Track 'n' Trace 4 - Proefhoofdstuk

UNIT 2: SPOOKTACULAR check in Step 1: describing scary past experiences

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Step 2: using typical mystery and horror words

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Step 3: retelling and writing creepy stories

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main track

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summary

trace your steps

on different tracks check out: telling or writing a scary story

CHECK IN The car never starts 1

Discuss these questions with a partner.

SPOKEN INTERACTION

a Do you like scary fi lms or horror fi lms? Why (not)? b Which ones are your favourite (scary) fi lms? Describe what happens in the story.

2

Imagine you could give horror film characters tips on how to survive. What would you tell them? Think of 3 good tips and then share them with the class.

SPEAKING

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

Watch the (funny) video How to survive a horror movie: A tutorial for white people. a Were any of your tips mentioned? Which one(s)?

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b Which tips did you not think of? List them here.

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listening

MAIN TRACK Are you scared yet?

Step 1

Describing scary past experiences

1 / Come downstairs …

1

SPEAKING

You will get one of the shortest horror stories ever written. a Walk around the classroom and read your story out loud to at least 4 of your classmates.

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b Report back to the class: which one was most spine-chilling? Why was that?

Read the different parts of the scary story ’I’m Downstairs’ and answer these questions.

READING

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a The paragraphs are not in the right order. Highlight the words that show the connection between the paragraphs. b Answer these questions to help you find the right order.

1 How does the story begin?

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2 What is the first text message Ben sends to his friend?

3 How does the story end?

c Reconstruct the storyline. Put the paragraphs in the right order.

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I’m downstairs A “Hey man. I’m outside by the back door. Can you let me in?”

I knew he was lying. For the last few weekends, he had been messing with me. One weekend he told me he was parked in my cul-de-sac when in reality, he was in his bedroom. The following weekend, he told me he was coming over to hang out. When I came outside to greet him in his car, he floored it out of my neighbourhood. I wasn’t going to let him get me this time. I sent a reply back.

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C “Aren’t you going to come upstairs? I can hear you walking around downstairs. Just come up here already.”

I sent the message and waited for him to respond. I was starting to get a little annoyed after a minute of waiting. I got up from my bed and went to the doorway.

I proceeded to shout downstairs.

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B The clock struck midnight. I was on my laptop in my bedroom, browsing through YouTube videos. However, my browsing stopped when my phone vibrated. I saw that I received a text message from my friend, Ben.

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D “I’m downstairs.”

“Ben, you can’t troll me three weekends in a row. However, I’ll give you an A for effort.”

I placed my phone down again. I wasn’t going to play his little game. As I was about to continue my search, I started to hear something coming from the deafening silence of my dark house. I faced the doorway behind me and listened closely. It sounded like footsteps, silent footsteps walking around downstairs. It was nerve racking. I couldn’t believe it. Was my mind tricking me or was Ben actually in my house? I grabbed my phone.

E “ Are you joking with me, man?”

I continued to listen as my phone vibrated again.

“No, I told you I was downstairs, but you didn’t believe me.”

I was quite relieved that it was him, but I was pissed off that he had broken into my house.

I could hear him walking around downstairs still as I waited for him to come into my bedroom. I grabbed my phone again.

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F “Get your ass upstairs already! Stop fucking around!”

I sat back on my bed as I began to hear him walk upstairs. Suddenly, my phone vibrated again. It was a text message from Ben. “You know I was fucking with you, right?”

My heart dropped. I looked up at the doorway to see my killer smiling at me.

UNIT 2:

SPOOKTACULAR

G “ I know you’re just messing with me again.”

He immediately replied.

“No? I’m being serious this time, I am by the back door.”

“Nice try, I know you’re not there.”

I placed my phone down and continued my search. About a minute later, my phone vibrated again. to floor: to drive really fast to troll: to bother by following around 3

READING

Read the story a second time to answer these questions. a Put the feelings Ben is dealing with in chronological order. Number them from 1 (first) to 5 (last). angry and probably terrified

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nervous, in doubt feeling of being trolled

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annoyed relieved but pissed

b Which words or phrases are used to evoke the scary atmosphere? Write down 5 examples.

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c How many texts do the two friends send each other?

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10 11

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d Explain the underlined words or phrases. Check the strategy on how to deal with difficult words in a text on if necessary.

For the last few weekends, he had been messing with me.

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2 3

I was quite relieved that it was him.

One weekend he told me he was parked in my cul-de-sac … a highway a street closed at one end a forest road

How to deal with difficult words in a text

STRATEGY

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In Track ’n’ Trace 3 you learned how you have to deal with difficult words in a text.

Check the strategy on diddit if you are still experiencing difficulties.

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2 / Telling a story with past tenses 1

Take a closer look at the text on p. 64 and 65 and answer these questions. a Which tense is used to tell the story? a present tense

a past tense

a future tense

b Look at these examples from the text. Do you remember what the tense is called?

e.g. The clock struck midnight. e.g. He immediately replied.

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Tense:

What do you remember about the form of this tense? a Fill in the grid with the rule on how to form the past simple of regular verbs. b Fill in the example in each column.

Form of past simple - regular verbs (e.g.

Negative (-)

Example (my phone / to vibrate)

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Positive (+)

)

Questions (?)

(they / to know)

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(you / to believe / him)

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Rule:

Keep in mind! ­• Mind the spelling! Check the Summary, p. 85.

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­• Regular past participle =

c Fill in the grid with the rule on how to form the past simple of irregular verbs.

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d Fill in the example in each column.

Form of past simple - irregular verbs (e.g.

Positive (+)

Negative (-)

on my bed. You (to begin)

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Example I (to sit)

) Questions (?) . they (to run)

?

Rule:

Example It

You (to be) Rule:

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a text from Ben. It here. You (to be)

a text from Ben. here. (to be)

Ben in my house? they here?

3

Answer the following questions and then fill in the grammar grid below. a Do you remember what the tense is in the examples below?

e.g. Are you joking with me, man? e.g. I know you’re just messing with me.

Tense:

b Now look at these examples. What is this tense called then? Think logically! e.g. … he was coming over to hang out … e.g. They were starting to get a