighteen

©VANIN

– For the years 2001 to 2010, the most common way of saying the year is two thousand and ‘number’

e.g. two thousand and eight

– For the first years after 2010 you may hear two different alternatives:

e.g. 2012: twenty twelve OR two thousand and twelve

1 VOCABULARY RELATED TO CRIME & JUSTICE

Word Translation My notes

1 GENERAL WORDS

to accusebeschuldigen

aggravated assault zware geweldpleging

arson brandstichting to articulateonder woorden brengen, uitspreken

a botched execution een mislukte executie

breaking and entering inbraak

burglary inbraak met diefstal clemencygratie

to coerce dwingen

collectivelygezamenlijk

to confessbekennen

to convictveroordelen

to be convictedveroordeeld worden defamationsmaad, laster derogatorydenigrerend, vernederend

to determinebepalen

diversity

↔ similarity

verscheidenheid

↔ gelijkheid

driving while intoxicated rijden onder invloed

to dub noemen

equality

↔ inequality gelijkheid

↔ ongelijkheid

↔ inequity rechtvaardigheid

equity

↔ onrechtvaardigheid

exoneratedvrijgesproken

a firearmeen vuurwapen

to frenzy razen, waanzinnig worden

to garnerverzamelen

a gavel een voorzittershamer, rechtershamer

to get out of lineongepast gedrag vertonen

guilty beyond a reasonable doubt schuldig zonder redelijke twijfel

a hitman een huurmoordenaar

the Holy Book, the Bible de Bijbel

to implicatebetrekken, beschuldigen to imposeopleggen

inclusion inclusie

an inconsistencyeen tegenstrijdigheid to indict aanklagen indivisibleon(ver)deelbaar integrity integriteit

an interrogationeen ondervraging in vain tevergeefs, nutteloos justice

↔ injustice gerechtigheid ↔ onrecht

a lawsuit een proces, rechtszaak

a lethal injectioneen dodelijke injectie liberty vrijheid

(in the) limelightin de schijnwerpers to make terrorist threats terroristische bedreigingen uiten

manslaughterdoodslag to menacebedreigen meth possessionbezit van methamfetamine mischief kattenkwaad, ondeugendheid

a noose een strop

to overturn (a conviction) (een veroordeling) ongedaan maken, vernietigen

to paw krabben, betasten

the Pledge of Allegiance de belofte, eed van trouw

a prejudice een vooroordeel premeditated murder moord met voorbedachten rade

©VANIN

to pull apartuit elkaar trekken

to be quashedvernietigd worden to rape verkrachten

to rectify rechtzetten

to registerregistreren

resilience

↔ rigidness veerkracht, weerbaarheid

↔ stijfheid, koppigheid

↔ resilience stijfheid, koppigheid

rigidness

↔ veerkracht, weerbaarheid

salience opvallendheid

scales (of justice)een weegschaal scorned geminacht, veracht to serve timein de gevangenis zitten

↔ diversity gelijkheid

similarity

↔ verscheidenheid to smuggle drugsdrugs smokkelen

solidaritysolidariteit to stab neersteken to stampedeop hol slaan

supremacyoverheersing to swarmzwermen, krioelen

↔ intolerance tolerantie

tolerance

↔ intolerantie to try berechten to twist (someone’s words)

(iemands woorden) verdraaien

to upend verstoren, de boel overhoop halen wrongdoingovertreding, wangedrag

2 PEOPLE IN THE COURTROOM

a bailiff een gerechtsdeurwaarder

a court reportereen gerechtsverslaggever

a defence attorney een advocaat voor de verdediging

a defendanteen beklaagde

an expert witnesseen deskundige getuige

a judge een rechter

a jury een jury

©VANIN

a plaintiffeen aanklager, eiser

a prosecutoreen openbare aanklager

a public defendereen openbare verdediger

a spectatoreen toeschouwer

a witnesseen getuige

3 DIFFERENT STEPS IN A TRIAL

opening statements

openingsverklaringen

arraignmentvoorgeleiding

plea pleidooi

direct examination verhoor

crossexamination kruisverhoor

closing statements

slotverklaringen

verdict oordeel, vonnis

sentencingveroordeling, strafoplegging

4 DIFFERENT REASONS FOR OBJECTION

objection bezwaar

argumentativeberedeneerd, twistgraag

asked and answered herhaling

hearsay gerucht

leading questionssuggestieve vragen prejudicialbevooroordeeld relevancerelevantie, toepasselijkheid speculationspeculatie

vague vaag, onduidelijk

2 CRIME SYNONYMS

Word Translation My notes

an accessory

an accomplice

an aider and abettor een medeplichtige

a capital punishment

a death penalty

a death sentence een doodstraf

captivity confinement incarceration gevangenschap, opsluiting

a correctional facility

a penitentiary a prison een gevangenis

a culprit

a delinquent

a felon

an offender

a perpetrator

een misdadiger, dader, overtreder

infamous notorious berucht

3 IDIOMS ABOUT JUSTICE

Idiom Meaning Translation

to bend the rulesto alter the rules slightly to make an exception, or allow something that is not usually allowed

an eye for an eye (and a tooth for a tooth)

to get your just deserts

a miscarriage of justice

to play fair

fair and square

said to show that you believe if someone does something wrong, that person should be punished by having the same thing done to them

Something bad happens to you that you deserve because of something bad you have done.

a wrong decision of convicting an innocent person, to punish a person for a crime which was not committed by them

to act in a fair and honest way

a pound of fleshsomething that you have the right to receive but is unreasonable to demand from someone

a smoking guna piece of evidence or the indisputable sign of someone's guilt

Justice is blind.Justice is unbiased and fair.

Payback’s a bitch.If someone says this, they mean that something bad has happened as a result of something else.

een loopje nemen met de regels

oog om oog (en tand om tand)

je verdiende loon krijgen

een gerechtelijke dwaling

eerlijk spelen, eerlijk en oprecht handelen

een pijnlijke schuld, het volle pond

©VANIN

onweerlegbaar bewijs

Rechtspraak is onbevooroordeeld.

Boontje komt om zijn loontje.

ON DIFFERENT TRACKS

CHECK 1 ⁄ Learning about justice and (in)equality

1 Add an appropriate idiom to each sentence, and then complete the sentences with a suitable ending.

1 The detective found the he needed to prove Jo’s guilt in the case when he stumbled upon a

2 Anne totally deserved this backlash. She really got her when she

3 Kim told me that it was okay that I had just a little. If she were me, she would also have

4 Nicola was known to always so it was a given that she had won , even though slanderers might say that she was cheating by

5 Mahatma Gandi said: ‘ will only make the whole world blind.’ I believe that he was absolutely correct about that. Suppose if someone were to , you couldn’t just

Score < 6 6 - 8 > 9

Next exercise ex. 2 ex. 3 ex. 4

2 Complete the trivia with a correct synonym of the word between brackets. The first letter has been given. Can you also fill in the names of the criminals in the correct blanks? Look them up if necessary. Choose from the box.

Al Capone – Charles

1 The United States has more people i (locked up) than any other country in the world. Among them are some ‘big fish’, such as , a convicted drug lord, or the controversial film producer

2 , one of Alcatraz’s most famous convicted f (delinquents), played the banjo in the inmate band. He is also known as ‘Scarface’.

Manson – El Chapo – Harvey Weinstein – H.H. Holmes – Rodney Alcala

3 was an American serial killer and con artist, who had set up his own ‘Murder Castle’. He confessed to 27 murders and might have killed almost 200 people. He was sentenced to death for the murder of his a (accessory), Benjamin Pitezel.

4 was the leader of the i (notorious) family. This criminal cult committed a series of murders in the sixties and seventies. He, however, allegedly never killed anyone himself. He left that to his followers who even tried to kill a key witness with a poisoned hamburger.

5 Famous serial killer and sex o (convicted perpetrator), , is also known as ‘The Dating Game Killer’ because he participated in a dating game TV show in the midst of his killing spree. He won the episode, but the bachelorette he won a date with did not end up going on the date with him because she thought he was ‘creepy’.

Score < 7 ≥ 7

Next exercise ex. 3

3 Write down the correct dates (in full) and names of these celebrations. Tip: the date itself will help you figure out the celebration. Choose from the box.

12/13/2014 – 02/02/2020 – 12/31/23 – 05/04 – 11/11 – 09/13 – 03/14

The last day of 2023 – Palindrome Day – Pi Day – Programmer’s Day –(The last) Sequential Day – Singles’ Day – Star Wars Day

©VANIN

Score < 10 ≥ 10

Next exercise

Check 2, p. 248

©VANIN

4 Read the text and complete the sentences with the missing words. Conjugate the verbs or adapt the given words to make them fit into the text. Choose from the box.

attorney – conviction – death penalty – defendant – diversity – equitable –exoneration – incarceration – inequity – just – justice

Racial Disparities in Criminal Justice How Lawyers Can Help

Shasta N. Inman

The criminal justice system’s problems with racism start before the first contact and continue through pleas, , incarceration, and release.

Last year, protests erupted across the country related to police brutality against people of color. The Black Lives Matter movement was in the news every day — and even painted on the streets of cities nationwide.

Those events have focused the public criminal-justice-reform dialogue on avoiding violent first interactions between officers and individuals of color. However, those first interactions are not the only ones that are . The criminal justice system’s pervasive problems with racism start before the first contact and continue through pleas, conviction, incarceration, release, and beyond.

The net effects of history’s injustices are staggering. According to statistics the NAACP examined, although Black people make up 13.4 per cent of the population, they make up:

22 per cent of fatal police shootings,

• 47 per cent of wrongful conviction , and

• 35 per cent of individuals executed by the

African Americans are incarcerated in state prisons at five times the rate of whites. Black men face disproportionately harsh incarceration experiences as compared with prisoners of other races. Racial disparities are also noticeable with Black youth, as evidenced by the school-to-prison pipeline and higher rates of incarceration for Black juveniles.

The evidence of differential treatment and in the “justice” system is overwhelming. Because the problems are historically rooted, pervasive, and ongoing, it is even more critical to take action now (and in the future). The question, then, is what can we do about it? have a unique role in the administration of justice. Here are a few ways we can use our law degrees to join the fight for genuinely justice:

• Stay apprised of national events, instances of police brutality, statutory changes, and case law — awareness is the first step!

Work locally to hold the system accountable by pointing out in police and court treatment of people of color. Get involved in local mentorship and pipeline programs that increase in the legal profession.

• Become a National Lawyers Guild Legal Observer to protect the right to protest. Apply to become a Court Justice Act (CJA) appointed attorney in your local federal district courts or courts of appeals to represent indigent criminal and individuals seeking federal habeas relief.

• Reach out to local state and federal courts with re-entry programs designed to assist recently released individuals in re-entering society. Research ways to get involved in battling juvenile mass

Adapted from: americanbar.org

Score < 8 ≥ 8

Next exercise ex. 5

5 The statistics mentioned in the article in exercise 4 are staggering. Go online and look up 3 more numbers that show racial disparities in the American judicial system. Cite your sources, copy the numbers in full, and explain what they stand for.

Score D C

Next exercise + ex. 3 Check 2, p. 248

CHECK 2 ⁄ Using past tenses and past modals

1 Read part of an interview with Issei Sagawa, a Japanese cannibal. a Conjugate the verbs correctly. Use the past simple or past continuous.

Who’s Hungry?

On the afternoon of June 12, 1981, a Japanese man named Issei Sagawa (1 to walk) into the woods in Bois de Boulogne, France. He (2 to carry) two suitcases. The postgraduate student at the Sorbonne had shot and killed a female exchange student the day before. After eating portions of her body, he tried to dump the corpse in a remote lake. Witnesses (3 to see) him and he was soon arrested. According to reports, Issei (4 to utter) the following to the French police who raided his home: “I killed her to eat her flesh.” French psychologists (5 to find) Sagawa to have been legally insane at the time of the crime and, therefore, unfit to stand trial. He was subsequently exempted from prosecution. He returned to his homeland, where Japanese authorities tried to put him on trial for murder. French justice officials (6 to refuse) to hand over the necessary documents to carry on and he was again set free.

Personally, we’d probably eat human flesh if there was a massive apocalyptic famine like the siege of Stalingrad or if we were paid $100 trillion a year for life and were guaranteed to never get in trouble and to not get sick from it either. But short of stuff like that, why would you eat person meat? What are you, an orc? What exactly (7 to drive) Sagawa to do it? Vice Japan’s editor, Tomo, who probably would have made a pretty tasty little dish himself, courageously visited the cannibal’s home to find out the whole story.

Interviewer: Tell me about the first time you felt cannibalistic urges.

Issei Sagawa: I was physically weak from the moment I was born. My legs were so skinny they looked like pencils. It was in the first grade of elementary school when I saw the quivering meat on a male classmate’s thighs and I suddenly thought, “Mmm, that looks delicious.” But I’m not homosexual, so from around the time I entered junior high school I (8 to become) obsessed with the Western actress Grace Kelly—an

obsession that lasted right through high school. That was the beginning of my infatuation with Occidental people. Before I (9 to know) it, tall, healthy-looking Western women became the trigger for my cannibalistic fantasies. I guess my infatuation with such women stemmed from the fact that I was short, ugly, and had an inferiority complex and therefore (10 to seek) people who were the exact opposite of myself. Eventually, I (11 to begin) feeling a strong desire to bite into them — not to kill them or eat them per se, but merely to gnaw on their flesh. It was purely a form of sexual desire. It (12 not to be) like I felt like eating someone every time I was hungry. But you know how you tend to feel a stronger sexual desire when you’ve eaten a full meal? That’s when I would start feeling the urge to eat a girl. It’s absurd, right? In essence, it’s different from the type of hunger that people experience for food. This cannibalistic urge, where I’m going, “I want to eat human meat”, is a sort of sexual appetite.

And this urge of yours was so pent up that it eventually exploded in the form of the… let’s say, the “incident” in Paris?

Issei Sagawa: After I (13 to go) to study in Paris, my cannibalistic urges showed no signs of slowing down. Almost every night I would bring a prostitute home and then try to shoot them from behind. I tried hundreds of times, but for some reason my fingers (14 to freeze) up and I couldn’t pull the trigger. Somewhere in my mind I knew that I, and the world that I lived in, would shatter to pieces the moment I (15 to pull) that trigger.

Some time after that, I spotted the girl who would later become my victim in one of my classes at university. All of the French women I had met before then were beautiful, but were stuck-up and totally out of my league. In contrast, this girl was so friendly and warm. I found out after the murder that she was Jewish, which is probably why a Japanese guy like me (16 to feel) an affinity with her. In any case, we became friends. Then one day, one of the employees from my father’s company came to Paris and took me to a Japanese restaurant. I had a bit of a fever that day, which (17 to make) me delusional, because the whole time I (18 to think) about how she (19 to come) over the next day, and how if I got food poisoning from the raw fish that I (20 to eat) there, I wouldn’t be able to finally realize the fantasy that I’d been obsessing about for 32 years.

And that made you feel even more that you just had to do this…

Issei Sagawa: Yes.

Adapted from: Vice

b Read the text from exercise a again and answer the questions.

1 Why is Sagawa a free man, despite of the terrible crime he committed?

2 Highlight the parts of the text that show the sarcasm and disbelief of the interviewer.

3 How would you tackle an interview like this? Come up with 2 possible questions that you could ask Sagawa. Use past tenses in your questions! Score

14

14

Next exercise + ex. 2ex. 2

2 Make assumptions about the crimes that the people in the pictures committed. Write a full sentence with a past modal for each photo. Use at least 4 different modal verbs.

©VANIN

3 Read the texts about 3 weird laws and complete the sentences with the verbs between brackets, using past modals. reading

Using a Café’s Wi-Fi From Your Car

In 2007, a Michigan man was prosecuted for using a café’s free WI-FI from his car. The problem is, the man never actually entered the café. He would just show up and use its internet from his car on a regular basis. A police officer eventually grew suspicious enough to look into it. Apparently, this was an infraction of a law forbidding anyone from using a computer network without authorization, and since the man never entered the café, there was no obvious authorization. The result: while he avoided jail time, he was fined $400 and was ordered to do 40 hours of community service.

The man got off lightly — technically, he could’ve been on the hook for a felony charge and up to $10,000 fine — because the judge was convinced that he didn’t even know he was committing a crime. Even the cop told a news station in the area, “I had a feeling a law was being broken, but I didn’t know exactly what.”

A man in Florida was less fortunate: a similar incident there was counted as a third-degree felony.

Adapted from: Mental Floss

1 The Michigan man (not to fine) if he had entered the café.

2 The man (to get) a more severe punishment as well, but he was lucky to get off lightly.

3 The man (not to know) that he had broken a law; even the police officer didn’t know for sure.

4 The Florida man (to receive) a harsher sentence because there were aggravating circumstances.

Eating Fried Chicken With a Knife and Fork

©VANIN

If you’re going to eat fried chicken in Gainesville, Georgia, you might want to do so with your hands: technically, you can be arrested for trying to eat fried chicken with a knife and fork. The ordinance was basically a joke passed in 1961 to drum up publicity for the town as the self-proclaimed Poultry Capital of the World. According to a local Gainesville paper, the law was never actually codified, but that doesn’t mean no one has ever been arrested for the offense. Back in 2009, Ginny Dietrick was celebrating her 91st birthday at a Gainesville restaurant when a police chief swooped in to arrest her. The officer had been playfully tipped off by one of Ginny’s friends. After the arrest, the town’s mayor, who was part of the set-up, immediately pardoned Ms. Dietrick and ordained her an honorary Georgia Poultry Princess.

Adapted from: Mental Floss

1 The people that passed this ridiculous law in 1961 (to joke)! They just (not to be) serious!

2 I think that even though Ginny’s friend was joking when she called the police, she (not to do) that. Who rats out a friend like that?

3 You (to hear) about this law before; it was all over the news a couple of years ago!

Playing Bingo Without a Non-Profit License

One set of laws that certainly wasn’t made as a joke comes from North Carolina — where, apparently, games of Bingo are strictly regulated, as James Covey realized when he was arrested for holding a Bingo Marathon at his local social club. To hold a game, you need to be a select non-profit organization with a Charitable Bingo License; it’s a Class I felony to operate a game with prizes without it. The law also states that you’re limited to holding a maximum of two games per week, and none of those games can be held within 48 hours of each other. No individual game can be longer than five hours. And for a game of Beach Bingo, prizes can’t exceed $10 in value.

The Tar Heel State takes its Bingo so seriously that the games fall under the jurisdiction of the same law enforcement arm that handles alcohol-, tobacco-, and gambling-related crimes. The laws are all about trying to curb illicit gambling.

Adapted from: Mental Floss

1 James (not to organise) a bingo marathon because it simply isn’t allowed.

2 The person that got arrested for organising an illegal bingo activity, (to know) better.

3 At the same time, he (not to realise) that he was breaking the law.

Score < 7 ≥ 7

Next exercise Check 3, p. 256

4 Literary pairings: ‘Justice’ and Punching the air. reading

LANGSTON HUGHES

Langston Hughes (1901 – 1967) was an American poet, social activist, novelist, playwright, and columnist. One of the earliest innovators of the literary art form called jazz poetry, Hughes is best known as a leader of the Harlem Renaissance.

Adapted from: Wikipedia

a Read the poem below by Langston Hughes. What is this poem about?

b Are any figures of speech used in the poem?

c How would you describe the tone of the poem?

Justice

That Justice is a blind goddess Is a thing to which we black are wise: Her bandage hides two festering sores That once perhaps were eyes.

Source: poets.org

PUNCHING THE AIR (IBI ZOBOI & YUSEF SALAAM)

Punching the Air is a young adult novel-in-verse by Ibi Zoboi and Yusef Salaam. One night Amal Shahid, artist and poet at a diverse art school, gets caught up in an altercation that ends in tragedy. ‘Boys just being boys’ turns out to be true only when those boys are white. At just 16, Amal is convicted of a crime he didn’t commit and sent to prison.

Source: Ibi Zoboi and Yusef Salaam, Punching the Air

d Now read the poem ‘Gray Suit’ from Punching the Air. What is being said?

e How would you describe the tone of the poem?

f Which imagery do the poems ‘Justice’ and ‘Gray Suit’ have in common?

Gray Suit

Umi told me to wear a gray suit Because optics

But that gray didn’t make me any less black My white lawyer didn’t make me any less black

And words can paint black-and-white pictures, too

Maybe ideas have their own eyes separating black from white as if the world is some old, old TV show

Maybe ideas segregate like in the days of Dr. King, and no matter how many marches or Twitter hashtags or Justice for So-and-So

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our mind’s eyes and our eyes’ minds see the world as they want to Everything already illustrated in black and white

Source: Ibi Zoboi and Yusef Salaam, Punching the Air, p. 9

g Challenge yourself! Write a short rhyme or poem using the following question as a writing prompt: ‘Is justice really blind’?

Score D C

Next exercise ex. 3 Check 3, p. 256

CHECK 3 ⁄ Learning about court in the US

1 Read the script for the opening of a trial and answer the questions.

a Who says or does what? Add the titles of the people to the script.

All rise. The court is now in session, the Hon. Davidson presiding. Please be seated. Members of the , your duty today will be to determine whether the is guilty or not guilty based on the facts and evidence that will be provided today.

Whenever you decide that the defendant is – in fact – guilty, reasonable doubt cannot exist. Today’s case is the State of Texas versus Mike Adams. Our , Ms James, is also here with us today. Now, let’s get started. Is the ready? Yes, Your Honour. Is the ready? Yes, Your Honour.

Adapted from: 2ndcircuit.leoncountyfl.gov

b Put the next parts of the script in the correct order by writing the numbers 1-9 in the first column. Again, add the title of the speaker to the second column.

Speaker Part of script

Prosecution, you may call your first witness.

Fine, I’ll rephrase.

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Your Honour, members of the jury, my name is Julie McArthur and I represent Mr Adams in this case. I intend to prove that Mr Adams was not, nor has never been, present at the crime scene and therefore could not have broken into the warehouse. It goes without saying that he then, of course, also could not have set the place on fire.

Thank you, Your Honour. I call Jerome Potter to the stand.

Objection, Your Honour!

Speaker Part of script

Please state your name for the court. Mr Potter, you live across from the warehouse on Everest Street, don’t you? ... No further questions, Your Honour.

Mr Potter, you’ve thoroughly explained what you saw happening in the warehouse on the night of the incident. But isn’t it true that you had some glasses of wine when you ate dinner just before the crime happened?

Your Honour, members of the jury, my name is Stephany Lawrence and I represent the State of Texas in this case.

I intend to prove that Mr Adams is guilty of the following 2 counts: breaking and entering, and arson.

The defence may now cross-examine the witness.

Adapted from: 2ndcircuit.leoncountyfl.gov

Score < 16 16 - 24 > 24

Next exercise ex. 3 ex. 5 ex. 2

2 The people’s court: watch the video and do the tasks below.

a Watch the first part of the video and complete the fact file with the missing information.

WATCHING

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c Watch the second part of the video in which Marilyn Milian reads out the text conversation. Summarise what happened.

d What should the judge’s verdict be in your opinion? Write a short text (about 75 words) in which you give at least 2 arguments why you would give a particular verdict.

e Watch the final part of the video to check the verdict. Did you reach the same verdict? What advice does the judge give at the end?

Score D C

Next exercise ex. 5 All done!

3 Watch the video and answer the questions.

a Complete the fact file.

David Waldgren

Dr Robert Waldman

Conrad Murray, Michael Jackson’s personal physician

step in the trial opening statements arraignment and plea direct examination cross-examination closing statements verdict and sentencing

WATCHING

b Why is there an objection to a question of Mr Waldgren?

c How does the attorney eventually make his question more specific?

d How does the judge explain what a cross-examination is?

e Who do you believe ‘won’ this examination, the doctor or the attorney? Why?

f Read through some of the comments made below this video on YouTube. Do you agree with the comments? Explain why (not).

@yto1103 3 years ago

@foodfacts2347 3 years ago

This Doc knows his way of answering questions! he must have been married for a very long time x)

2 K Reply

@dimiriver2261 3 years ago

I’d hire the doctor as a lawyer…

3.8 K Reply

@lonely_angel 3 years ago

Legend has it to this day that he is still asking how many hours he has worked in dialysis

3.1 K Reply

This is why they say, it’s not who’s innocent or guilty, it’s who has the better lawyer.

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4 K Reply

4 Objection! Write down the reason for objecting next to the statements or questions. Choose from the box.

argumentative – asked and answered – hearsay – leading questions –relevance – speculation – unfair/prejudicial – vague

Reason for objectionStatement/Question

1

2

4

5

6

You slipped something in his drink when he wasn’t looking, didn’t you?

My mother told me that the defendant told her that he did it.

Wasn’t it a bit foolish of you to leave such an expensive item in plain sight? Do you expect the jury to believe that this did not happen on purpose?

Even though you said you had no recollection of the facts when I asked you before, are you sure that you didn’t see my client in the bar that day?

Doctor, is it true that you were disciplined by the ethics committee in 1975?

Did you notice it when it happened?

5 Read the opening statement from a plaintiff’s attorney and do the tasks below.

a The text is all jumbled up. Put the paragraphs in chronological order.

b Based on this opening statement, who do you think will win the trial? Riley Gardner or Sidney Young? Why?

c Would you sue Riley Gardner if anything like this happened to you? Why (not)?

d Come up with 2 good arguments that the defence attorney might give in his/her opening statement for Riley Gardner.

My client, Sidney Young, is claiming that the driver of the car, Riley Gardner, was negligent in driving, and that Riley Gardner’s negligence caused severe injuries to Sidney. You will learn in today’s trial that negligence is the failure to use reasonable care to prevent harm. Reasonable care means the amount of care a regular person would use.

Sidney suffered severe injuries to her right leg and foot. Both were crushed in the accident. Sidney also had three broken ribs. Sidney had to have surgery to correct the damage to her right leg and foot, and metal rods and pins were placed in her bones. The rods and pins will eventually have to be replaced. Because of all this damage, Sidney suffers daily pain in her back and legs. Sidney cannot sit through classes.

So let’s talk about the testimony and the facts you will hear and learn today, which will show that the defendant, Riley Gardner, was negligent and that Riley’s negligence caused Sidney’s injuries. The plaintiff, Sidney Young, will present two witnesses: (1) Sidney Young and (2) Sidney’s cousin, Paul Perez. Through these witnesses, you will learn the following.

At the end of this trial, after you have heard all the testimony and seen all the exhibits, I will have an opportunity to come back up here and explain what we believe the evidence has shown. And we will ask you to come back with a verdict finding that Riley Gardner was negligent, and that Riley’s negligence caused Sidney Young’s injuries. Thank you.

It was raining that night. While they were driving on the divided highway of Wells Gate National Parkway, Riley’s phone rang. It was a text message from a person named Taylor Browning. Riley said, ‘Taylor is driving me crazy’, and started texting Taylor back. Riley did not slow the car down; instead, Riley kept going at the same dangerous speed. Sidney told Riley to stop texting, but Riley insisted on texting instead of watching the road. All of a sudden, the car began skidding. Riley tossed or dropped the phone into Sidney’s lap. Before Riley could do anything else, the car crashed into a light pole.

This is a case about a 17-year-old who left a party late one rainy evening, got into her car with a few friends, and chose texting with her boyfriend about meeting at a coffee shop, over the safety of her passengers. As a result – BAM – the car crashed, leaving my client severely injured.

Ladies and gentlemen, the plaintiff does not dispute that Riley was a good kid. But even good kids make bad choices. That is exactly what happened the night of May 11, 2015: Riley made a bad choice that had consequences for Sidney Young and should have consequences for Riley as well.

On May 11, 2015, Sidney had just arrived in town for the weekend to visit their cousin, Paul Perez. The two cousins decided to go to Austin Crosher’s house. Austin was having a party because Paul’s soccer team had just won the regional championship. While the cousins were at the party, they hung out and played pool. Sidney started talking to Riley Gardner, who was a friend of Paul’s. Sidney and Riley really hit it off. Eventually, Sidney, Riley, Paul, and Riley’s friend, Alex decided to go get some burgers. They piled into Riley’s car, which was actually owned by Riley’s mother. Riley drove, Sidney rode in the front passenger’s seat, and Paul and Alex rode in the back seat.

Good morning, ladies and gentleman of the jury. My name is Casey Scott, and I represent the plaintiff in this case, Sidney Young. We have brought a lawsuit against the defendant: Riley Gardner.

Luckily, Riley, Paul, and Alex were able to get out of the car okay and had very minor injuries. For Sidney, it was a different story. The passenger’s door was smashed in so badly that Sidney could not move. Paramedics arrived within a few minutes of the accident and they had to pry Sidney out of the car.

Adapted from: flmd.uscourts.gov

CHECK OUT

A MOCK TRIAL ORIENTATION

Your class will organise a mock trial.

PREPARATION

1 Get to know the story and your character.

– Carefully read through the story that your teacher will give you to learn everything you need to know about the crime, the victim and the suspects.

– Get your role card with specific information about your character. There will also be some phrases that you have to use during the trial.

Familiarise with your character. Consult classmates to agree on the course of events (e.g. the prosecution and the witnesses should go over the questions asked during examination).

2 Write down some keywords of things you want to say during your statements, pleas, examinations or verdicts.

3 Set up your classroom like an actual courtroom.

4 Use props.

ACTION

5 Perform the mock trial.

6 Try to stay true to the course of events of an actual trial as much as possible. Follow the trial procedure that you learned about in Step 3.

REFLECTION

Depending on your character, you all have different goals to achieve in this mock trial. The jury’s goal is to find out the truth. The killer’s goal is to stay under the radar. The witnesses’ goal is to give a truthful report. Have you achieved your goal and made the most out of this mock trial?

7 Reflect on your task by filling in the checklist. Ask your teacher for feedback. Your teacher will also provide you with a separate checklist that is specifically made for your character.

Checklist: a mock trial Yes I think soNo

1 Content

• I stayed true to my character and the information I had about the case.

• I was able to convey my message as swiftly as possible.

• I used phrases/utterances specific to my character.

• I achieved the best possible outcome for my character.

2 Language

• I used formal and polite language.

• I used specific courtroom vocabulary.

• I mentioned specific times and dates wherever possible.

• I used the past tenses correctly.

• I used past modals where possible.

• I paid attention to my pronunciation.

Feedback

Trace your steps on diddit.

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UNIT 5: I HEARD IT THROUGH THE GRAPEVINE

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK SUMMARY

Step 3: Describing settings and actions

Step 1: Using past tenses

Step 2: Reporting what was said

TRACE YOUR STEPS

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CHECK OUT: BREAKING NEWS

CHECK IN

FACT OR FAKE?

1 Decide whether these pictures and their captions are fact or fake. Why do you think so? SPOKEN INTERACTION

2 Discuss the following questions.

a Which stories do your classmates think are facts? Do you agree? Why (not)?

b What is said in the quote? Do you agree?

Great minds discuss ideas ; Average minds discuss events ; Small minds discuss people .

—

SPOKEN INTERACTION

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eleanor roosevelt

Picture of Proxima Centauri made by the James Webb telescope

1 Grizzly enthusiast Timothy Treadwell spent 13 summers living among the grizzly bear population in Alaska’s Katmai National Park, until he and girlfriend Amie Huguenard met their grizzly end at the jaws of one in 2003.

Yoko Ono: ‘I had an affair with Hillary Clinton in the ‘70s.’

3

‘My dad’s name is Luigi and my uncle’s name is Mario. They are brothers.’

MAIN TRACK

STEP 1 ⁄ Old news, new news, fake news Using past tenses

1 Fake news is a phenomenon that has existed for a long time. What is ‘fake news’ to you? Brainstorm below. Then explain your answer.

2 Fake news is spreading like a real virus. Read this modern fake story and discuss the questions.

a Is this realistic to you? Can you imagine these things happening in real life?

b Why do people often believe fake news?

c Why do you think fake news is spreading so fast?

d What is the implication of the word ‘reportedly’ here?

BOSTON — A 19-year-old woman beat her roommate to death with an industrial sized bag of jelly beans on Tuesday afternoon.

The woman was reportedly frustrated by the number of invites for Candy Crush her roommate had sent. “It started off as once a week,” the woman said in her statement. “Soon it was happening every day. My battery was constantly dying from notifications from this girl. I had already tried disabling notifications and blocking her, I had tried everything except murder. Now I will never have to see that horrible notification again.”

The police issued a warning to people sending out the invites. “Not to blame the victim, but this woman was asking for it. We all know you have no life. For your own safety, stop sending these invites.”

Source: bdc-tv.com

3 Before reading an article about the history of fake news, do the vocabulary exercise below.

1bogus

2sensationalist

Aan assertion that something is true

Bpresenting information in a way that is shocking, exciting, …

3to verify Ca cruel act

4an eyewitness accountDto prove that something is correct

5verifiable

6to circulate

7leaked reports

Eable of being verified

Frelease of confidential information to the media

Gto support an idea with evidence or authority in order to make it more certain

8scholarly sources H fake

9to corroborate Ito invent a story

10a claim

11an atrocity

12a partisan

13to authenticate

14to concoct

Jto pass from person to person

Ka strong supporter

Lto check whether something is true or not

Ma description given by someone who was present at a certain event

Nmisleading information used to promote a political point of view

Oacademic work written by experts 123456789101112131415

15propaganda

4 Now read the article ‘The long and brutal history of fake news’ and answer the questions.

a Describe the story that happened in Italy on Easter Sunday in 1475 in your own words.

reading

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c Give 2 other examples of ‘religious’ fake news spreading.

d Which example is given in the text for fake news spreading for political means?

e What do you think ‘yellow journalism’ is?

A style of reporting that emphasises facts over sensationalism. A style of reporting that emphasises sensationalism over facts. A style of journalism that favours the objective facts.

A style of journalism that has become popular after the coming of digital media.

f How did digital news bring yellow journalism back to the fore?

The Long and Brutal History of Fake News

Bogus news has been around a lot longer than real news. And it’s left a lot of destruction behind.

By JACOB SOLL

The fake news hit Trent, Italy, on Easter Sunday, 1475. A 2 ½-year-old child named Simonino had gone missing, and a Franciscan preacher, Bernardino da Feltre, gave a series of sermons claiming that the Jewish community had murdered the child, had then drained his blood and finally had drunk it to celebrate Passover. The rumors spread fast. Before long da Feltre was claiming that the boy’s body had been found in the basement of a Jewish house. In response, the Prince-Bishop of Trent, Johannes IV Hinderbach, immediately ordered the city’s entire Jewish community arrested and tortured. Fifteen of them were found guilty and burned at the stake. The story inspired surrounding communities to commit similar atrocities.

Recognizing a false story, the papacy intervened and attempted to stop both the story and the murders. But Hinderbach refused to meet the papal legate, and feeling threatened, he

papacy: pontificate, related to the pope papal: related to the pope legate: representative

simply spread more fake news stories that Jews had been drinking the blood of Christian children. In the end, the popular fervor supporting these anti-semitic “blood libel” stories made it impossible for the papacy to interfere with Hinderbach, who had Simonino canonized—Saint Simon—and attributed to him a hundred miracles. Today, historians have catalogued the fake stories of child-murdering, blood-drinking Jews, which have existed since the 12th century as part of the foundation of anti-Semitism.

Fake news took off at the same time that news began to circulate widely, after Johannes Gutenberg invented the printing press in 1439. From the start, fake news has tended to be sensationalist and extreme, designed to inflame passions and prejudices, much like propaganda. And it has often provoked violence. “Real” news was hard to verify in that era. There were plenty of news sources—from official publications by political and religious authorities, to eyewitness accounts from sailors and merchants—but no concept of journalistic ethics or objectivity. Readers in search of fact had to pay close attention if they wanted to authenticate a story. In the 16th century, those who wanted real news believed that leaked secret government reports were reliable sources, such as Venetian government correspondence, known as relazioni. But it wasn’t long before leaked original documents were soon followed by fake relazioni leaks. By the 17th century, historians began to play a role in verifying the news by publishing their sources as verifiable footnotes. The trial over Galileo’s findings in 1610 also created a desire for scientifically verifiable news and helped create influential scholarly news sources.

But as printing expanded, so flowed fake news, from spectacular stories of sea monsters and witches to claims that sinners were responsible for natural disasters. The Lisbon Earthquake of 1755 was one of the more complex news stories of all time, with the church and many European authorities blaming the natural disaster on divine retribution against sinners. An entire genre of fake news pamphlets (relações de sucessos) emerged in Portugal, claiming that some survivors owed their lives to an apparition of the Virgin Mary. These religiously inspired accounts of the earthquake sparked the famed Enlightenment philosopher Voltaire to attack religious explanations of natural events, and also made Voltaire into an activist against fake religious news.

There was a lot of it in that era. When, in 1761, Marc-Antoine Calas, the 22-year-old son of a respected Protestant merchant in Toulouse, apparently committed suicide, Catholic activists spread news stories that Calas’ father, Jean, had killed him because he wanted to convert to Catholicism. The local judicial authorities posted signs calling for legal witnesses to corroborate the account, successfully turning rumors into official facts, and, in turn, official news.

Jean Calas was convicted on the rumor-fueled testimony and was publicly and gruesomely tortured before being executed. Horrified at the atrocity, Voltaire wrote his own counterattacks dissecting the absurdity that young Calas would have a full understanding of the meaning of conversion and that his peaceable father would hang him for it. The Calas story eventually sparked outrage against such fake legal stories, torture and even execution. It became a touchstone for the Enlightenment itself.

Even our glorified Founders were perpetrators of fake news for political means. To whip up revolutionary fervor, Benjamin Franklin himself concocted propaganda stories about murderous “scalping” Indians working in league with the British King George III. Other revolutionary leaders published fake propaganda stories that King George was sending thousands of foreign soldiers to slaughter the American patriots and turn the tide of the War of Independence to get people to enlist and support the revolutionary cause.

60

By the 1800s, fake news was back again, swirling around questions of race. Like Jewish blood libel, American racial sentiments and fears were powerful in producing false stories. Fake news reports, for example, of slave uprisings or of crimes by slaves, led to terrible violence against African-Americans.

Adapted from: Politico Magazine

5 Read the first 2 paragraphs of the text in more detail.

a You will recognise 5 different tenses in these 2 paragraphs. Highlight them in different colours and write an example in the table below.

Tense Example

Past simple

Past continuous

Past perfect

Past perfect continuous

Present perfect simple

b Focus on the following sentence from the text to establish the timeline.

A 2 ½-year-old child had gone missing and a Franciscan preacher gave a series of sermons claiming that the Jewish community had murdered the child, had then drained his blood and finally had drunk it to celebrate Passover.

The 2 tenses used are: and

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c What difference do you notice in the following sentence of the article? Establish the timeline.

Hinderbach spread more fake news stories that Jews had been drinking the blood of Christian children.

d Complete the rule on how to form the past perfect continuous tense. Write down 2 other examples.

Subject Auxiliary verbMain verb

Example 1: regular verb

Example 2: irregular verb

Rule:

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6 When is the past perfect continuous used? Use the information in exercise 5 and the words in the box to complete the grammar grid below. Check the examples given.

completion – duration – temporary situation – unknown duration

Past perfect simple Past perfect continuous

They had talked for an hour.

Used for:

Peter had lived in this flat.

Used for:

They had been talking for hours.

Used for:

Peter had been living in this flat.

Used for:

7 Summarise what you know about the use of the past tenses in the grammar box below.

HOW TO talk about past events

1 / – In English the tense is used to talk about actions that happened

e.g. Back in the mid-1700s, printers reported that King George II was ill, in an attempt to destabilise the establishment.

e.g. On 21 August 1835, The New York Sun published a series of articles about the discovery of life on the moon.

2 / –

To indicate that something happened another action in the past, we use the tense.

e.g. In a conversation with Fox Business in October 2017, Donald Trump claimed that he had started this whole ‘fake news’ thing in 2016.

e.g. Famously, in 1844 The New York Sun broke the news that a manned balloon had crossed the Atlantic Ocean in 3 days.

3 /

To talk about an action that and in the past, another action in the past. The focus is on the or the character of the action.

e.g. He had been talking for hours before anyone questioned the credibility of the story.

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e.g. Hinderbach spread more fake stories that Jews had been drinking the blood of Christian children.

Certain keywords that may be helpful are: and to indicate duration.

8 Discover how ‘the Great Moon Hoax’ originated and got spread. Complete these sentences with the verb in the past simple, the past perfect simple or the past perfect continuous.

In the 19th century, printing (1 to be) extremely cheap so newspapers could be bought just for a penny.

One of these papers, The New York Sun, (2 to publish) a series of articles in 1835 about life on the moon.

A questionable source (3 to tell) journalists about these events, but these journalists wrongly (4 to claim) a well-known astronomer (5 to do) research about life on the moon already for a couple of years. This astronomer (6 to discover, allegedly) unicorns, two-legged beavers and even flying bat-men on the moon.

These made-up stories (7 to be) very popular, and sales of the paper (8 to shoot up) as readers all wanted to find out about this amazing ‘discovery’.

The writer of the articles (9 to know) the story wasn’t true and (10 to mean) for this to be satire.

This wasn’t the first example of fake news though. Already in Ancient Times there are examples of fake news, so the spreading of fake news (11 to happen) for decades already and it still happens today.

Adapted from: BBC; Wikipedia

9 Go online and try to find another example of historical ‘fake’ news. Explain the story! Use past tenses appropriately.

10 Take a look at these iconic pictures. What could have happened before this picture was taken? Write one sentence using a past perfect tense (simple or continuous). Be creative, your answer doesn’t have to be historically accurate.

Marylin Monroe

a Chinese man

11 Invent your own fake news story.

a Preparation: you will choose 2 photos. Brainstorm sensational yet plausible things that could have happened. Write down some notes about what you want to say.

b Action: explain what happened to a classmate. Make sure to use at least 5 past perfect tenses (simple or continuous) in your report. Mind the use of the past simple, past perfect simple and past perfect continuous.

c Reflection: check your task by filling in the checklist. Did your partner think the story was credible?

Checklist: my fake news story

1 Content and structure

• I spoke for about 1 minute.

• I told a story that is bizarre but plausible.

2 Language

• I used at least 5 past perfect tenses correctly.

• I used the past simple correctly.

• I paid attention to my pronunciation.

Feedback CHECK 1, see p. 307

Yes I think so No

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© Charlie Cole

STEP 2 ⁄ Those who tell the stories rule the world Reporting what was said

1 / Rumour has it

1 Discuss these questions.

a What does the title of this Step ‘Those who tell the stories rule the world’ mean? Do you agree? Why (not)?

b ‘Rumour has it’ relates to this. What do you think this idiom means? Do you know any other idioms in English that mean the same thing?

c Do you know any rumours?

d Has anyone ever spread any rumours about you? What is the worst rumour someone made up about you?

e Have you ever spread rumours about someone else? Why did you do this?

2 Not all gossip seems to be bad. Watch the video and answer the questions.

a Explain in your own words what the relationship between grooming and gossip is.

b The theory explained in this clip is based on Robin Dunbar’s findings. Who is Dunbar?

c Which questions are answered in this clip? Mark all the correct questions.

Why is good gossip critical to our lives?

What is the current thinking on good gossip?

Who gossips most: men or women?

How do monkeys gossip?

What is good gossip?

d How do you spread good gossip? Give 3 ways to do this.

e Mark the true statements.

Bad gossip travels faster than good gossip. The speaker in this clip is Peter Monford. Monkeys only groom to create a social bond. Good gossip protects us from harmful people.

f Which word is used in the video to describe this?

1 strict (laws)

2 acting or done for another

3 the act of damaging someone’s good reputation

4 getting in the middle of someone else’s conflict

3 ‘Rumour’ can also be spelled as ‘rumor’. This is a difference between British and American English spelling. Can you complete the table?

colour behaviour

neighbour

center theater

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licence (noun) to license (verb) practice (noun) to practise (verb) to realise/to realize

program grey traveled

British English

American English

4 Read this British English text about gossip. Rewrite it in American English (spelling). Highlight the words you want to change and write the words in American English under the text.

Rumours vs. Gossip vs. ‘Fake News’

Rumours are defined as widely spread talk with no reliable source to back it up. They aren’t always an expression of someone’s negative behaviour. Some rumours are positive, like promotions, engagements, new TV programmes or awards.

Gossip is when you take rumours – those unconfirmed pieces of information – and pass them along, spreading what may be ‘fake news’. They are often put in the centre of attention on social media.

What may be surprising is how difficult it can be to tell rumour and gossip from truth. Even people who are Internet-savvy can have trouble telling what’s real and what’s not. It can also be tough to realise what the differences between news and advertisement are. As a result, people sometimes give more weight to what they see in their social media feed than what they get from more credible news sources. That’s why it’s important to practise your media skills to uncover fake news.

Source: webmd.com

5 Decide whether these rumours are written in British or in American English. Use the table in exercise 3 to make analogies to the sentences. Highlight the words that prove your answer.

Did you know he was driving without a permit when the accident happened?

Oh God. That’s a serious offense.

Sue met Barack Obama yesterday.

That must have been an absolute honour.

Have you heard what the coach decided for today’s match?

Yes, someone told me Eli has to play defence.

Why did they get a divorce?

I heard they were constantly quarrelling.

How is Kelly and Jim’s honeymoon going?

I heard that it’s a major disaster: the hotel is awful and the sky is always gray. They haven’t had a sunny day yet.

6 You already know that ‘Rumour has it’ is an idiom. Look at these drawings and find out which idiom or metaphor is pictured. Choose from the box. Then write a sentence in which this idiom can be used.

to be the talk of the town – the bush telegraph – a cock and bull story –a gossipmonger/scandalmonger – a nosy parker – a red herring –to spread the word – a white lie – word of mouth

Idiom:

Sentence:

Idiom:

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Sentence:

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Idiom: Sentence:

7 Which idiom can you match to each of these stories?

Dear Amy, I have some concerns about my husband. While helping my daughter’s boyfriend, I caught him going through a box of papers in the back of the boyfriend’s car. I told him that these things were none of his business, and his reply was, ‘It is if I make it my business.’

You should tell a loved one their haircut is flattering and attractive, even if it’s nothing of the kind. According to one poll, feelings of low self-esteem about hair can send a person spiraling into depression. But if someone tells them their hair looks great, 56 per cent will pay it forward, and be nicer and more pleasant to other people. Who knew a haircut had so much power?

Why are you pulling me over for speeding? Shouldn’t you be out catching the real criminals? Someone could be robbing a bank as we speak!

8 Now spread the word yourself. Play the gossip game.

©VANIN

2 / What did Kim say, reporter?

1 Read about Kim Kardashian’s speech at a baby shower.

a Highlight what she literally said in one colour.

b Is there another way to report Kim Kardashian’s words in this text? If so, highlight what was reported in another colour.

Kim Kardashian tells sister Khloé ‘Nobody deserves happiness like you do’ during baby shower speech

By Giovana Gelhoren

Kim Kardashian is all about helping sister Khloé Kardashian through a difficult time.

During Thursday’s season 2 premiere of The Kardashians, viewers saw a glimpse of Khloé’s intimate baby shower for her second child, which was organized by Kim and mom Kris Jenner.

At the event, the SKIMS founder gave a speech to Khloé. Kim said that she had to focus on the excitement of the new baby rather than on Tristan Thompson’s recent paternity scandal.

“You have no idea how much love this baby is going to bring you,” she said. “And I’m just happy that you’re finally getting to the place where you’re accepting this in your life because I just know that everything’s been so hard for you, and that just makes me really sad for you. There’s nobody that deserves happiness like you do.”

The mom of four continued: “You can’t see it now, but this baby is going to bring so much love and joy and happiness in our lives. He will show you what real love is supposed to be like, and that’s all that matters.”

Kim added that Khloé won’t remember what life was like without him.

Adapted from: People

c What is the difference between these 2 types of reporting?

2 Compare these 2 types of reporting. Which one is direct speech, and which one is reported (or indirect) speech?

a Highlight the changes in verb tense. Underline the changes in personal pronouns. Circle the changes in time and place expressions.

Khloé says: ‘This is the best baby shower ever.’ Khloé said that this was the best baby shower ever.

Kris asks Khloé: ‘What will your baby’s name be?’ Kris asked Khloé what her baby’s name would be.

Kim tells everyone: ‘I am attending the Golden Globes next week.’

Khloé mentions: ‘He is going to move out of this house.’

Kim told everyone she was attending the Golden Globes the following week.

Khloé mentioned that he was going to move out of that house.

b What are some characteristics of direct and reported (or indirect) speech? Write D for direct speech and R for reported speech.

1 It is the literal repetition of the words spoken by someone.

2 This type of speech uses quotation marks.

3 Time expressions like ‘last week’ change into ‘the previous week’.

4 Verb forms and pronouns are different from what they originally were.

3 Complete the grammar box with information from the previous exercises.

HOW TO report what someone said

Direct and reported speech

There are 2 ways of reporting what someone said.

1 / You can repeat the exact same words of that person, using quotation marks. We call this

e.g. Kim stated: ‘Khloé won’t remember what life was like without him.’

Keep in mind:

– There is usually a comma between the reporting clause and the reported clause. The words of the original speaker are enclosed in inverted commas, either single (‘…’) or double (“…”). If the reported clause comes first, we put the comma inside the inverted commas:

e.g. “I couldn’t sleep last night,” Kim said.

– If the direct speech is a question or exclamation, we use a question mark or exclamation mark, not a comma:

e.g. ‘Is there a reason for this?’ she asked.

“I hate you!” Ye shouted.

– We sometimes use a colon (:) between the reporting clause and the reported clause when the reporting clause is first:

e.g. Kim added: ‘ You really deserve to be happy.’

HOW TO report what someone said

2 / Or you use , starting your sentence with ‘She said that …’, ‘He told me that …’. This is also called

e.g. Kim stated that Khloé wouldn’t remember what life was like without him. When we change direct to reported speech: change;

e.g. Kim mentioned: ‘I want you to be happy.’  Kim mentioned she wanted her to be happy. references and indications change;

e.g.She added: ‘The babyshower here, at my place, yesterday, was a real success.’

 She added that the babyshower there, at her place, that day, had been a real success. change.

e.g. Kris stated: ‘I helped as well.’  Kris stated that she had helped as well.

Keep in mind:

These changes happen when the reporting verb is in the past tense. We call this backshifting If your reporting verb is in the present tense, the verbs don’t change.

e.g.‘I love Elliot.’  Jill adds that she Elliot.

‘I am driving to our new home.’  Sia claims that she to their new home

4 Look at the table with examples in direct and reported speech. Complete the sentences with the verb in the correct tense. Tip: use the examples provided in the previous exercises.

Direct speech

Present simple ‘Jill (want) to kiss Elliot.’

Present continuous

‘We (prepare) to leave for Canada.’

Present perfect ‘Adele (share) the first details of her new album.’

Past simple

‘The police (arrest) a politician yesterday.’

Reported speech

Past simple They said (that) Jill to kiss Elliot.

Past continuous I heard (that) they to leave for Canada.

Past perfect simple She stated (that) Adele the first details of her new album.

Past perfect simple

Newspapers informed us (that) the police a politician yesterday.

Past continuous

‘J.K. Rowling (write) another novel then.’

Past perfect continuous

Karen told me (that) J.K. Rowling another novel at that time.

Past perfect simple

‘All students (finish) their internship.’

Future simple

‘My parents (hear) about this tricky situation.’

Past perfect simple

Administration reported (that) all students their internship.

Would + base form of the verb

The police declared that my parents about this tricky situation.

5 Adverbial phrases of time and place, and pronouns, also change from direct to reported speech. Complete the reported speech with the correct verb tenses, pronouns and time or place phrases. First highlight the verb tense, pronouns and adverbial phrases in the direct speech.

1 Zac Efron said: ‘I had a reunion with the High School Musical cast here last week.’

Zac Efron stated that a reunion with the High School Musical cast

2 Demi Moore informed the press: ‘I will celebrate my birthday with my family tomorrow.’

Demi Moore said that birthday with family .

3 Princess Diana explained: ‘He had a secret date with his married ex, Camilla, this month.’

Princess Diana assumed that a secret date with his married ex, Camilla,

4 We (Måneskin) claimed: ‘We never used cocaine at the Eurovision Song Contest today.’

We claimed that

5 Kanye West told the world: ‘I tied the knot with Bianca last night.’

Kanye West told the world that

©VANIN

6 Alec Baldwin warned: ‘You have to leave me alone now!’

Alec Baldwin warned me that

6 Use the information in exercise 5 to complete the tables.

Pronouns

Direct speech

He said: ‘I …’

I said: ‘I …’

He told me: ‘You …’

She said: ‘He …’

Reported speech

He said that

I said that

He told me that

She said that

Time expressions

7 Reported phrases are introduced by reporting verbs. ‘To say’ and ‘to tell’ are used most often, but of course there are many more that you can use to vary your vocabulary.

a Place the reporting verbs from the box in the correct column. Do they follow the say-pattern or the tell-pattern? Check the example sentences.

admit – advise – agree – announce – assure – claim – confirm – declare – explain –inform – insist – mention – notify – promise – remind – suggest – warn

e.g. Kim said that she loved her sister (to all her Instagram-followers).

to tell someone

e.g.

Kanye told his mother-in-law that he had cheated on Kim.

b What is the function of the underlined and highlighted words? Complete the table.

c Some reporting verbs may be followed by an object and then a to-infinitive as in the examples. Look at the reporting verbs in the grey box below the table. Highlight the ones that may be followed by an object and a to-infinitive.

Example 1

His lawyer advised him to be honest.

Example 2 They told me not to do it.

Form reporting verb + object + to-infinitive agree – allow – beg – claim – explain – force – inform – instruct –permit – persuade – remind – say – want – warn

8 Use the words below to make correct sentences. Make sure to put the reporting verb in the past simple.

1 to forbid – Kanye – his daughter – to see – her aunties

2 Khloé – to take – her mother – to urge – action

3 divorced – to recommend – Kim – Kylie – get

4 Kim – to admit – not to approve – Kanye’s incessant tweeting

5 West – to claim – to call Taylor Swift – to ask for her blessing for the song Famous

6 in 2020 – Ye – to announce – to run for president

7 in July 2020 – West – to claim – to consider – divorcing Kim

8 recently – Kim – to note – to consider Ye as family – always

9 Read these tweets written by Kim Kardashian and her followers. Put the highlighted parts in reported speech using a reporting verb in the past. Make sure to use the following reporting verbs in your answers:

to claim – to declare – to persuade – to say – to state – to tell

COMING SEPTEMBER 2: SOFT SMOOTHING SEAMLESS

This is what you’ve been waiting for: your favorite buttery-soft body-hugging tees, bodysuits, and underwear are restocking this week!

Join the waitlist: skims.social/tw-comingsoon

8:00 PM Aug 31, 2022

117 Retweets 19 Quotes 1,899 Likes 14 Bookmarks

Thank you so much for the birthday wishes. This weekend I had an overwhelmingly beautiful amount of love from so many people reaching out & it really made me smile so much. The flowers, the dinner the almost Vegas trip all was so special & I will remember this birthday forever

2:01 AM Oct 24, 2022

894 Retweets 116 Quotes 26.9K Likes 139 Bookmarks

so excited for you to see the season 2 premiere thursday. tell us what you’re looking forward to and what your favorite moment was from #TheKardashians season 1. your tweet might end up on a billboard in LA & NY

8:48 PM Sep 20, 2022

47 Quotes 3,038 Likes 5 Bookmarks

SKIMS @skims

Kim Kardashian @Kim Kardashian

SKIMS

©VANIN

You’re so cute!

Leo @leo_kardashian Nov 3, 2022

Replying to @KimKardashian Kim! You tweeted at me once back in 2017 and I framed it, I say you tweet back at me again so I can have something to hang in my living room

5:29 AM  Nov 3, 2022

704 Retweets 74 Quotes 31,4K Likes 100 Bookmarks

I wish I didn’t binge Love Is Blind so fast. I don’t know what to do or watch now!

3:32 AM  Nov 16, 2022

1,424 Retweets 619 Quotes 33.1K Likes 222 Bookmarks

As a mother of four, I have been shaken by the disturbing images. The safety of children must be held with the highest regard and any attempts to normalize child abuse of any kind should have no place in our society — period.

12:58 AM  Nov 28, 2022

855 Retweets 293 Quotes 22.4K Likes 68 Bookmarks

CHECK 2, see p. 315

Kim Kardashian @Kim Kardashian

Kim Kardashian @Kim Kardashian

Kim Kardashian @Kim Kardashian

STEP 3 ⁄ 3, 2, 1 … Action!

Describing settings and actions

1 / Big Brother is watching you

1 Everywhere you go, there are cameras watching you. This isn’t a new phenomenon, though. In 1948 George Orwell published his famous prophetic novel 1984 in which he depicts a dystopian world.

a One of the characters in the story is Big Brother. Where do you know Big Brother from?

b Are there any advantages in continuously being watched? If so, what are they, and why? And are there any disadvantages?

c Read the cover text in the blurb to get some context on the story. What do you expect to read next?

1984 (GEORGE ORWELL)

Winston Smith is a low-ranking member of the ruling Party in London, in the nation of Oceania. Everywhere he goes, even his own home, the Party watches him through telescreens; everywhere he looks he sees the face of the Party’s seemingly omniscient leader, a figure known only as Big Brother. The Party controls everything in Oceania, even the people’s history and language. Currently, the Party is forcing the implementation of an invented language called Newspeak, which attempts to prevent political rebellion by eliminating all words related to it. Even thinking rebellious thoughts is illegal. Such thoughtcrime is, in fact, the worst of all crimes.

Source: sparknotes.com

2 Read the excerpt from 1984 and answer the questions.

a What happens in this excerpt?

b Where is this story situated?

c What is the function of the telescreen?

©VANIN

d Describe in 5 words what your feeling is after reading this excerpt.

Part One

It was a bright cold day in April, and the clocks were striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him.

The hallway smelt of boiled cabbage and old rag mats. At one end of it a coloured poster, too large for indoor display, had been tacked to the wall. It depicted simply an enormous face, more than a metre wide: the face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features. Winston made for the stairs. It was no use trying the lift. Even at the best of times it was seldom working, and at present the electric current was cut off during daylight hours. It was part of the economy drive in preparation for Hate Week. The flat was seven flights up, and Winston, who was thirty-nine and had a varicose ulcer above his right ankle, went slowly, resting several times on the way. On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran.

Inside the flat a fruity voice was reading out a list of figures which had something to do with the production of pig-iron. The voice came from an oblong metal plaque like a dulled mirror which formed part of the surface of the right-hand wall. Winston turned a switch and the voice sank somewhat, though the words were still distinguishable. The instrument (the telescreen, it was called) could be dimmed, but there was no way of shutting it off completely. He moved over to the window: a smallish, frail figure, the meagreness of his body merely emphasized by the blue overalls which were the uniform of the party. His hair was very fair, his face naturally sanguine, his skin roughened by coarse soap and blunt razor blades and the cold of the winter that had just ended.

Outside, even through the shut window-pane, the world looked cold. Down in the street little eddies of wind were whirling dust and torn paper into spirals, and though the sun was shining and the sky a harsh blue, there seemed to be no colour in anything, except the posters that were plastered everywhere. The blackmoustachio’d face gazed down from every commanding corner. There was one on the house-front immediately opposite. BIG BROTHER IS WATCHING YOU, the caption said, while the dark eyes looked deep into Winston’s own. Down at streetlevel another poster, torn at one corner, flapped fitfully in the wind, alternately covering and uncovering the single word INGSOC. In the far distance a helicopter skimmed down between the roofs, hovered for an instant like a bluebottle, and darted away again with a curving flight. It was the police patrol, snooping into people’s windows. The patrols did not matter, however. Only the Thought Police mattered.

Behind Winston’s back the voice from the telescreen was still babbling away about pigiron and the overfulfilment of the Ninth Three-Year Plan. The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it, moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard. There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. But at any rate they could plug in your wire whenever they wanted to. You had to live – did live, from habit that became instinct – in the assumption that every sound you made was overheard, and, except in darkness, every movement scrutinized.

Winston kept his back turned to the telescreen. It was safer, though, as he well knew, even a back can be revealing. A kilometre away the Ministry of Truth, his place of work, towered vast and white above the grimy landscape. This, he thought with a sort of vague distaste –this was London, chief city of Airstrip One, itself the third most populous of the provinces of Oceania. He tried to squeeze out some childhood memory that should tell him whether London had always been quite like this. Were there always these vistas of rotting nineteenth-century houses, their sides shored up with baulks of timber, their windows patched with cardboard and their roofs with corrugated iron, their crazy garden walls sagging in all directions? And the bombed sites where the plaster dust swirled in the air and the willow-herb straggled over the heaps of rubble; and the places where the bombs had cleared a larger patch and there had sprung up sordid colonies of wooden dwellings like chicken-houses? But it was no use, he could not remember: nothing remained of his childhood except a series of bright-lit tableaux occurring against no background and mostly unintelligible.

The Ministry of Truth – Minitrue, in Newspeak – was startlingly different from any other object in sight. It was an enormous pyramidal structure of glittering white concrete, soaring up, terrace after terrace, 300 metres into the air. From where Winston stood it was just possible to read, picked out on its white face in elegant lettering, the three slogans of the Party:

WAR IS PEACE FREEDOM IS SLAVERY IGNORANCE IS STRENGTH

Source: George Orwell, 1984

3 Focus on the setting of this excerpt and answer the questions.

a Write down examples of sensory details that are used to describe the setting of this story. feel: hear: see: smell: taste:

b At several times in this excerpt a large poster is mentioned. Mark the information you get about this poster and try to draw a sketch of it. Compare your sketch to your neighbour’s. Do they look similar? Why (not)?

c Is the setting described as a normal, ordinary place or are there things that are surprising or strange to you? Explain.

4 Now read another part. Complete the last sentence by adding sensory details about the Parsons’ flat. reading

When Winston opens the door, he is relieved to see that it is not the thought police, but Mrs. Parsons, the wife of a neighbour who had come to ask for help in unblocking the kitchen sink. Mr. Parsons, Winston reflects, was the kind of dull unquestioning adherent who ensured the survival of the Party even more than the thought police. Whatever the Party said was accepted with dog-like obedience by Mr. Parsons and his kind. Winston follows the woman into her flat and tries to unblock the sink. This flat …

5 George Orwell also makes use of figurative language to shape the setting of his narrative and to create atmosphere. Match the figures of speech to the sentences from 1984. Tip: check the Summary of Unit 3.

If the Party could thrust its hands into the past and say this or that event, it never happened – that surely, was more terrifying than mere torture and death.

Who controls the past controls the future; who controls the present controls the past.

reading

He feels ice at his heart.

The sensation of stepping into the dampness of a grave.

Three hundred million people all with the same face.

His tiny sister, clinging to her mother with both hands, exactly like a baby monkey.

Her voice seemed to stick into his brain like jagged splinters of glass.

6 When you want to write a convincing story, it is important to pay attention to the setting. Complete the table with the words from the box.

details – figurative language – sensory details – strange – surprising – time

HOW TO describe setting in a story

– Establish a period or timeframe.

STRATEGY

– Use . What do the characters feel, hear, see, smell, taste, etc.? – Use . Think of catchy adjectives and adverbs, metaphors and similes.

– Say what is or about the setting.

– Less is more. Focus on the that matter. Don’t be too elaborate because you risk the listener or reader losing his interest.

2 / Caught on camera

1 Read another excerpt from 1984 and answer the questions.

a What is happening here?

See p. 304

b Who do you think Julia is?

c Take a look at lines 17-20 and underline the correct characteristics. The voice used in these sentences is active / passive. The actions follow each other slowly / quickly.

The sentences are long / short.

‘The rat,’ said O’Brien, still addressing his invisible audience, ‘although a rodent, is carnivorous. You are aware of that. You will have heard of the things that happen in the poor quarters of this town. In some streets a woman dare not leave her baby alone in the house, even for five minutes. The rats are certain to attack it. Within quite a small time they will strip it to the bones. They also attack sick or dying people. They show astonishing intelligence in knowing when a human being is helpless.’

There was an outburst of squeals from the cage. It seemed to reach Winston from far away. The rats were fighting; they were trying to get at each other through the partition. He heard also a deep groan of despair. That, too, seemed to come from outside himself.

O’Brien picked up the cage, and, as he did so, pressed something in it. There was a sharp click. Winston made a frantic effort to tear himself loose from the chair. It was hopeless; every part of him, even his head, was held immovably. O’Brien moved the cage nearer. It was less than a metre from Winston’s face.

‘I have pressed the first lever,’ said O’Brien. ‘You understand the construction of this cage. The mask will fit over your head, leaving no exit. When I press this other lever, the door of the cage will slide up. These starving brutes will shoot out of it like bullets. Have you ever seen a rat leap through the air? They will leap on to your face and bore straight into it. Sometimes they attack the eyes first. Sometimes they burrow through the cheeks and devour the tongue.’[…]

‘Do it to Julia! Do it to Julia! Not me! Julia! I don’t care what you do to her. Tear her face off, strip her to the bones. Not me! Julia! Not me!’

Source: George Orwell, 1984

2 Being watched by cameras is like Big Brother watching you. Everything that goes wrong can be viewed, reviewed, shared and penalised. Watch these doorbell camera videos in which people’s foolish actions are recorded. Choose one of the scenes and describe it.

a Preparation: complete this chart before writing.

Setting & Actions

Setting

• Feel:

• Hear:

• See:

• Smell:

• Time:

• Figurative language:

• Strange:

Actions

b Action: now write your description of the doorbell camera video. Write about 100 words. Focus on setting as well as on action. Use past tenses in your text.

c Reflect on your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: describing setting and actions Yes I think soNo

1 Content and structure

• I wrote about 100 words.

• I described the setting using sensory details and figurative language.

• I established a time frame for my description.

• The things that happen are fast-paced and interesting.

2 Language

• I used varied vocabulary to describe settings and actions.

• I used the past tenses correctly.

• I used correct spelling and punctuation. Feedback

CHECK 3, see p. 323

HOW TO talk about past events (Past tenses)

1834: Grant claimed to have observed life on the moon.

August 1835: The Sun published its first article about the Great Moon Hoax.

September 1835: The Sun admitted the articles had been a hoax.

The spreading of fake news had been happening for decades already when the first article about the Moon Hoax was published

1 Past simple

1st p. sing. I talked to him. I didn’t talk to him. Did I talk to him?

2nd p. sing. You talked to him. You didn’t talk to him. Did you talk to him?

3rd p. sing. She talked to him. She didn’t talk to him. Did she talk to him?

1st p. plur. We talked to him. We didn’t talk to him. Did we talk to him?

2nd p. plur. You talked to him. You didn’t talk to him. Did you talk to him?

3rd p. plur. They talked to him. They didn’t talk to him. Did they talk to him?

Rule: Subject

+ base form of the verb

+ (e)d

* Irregular verbs:

Subject + didn’t/did not + base form of the verb

Mind the irregular verbs in the positive form: e.g. I saw, you drew, she did, we drank

Did + subject + base form of the verb +?

©VANIN

– To talk about an action which happened in the past and that is completely over There is often a specific time indication; 3 years ago, last week, last January, when … .

– To talk about habits and routines in the past. In this case we can also use ‘used to + verb’ or ‘would + verb’. e.g. In the 17th century the Central Criminal Court of England executed people weekly. Some of them were accused of crimes that appeared to be fake news.

2 Past perfect simple FORM

SubjectPositive (+)

Negative (-) Question (?)

1st p. sing. I had talked to him. I hadn’t talked to him. Had I talked to him?

2nd p. sing. You had talked to him. You hadn’t talked to him. Had you talked to him?

3rd p. sing. She had talked to him. He hadn’t talked to him. Had he talked to him?

1st p. plur. We had talked to him. We hadn’t talked to him. Had we talked to him?

2nd p. plur. You had talked to him. You hadn’t talked to him. Had you talked to him?

3rd p. plur. They had talked to him. They hadn’t talked to him. Had they talked to him?

Rule: Subject + had + past participle*

Subject + hadn’t/had not + past participle

* Irregular verbs: Irregular verbs have an irregular past participle: e.g. seen, draw, done, drunk USE

Had + subject + past participle + ?

To talk about something that happened in the past before another event that also took place in the past.

3 Past perfect continuous FORM

SubjectPositive (+)

1st p. sing. I had been talking to him. I hadn’t been talking to him.

Had I been talking to him?

2nd p. sing. You had been talking to him. You hadn’t been talking to him. Had you been talking to him?

3rd p. sing. She had been talking to him. He hadn’t been talking to him. Had she been talking to him?

1st p. pl. We had been talking to him. We hadn’t been talking to him. Had we been talking to him?

2nd p. pl. You had been talking to him. You hadn’t been talking to him. Had you been talking to him?

3rd p. pl. They had been talking to him. They hadn’t been talking to him. Had they been talking to him?

©VANIN

Subject + hadn’t/had not + been + ing-form two hundred and ninety-eight

Had + subject + been + ing-form + ?

USE

To talk about an action that started and ended in the past. Focus is on the duration or the temporary character of the action.

e.g. The Daily News was forced to acknowledge that it had been lifting articles from The Daily Telegram for several months.

Keep in mind:

Time expressions such as last week, a year ago, yesterday … are most often used with verbs in the past simple, whereas time expressions such as until, after, when … (simple) and for 2 weeks and for a long time (continuous) are used with verbs in the past perfect tense.

4 The past tenses on a timeline

The past tenses are made visual on the following timeline.

e.g. In 1844 the New York Sun broke the news that a manned balloon had crossed the Atlantic Ocean in 3 days.

Past Now

had crossed past perfect broke past simple

e.g. The Daily News acknowledged that it had been lifting articles from The Daily Telegram for several months. had been lifting past perfect acknowledged past simple

©VANIN

HOW TO report what someone said

past perfect (simple and continuous) had played had been playing

past (simple and continuous) played was/were playing

present (simple and continuous) play are playing

present perfect (simple and continuous) have played have been playing

Pronouns

Time and place

Direct speech

= repeating the exact words of a person, using quotation marks

‘I met my future husband already in 2002.’

‘We started dating last month.’

‘I love it here!’

Present tense

‘They salute all their fans.’

‘We are going to get married.’

‘How can I convince you that he’s a nice guy?’

‘I don’t know why I love Kanye.’

Future tense

‘Kanye will play a big concert in Belgium.’

Past tense

Reported speech

= starting a sentence with ‘She said that …’, ‘He told me that …’ usually in the past tense

She said that she had met her future husband already in 2002.

She said that they had started dating the month before She said she loved it there

Past tense

They said they saluted all their fans. They said they were going to get married. She asked how she could convince me that he’s a nice guy.

She said she didn’t know why she loved Kanye.

Would + base form of the verb

He said he would play a big concert in Belgium.

Past perfect tense

Verbs

‘I fell madly in love with him at first sight.’

‘We were dating at that time.’

Present perfect tense

'I have never seen so many fans in my life!'

Past perfect tense

‘He had dated Amber Rose a couple of times.’

Keep in mind:

She said that she had fallen madly in love with him at first sight.

He said that they had been dating at that time.

Past perfect tense

He said he had never seen so many fans in his life.

Past perfect tense

He said he had dated Amber Rose a couple of times.

If the situation is still the same, you don’t need to change the verb to the past.

e.g. Kanye: ‘I’m a romantic guy.’  Kanye claimed he’s a romantic guy.

Personal and possessive pronouns

I my/mine we our(s) you your(s)

Adverbial phrases of time and place

this these here today tomorrow yesterday last night now

Keep in mind:

he, she his, her(s) they their(s) I, we my/mine, our(s)

that those there that day the next day the day before the night before then, at that time

When the reporting verb is in the present tense, there is no change in verb tense in the reported statement.

e.g. ‘He is trying to disconnect from all the drama that happened between him and Kim.’ Journalists believe that he is trying to disconnect from all the drama that happened between him and Kim.

Verbs used to report: Some reporting verbs follow the say-pattern: to say something (= direct object) (to someone).

admit – agree – announce – claim – confirm – declare – explain – insist –mention – suggest

e.g. Kim said nothing to Kanye anymore. Other reporting verbs follow the tell-pattern: to tell someone (= indirect object) something (direct object).

advise – assure – inform – notify – promise – remind – warn

e.g. Paparazzi informed us that they were dating again. Certain reporting verbs may be followed by an object and a to-infinitive.

advise – allow – ask – beg – command – forbid – force – instruct – invite – order –permit – persuade – recommend – remind – tell – urge – want – warn

e.g. She warned her followers not to believe everything that was said about her.

Word Translation My notes

1 GENERAL WORDS

an accusationeen aanklacht, beschuldiging an allegationeen bewering, beschuldiging allegedly naar verluidt, zogenaamd an atrocityeen gruweldaad to authenticatebekrachtigen bogus nep to circulateverspreiden

a claim een bewering to concortverzinnen to corroboratebevestigen

an eyewitness account een ooggetuigenverslag

a hoax een grap, bedrog leaked reportsuitgelekte rapporten

partisan partijdig

propagandapropaganda

parlance wijze van zeggen plausible geloofwaardig

reportedlynaar verluidt, zogenaamd

a scoop een primeur

scholarly sourceswetenschappelijke bronnen sensationalismsensatiezucht

sensationalistbelust op sensatie to spin somethingverdraaien touting wervend, aanlokkelijk verifiablecontroleerbaar to verify verifiëren

2 IDIOMS

to be the talk of the town het gesprek van de dag zijn

©VANIN

the bush telegraph de geruchtenmolen

a cock and bull story een onzinverhaal

a gossipmonger/ scandalmonger een roddelaar

to hear it through the grapevine via via te horen krijgen

a nosy parker een nieuwsgierig aagje

a red herring een dwaalspoor rumour has ithet gerucht doet de ronde to spread the word rondbazuinen

a white lieeen leugentje om bestwil word of mouth mondeling, mond-totmondreclame

©VANIN

HOW TO describe actions and setting in a story

Before writing 1

What and who?

Who and what are you writing about? Decide on the actions that will happen.

When and where?

Establish a time period or time frame. Think about the setting (place).

Plan your writing.

Lay out a timeline of events. Focus on the setting

While writing

Use sensory details: what do the characters feel, hear, see, smell, taste? Use figurative language: think of catchy adjectives and adverbs, metaphors and similes. Show what is surprising or strange about the setting. Less is more: focus on the details that matter.

Focus on the actions

Use the active voice

Keep the pace. Don’t use sentences that are too long or elaborate. Focus on action by keeping dialogue short. Vary your vocabulary. Consult a thesaurus but don’t sound too wordy. Write

No great text has ever been written in one go.

©VANIN

Evaluate your writing process

Read your end result and decide:

What went well?

What can I improve?

British and American English

Although the language spoken in Britain and the US is the same, English, there are some differences between them.

1 Differences in the spelling of words

British English

American English

-our -or

colour behaviour

neighbour

honour

color behavior neighbor honor

-re -er

centre theatre center theater

-ence (for nouns) and -ense (for verbs)-ense (for nouns and verbs)

licence (noun) − to license (verb)

offence (noun)

defence (noun)

-ce (for nouns) and -se (for verbs)

practice (noun) − to practise (verb)

license (noun) − to license (verb) offense (noun)

defense (noun)

-ce (for nouns and verbs)

practice (noun) − to practice (verb)

-ise or -ize -ize to realise/to realize to apologise/to apologize to realize to apologize

-yse -yze to analyse to paralyse to analyze to paralyze

doubling the -l in conjugation keeping a single -l in conjugation travelled quarrelled traveled quarreled

-ogue -og

dialogue catalogue dialog catalog

-ae -e

paediatrics

leukaemia

pediatrics leukemia

past simple and past participle in -t or -edpast simple and past participle in -ed

burnt or burned

©VANIN

dreamt or dreamed

learnt or learned

other words

programme

burned dreamed learned

other words

program

grey gray

tyre tire

2 Differences in vocabulary

Sometimes the same thing is referred to by different words. Here are some examples:

British English

American English

football soccer

American football football chips

French fries

flat apartment

biscuit cookie

car park

parking lot

trousers pants

windscreen windshield

rubbish garbage

3 Differences in pronunciation

Both the US and the UK have many different accents and dialects that are spoken in their respective country.

Overall, though, the most obvious difference is the way the letter r is pronounced. In British English, when r comes after a vowel in the same syllable (as in car, hard, or market), the r is not pronounced. In American English the r is pronounced. This means that most (but not all) British accents are nonrhotic while most (but not all) American accents are rhotic.

4 Other differences

There are many more differences between American and British English than mentioned here: differences in the use of certain verb tenses, adjectives or adverbs, and prepositions. If you are interested in these differences, a good source of information is the book Divided By A Common Language: A Guide to British and American English by Christopher Davies.

©VANIN

ON DIFFERENT TRACKS

CHECK 1 ⁄ Using past tenses

1 Invent a short fake news story that caused dramatic events.

a Preparation: read this story. The circumstances that caused this event are linked to fake news that was spread. What could this fake news have been?

On Sunday, December 4, 2016, a shooting incident occurred at a pizza shop in northwestern Washington D.C. during the middle of the day. This was in a busy but peaceful shopping district, and the shop was filled with families. A man brought a rifle into the shop and began shooting. Fortunately, no one was hurt, and the suspect was arrested, but the motive for this crime and the circumstances that triggered it were shocking.

Source: Marubeni.com

b Action: write a short fake news story (about 150 words) that could have been the trigger for this man to start the shooting. Use the past simple and past perfect (simple and continuous) correctly in your text and make sure to use at least 5 words from the box below in your text.

authenticate – bogus – eyewitness account – leaked – reportedly – sensational – to verify

c Reflection: check your story by filling in the checklist. Ask your teacher for feedback.

Checklist: fake news story Yes I think soNo

1 Content and structure

• My story contains a plausible trigger for the shooting.

• My story has a logical structure: beginning, middle, end.

• My text is divided into paragraphs.

• I wrote about 150 words.

2 Language

• I used at least 5 words from the list correctly.

• I used the past simple and past perfect (simple and continuous) tenses correctly.

• I varied my sentence structure (simple and complex, word order).

• I used correct spelling and punctuation.

Feedback

Score < 12 12 - 16 > 16

Next exercise ex. 2 ex. 4 ex. 6

2 Complete the sentences with the verb in the past perfect simple form.

1 It took until 1925 for the British government to repudiate that World War I story. By then, a former British Army Intelligence chief (to admit) that he (to help) spread the hoax.

2 At a dinner of the National Arts Club in New York, Brigadier General J.V. Charteris recounted how he (to come across) 2 German photos during the war: one of dead warriors being transported for burial, and another of dead horses en route to a Kadaver plant.

3 This was written by Elizabeth Banks, an American journalist who (to relocate) to London in 1898.

4 The young woman replied that she couldn’t find the mayor – he (to go out) of town for the day.

©VANIN

5 Roosevelt later said that he (to decline) to speak to the reporter, who (to phone) him at his house.

6 That’s not what happened. In reality, a group of Black tenant farmers, many of them World War I veterans, (to gather) at a country church to talk about getting a better price for their cotton crop.

7 They couldn’t find any evidence that an attack (actually to take place).

8 Over 6 pages, it described the battle in cinematic detail, even though it (not to happen – really).

Score < 8 ≥ 8

Next exercise ex. 3 ex. 4

3 Choose the correct tense: past simple, past perfect simple or past perfect continuous.

1 She did / had done / had been doing her homework before she went to piano class.

2 He forgot / had forgotten / had been forgetting to put his handbrake on. This caused his car to roll forward.

3 My boyfriend had a headache because he drank / had drunk / had been drinking too much the night before.

4 Yesterday I obtained / had obtained / had been obtaining my driver’s licence.

5 When I was a child, I used / had used / had been using to spit out my food.

6 A car crashed / had crashed / had been crashing into a stop sign just before reaching the crossroads.

7 When we got to the theatre, the show already started / had already started / had already been starting.

8 Frank visited / had visited / had been visiting South Africa 7 times before Mandela died in 2013.

9 My mother was angry because she waited / had waited / had been waiting 2 hours for me to come home.

10 Sue arrived / had arrived / had been arriving very late last night.

Score < 8 ≥ 8

Next exercise Check 2, p. 315

4 Read the article ‘That’s fake news!’ and answer the questions.

reading

©VANIN

b Are these statements true or false? Correct the false statements.

Statement TrueFalse

1 The news spread all over the US.

2 Journalists were sure that the story was true.

3 This fake news was spread deliberately.

4 The Germans explained what was really going on, but the journalists didn’t believe their explanation.

That’s fake news!

Sensationalism has always sold well. By the early 19th century, modern newspapers came on the scene, touting scoops and exposés, but also fake stories to increase circulation. The New York Sun’s ‘Great Moon Hoax’ of 1835, for instance, claimed that there had been an alien civilization on the moon.

On a rainy morning in May 1917, residents of Boise, Idaho, opened their city’s newspaper to see column after column of World War I dispatches. One report stood out from the rest. It topped page 4, next to the comics, and offered so many explicit details that it couldn’t help but prick the conscience and arouse patriotic conviction.

“Now comes the crowning tale of ghoulish horror from the west front in Europe,” reported the Idaho Daily Statesman — “a tale of how the Germans are using the bodies of their dead soldiers for the manufacture of meal, fertilizer, lubricating oil and other more repulsive products.” The article described how the fighters’ corpses were strapped into bundles and transported by rail to a factory hidden by thick forest and surrounded by electric wire. Masked workers in oilskin overalls reportedly handled the bodies with long hooked poles, ushering them toward steaming cauldrons that broke up the fat.

“The report would be incredible,” continued the Statesman, “if it were not given credence by such publications as the London Times, Daily Mail, Paris Temps, Edinburgh Scotsman and many Belgian, French, and Swiss newspapers of standing.” Americans across the country were reading about the same atrocity. “The story [seems] well authenticated,” reported the Louisville Courier-Journal, which said it was hard to fathom “that a civilized people had been treating the corpses of gallant soldiers as a mere commodity.” In North Carolina, the Greensboro Daily News said that, if true, “the German soldier is expected to fight on as usual, in company with the reflection that, today a hero of the Fatherland, tomorrow he may be lubricating oil, soap, and pig feed.”

The story, in modern parlance, had gone viral. It was also completely false. British and Belgian propagandists, along with English newspaper baron Lord Northcliffe, had spun it from improbable eyewitness accounts, an article in a nonexistent Dutch newspaper, and some willful mistranslation. The story contained just enough truth to be plausible: some German factories recycled dead animals and had the word Kadaver in their name. But when German authorities explained that the word referred to animal carcasses, not human ones, newspapers like the Statesman dismissed that translation as “deliberately untrue”.

Adapted from: www.saturdayeveningpost.com and www.cits.ucsb.edu

1touting (line 2)

2a scoop (line 2)

3conscience (line 11)

4a hoax (line 3)

5reportedly (line 21)

6credence (line 25)

7an atrocity (line 28)

Aadvertising, talking about, or praising something or someone repeatedly

Ba plan to deceive a large group of people

Ca cruel act

Daccording to what some say

Enot real or present

Fto show something to be genuine or valid

Ga story or piece of news discovered and published by one newspaper before all the others

8to authenticate (line 29)Hto twist the truth

9to fathom (line 29 )

10parlance (line 34)

Ia person’s moral sense of what is right and wrong

Ja way of speaking or using words

11to spin something (line 35)Kprobable

12improbable (line 36)

Lbelief in something as true

13an eyewitness account (line 36)Mto understand after much thought

14nonexistent (line 36)

15plausible (line 37)

Na description given by someone who was present at an event

Onot likely to be true

123456789101112131415

Score < 15 ≥ 15

Next exercise ex. 3 ex. 5

c Focus on the underlined words in the text and match them to the correct description.

5 Find a partner and recreate what happened to Nicola Bulley.

a Preparation: read this timeline about the suspicious disappearance of mother-of-two, Nicola Bulley. Select which events you want to include in your news story. Write these events (at least 5) on a separate piece of paper, using the correct past tenses.

FRIDAY

7.10 a.m. − 8 a.m. Bulley − to prepare − children for school

8 a.m. to leave the house for school

8.25 a.m.to drop off children at school

8.43 a.m.Bulley – to walk along the path by the River Wyre

8.50 a.m. a dog walker – to see Bulley with her dog; the 2 dogs – to interact – the witness – to leave the field via the river path

8.57 a.m.Bulley’s boss – to receive an email

9.01 a.m.Bulley – to log into a Teams call

9.10 a.m.Bulley – to be seen by another dog walker

9.20 a.m.Bulley’s mobile phone – to remain on a bench overlooking the river; Willow (the dog) to walk close to the river

9.30 a.m.Teams call – to end – with phone still connected to the call

9.35 a.m.Bully’s phone – to be found by a dog walker; Willow (the dog) nearby

SATURDAY

8.00 a.m.police – to release CCTV images of a woman, dressed in a yellow coat and pushing a pram – woman – to be in St Michael’s on Wyre on the morning of 27 January

10.15 a.m.the woman in yellow – to come forward – to watch – the news on Bulley’s disappearance

10.30 a.m. − 6.00 p.m. to spread rumours – abuse on social media at some people

6.00 p.m.police press release: woman in yellow is a witness and not a suspect!

©VANIN

Adapted from: Guardian News & Media Ltd 2023

b Action: tell your partner what you think happened using what you have prepared. Your partner will add their own events and/or details so you end up with a more complete story.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: recreating a news story

1 Content and structure

• My story has a logical structure: beginning, middle, end.

• I used at least 5 events from the timeline.

• I talked for about 1 minute.

2 Language

• I used the past simple and past perfect tenses correctly.

• I used correct and varied vocabulary.

• I used correct spelling and punctuation.

Feedback

Yes I think soNo

Score < 10 ≥ 10

Next exercise

Check 2, p. 315

6 Read the poem ‘Past Perfect’ by Mary Naylor and answer the questions.

a What is this poem about?

b Why is the title ’Past Perfect’?

c Describe the narrator’s feeling in 1 word. The narrator is feeling

d Highlight the past perfect tenses used in this poem.

PAST PERFECT

The long day begins to fade, and brilliant Evening colors illuminate the sky. I sit here thinking, in our love, did I blunder?

And then, I can’t help but to begin to wonder…

What if I had loved you sooner? Would it have made any difference?

What if I had loved you longer?

Subtotal / 4

20

No, no, my love could never have been stronger! So let us be at peace, with this love of ours, Holding hands, and dreaming of our perfect past. Robed in sunset’s glories, let us bid adieu

To the sun, illuminating memories wrapped in gold and blue.

− Mary Naylor, Past Perfect

reading

e Over to you! Write your own nostalgic poem. Think of a past situation you regret (something you did or didn’t do) and focus on the use of past tenses.

Preparation: complete the table to help you write your poem.

The thing you regret: Choose a rhyme scheme (e.g. ABBA/CDDC or AABB/CCDD):

Words and sensory experiences you would like to use:

The title of your poem:

Action: write your poem. Use your plan, and make sure to use the past (perfect) tenses. Check the tips in Unit 3, p. 172 for more inspiration.

Reflection: check your poem by filling in the checklist. Ask your teacher for feedback.

Checklist: my poem Yes I

1 Content and structure

• My poem is about a past situation I regret.

• I expressed the feeling I experience now when looking back on this past situation.

• I added a suitable title.

• I used one of the rhyme schemes correctly.

2 Language

• I used the past (perfect) tenses correctly.

• I used poetic language to describe past and present feelings and experiences.

• I used correct spelling and punctuation.

Feedback

Subtotal / 10

Score < 9

Next exercise ex. 4

≥ 9

Check 2, p. 315

CHECK 2 ⁄ Reporting what was said

1 Write a short (British English) report in which you rephrase what Lady Gaga said during this interview.

a Highlight and change the American English spelling and words to British English.

b Complete the interview with the missing idioms.

Interviewer: ‘Hi Lady Gaga, thanks for joining us today.’

Lady Gaga: ‘Hi, it’s my pleasure to be here.’

Interviewer: ‘You’ve had such an incredible career in music, theater and acting. You always seem to be pushing the boundaries with your art. How do you keep coming up with such creative ideas?’

Lady Gaga: ‘Well, I think it’s important to stay curious and never stop exploring. I also try not to pay too much attention to the (1) who might try to tell me what I can or can’t do and who are constantly meddling in my affairs. I trust my instincts and try to always be true to myself.’

Interviewer: ‘That’s great advice. Speaking of honesty, have you ever told a little (2) to get out of a sticky situation?’

Lady Gaga: ‘Oh, I think everyone has told some of these at some point in their life. It’s just human behavior. I try to be as honest as possible, but sometimes it’s necessary to avoid hurting someone’s feelings or getting into trouble. Of course, you don’t want to tell a (3) that’s completely made up, but sometimes a little fib can be harmless.’

Interviewer: ‘Definitely. With social media being such a huge part of our lives, do you ever feel like you’re always on the (4), so to speak? Everyday rumors are being spread about you on social media?’

Lady Gaga: ‘(laughs) Yeah, social media can definitely make it feel like everyone is always watching and listening. But, I think it’s important to disconnect from it every once in a while and just focus on being present in the moment.’

c Now make a 2-minute news report about this interview with Lady Gaga. Preparation: complete the table.

Introduction of your report (welcome, your name, context interview):

Rephrased content of interview in reported speech:

Action: record your report (about 1.5 to 2 minutes long) and send it to your teacher. Make sure to use reported speech correctly. Use at least 5 different reporting verbs (in the past).

Reflection: check your report by filling in the checklist. Ask your teacher for feedback.

Checklist: interview with Lady Gaga Yes I think soNo

1 Content and structure

• My report has a clear introduction.

• My report has information from every question in the interview.

• The report is 1.5 to 2 minutes long.

2 Language

• I used reported speech correctly.

• I used at least 5 different reporting verbs.

• I paid attention to my pronunciation.

Feedback

2 Read these tweets about the Italian band Måneskin. Rephrase the (highlighted) sentences in reported speech. Make sure to use a different reporting verb in each sentence.

milo @miloinferno . 18 m

I am selling a place in the pit for Måneskin in Paris at the price of € 62.50 and if you are interested do not hesitate to share too it would help me a great deal #måneskinparis #måneskin RT and Share full

Isa The Black Queen @blackqueen. 18 m

So where was I when I missed the whole #Måneskin train. Good shite! And goddamn they’re all delicious to look at

Aneskin @aneskin_

I didn’t want to cry today #måneskin

MåneskinBiggestFans @Måneskin_Biggest_Fans . 21h

While we are waiting for the performance, we enjoy watching some videos from the rehearsals!

#Måneskin #live #livestream #VIDEOS #music #New York

©VANIN

I would live in that smile forever #måneskin #damianodavid

I can’t believe Longiano is Damiano with long hair �� #måneskin #longiano #damianodavid

is performing at #globalcitizensfestival and the #FCC must be fans because he gave us 3 good curse words AND no bleeps or silence. #imimpressed

Festival di Sanremo (en)

©VANIN

The most watched moment on Raiplay from last night’s show was during Måneskin’s performance #Sanremo2023

Score < 6 ≥ 6

Next exercise ex. 3

#Måneskin

Aneskin @aneskin_ trnalina @trnalina

TinaTika @SweetTika1470 . 15 m

@sanremo

3 Watch Michael McIntyre’s exposé on why Americans don’t understand English and give your opinion.

a Preparation: complete the table to prepare your comments on what McIntyre says.

Position (agree or disagree):

Argumentation (at least 2 arguments):

Highlight 3 ideas that you will rephrase in reported speech.

b Action: write a short text (about 100 words) on why you agree or disagree with McIntyre. Rephrase some interesting things you heard (at least 3 ideas or examples) and use 2 idioms in a relevant way.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: comment Yes I think soNo

1 Content

• I wrote about 100 words.

• I clearly stated whether I agree or disagree.

• I used at least 2 valid arguments.

2 Language

• I rephrased 3 ideas correctly using reported speech.

• I used 2 idioms in a relevant and correct way.

• I used correct spelling and punctuation.

Feedback

Next exercise Check 3, p. 323

4 Read the article about Americanisms that your teacher will give you and answer the questions. a Are these statements true or false? Correct the false statements. Prove true statements by highlighting the relevant sentences in the article.

Statement

1 Anderson likes the fact that American English takes a creative approach to language by creating verbs from nouns, for example.

2 British teenagers use more Americanisms than older people.

3 Engel finds it incomprehensible that American English gained importance in the 19th century.

4 Anderson welcomes the arrival of American English words because it results in a richer vocabulary.

5 Firstly, Americans made up new words for things that didn’t exist in British vocabulary.

Subtotal / 5

b Rephrase these statements from the text from direct speech into reported speech and the other way around.

Anderson said: ‘It turns out I can no longer speak English.’

Engel declared: ‘The child will have eaten its mother, but only because the mother insisted.’

Anderson explained that by English she meant British English.

Anderson concluded: ‘I think I’d rather communicate in emojis.’

Engel informed us that the Americanisms that had permeated the British language had done so largely on merit.

c Anderson gives some examples of typical British and American English words. Complete the first table by using the words in the box. The information in the article is your guide. In order to complete the second table, use additional sources.

apartment – ATM – awesome – biscuits – cash point – cookies – elevator – film –flat – fortnight – garbage – hole in the wall – lift – marvellous – movie –rubbish – trash – two weeks

British English

American English

British English

American English

fall

chips (translation: ) chips (translation: )

rubber (translation: ) rubber (translation: )

full stop truck purse (translation: ) purse (translation: )

queue

Subtotal / 15

Score < 17 ≥ 17

Next exercise ex. 3 Check 3, p. 323

©VANIN

CHECK 3 ⁄ Describing settings and actions

1 Look at this festival picture. What happened?

a Preparation: complete the table to plan your story.

Dramatic event that happened at the festival:

Setting:

See: Hear: Smell: Feel:

Time:

Figurative language:

©VANIN

b Action: write your story focusing on setting as well as on actions. Write about 150 words about a dramatic event that happened here. Write on a separate piece of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: a (fake) news story Yes I think soNo

1 Content and structure

• My story describes a dramatic event.

• There is a clear structure: beginning, middle, end.

• I wrote about 150 words.

2 Language

• I used sensory details and figurative language to describe the setting.

• I used the active voice to describe the actions.

• I used varied vocabulary.

• I used correct spelling and punctuation.

Feedback

Score < 9 9 - 12 ≥ 12

Next exercise ex. 2 ex. 4 ex. 3

2 Read this excerpt from Charles Dickens’ Hard Times and answer the questions.

a Look for an example of the following sensory details and figurative language.

1 hear:

2 see:

3 smell:

4 figurative language:

5 What type of figure of speech is this?

It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood, it was a town of unnatural red and black … It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness.

reading

Subtotal / 5

b Imagine that in this town the police are chasing a band of burglars. Use the information in the images that you will get and write down what is happening. Write 2 sentences per image.

Subtotal / 10

Score < 10 ≥ 10

Next exercise ex. 3

3 Watch the short film Roadside and rewrite what you saw in a literary excerpt, by adding setting and context.

a Preparation: complete the table to plan your story.

Actions happening in Roadside: Setting of different decors (feel, hear, see, smell, time, figurative language):

b Action: write your story. Write about 150 words. Additional difficulty: write your story from the girl’s perspective.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a comment

1 Content

• My story is interesting.

Yes I think soNo

• I wrote about 150 words.

2 Language

• I used sensory details and figurative language to describe the setting.

• I used the active voice to describe the actions.

• I varied my sentence structure (simple and complex, word order).

• I used correct spelling and punctuation.

Feedback

Score < 10 ≥ 10

Next exercise ex. 4 All done!

4 There is much more to storytelling than describing the setting and the actions. Find out if, or how, the classical story structure is used in 1984.

a In On Track 4 you learned about the classic story structure. Do you remember what the 5 parts of a story are? Read the definitions, match the story parts from the box to their definitions, and put them in the correct order.

climax – exposition – falling action – resolution – rising action

Explanation

The tension reaches its peak.

The narrative is brought to a close either by tragedy or happy ending.

The main characters are introduced. The story’s background is provided.

There’s a conflict that is increasing as the characters try to achieve their goals.

This includes events that introduce the end of the story. Often there’s a final suspense which leaves the audience/readers in doubt about how the story will end.

reading

©VANIN

b Now read the summary of 1984. (How) does 1984 fit into this classic story structure? Complete the chart.

©VANIN

Part 1

Winston, a member of Oceania’s Outer Party, works for the history altering Ministry of Truth. Winston hates the oppressive and invasive Party and much of the opening scene is spent describing the drab and depressing life. Winston begins to write a diary, an illegal act, in a place where the telescreens in his apartment cannot see. He particularly fixates on a brief interaction with O’Brien, suspecting the high-ranking Inner Party member may be some sort of rebel. He also noted a girl with dark hair, who he feared suspected his hatred of the Party. He rediscovers Mr Charrington’s junk shop where he had found the diary. Much of this part is focused on depicting the world of Oceania and on Winston writing in his diary.

Part 2

The girl with dark hair sends Winston a note which reads, “I love you”. It is revealed that her name is Julia, and they begin a secret and passionate affair. They see sex as an act of rebellion. Winston’s hatred for the party only increases until one day O’Brien invites him to his apartment. O’Brien recruits Julia and Winston into the Brotherhood, a rebellion group headed by Emmanuel Goldestein, the greatest enemy of the Party. He receives the Theory and Practice of Oligarchical Collectivism, written by Goldstein. This book explains the way the Party works using its three tennants, “WAR IS PEACE, IGNORANCE IS STRENGTH, FREEDOM IS SLAVERY”. After reading some of this, Winston says to Julia, “We are the dead”, which is then repeated from behind a picture. They are captured by the Party, with Mr Charrington having been a spy the whole time.

Part 3

Winston and Julia are taken to the Ministry of Love to be tortured. Winston is determined not to be broken and in particular not to betray Julia. O’Brien is his key torturer. He is kept for an unknown amount of time, as they strip him of his humanity and his understanding of truth, though he holds onto the fact he has not betrayed Julia. That is, until he is taken to Room 101, where they threaten to let rats eat his face, his greatest fear. He exclaims “Do it to Julia! Not me! Julia! I don’t care what you do to her!” The party has officially won and the novel ends on a deeply nihilistic note, “He loved Big Brother”.

Source: George Orwell, 1984

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CHECK OUT

BREAKING NEWS ORIENTATION

You will make a video in which you report on rumours that have been spread about a celebrity. In this report the host will explain which rumours were spread. Then the host interviews the celebrity, who is in the studio, to get their perspective on the whole affair.

PREPARATION

1 Pick a card with the celebrity and the rumour. Decide who will be the celebrity and who will be the host of the show.

2 Write the introduction of the show. This is what the host will say before they announce the celebrity on the show.

State what the rumour is that has been spread. Use the correct past tenses and reported speech. Make sure the introduction is about 1 minute long. There should be at least 1 idiom in this part of the video.

3 Now prepare the interview with the celebrity.

Ask questions in which you refer to what is being said about this celebrity.

If you are the host: ask the questions.

If you are the celebrity, make sure to focus on the setting in which this rumour originated.

Use at least 2 idioms in this part of the video. The interview part of the video is about 5 minutes long.

4 The host ends the report with a quick recap of the interview. This is about 1 minute long and summarises the most important information the celebrity mentioned.

Use reported speech correctly.

ACTION

5 Record the video.

6 Edit the different parts together and send it to the teacher.

REFLECTION

7 Reflect on your task by filling in the checklist. Ask your teacher for feedback.

Checklist: Breaking news

Yes I think soNo

1 Content and structure

• There are 3 parts in the video: a report stating what the rumour is, an interview with the celebrity, and a conclusion with a recap.

• The report is about 7 minutes long (1 minute – 5 minutes –1 minute).

• It is clear what the rumour is, and how it originated.

• There is sufficient attention to setting.

2 Language

• We used the correct past tenses.

• We used reported speech correctly.

• There are at least 3 idioms used correctly in the video.

• We used varied vocabulary (attention to setting and actions).

• We paid attention to our pronunciation.

Feedback

Trace your steps on diddit.

©VANIN

UNIT

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK

Step 1: Discussing top tourist attractions

SUMMARY

Step 3: Analysing podcasts

Step 2: Discussing alternative ways of travelling

TRACE YOUR STEPS

©VANIN

CHECK OUT: MAKING A PODCAST

CHECK IN

WHERE TO GO NEXT?

1 Look at the world map and put the cities in the right spot.

Cape Town – Cardiff – Dublin – Edinburgh – London – Mumbai –New York – Queenstown – Singapore – Sydney – Vancouver

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2 Read the short descriptions and match them to the correct city. Find information online if necessary.

Take to the water and explore the spectacular harbour by boat; laze on the beach at Bondi and watch the waves – and the surfers – roll in; and hunt down the latest trendy bars and restaurants.

7 6

It’s famously the birthplace of bungee jumping, and the list of adventures you can throw yourself into here is encyclopaedic. It also has a cosmopolitan dining and arts scene, fine vineyards, and a diverse range of bars that can make the evenings as fun-filled as the days.

Explore the treasures of the British Museum, binge on art at Tate Modern and the National Gallery and find your new favourite pub for a pint or a leisurely lunch.

A coming-together of cultures, cuisines and landscapes, there’s nowhere quite like this city, a singularly beautiful city crowned by the magnificent Table Mountain National Park.

Cross the Brooklyn Bridge, discover history at Ellis Island, and catch a Broadway show; all with your trusted travel companion.

This city is full of dreamers and hardlabourers, starlets and gangsters, stray dogs and exotic birds, artists and servants, fisherfolk and crorepatis (millionaires), and lots and lots of people. It has India’s most prolific film industry, some of Asia’s biggest slums (as well as the world’s most expensive homes) and the largest tropical forest in an urban zone. It is India’s financial powerhouse, fashion epicentre and a pulse point of religious tension.

A small capital with a huge reputation, it has a mix of heritage and hedonism that will not disappoint. All you have to do is show up. Find your perfect pub, see the Book of Kells at Trinity College library, and explore the city’s foodie scene; all with your trusted travel companion.

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Celebrating its melting pot of cultures, it has that spark, and it’s fast becoming one of Asia’s hit-list destinations. Sample the legendary hawker food, explore the breath-taking National Gallery, and stand under trees with orangutans over your head in the open-air enclosures at its Zoo.

Adapted from: Lonely Planet

Cape Town – Cardiff – Dublin – Edinburgh – London – Mumbai –New York – Queenstown – Singapore – Sydney – Vancouver

MAIN TRACK

STEP 1 ⁄ Oy mate! Discussing top tourist attractions

1 ⁄ Tourist traps

1 Look at the illustrated map of London.

a How many tourist attractions can you name just by looking at the map?

b Put the following attractions on the map:

c Look at the pictures on p. 335 and match them to the correct museum. Then write the number of each museum on the map.

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d Have you ever been to London? Which attractions have you been to?

e Which attractions would you like to visit that you haven’t visited before?

2 Look at the table and decide whether these things are a ‘do’ or a ‘don’t’ when visiting London.

1Take a selfie with a double-decker bus.

2Visit Ripley’s Believe It Or Not.

3Ask for the loo.

4Talk loudly.

5Talk about how much it rains.

6Smile and make eye contact.

7Dress casually.

8Bring a giant umbrella.

9Go to brunch.

10Try to speak with an English accent.

11Know how to take the tube.

12Say ‘please’ and ‘thank you’.

13Love football.

14Queue up.

15Stand on the left side of the escalator.

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16Give big tips.

17Use the word ‘innit’.

18Visit The Chippy.

19Walk with purpose.

20Wear ‘I Heart London’ apparel.

3 You will get 2 excerpts (one do, one don’t) from the article on which exercise 2 is based.

a Answer the questions.

1 Why is your ‘annoying’ thing considered to be annoying?

2 Why should you follow the tip they give to fit in?

3 Are the 2 tips you have been given specific to London, or is it something that could apply to tourists in other cities as well?

b Next, form groups and tell each other what you have learned.

4 Read the excerpt of Girl, Woman, Other on p. 338 and answer the questions.

GIRL, WOMAN, OTHER (BERNARDINE EVARISTO)

Girl, Woman, Other follows the lives and struggles of 12 very different characters.

The 12 central characters lead vastly different lives: Amma is a newly acclaimed playwright whose work often explores her black lesbian identity; her daughter, Yazz, begins university; Amma’s old friend, Shirley, is a teacher, jaded after decades of work in London’s funding-deprived schools; Carole, one of Shirley’s former students, works hard to earn a degree from Oxford and becomes an investment banker; Carole’s mother, Bummi, works as a cleaner and worries about her daughter’s lack of rootedness despite her obvious achievements. Other central characters include a nonbinary social media influencer, a 93-year-old woman living on a farm in Northern England, and a woman who retires to Barbados, harbouring a secret of sex and betrayal.

Source: Goodreads; Heartleafbooks

a Tick off all the ‘must see’ London landmarks that are mentioned in the text.

Big Ben Hyde Park

London Eye

Buckingham Palace St Paul’s Cathedral Tower of London

Camden

British Museum Trafalgar Square

reading

b What do you know about the landmarks mentioned?

c In your own words, describe what Courtney’s parents think of London.

d Why does Courtney think her father is a hypocrite?

e Explain what Yazz means by ‘a white girl walking with a black girl is always seen as black-man-friendly’.

f In what kind of area is Hyde Park situated? Explain your answer.

g What is the Serpentine?

h What do you notice about the layout of this text?

i How would you describe the style of this excerpt?

j Would you like to read the rest of the novel? Why (not)? Give 2 arguments to support your opinion.

Yazz invited Courtney to stay at hers at the end of their first year she warned her that at least one of Mum’s harem was likely to be walking about the house half-naked in the morning and trust me, that’s not a pleasant sight with the oldies

Courtney’d only been to London once before, a day trip involving a bus tour to Buckingham Palace, Trafalgar Square, Big Ben, St Paul’s Cathedral and the Tower of London, before getting the train straight back to Dartingford

they shared Yazz’s double bed and chatted before they went to sleep that first night with the lights off and the moon shining straight on to the bed, which made the night feel special to Yazz, especially when the nights were warm and the window was open as they lay there, Yazz asked Courtney why she hadn’t visited the capital more often, you don’t know what you’ve been missing, babe it’s because my parents don’t like London, Courtney replied, they think it’s a hellhole full of coloureds, suicide bombers, left-wingers, lurvies, gays and Polish immigrants, who deprive the hardworking then and women of this country of the chance to earn a good living; Dad gets all his political thoughts from the newspapers, quotes from them verbatim, although funnily enough he’s friends with Raj, the mechanic in the village, they drink together down the pub when I call him a hypocrite, he says, it’s Raj, Courtney, he’s different you can tell your dad from me that the British economy would collapse without immigrants to set higher working standards, Mum says give me a Polish plumber or electrician over homegrown workers any day

it makes no difference to him, he says they’re all the same love, meaning all the people he hates

I can’t wait to see his face when I bring home a mixed-race baby

Yazz showed Courtney Peckham, Stockwell, Brixton, Streatham as they walked down Brixton High Street, Courtney said she was going to faint at all the beefsteak on show, couldn’t help staring at the juicy buns on the boys whose jeans were so low they exposed almost their entire underpants

Yazz noticed that those “buns’ reciprocated Courtney’s attention, her creamy softness pouring ostentatiously over the top of her denim blouse

they stared at Courtney, not at Yazz, who wasn’t the one getting checked out as usual, and she usually got checked out a Lot not that she’s interested in the kind of male who belts their trousers underneath their bum

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today it’s all about Courtney, who’s not even particularly hot and it’s like Yazz is invisible and her friend is an irresistible goddess a white girl walking with a black girl is always seen as blackman-friendly

ostentatious: showy, flamboyant reciprocated: shared

Yazz has been here before with other white mates

it makes her feel so

jaded

they arranged to meet up with Nenet at her family house behind Queensway

Nenet texted the directions, “around the corner from Hyde Park LOL’

they arrived at a large house behind a security gate and had to ring the bell to be let into a drive made of crunchy gravel

a maid wearing a black uniform with white pinafore let them into a hallway of marble floors, fountain, colonnades and a winding Hollywood staircase that went all the way up to a domed roof

Nenet came bounding down the stairs to greet them holding a tiny ball of Auffy white fur in her arms, her shih-tzu, Lady Maisie here, she said, thrusting it at them, have a cuddle

Courtney was happy to oblige, even let it snuggle up to her face, cooing about how cute it was, being used to far worse with farm animals, Yazz imagined, like pigs and sticking her hands up cows’ anuses to release their constipated stools

she herself declined to touch it, not liking to get too close to things that licked their own bottoms clean

Nenet gave them a quick tour of the house, which Yazz thought was sick, as in obscenely rich sick not sick as in wonderful

Nenet apologized for her mother’s ostentatious taste in home decor, not for her wealth

please be careful what you touch, squaddies!

Yazz noticed Courtney acting as if she was honoured to have been allowed into Nenet’s life now that she’d seen how she lived

Nenet was now ‘Nenet who lives in a huge house near Hyde Park’, something Yazz couldn’t mentally undo or un-factor into her opinion of her friend

she realized that knowing someone comes from money isn’t the same as witnessing the extent of it in close proximity

they went for a walk in Hyde Park, strolled along the Serpentine in the sunshine

Yazz looked out at the blue lake and people enjoying themselves in pedalos and rowing boats

the path around it seemed to be a cruising strip for rich Arabs, the car park rammed with cars with doors that opened upwards and golden wheel hubs that could save the National Health Service

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Nenet, who usually wore designer sportswear at uni, was clad in a night top, short skirt, high heels, and looped over her shoulder was a Chanel bag with a gold chain

her body language changed whenever a group of young men

approached to admiringly check her over, which they did without fail what with her cascading black hair, gleaming brown skin and toned legs this was her milieu, she was walking like a princess, a bit up herself

Nenet always insisted she was Mediterranean, much to Yazz’s amusement and Waris’s annoyance when she tried to convince them she wasn’t black or even African as her family were from Alexandria on the Egyptian coast you’re African, Nenet, Waris lambasted her, go on, admit it, you’re an African woman, and she’d jump on Nenet and pretend to beat her up, the pair of them squealing like six-year-olds the Serpentine cruisers ignored Yazz who was way too dark for them (yeh and they can piss off) they boldly slow-stripped Courtney with their eyes as if she was a chambermaid

Courtney got off on it, loving the attention Yazz didn’t want to break the news to her

2 / London dishes

Did you know?

Afternoon tea

cascading: flowing lambasted: criticised

Afternoon tea is a British tea-related ritual, introduced in the early 1840s. It evolved as a mini meal to stem the hunger and anticipation of an evening meal at 8 p.m. Afternoon tea usually consists of sandwiches (usually cut delicately into ‘fingers’), scones with clotted cream and jam, sweet pastries and cakes. Scones were only introduced in afternoon tea in the 20th century. One renowned place to find a true afternoon tea is the Ritz in London. Their afternoon tea service is so popular that bookings must be made months in advance. Today afternoon tea is usually enjoyed as an occasional indulgence or to celebrate a special event, such as a birthday, a pre-wedding party, or baby shower with a group of friends.

Adapted from: AfternoonTea.co.uk

1 Watch the video about afternoon tea at Berners Tavern and answer the questions.

a What part of London is the restaurant in?

b Which elements of a traditional ‘afternoon tea’ are mentioned?

WATCHING

Source: Bernardine Evaristo, Girl, Woman, Other, p. 67-74

c What has been added or changed to these traditional afternoon tea elements?

1 raspberry macaron 2

scones

d Are these statements true or false? Correct the false statements.

Statement TrueFalse

1 The look of the food is as important as the flavour.

2 The chef really likes to be inspired by international cuisine.

3 You can only get afternoon tea in England.

2 Read the text about traditional British food on p. 343 and answer the following questions.

a Which vegetables are traditionally served with fish and chips?

b What do you get if you order a Sunday roast at a pub?

reading

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c Both Yorkshire pudding and sponge pudding with custard are mentioned in the text, but what is the difference between these 2?

d Are these statements true or false? Correct the false statements.

Statement

1 Everybody knows that if you visit London, you have to try the local cuisine.

2 ‘Chippy’ is a British word for Fish and Chips shop.

3 Pie in English is a dessert.

4 One type of sausage has blood as an ingredient.

5 In the UK pudding can be both a dessert and a type of meat.

6 The article was written by a true Cockney.

e Which of the foods described in this text would you like to try? Why?

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The best places to eat traditional British food in London

Finding the best local cuisine in London might not seem to be as much of a priority as in Paris or Rome, but times have changed. London has leapt to the top of the heap of the great gastronomic capitals on the planet with its world-class restaurants, multicultural food scene, buzzing markets, street food, pop-ups and supper clubs.

Food has never been cooler, and it’s not just the modern – British classics are being perfected both in trendy hotspots and venues that have been going for 100 years or more. A British feast awaits you.

Fish and chips

OK, so this one probably is on your list – every visitor to London worth their salt seeks out a fish and chip shop. But be sure you find where it’s good and proper. The first ‘chippy’ – as Brits affectionately call them – is thought to have been established in the Jewish quarter in the East End of London in the mid 19th century and some stalwarts still serve the best. The Golden Hind in Marylebone has passed its 100th birthday and still tops the list for serving fish and chips as they should be – fresh, crisp, and don’t forget the side of yummy mushy peas (yes, really yummy)!

Pie and mash

Ask any Brit what their favourite comfort food is, and they’ll probably say a good pie. Classic British pie and mash shops can still be found in the city, proud to be serving in the traditional environment of chequered tiles and wooden booths. Feeling extra brave? Try jellied eel or parsley liquor – but you probably have to grow up with these delicacies to appreciate them!

Pie and mash shop, M. Manze in Islington offers “the same recipes today as were used in 1902”, using even better ingredients to meet today’s high standards. For a truly gourmet pie selection, look no further than The Ginger Pig, with various locations around London, using fresh, naturally reared meat from their own farm in Yorkshire, topped with handmade butter pastry.

Sunday roast

The Sunday roast is a British institution. All respectable pubs enhance their Sunday lunch menu with a choice of roast meat: beef, pork, chicken, lamb, with all the trimmings: roast potatoes, vegetables, Yorkshire puddings, plenty of gravy, maybe some cauliflower cheese.

For the ultimate Sunday roast experience, head to a proper British restaurant such as Hixter, brought to you by British food champion and legendary chef Mark Hix. Here you can

share a whole roast chicken or a large cut of perfectly cooked beef, all British-reared, and supplement it with Bloody Marys or Buck’s Fizz (Mimosas).

Olde-worlde British dining

Rules is London’s oldest restaurant, established in 1798 – a time when eating in restaurants was strictly for the elite. You’ll see how little has changed (bookings are essential), and the menu is traditional with a capital T, straight out of Downton Abbey.

There’s a leaning towards wild game dishes and the restaurant walls are heaving with mounted horns. Save room for their golden syrup sponge pudding with custard – a truly scrumptious traditional British dessert.

Full English breakfast

Start the day properly: eggs, sausages, bacon, fried bread, mushrooms, baked beans, grilled tomatoes, and if you’re brave: black pudding (fried blood sausage).

It’s all about the finest ingredients, and Roast, in the heart of Borough Market, excels at this. All ingredients, down to the juicy tomatoes, are fresh from British farms. It’s so good you have to book – yes, that’s right, book – a table for breakfast.

Afternoon tea

Afternoon tea is as quintessentially British as it gets, and you simply can’t beat the atmosphere of the Thames Foyer at The Savoy. Recline on a sumptuous velvet sofa bathed in natural light from the Edwardian glass dome overhead, as a pianist plays in the background. Take your choice from more than 25 types of tea, poured for you into a bone china tea cup through a silver tea strainer.

Prepare to gorge yourself on delicate finger sandwiches, mini scones with clotted cream and jam, and a bewildering array of exquisitely crafted fruity and chocolatey pastries and cakes. Enjoy!

Food expert and author Celia Brooks moved to London in 1989 from Colorado Springs. She spent several years as Stanley Kubrick’s private chef and went on to publish 8 cookbooks in 10 languages worldwide, as well as writing freelance, teaching, and appearing on TV in the UK, US and Canada. She also runs Gastrotours of London’s culinary hotspots.

3 Combine words from the text with their meaning.

1gastronomic (line 3)Abeing the most typical example or the most important part of something

2to establish (line 13)Bextremely confusing, difficult to understand

3a delicacy (line 26)Cin a very beautiful and careful way

4to supplement (line 43)Drelating to the preparation and eating of good food

5scrumptious (line 52)Esomething good to eat that is rare or expensive

6to excel (line 59) Ftasting very good

7quintessentially (line 65)Gthe character, feeling or mood of a place or situation

8atmosphere (line 66)Hto add something to something to make it larger or better

9bewildering (line 74)Ito be extremely good at something

10exquisitely (line 74)Jto start something, like a company or organisation

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4 Word formation: complete the table. Fill in the corresponding noun, verb, adjective or adverb. Use a thesaurus or online dictionary, if necessary.

3 ⁄ London speak

1 Watch the video and answer the questions.

a Before listening, fill in as many regions as you can on the map your teacher will give you.

Cornwall – Dorset – Dublin – Glasgow – Liverpool – London –Norfolk – North Yorkshire – Northern Ireland – Suffolk

b Now watch the video to correct and complete the map.

c Where do people speak ‘East Anglian’?

d What is the name of the accent spoken in Liverpool?

e What is the main difference between the Northern Irish and the Dublin accent?

f What is a particular characteristic of the Northern Welsh accent?

2 Read the text about cockney rhyming slang and answer the questions.

a Are these statements true or false? Correct the false statements.

Statement

1 Cockney was originally used mostly by poor people.

TrueFalse

2 Cockney is thought to have originally been used as a code in the First World War.

3 Cockney hasn’t really changed a lot in time.

b Explain in your own words how cockney rhyming slang works.

An A-Z of Cockney Rhyming Slang

by Robert Lordan

Although not as widely heard in London as it once was, cockney rhyming slang remains an intrinsic part of the city’s character.

Origins

Playful, witty and occasionally crude, the dialect appears to have developed in the city’s East End during the 19th century; a time when the area was blighted by immense poverty.

It’s believed rhyming slang was initially intended as a coded language, utilised by groups such as thieves and market traders in order to mask conversations whenever strangers or law enforcers lurked nearby.

How Cockney Rhyming Slang Works

The majority of cockney rhyming slang terms are formed using two distinct words with the second word being the rhyming word – for example ‘butcher’s hook’ which means ‘look’. Some terms are more simple single word rhymes.

However, when conversing in rhyming slang the real trick (in most cases) is to leave out the second word in a two word term. In the case of ‘butcher’s hook’ therefore, you’d simply say, “let’s have a butcher’s”.

In a few cases the first word can be shortened even further – ‘butcher’s hook’ for example can be trimmed down to ‘butch’; ‘let’s have a butch’.

Inspiration

Over the years, a good deal of rhyming slang has been inspired by famous people. This provides an interesting way of dating such terms.

A good illustration of this would be ‘Gertie Gitana’ which is old rhyming slang for ‘banana’. Gertie was a celebrated music-hall star and would’ve been a well-known name in the early 20th century.

Another example would be ‘Ruby Murray’ which means curry. Ruby Murray was a Northern Irish singer who rose to fame in the 1950s; an era in which Indian restaurants were becoming increasingly popular in Britain. It’s not surprising therefore that, in cockney rhyming slang, Ruby’s name became synonymous with the dish.

More recent celebrity inspired phrases include ‘Britney Spears’ (beers) and ‘Danny Glover’ (lover). Such modern terms demonstrate how cockney rhyming slang is fluid and often being added to – although no doubt some purists would be dismissive of these newfangled modern terms!

London in the 19th century by Gustave Doré

Ruby Murray; the singer whose name rhymes with one of Britain’s favourite dishes

3 Underline the cockney term in the sentence and link it to its meaning.

1I always get my lollipops fresh from the butcher. A stairs

2I like your Uncle Bert; very stylish. Blaugh

3The classroom is up the apples and pears and then to the left. Cbottle

4Would you Adam and Eve her, saying that and then expecting me to forgive her! Dchops

5Are you having a giraffe, mate? Ebelieve

6Waiter, an Aristotle of your finest red, please. Fshirt

4 Quite often, the second part of the cockney term is not said. Complete the shorter terms with their second part, and then guess their meaning.

and bone – and Dick – and flow – and pork – and strife – honey – of bread

Scarpa means 1

‘Scarpa! The police are coming.’

2

‘I ain’t going to work today; I’m feeling Tom.’ Tom means .

‘Hand over the bees ’ Bees means 5

6

’I don’t know what she’s rabbiting on about.’

Rabbit means

Trouble means 3

‘The trouble’s been shopping again.’

‘I can’t speak for much longer; I’ve nearly used up all the free minutes on my dog.’

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Dog means phone.

Crust means 4

‘Use your crust, lad.’

5 Translate this paragraph about the body into standard English if you can …

On yer loaf of bread you’ve got your barnet fair (or maybe a syrup of figs). On yer boat race you have yer mince pies, king Lears and I suppose. In yer north and south you’ve got yer Hampstead heath. Yer loaf sits on yer Gregory Peck, which sits on yer noddy holders. We’ve all got a pair of chalk farms poking out with a pair of German bands at the end. In yer Derby Kelly lives yer Newington butts. Yer plates of meat are at the end of yer Scotch eggs, and yer Bromley by bows at the end yer Scotches.

Source: cockneyrhymingslang.co.uk

6 Invent your own cockney rhyming slang term and write a sentence using it. Read your sentence to the class and let them guess the meaning of the term.

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Term:

Meaning:

Used in a sentence:

7 Watch the clip on how to do the cockney accent and write down how the sounds are pronounced.

Sound Pronunciation

1‘uh’ in ‘doctor’

2‘h’ in ‘house’

3‘l’ in ‘hell’

4‘t’ in ‘bottle’

5‘th’ in ‘brother’

6‘th’ in ‘nothing’

7‘th’ in ‘them’

8 Over to you! Try to have a conversation in cockney English.

a Preparation: think about things that happened to you this week and decide on a subject. Write down a few rhyming slang terms you can use in this conversation.

b Action: use at least 5 examples of rhyming slang. Have your conversation. Let another pair of students listen to your conversation.

c Reflection: think about your conversation: did you understand each other? Was the conversation fluent?

CHECK 1, see p. 377

STEP 2 ⁄ Off the beaten track

Discussing alternative ways of travelling

1 ⁄ Hidden gems

1 Look at the pictures below. What do you know about the sights in these pictures?

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2 Read the text on p. 352 and answer the questions. a Put the names of the places under the pictures.

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b Who do you think is the primary audience for this text?

c What are traditional places to visit in Sydney, according to the text?

d Find synonyms for the following words in the text.

1very beautiful

2very cute

3very nice

4very pretty

5very special

e Where should you go if …

1 you want to go hiking?

2 you want to go swimming?

3 you love flowers?

4 you love art?

5 you want to spot whales?

10 SECRET SPOTS in Sydney to Explore and Adore

By: Phoebe Ackland

So you’re looking for something exciting to do in Sydney but you’ve done the Opera House, you’ve visited Bondi Beach and visited Darling Harbour numerous times, what next?

Sydney is a city so full of incredible things to see and do that some of her amazing attractions haven’t even been discovered yet. Allow us to let you in on the hidden world of secret spots in Sydney.

EVELEIGH TREEHOUSES

Escape the ordinary amongst the treetops at the Eveleigh Treehouses. The unusual Eveleigh Treehouses look like they were plucked straight out of the Snugglepot & Cuddlepie series by visual artist Nell, and are open for exploration at Eveleigh Green park.

Location: Eveleigh Green, 39A Henderson Rd, Eveleigh

SHIPWRECK AT HOMEBUSH BAY

Ahoy there! Take the kids to see a partly sunken treasure at the Homebush Bay Shipwreck. A definite secret spot in Sydney, the Homebush Bay Shipwreck has a myriad of names including the Floating Forest. Located in the middle of the Parramatta River, the SS Ayrfield ran coal between Sydney and Newcastle during the 20th Century. Make a day of visiting the Floating Forest along the river and enjoy Bicentennial Park with bike tracks, playgrounds and beautiful picnic spots.

Location: 29 Bennelong Pkwy, Wentworth Point

AUBURN BOTANIC GARDENS

The Auburn Botanic Gardens become even more beautiful during the annual Cherry Blossom Festival. With features including a Scented Garden, a Sunken Rose Garden, a Fauna reserve and an aviary, the Auburn Botanic Gardens are a slice of natural heaven. Visit Auburn Botanic Gardens in mid to late August when the cherry blossoms are in full bloom, and the lush greens subside in comparison to perfect pinks. You might even spot a peacock pecking around!

Location: Chisholm Rd and Chiswick Rd, Auburn

ANGEL PLACE

The hanging birdcages at Angel Place are called the Forgotten Songs. Nothing screams secret spots in Sydney more than Angel Place. Make your way down a tiny stairwell off Martin Place and you’ll find this hidden alleyway filled with 180 birdcages that hold the sounds of dozens of birds. Forgotten Songs is a permanent art installation of birdcages representing the call of 50 birds that used to live in the city before the arrival of Europeans.

Location: Challis House, 4-10 Martin Place

MACKENZIES BAY BEACH

MacKenzies Bay Beach is so secretive it’s not even in Sydney every day of the year! This secret spot in Sydney is so secretive, it’s not even around for most of the year!

MacKenzies Bay Beach is perhaps one of Sydney’s best secret spots – the picture-perfect beach around 100 metres north of Tamarama is actually hidden for most of the year due to the tides, but when it does appear it is truly magical! Please note that MacKenzies Bay Beach is an unpatrolled beach.

Location: Mackenzies Point, 100 metres north of Tamarama Surf Club

LANE COVE NATIONAL PARK

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Enjoy the fruits of Mother Nature in the stunning Lane Cove National Park. Breathe the fresh air and become truly one with nature in this secret spot in Sydney: Lane Cove National Park. Lane Cove National Park is always a hit with adventurous families. From canoeing to bushwalking, bike riding, nature watching and even glamping, Lane Cove National Park packs a pretty impressive punch for a secret spot in Sydney.

Location: Riverside Dr, North Ryde

myriad: very large in number aviary: large enclosure for confining birds

QUEENSCLIFF TUNNEL

The sunset viewed from within the Queenscliff Tunnel is magical. One to visit with the older kids or those who don’t mind a bit of rock climbing, the magical Queenscliff Tunnel is another secret spot in Sydney to venture to when you’re up for a bit of an adventure. Also known as the Manly Wormhole, the Queenscliff Tunnel is a 40-metre channel through the rock of Queenscliff Head that was chiselled by fishermen hundreds of years ago. The tunnel connects Queenscliff Beach and Freshwater Beach and can be accessed via the Queenscliff Rock Pool (look for the pink graffiti heart).

Location: 2096 N Steyne, Queenscliff

BARRENJOEY HEAD LIGHTHOUSE

One of our favourite secret spots in Sydney is the breath-taking Barrenjoey Lighthouse. Ok, ok, we admit, the Barrenjoey Lighthouse isn’t much of a secret spot in Sydney anymore but it’s one of those family bucket list things you just have to do at least once! The Barrenjoey Lighthouse Walk offers absolutely stunning views of Palm Beach and Pittwater and is a great day out for the whole family. The best time to accomplish the Barrenjoey Lighthouse Walk is during whale watching season for hopefully an extra special surprise the kids will adore.

Location: 1199D Barrenjoey Rd, Palm Beach

WATERVIEW WHARF WORKSHOPS

The Waterview Wharf Workshops can be accessed by land or water. No, you’re not in Copenhagen! These delightfully colourful waterfront houses are Sydney’s Waterview Wharf Workshops and are one of the most photographed spots in Sydney for good reason. Located in Balmain, the Waterview Wharf Workshops are Heritage-Listed remnants of the early 20th-century maritime industry, and a pretty cool (and colourful!) spot to snap a pic in Sydney.

Location: 37 Nicholson Street, Balmain East

SPIRAL HILLTOP

Last up on our list is the Spiral Hilltop at Wentworth Common. Also called the Spiral Garden, the huge Spiral Hilltop at Homebush Bay is a work of natural art. Located in Wentworth Common, the Spiral Hilltop is fun for kids to play around if you’re enjoying a picnic in the area, or test out your endurance by running to the top!

Location: Marjorie Jackson Parkway − Sydney Olympic Park Adapted

remnants: leftovers

3 Watch the TikTok video and answer the questions.

a What does the TikTok video give you an alternative for?

b Why hasn’t she done her bucket list item?

c Which pylon do you need to climb?

d What do you get when you get to the top?

e What does it cost to go to this attraction?

4 Read the text and try to find good adjectives to replace the word ‘nice’ in each sentence.

reading

Tired of the high rises in Sydney and feeling like a swim? Just take the ferry across to Manly. It’s not only a convenient way to travel, you also get a really nice view of the Opera House and the Bridge.

There are plenty of nice (a) options for swimming in Manly. You could, of course, take a nice (b) dip in the nice (c) ocean water on one of the two nice (d) beaches Manly has to offer (Manly Beach and Fairlight Beach), both these beaches also have nice (e) rockpools.

Raining outdoors? No worries, just go to the Manly Aquatic Centre, a nice centre with 2 indoor and 2 outdoor pools.

5 Descriptive adjectives can make a text a lot more interesting.

a Put the following adjectives into the correct category. Some words can be added to more than one category.

alluring – amazing – astronomic – awful (2x) – colossal – cramped – disgusting –dreadful – excellent – exquisite – hideous – grisly – magnificent – miniscule – outrageous –outstanding – pint-sized – rotten – sizeable – stunning – unpleasant – vast

b Then try to find other adjectives that match the given meaning (depending on the context).

c Finally, compare your answers with your classmates and add any missing adjectives.

6 Not all synonyms can be used in every context. Use a different adjective to replace the words in bold.

Talking about food

1 We had dinner at a restaurant yesterday and the food was very good.

2 Not to brag, but the cake I made yesterday was very good =

3 I had fish and chips at Kit’s and it was very bad =

4 Honestly, how can you eat black pudding; it is so very bad!

Talking about abilities

1 Mona is very good at surfing. =

2 Casper is very bad at dancing. =

Talking about people

1 Matteo is a very good person. =

2 Noah has a very bad character. =

3 Sophia is very pretty =

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Talking about accommodation

1 I was surprised at the cleanliness of this hotel; it was very good

2 Jax couldn’t believe how very bad (a) the room service in this hostel was, especially considering the very high (b) cost for a single bed.

(a) =

(b) =

3 I stayed at a pod hostel, where you sleep in a very small (a) room that some people might find too small to move in (b).

(a) =

(b) =

4 The bathroom in our hotel was very bad

Talking about places

1 London is a very good place to visit.

2 The suburbs are a very bad place to visit; there’s nothing to do.

3 The main square of the town is very pretty

4 Sydney is a very big city.

5 Mittagong is a very small village.

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6 In Italy, a lot of streets are so very small modern cars have trouble passing through.

7 Choose 2 images from exercise 2 on p. 351. Write a caption using descriptive adjectives, as in the example below. writing

Spent a lovely day swimming and enjoying the stunning view from Fairy Bower Pool in Manly. #fairybowerpool #hiddengems

53,096 likes NOVEMBER 15, 2023

8 Play ‘Describing Frenzy’.

2

⁄

Where to stay

1 Watch the video about Hannah’s travels and answer the questions.

a Where did Hannah stay?

b How does she describe the area around the hostel?

c What was her first impression of the hostel?

d Did she end up liking the hostel? Explain your answer.

SPOKEN INTERACTION WATCHING

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Caption 1:

Caption 2:

2 You can book hostels online through various sites, one of these is Hostelworld. Read the hostel description below and do the tasks.

a Underline the things that are mentioned in the video.

b Use a marker to indicate the things that are different from what was described in the video.

reading

c Find synonyms for the following words in the text:

1 very lively =

2 knowing a lot about something =

3 having enough supplies/equipment/things =

The Original Backpackers Hostel

162 Victoria Street, Kings Cross, Sydney, Australia

Prices | Facilities | Map | Review | House rules

7.2 Very Good 1272 Total Reviews

Perfect Location

Marvellous Staff View House Rules

Hostelworld says

The Original Backpackers Hostel is in a leafy, green area of King’s Cross, within walking distance of Sydney Harbour Bridge, the Opera House, Darling Harbour and more. This hostel is in a Victorian building which our guests tell us has ‘a vintage feel’ and ‘heaps of character’. We like this hostel’s blend of friendly parties and quiet nights; as one Hostelworld reviewer said, it has ‘a buzzing atmosphere ... but [is] still quiet enough at night for a good night’s sleep’. The highly praised, friendly staff host events nearly every night.

Property Description

The Original Backpackers has a beautiful building, a great location, friendly and knowledgeable staff, and great facilities. The Original backpackers is located in the vibrant food and entertainment precinct of Kings Cross, only 200 metres from Kings Cross train station. We are only a 30-minute walk to the Opera House via The Royal Botanic gardens and Mrs Macquarie’s Point (Sydney’s best view!).

We have a big, modern well-equipped kitchen, a sunny courtyard great for meeting and mingling and a great TV and chill out lounge, with Netflix on the big screen. Our coin operated laundry has big, modern washers and dryers.

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For your entertainment: we have a games room with PlayStation 4 and a 60” TV, chess, board games, and cards.

We have sports equipment behind the reception counter with tennis racquets, footballs and basketballs. We will direct you to the nearest court or park.

We have fast and free unlimited wifi, with coverage through all the hostel so you can stay connected in your bed.

We have double and twin rooms, with and without private bathroom all with TVs, fridges, kettles, and free tea and coffee. Dorms range from 4 beds to 10 beds, all with storage lockers, privacy sheets and fridges.

If you have a car or van we have a special deal with the local car park: $25 for 24 hours parking. See us at the front desk to access this. We provide free dinners (Monday, Wednesday and Friday). This is a great way to mingle with other like-minded backpackers. This is in addition to our free continental and cereal breakfast 7 days a week, and free tea and coffee all day every day.

Source: Hostelworld

3 A lot of young people visit Australia with a working holiday visa, which allows them to stay in Australia longer than with a normal tourist visa, and make some money to fund their travels. Watch the video and answer the questions.

a When should you organise your accommodation?

b What are the 2 major options for accommodation he mentions?

c Which 2 websites, apart from Facebook groups, can you use to find accommodation?

d What else can you use Facebook groups for?

4 Read the names of these different ways to get free accommodation and match them to the descriptions.

Ahouse-swapping1You look after people’s children and live in their house; you will also be paid a little bit.

Bcouchsurfing2You stay in someone else’s home while they stay in yours.

Chouse-sitting3You stay in someone else’s home while they’re away, and take care of their house and sometimes pets.

DWWOOF

Eau pair

Fwork for accommodation

4You stay on someone’s sofa or spare bed for free.

5You stay on an organic farm and help out in exchange for food, accommodation and knowledge.

6You stay with people in their home and talk to them in your native language, so they can improve their language skills.

Glanguage exchange7You work in a hostel for a few hours a day, and get to stay there for free in return.

5 Imagine you are travelling and want to stay somewhere for free.

a Choose the option you would like to try out. Your teacher will give you a form to fill in to apply for a room/bed/sofa depending on the option you have chosen.

b Discuss your choices with a classmate.

CHECK 2, see p. 386

STEP 3 ⁄ There’s a podcast for everyone

Analysing podcasts

1 Do you podcast? Discuss the questions below.

a What is a podcast?

b Where can you listen to podcasts?

c What are podcasts usually about?

d Do you listen to podcasts? Why (not)?

2 Listen to the trailer for the true crime podcast The Razorhurst Wars.

a What is the subject of this podcast?

b When were the Razorhurst Wars?

c How are the areas around the Darlinghurst area described?

d Who ran the underworld?

e Why do you think the conflict is called ‘The Razorhurst Wars’?

f Would you listen to this podcast?

g The Razorhurst Wars is an example of a true crime podcast. What exactly is ‘true crime’? Discuss.

listening reading ©VANIN

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A A consistent or rotating group of hosts who provide commentary and conversation around specific topics

B A single host speaks for the entirety of each episode. Usually by a subject matter expert.

C Demands a high level of creativity and experience to keep listeners engaged.

D Good chemistry is required for a quality show.

E Interview podcasts

F Opens the door for creativity, allowing you the flexibility of using any format you like.

G Repurposed content podcasts

H Storytelling/investigative podcasts

4 Read the podcast summaries and decide which kind of podcast format they probably use. reading

1 ‘Marc Maron welcomes comedians, actors, directors, writers, authors, musicians and folks from all walks of life to his home for amazingly revealing conversations. Marc’s probing, comprehensive interview style allows guests to express themselves in ways listeners have never heard.’

‘Twice-monthly community updates for the small desert town of Night Vale, where every conspiracy theory is true. Turn on your radio and hide. Never listened before? It’s an ongoing radio show. Start with the current episode, and you’ll catch on in no time. Or, go right to Episode 1 if you wanna binge-listen.’

‘Join bloggers Kid Fury and Crissle for their weekly podcast covering hip-hop and pop culture’s most trying stars. Throwing shade and spilling tea with a flippant and humorous attitude, no star is safe from Fury and Crissle unless their name is Beyoncé. (Or Blue Ivy.)

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As transplants to New York City (Kid Fury from Miami and Crissle from Oklahoma City), The Read also serves as an on-air therapy session for two friends trying to adjust to life (and rats) in the big city.’

Source: podcasts.apple.com

‘Serial is a podcast from Serial Productions, a New York Times company, hosted by Sarah Koenig. Serial unfolds one story − a true story − over the course of a whole season. The show follows the plot and characters wherever they lead, through many surprising twists and turns. Sarah won’t know what happens at the end of the story until she gets there, not long before you get there with her. Each week she’ll bring you the latest chapter, so it’s important to listen in, starting with Episode 1. New episodes are released on Thursday mornings.’

5 You are going to listen to part of a podcast, and then tell your classmates about it.

a Listen to the podcast your teacher gives you and answer the questions on your worksheet.

b Summarise your podcast. Tell your classmates about your podcast, using the information from the worksheet.

c Think about what your classmates have told you. Which of these podcasts would you like to listen to?

6 Listen to the excerpt of the Cityscape podcast and answer the questions.

a What is the podcast episode about?

b Which questions does the podcast try to answer?

c How is this podcast structured?

1 Introduction to the of the episode

2 Who is the ? What is the of the podcast?

3 Three different

7 Listen to the excerpt of Next City and answer the questions.

listening speaking listening listening

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b What information do you get at the end of this excerpt? Take notes, then compare with a classmate and write down which questions were answered.

e.g. Which show did you just listen to?

8 The middle section of this text has been jumbled up. You will get one part. Put your part of the text under the right step. Then find students who have the other steps. When you have pieced together the entire text, summarise the information below.

How to Structure Your Podcast in 5 Steps

The structure of podcast episodes is just as important as the content itself. The individual elements of your episodes have to be in the right order to make an impact on your listeners. Having a clear structure to your episodes can: hook listeners and keep them engaged; make editing easier in post-production; make interviews run more smoothly. This guide walks through 5 ways to structure the perfect podcast episode so each one gets and keeps your listener’s attention!

STEP #1 CHOOSE YOUR PODCAST SEGMENTS

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Podcast with multiple cohosts

Popular Podcast Formats

STEP #2 APPLY THE ELEMENTS OF STORYTELLING

STEP #3 DETERMINE EPISODE LENGTH

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[Music intro]

Section I (Duration: ______)

Notes: Act I (Duration: ______)

Inciting incident: The problem, or question that the character – or you – is trying to solve or answer. Turning point: The character turns in a new direction in response to the inciting incident.

Notes: Act II (Duration: ______)

Section II (Duration: ______)

Section III (Duration: ______)

Notes:

[Sponsor message]

Act III (Duration: ______) –

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[Outro or teaser for next episode] Closing remarks and or teaser for next episode

Non-fiction script template

Fiction script template

STEP #5 INCLUDE ONE CALL-TO-ACTION

FINAL THOUGHTS

Podcasts typically benefit from a little structure, and a few parameters can even help creativity thrive.

With a little planning, you can make every episode an engaging, shareable, audience-growing piece of content.

Adapted from: buzzsprout.com

CHECK 3, see p. 391

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SUMMARY

1 WORDLIST

Word Translation

1 ALTERNATIVES FOR ‘VERY GOOD’

amazing verbazingwekkend

delightful heerlijk

excellent uitstekend

fabulous fantastisch

incredible ongelooflijk

magnificent magnifiek

marvellous prachtig

outstanding uitstekend

stupendous ontzagwekkend

terrific geweldig

wonderful prachtig

2 ALTERNATIVES FOR ‘VERY BAD’

awful vreselijk

crummy slecht, beroerd, stom

disagreeable onaangenaam

disgraceful schandelijk

disgusting walgelijk

dreadful verschrikkelijk, afschuwelijk

horrible verschrikkelijk, afschuwelijk

outrageous schandalig

rotten rot, verrot, bedorven

terrible vreselijk

unpleasant onaangenaam

3 ALTERNATIVES FOR ‘VERY UGLY’

awful afschuwelijk

grisly griezelig

grotesque grotesk

hideous afschuwelijk

horrid afschuwelijk

unseemly ongepast

My notes

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4 ALTERNATIVES FOR ‘VERY PRETTY’

alluring verleidelijk, aantrekkelijk

appealing interessant, aantrekkelijk

beautiful mooi, prachtig

bewitching betoverend

breath-taking adembenemend

exquisite prachtig, voortreffelijk

gorgeous prachtig, schitterend

lovely mooi, prachtig picturesque pittoresk, schilderachtig

pleasing aangenaam, prettig

stunning adembenemend, prachtig

5 ALTERNATIVES FOR ‘VERY BIG’

astronomic astronomisch

colossal kolossaal

considerable aanzienlijk

enormous

enorm gigantic gigantisch

humongous enorm, gigantisch

massive enorm, massief, massaal

monumental monumentaal

sizeable omvangrijk

spacious ruim

tremendous

enorm

vast uitgestrekt

6 ALTERNATIVES FOR ‘VERY SMALL’

cramped krap

microscopic microscopisch

miniature miniatuur, miniscuul

miniscule miniscuul

modest bescheiden

narrow smal

petite

tenger, klein

pint-sized piepklein

slight gering

tiny piepklein

2 WORD FORMATION

NounVerb AdjectiveAdverb Translation noun atmosphere atmosphericatmosphericallysfeer, atmosfeer

bewildermentto bewilderbewildered/ bewildering bewilderedly/ bewilderingly verbijstering delicacies [delicate]delicately delicatessen/ [delicaat]

establisher/ establishment

to establishestablished oprichter/vestiging, etablissement, oprichting

excellenceto excelexcellent excellentlyuitmuntendheid

exquisiteness exquisite exquisitelyvoortreffelijkheid

gastronomy gastronomicgastronomicallygastronomie

quintessence quintessentialquintessentiallyde belichaming van scrumptiousness scrumptiousscrumptiouslyheerlijkheid

supplementto supplementsupplemental/ supplementary supplementally/ supplementarily aanvulling, toeslag

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Cockney English

Cockney English is a dialect of the English language that was traditionally spoken by workingclass Londoners. Cockney is also used to refer to anyone from the East End of London.

Cockney rhyming slang was developed in the 19th century and was initially intended as a coded language, used by groups such as thieves and market traders to mask conversations when strangers or police were nearby. That is one of the reasons why cockney English had a pejorative connotation.

Like any dialect, cockney evolved. Much of new cockney that first emerged in the late 20th century uses celebrities’ names. The terms are often coarse, revolving around drinking and bodily functions.

1 Formation

– Rhyming slang: a term is formed from 2 words, the second one rhymes with the word in ‘normal’ English.

Mind: the second word is often not said.

– Examples:

Traditional cockney terms

English

barnet fair hair

bees and honey

boat race

bromley by bows

chalk farms

crust/loaf of bread

Derby Kelly

dog and bone

German bands

Gregory Peck

Hamstead Heath

I suppose

King Lears

mince pies

Newington butts

noddy holders

North and South

plates of meat

rabbit and pork

money

face

toes

arms

head

belly

phone

hands

neck

teeth

nose

ears

eyes

guts

shoulders

mouth

feet

talk

Traditional cockney terms

English scarpa and flow go

Scotch eggs legs

syrup of figs wig

Tom and Dick sick

trouble and strife wife

More recent cockney terms

English

Christian Slater later

Danny Marr car

David Gower shower

Paul Weller Stella (a type of beer)

Winona Ryder cider

Wallace and Gromit vomit

2 Pronunciation

HOW TO make a podcast Plan your podcast

What?

What is the subject of your podcast?

What is the name of your podcast? Refer to your subject:

• a catchy title, • a pun,

• a descriptive name,

• your own name. How long are your episodes going to be?

How often are you going to release new episodes? Are you going to use music/sound effects?

Who?

Who is your intended audience? Are you presenting alone/together with someone? Will you have guests?

Why?

What is the purpose of your podcast? To inform? To persuade? To entertain?

How?

Where are you recording?

What hardware and/or software are you going to use? Sign up for a (free) podcast account with a podcast tool/host.

2 Write your outline & script

Intro

Hook your listeners.

Give an idea of what to expect. Include:

• the name of your podcast,

• the subject of your podcast or the topic of the episode,

• the presenters

If you have a guest, present them/let them present themselves.

Body

Discuss your subject or topics. Which segues can you use to link your topics?

Do you include a Q&A?

Do you highlight listeners’ emails or social media comments?

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Outro

End with a summary of the episode. Add a call to action: ask your listeners to:

• leave a review, • subscribe. Thank or mention important contributors to the podcast/ episode.

Get your script ready. Set up your microphone and other material, or sign into your account and check the settings.

Speak clearly.

Don’t be afraid to rerecord certain bits.

Edit your recording

Edit your episode in the programme of your choice

(Free) tools that can help: Audacity, Anchor, Riverside. Cut out unnecessary bits. Add music or sound effects.

Write your summary

A short and snappy text to attract listeners. Add artwork.

Publish your podcast

Upload your podcast (e.g. Riverside, Buzzsprout).

Submit your podcast to streaming platforms (e.g. Spotify, Apple Podcasts). Promote your podcast on social media.

Listen and enjoy!

Listen to your end result and decide:

What went well?

What can I improve?

ON DIFFERENT TRACKS

CHECK 1 ⁄ Discussing top tourist attractions

1 You will make a short video discussing 1 typical element of a city. Before you start, do the tasks below.

a Vocabulary work: fill in the correct word in the sentences below. Check the context!

1 The New York steakhouse has a cosy with minimal lighting and a wood panel floor.

2 The first time you visit Mumbai, you might find the experience quite , since it is a city of many contradictions.

3 The tour guides at the Empire State Building absolutely at their job; they are knowledgeable, funny and polite.

4 While you might not think it at first, trying the street food in Cape Town is an incredible experience.

5 The interior of the Queensland Eichhardt’s hotel is designed.

6 If you get a chance to visit Cardiff, do go and try the chocolate cake at the Cupcake Company, it is absolutely

7 A British trading post was in 1819 in Singapore; this eventually led to its founding as a British colony in 1824.

Subtotal / 7

b You will get a city and make a one-minute promotional video about it.

– Preparation: look up the necessary information you will need to talk about a typical element of this city. Complete the grid.

CITY:

TYPICAL ELEMENT YOU WANT TO TALK ABOUT tourist attraction, dos or don’ts, food, language

KEY FEATURES OF THIS TYPICAL ELEMENT

WHY IS THIS SUCH AN IMPORTANT ELEMENT?

Write about 3 sentences. Use at least 5 descriptive adjectives.

SOURCES USED

Find 2.

EXTRA: FIND SOME GOOD PICTURES TO ADD TO THE VIDEO.

– Action: make your video.

– Reflection: check your video using the checklist below before sending it to the teacher.

Checklist: making a promotional video

1 Content and structure

• I talked about all the aspects: typical element, key features and reason why.

• I talked for about 1 minute.

2 Language

• I used some of the words from exercise a in a correct way.

• I used at least 5 descriptive adjectives.

• I paid attention to my pronunciation.

Feedback

Yes I think soNo

Subtotal / 10

Score < 13 13 - 15 > 15

Next exercise ex. 2 ex. 3 ex. 4

2 Vocabulary work: using descriptive language.

a Complete the review with the correct words from the box. atmosphere – bewildering – delicacies – to establish – excellent – exquisite(ly) –gastronomic – quintessential(ly) – scrumptious – to supplement

Feedback rating: 96% from 5 reviews

I recently dined at Alice’s Rabbit Hole, in 1989, and was thoroughly impressed by the experience. The was quaint, making it the perfect spot for a casual dinner with friends. The menu offered a array of that were British, and the dishes were prepared. The creations were and truly exceeded my expectations. To the meal, the service was , and the staff was friendly and attentive. I highly recommend Alice’s Rabbit Hole for anyone looking for a delicious dining experience in London.

b Which words in exercise a are synonyms for the words below?

1 ambience, feeling

2 specialties

3 to open

4 culinary

5 to add to

c Which words in exercise a are antonyms for the words below?

1 bad, horrible

2 crude

3 atypical

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4 inedible

5 comprehensible, straightforward

Score < 15 ≥ 15

Next exercise

Check 2, p. 386

3 Describing a restaurant.

a Read description of Da Fellini on their website and answer the questions below as if you were the author of the text, using the underlined words in your answers.

1 How would you describe the atmosphere?

2 Which delicacies do they serve?

3 Why do you think it is an excellent restaurant?

4 What is quintessential about this place?

5 How did you learn about this establishment?

6 What is their most scrumptious dish?

Subtotal / 6

Da Fellini

The restaurant is a warm and cosy spot, perfect for a romantic dinner or a casual night out with friends. The decor is simple yet elegant, with dim lighting and comfortable seating. The menu features a variety of dishes, ranging from classic Italian pasta dishes to fresh seafood. The chefs take great care in selecting the best ingredients and preparing them to perfection, ensuring that every dish is truly a taste sensation. This is a must-visit spot for anyone looking for a dining experience that is truly satisfying. I heard about this place from a friend who raves about the food and the service. The most mouth-watering dish on the menu is the risotto, which is cooked to perfection with a variety of delicious flavours.

Italian Vegan

Feedback rating: 89%

Pricing: ££

Make a reservation

b Now write a similar text about your favourite restaurant. Preparation: check the underlined words from exercise a. Decide which 3 words you will use in your text.

Action: write your text (about 75 words). writing

Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: favourite restaurant

1 Content and structure

• I described my favourite restaurant.

• My text is logically structured.

• I wrote about 75 words.

2 Language

• I used at least 3 of the words from exercise a correctly.

• I used varied, descriptive vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Yes I think soNo

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Subtotal / 10

Score < 10 ≥ 10

Next exercise Check 2, p. 386

4 Read the text about Canadian English on p. 384 and answer the questions.

a Before you read, look at the following terms and try to guess their meaning.

1two four Acommotion, fuss or disagreement

2canuck BFrench fries (thin potato chips) covered with cheese curds and gravy

3clamato juice CTurn right while driving.

4kerfuffle Da case of 24 beers – cans or bottles

5poutine ECanadian person

6beavertail/whale’s tail Fover-achiever, eager to learn

7mountie GTurn left while driving.

8keener Hfried pastry dough smothered in toppings like Nutella chocolate spread

9Hang a Larry. Imember of the highly-respected Royal Canadian Mounted Police (RCMP)

10Hang a Roger. Jclam and tomato juice

b Read the text and then answer the following questions.

1 How many Canadians know how to speak English?

2 What is a knapsack?

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a sleeping bag

a mysterious person

a backpack

a bag to catch ducks with

3 What does ‘that’s jokes’ mean? that’s funny that’s weird that’s wrong that’s local

4 What statement is correct?

Canadian sounds more like Australian than British.

Canadian sounds more like American than British.

Canadian sounds more like British than American.

Canadian sounds more like South African than American.

c Which 2 famous Canadian tourist attractions are mentioned in the text?

d What are the official languages in Canada?

e What are the 3 defining characteristics of the Canadian pronunciation mentioned in the text? Give an example for each characteristic.

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f Go back to your answers in exercise a and correct yourself. If you can’t find the words in the text, go online and find the answer!

g Watch the Tiktok video. Which characteristic of Canadian English are they explaining?

Land of the Rockies … Home of the Niagara Falls … Creator of maple syrup and poutine Country of gorgeous lakes, insanely cold weather and exciting ice hockey matches … Of course, you know which country we are talking about.

CANADA, a peaceful nation blessed with a rich history, well-mannered Canucks (Canadian people), highly urbanised cities and breathtaking natural beauty. If you are moving to Canada, you can definitely look forward to a wonderful rich expat life. Canada is deservedly proud of its multicultural social ethos, thanks to the plethora of races, religions, languages and nationalities that now call this charming country their home.

On the languages front, large Canadian cities like Toronto and Vancouver are full of people speaking a number of languages – right from Punjabi and Mandarin to Tagalog and Arabic About 21% of Canada’s population speaks French, particularly in Québec. But of course, as with most Anglo countries, the language that continues to hold sway in Canada is ENGLISH. Consider these facts:

• English is one of the two official languages spoken in Canada.

• English has over 26 million native speakers in Canada, constituting 57% of the total population.

• Over 86% of Canadians are able to converse in English.

• 75.4% of them speak English at home.

Put all of this together and you will realise that if you speak and understand English in Canada, you will do just fine!

Like other Anglo countries, Canadian English is also full of interesting phrases and unusual colloquialisms that make it truly unique!

So, without any further delay, let’s dive into the mysteries and joys of anglais Canadien! Print out this guide, put it in your knapsack and get ready for your new Canadian adventure!

Canadian English is an odd duck.

The language is an interesting variant of American and British English. It also includes influences from First Nations languages, French and other languages.

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Canadian English has plenty of words and phrases that are uniquely Canadian and often that’s jokes (hilarious or funny)! Master them and you will sound like a local in less time than you can say a-boot time!

Canada has gifted the world plenty of amazing culinary delights, from poutine and Timbits to Nanaimo bars and butter tarts

You’ve probably heard that Canadians are a very polite lot. It’s true! And they love to say sorry and pardon even if they’re not at fault!

With a Canadian, you can have a polite conversation – or even a friendly one – with the word eh. Canadians don’t mind it in the least! This classic term used in everyday Canadian conversations can indicate that you don’t understand something or can’t believe something is true. You can even use it if you want the other person to respond to something you said. It’s similar to ‘huh’, ‘right?’ and ‘what?’ commonly found in American and British English.

What Makes Canadian English, Well, Canadian?

On the spelling front, Canadian English tends to combine aspects of American and British English. Canadian pronunciations too are influenced by British and American English (despite regional variations).

For the most part, Canadians tend to sound like Americans. However, there are some accent differences between Canadian and American spoken English, although they are not always easy to discern!

The best-known feature of Canadian English pronunciation is the phenomenon known as ‘Canadian raising’ which affects two specific diphthongs before voiceless consonants like f, k, p, s and t. This ‘raising’ makes the vowel in ‘out’ sound more like ‘oot’ to American ears (and hence the ‘oot’ and ‘aboot’ stereotype!).

Other unique features of Canadian pronunciations include the ‘low back merger’, which makes caught and cot sound similar and the ‘Canadian vowel shift’ which makes ‘bit’ sound a bit like ‘bet’ and ‘bet’ sounds a bit like ‘bat’! OK, so now we know that Canadian English spellings and pronunciations are a charming mish-mash of British and American English.

Le fin!

So, you’re new to Canada, eh? With this guide, you won’t feel like a newbie for long. And don’t worry about fitting in. Canadians are among the nicest people you will ever meet. So even if you don’t warm up to the Canadian winter (-30° Celsius anyone?!), you’ll definitely warm up to the Canucks and to the uniquely charming Canadian English in no time!

You’re welcome!

Adapted from: Instarem.com

Score < 15 ≥ 15

Next exercise ex. 3

Check 2, p. 386

CHECK 2 ⁄ Discussing alternative ways of travelling

1 Imagine you are going to the city you previously made a video about (p. 377). You will write a text about a place where you can stay, or a hidden gem.

a Preparation: complete the grid to plan your text.

CITY:

PLACE-TO-STAY OR HIDDEN GEM

KEY FEATURES OF THIS PLACE TO STAY/HIDDEN GEM

WHY IS THIS THE PLACE-TO-STAY OR THE MUST-VISIT HIDDEN GEM?

Use descriptive adjectives.

SOURCES USED Find 2.

b Action: write a short text (about 70 words) about the place-to-stay or the hidden gem.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: describing accommodation or hidden gems

1 Content and structure

• I described the accommodation I will be staying at OR

• I described a hidden gem.

• My text discusses the information from my preparation.

• My text is logically structured.

• I wrote about 70 words.

2 Language

• I used at least 5 descriptive adjectives.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Yes I think so No

Score < 14 ≥ 14

Next exercise ex. 2 ex. 5

2 Read the sentences and higlight the appropriate adjective in the context.

1 We were wandering through the narrow / pint-sized / petite charming streets of Italy when we stumbled upon a disagreeable / rotten / terrible tourist trap.

2 This amazing / crummy / appealing hotel had breath-taking views and top-of-the-line amenities.

3 The exquisite / picturesque / delightful staff was extremely welcoming.

4 Our delicious / fabulous / terrible resort offers a wide range of activities.

5 The awful / disagreeable / stunning accommodation was dirty and in poor condition.

6 The cramped / crummy / colossal food at the restaurant was a major disappointment.

7 The vast / astronomic / spacious cost of the trip was worth it for the unforgettable experience.

8 The microscopic / petite / cramped size of the hotel room made it hard to move around.

9 The slight / pint-sized / tiny incline of the hiking trail made for an easy hike.

Score < 8≥ 8

Next exercise ex. 3ex. 5

3 Replace all the adjectives that have ‘very’ in front of them with a different descriptive adjective.

If you’re visiting a big city, don’t just stick to the tourist hotspots! There are plenty of hidden gems to explore. Some very pretty (a) parks that not many people know about are tucked away in very small (b) corners. They are often very nice (c) spots to relax and get away from the hustle and bustle. A lot of cities also have very good (d) finds, such as very big (e) bookstores that have a great selection of rare and used books. But be warned, the parking situation in cities is often very bad (f), so plan accordingly.

Score < 4 ≥ 4

Next exercise ex. 4

4 Look at the pictures and rewrite the captions using descriptive adjectives (2 per sentence) to make them more interesting. writing

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There are 2 people on a boat watching a sunset.

We ordered 8 hamburgers.

The hotel room is very big.

There are houses in the street.

Score < 6 ≥ 6

Next exercise Check 3, p. 391

5 Offer your own house or apartment (this can be imaginary) in response to this house-swapping ad.

a Preparation: read the text and answer these questions before you start writing.

1 Which elements does your house have to have so the owners will swap with you?

2 How would you describe the atmosphere of your place?

3 Which different rooms can you offer?

4 What is so great about your place?

Description

What you will love about this home

**Our calendar is up to date − please don’t reach out for dates that aren’t indicated as available. We are looking for long (> 3 week) exchanges in March and Nov 2024. Happy to negotiate GP for longer stays. Please don’t reach out for shorter stays.**

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Our home is a truly magical space for relaxation, healing and adventure. Situated on the ground floor of a Victorian School building, we offer:

– a quiet master bedroom with a comfortable queen size bed

– a bedroom with a sofa-bed that sleeps two, and a projector for film nights

– a living space with enormous windows that bathe the property in sunlight, and a state-ofthe-art sound system

– an open-plan and fully-equipped kitchen/dining area

a dedicated workspace for two, with high-speed wifi

– access to a communal roof terrace, with BBQ and sun-loungers

plenty of cafes, restaurants and bars in close proximity (we’ll give you recommendations with all our favourite spots!)

– 3 mins walk to the gorgeous Victoria Park

– 7 mins walk to Bethnal Green station, with tubes directly into Central London

What you will love about this neighbourhood

Bethnal Green is in the heart of East London, and one of the trendiest neighborhoods full of cafes, restaurants, and great bars. We live right next to the canal, and across the road from the majestic Victoria Park – surrounded by water and green, it doesn’t feel like you’re in in London!

Just 7 mins walk away you’ll find Bethnal Green tube station, with direct tubes into Central London in just 15 mins.

Other

Note that we have two little cats, Peach and Zinc, who will need feeding twice a day. They will return the favour with cuddles. :)

Note that we will also require a £40 cleaning fee + £20 launderette fee (for towels and bedding) for your stay.

Adapted from: homeexchange.com

b Action:

1 Fill out the form your teacher will give you.

2 Write the description of your home in a 50-word ad.

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c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a house-swapping ad Yes I think so No

1 Content and structure

• I used the information from the plan to write a coherent ad.

• My text is logically structured.

• I wrote about 50 words.

2 Language

• I used at least 5 descriptive adjectives correctly.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Score < 8 ≥ 8

Next exercise ex. 4 Check 3, p. 391

CHECK 3 ⁄ Analysing podcasts

1 Imagine you had your own travel podcast about one of the 2 subjects you researched in Steps 1 and 2, and write your own podcast summary.

a Preparation: what podcast are you going to make? Answer the questions about your podcast in the grid.

CITY:

WHAT IS THE SUBJECT OF YOUR EPISODE? (typical element/hidden gems/accommodation)

WHAT TYPE OF PODCAST ARE YOU MAKING?

WHO ARE THE PRESENTERS?

writing

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ARE THERE GUESTS? IF SO, WHO ARE THEY?

WHO IS THE INTENDED AUDIENCE?

b Action: write your podcast summary (about 50 words). Be descriptive in your text. Make sure you attract people with your text, which should be inspiring, inviting and a bit mysterious.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a podcast summary

1 Content and structure

• My text includes the information from my plan.

• My text is logically structured.

• I wrote about 50 words.

2 Language

• I used descriptive language.

• I used correct grammar.

• I used correct spelling and punctuation.

Yes I think soNo

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2 Listen to the excerpt from the podcast and write a short introduction (about 50 words) for the host(s) of this podcast.

a Preparation: fill in the grid.

Coming to New York City Podcast

Katie Smith

TITLE:

WHO IS/ARE THE PRESENTERS OF THIS PODCAST?

WHAT TYPE OF PODCAST IS IT?

WHAT IS THE PODCAST ABOUT?

WHAT IS THE EPISODE ABOUT?

Subtotal / 5

b Action: write your introduction (about 50 words). writing

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Subtotal / 10

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing your podcast episode summary

1 Content and structure

• My text includes the information from my plan.

Yes I think soNo

• My text is logically structured.

• I wrote about 50 words.

2 Language

• I used correct and varied vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Score < 10 ≥ 10

Next exercise

All done!

3 Hana Khan Carries On is a novel about a young podcaster. Read the excerpts and answer the questions below.

HANA KHAN CARRIES ON (UZMA JALALUDDIN)

Hana Khan’s family-run halal restaurant is on its last legs. So when a flashy competitor gets ready to open nearby, bringing their inevitable closure even closer, she turns to her anonymously-hosted podcast, and her lively and long-lasting relationship with one of her listeners, for advice. But a hate-motivated attack on their neighbourhood complicates the situation further, as does Hana’s growing attraction for Aydin, the young owner of the rival business. Who might not be a complete stranger after all ...

Source: Goodreads

a Who are the presenters? Are there guests?

b What is the podcast about?

c What type of podcast is it?

d What is the structure of this particular podcast?

– Introduction:

– Middle:

reading

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e What is the subject of the different episodes?

– Excerpt 1:

– Excerpt 2:

f Why do you think she posts her podcasts anonymously?

Subtotal / 9

Excerpt 1

Welcome to Ana’s Brown Girl Rambles, an anonymous podcast about life as a twentysomething Muslim woman in Canada.

I come from a long line of storytellers. My father loved to tell stories about his family and growing up in India. My sister and I never grew tired of hearing those tales. One of our favourite stories was about my father’s oldest brother, who loved to play tricks on his siblings. One day their youngest sister and her friends were play-acting a wedding between their dolls, and my uncle insisted on participating. He would play the part of the imam and marry the dolls. He dressed up in a long robe and prayer cap, and when the time came for the wedding feast, my sister and her friends provided snacks: cakes, and sweet sherbet to drink. Naturally, the minute the nikah was over, my uncle had his friends swoop in and steal all the food, while he kidnapped the newly married dolls and held them for ransom in his hideout on the roof. He didn’t let them go until his little sister and her friends agreed to hand over the bride’s dowry—three bottles of cola, a toy car, and a handful of rupees.

Excerpt 2

Welcome to Ana’s Brown Girl Rambles, a podcast about the life of a twenty-something Muslim woman in Toronto.

One of the questions I posed in my first episode was about family. What do we owe the people who grew us up, who first made up our entire world?

It’s complicated for the kids of immigrants. I’m not talking about the usual “my parents don’t understand” thing. My parents believe in the power of choice, and they never asked me to sacrifice my dreams for theirs. Yet I feel like I should anyway. Where does that feeling come from? Is it just loyalty and strong family ties? Is it because, as part of a marginalized community, we all had to stick together to survive, and that sort of experience tends to become habit? Maybe it’s about guilt. We are kids who benefited from the sacrifices our parents made when they decided to move to a richer, safer country. If we then grow up to grow apart, have we become ungrateful villains?

My parents would say I’m being dramatic. Maybe I am. Then again, the beauty of running an anonymous podcast is that I can be as dramatic as I like.

I do know that, for all the benefits of being the daughter of immigrants, the one drawback is I’ve had to establish my own sense of place. All my extended family live elsewhere, on

30

a different continent, and we don’t visit often enough to form real ties. There’s a lot of freedom in being a pioneer of your family’s history in a new place, of course. But there’s a lot of loneliness too. I’ve had to find my own family, to make the sort of friendships that are family. Yet that lack of history means my roots here are shallow, my stories only a few years old.

Maybe that’s why I’m feeling so restless today, a little bit stuck. I’m waiting for something, only I’m not sure what. This is when I imagine a different sort of restlessness—the kind my parents felt, the kind that drove them to get on a plane decades ago and leave behind their own world, full of stories and history, for something new.

In so many ways the choices they made have limited mine. No doubt the choices I make will do the same for the generation that follows. I guess we all make peace with that in the end.

Thanks for listening, friends. Let me know if you have similar stories and how you’ve navigated your own road.

g Hana’s podcast is about her life. If you had to write your own podcast trailer about your life, what would it be?

– Preparation: prepare by answering the questions about the podcast of your life.

TITLE OF YOUR PODCAST:

WHAT TYPE OF PODCAST ARE YOU MAKING?

WHICH ELEMENTS OF YOUR LIFE WILL YOU BE TALKING ABOUT? school/homelife/hobbies, etc.?

ARE YOU GOING TO HAVE AN ANONYMOUS PODCAST OR TELL PEOPLE YOUR REAL NAME?

WHY SHOULD PEOPLE LISTEN TO YOUR PODCAST?

Source: Uzma Jalalludin, Hana Khan Carries On

– Action: write your introduction. Write about 50 words.

– Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing your podcast introduction

1 Content and structure

• My trailer includes the information from my plan.

• My trailer is logically structured.

• I wrote about 50 words.

2 Language

• I used correct and varied vocabulary.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Subtotal / 10

Score < 14

14

Next exercise All done!

Yes I think soNo

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CHECK OUT

MAKING A PODCAST ORIENTATION

You are going to make a podcast about 1 aspect of the city your class is discussing. Every group will make a podcast about a different aspect of the same city, which will then be 1 big series.

PREPARATION

1 Form groups.

2 Decide what the subject of your podcast will be, based on the research you have done in On Different Tracks.

3 Put together the information you have found and fill in the graphic organiser.

ACTION

4 Record your podcast. Edit your podcast.

5 Upload/publish your podcast.

REFLECTION

6 Reflect on your task by filling in the checklist. Ask your teacher for feedback. Checklist:

1 Preparation

• We answered all the questions in the graphic organiser.

• We listed our sources.

2 Content and structure

• Our podcast has a clear structure (intro-body-outro).

• The intro clearly states the title of the podcast, the presenters and introduces the subject of the episode.

• The episode has 1 main subject.

• The body of the episode is divided into a few sections.

• The outro has at least 1 call to action.

• The episode is around 10 minutes long.

3 Language

• I used appropriate stress and emphasis to hold the listener’s attention.

• I paid attention to my pronunciation.

• I used correct basic grammar.

• I used correct vocabulary.

• I spoke fluently.

4 Group work

• I did my fair share of the group work.

Feedback

Trace your steps on diddit.

Fotocredits

p. 10 McDonalds meal ©Patcharaporn Puttipon4289/Shutterstock.com, p. 35 CNN ©F11photo/ Shutterstock.com, p. 37 snacks vending machine ©Peter Gudella/Shutterstock.com, p. 43 Barack Obama ©Everett Collection/Shutterstock.com, p. 43 Big Bang Theory ©Christian Bertrand/ Shutterstock.com, p. 43 Sony shop ©Cineberg/Shutterstock.com, p. 75 poster 1917 ©BFA/Alamy, p. 76 1917 Blake and Schofield ©Universal Studios-Amblin/Image Select, p. 77 1917 main character ©Universal Studios-Amblin/Image Select, p. 85 Carol Ann Duffy ©Guillem López AGE/Image Select, p. 96 WWI recruitment poster ‘Wake up, America!’ ©Everett Collection/ Shutterstock.com, p. 98 Donald Trump ©Evan El-Amin/Shutterstock.com, p. 99 presidential election US 2020 ©No-Mad/Shutterstock.com, p. 100 cover The Handmaid’s Tale ©hamdi bendali/ Shutterstock.com, p. 103 protester wearing The Handmaid’s Tale costume ©christianthiel.net/ Shutterstock.com, p. 107 artillery range ©home for heroes/Shutterstock.com, p. 107 helmet ©Simon J Beer/Shutterstock.com, p. 107 infantry uniform ©Simon J Beer/Shutterstock.com, p. 108 batallion ©M G White/Shutterstock.com, p. 108 marine ©Mircea Moira/Shutterstock.com, p. 112 still 1 1917 ©DREAMWORKS/Album/Image Select, p. 112 still 2 1917 ©TCD/Prod.DB/Image Select, p. 112 still 3 1917 ©Atlaspix/Image Select, p. 114 war cemetery ©TeodorLazarev/Shutterstock.com, p. 115 Remembrance Day wreath ©Jan van Dasler/Shutterstock.com, p. 116 Wilfred Owen ©Lebrecht Authors, Lebrecht Music & Arts/Image Select, p. 117 British troops blinded by tear gas ©Niday Picture Library/Image Select, p. 121 trenches at Ovillers-la-Boisselle ©Shawshots/Image Select, p. 126 newspaper Christmas Truce ©Piranhi/Shutterstock.com, p. 129 war recruitment posters Navy ©Everett Collection/Shutterstock.com, p. 130 Rishi Sunak ©I T S/Shutterstock.com, p. 138 Pablo Picasso ©AJSTUDIO PHOTOGRAPHY/Shutterstock.com, p. 138 Jay Z ©Brian Friedman/ Shutterstock.com, p. 140 Munch – De Schreeuw ©spatuletail/Shutterstock.com, p. 141 Rodin

Le Penseur ©DFLC Prints/Shutterstock.com, p. 141 Caravaggio painting ©Renata Sedmakova/ Shutterstock.com, p. 144 Jackson Pollock – Nr 31 ©dmitro2009/Shutterstock.com, p. 161 Phil Collins – Face Value ©Ralf Liebhold/Shutterstock.com, p. 161 Dolly Parton – Love ©defotoberg/ Shutterstock.com, p. 163 Kay Tempest ©Jim Dyson/Getty Images, p. 185 smartphone with Instagram ©Natee Meepian/Shutterstock.com, p. 186 Louis Armstrong ©Wikimedia Commons, p. 208 metal t-shirts ©dimitris_k/Shutterstock.com, p. 209 Michael Echols ©ZUMA, Zuma Press, Inc./Image Select, p. 209 Charles Baldwin ©ZUMA, Zuma Press, Inc./Image Select, p. 209 Jessie Misskelley ©ZUMA, Zuma Press, Inc./Image Select, p. 225 Amber Heard and Johnny Depp ©BAKOUNINE/Shutterstock.com, p. 225 trial Johnny Depp fans ©Chaz Bharj/Shutterstock.com, p. 226 George Floyd ©bgrocker/Shutterstock.com, p. 243 Harvey Weinstein ©Denis Makarenko/ Shutterstock.com, p. 244 Star Wars Day ©Krikkiat/Shutterstock.com, p. 248 Issei Sagawa ©KEYSTONE Pictures USA, Keystone Press/Image Select, p. 254 Langston Hughes ©IanDagnall Computing/Image Select, p. 258 Marilyn Milian ©s_bukley/Shutterstock.com, p. 266 Yoko Ono ©lev radin/Shutterstock.com, p. 266 Mario and Luigi ©Hannari_eli/Shutterstock.com, p. 274 Marilyn Monroe ©IanDagnall Computing/Alamy, p. 275 an American sailor ©AFP/Staf/Getty Images, p. 275 Albert Einstein ©Alpha Historica/Alamy, p. 282 Kim Kardashian ©DFree/Shutterstock.com, p. 285 Måneskin ©EUPA-IMAGES/Shutterstock.com, p. 285 Alec Baldwin ©lev radin/Shutterstock.com, p. 287 Kim Kardashian and Kanye West ©Press Line Photos/Shutterstock.com, p. 290 George Orwell – 1984 ©hamdi bendali/Shutterstock.com, p. 315 Lady Gaga ©Fred Duval/Shutterstock.com, p. 317-318 Måneskin ©EUPA-IMAGES/Shutterstock.com, p. 323 camping site after festival ©ricochet64/Shutterstock.com, p. 324 Charles Dickens – Hard Times ©Clynt Garnham Publishing/ Alamy, p. 335 Natural History Museum London ©elRoce/Shutterstock.com, p. 335 Tate Modern ©Tupungato/Shutterstock.com, p. 335 The British Museum ©pio3/Shutterstock.com, p. 335 Victoria and Albert museum ©Anton_Ivanov/Shutterstock.com, p. 347 London in the 19th century ©Pictorial Press Ltd/Alamy Stock Photo, p. 347 Ruby Murray ©Pictorial Press Ltd/Alamy, p. 350 Sydney Opera House ©Julio Munoz del Bosque/Shutterstock.com, p. 351 Waterview Wharf workshops©365 Focus Photography/Shutterstock.com, p. 351 Angel Place ©Jennifer Sophie/Shutterstock.com, p. 351 MacKenzies Bay Beach ©Almazoff/Shutterstock.com, p. 359 Fairy Bower Pool ©EQRoy/ Shutterstock.com, p. 377 Singapore ©Arndale/Shutterstock.com, p. 382 RCMP ©Darlene Munro/ Shutterstock.com, p. 390 Bethnal Green Underground ©cktravels.com/Shutterstock.com

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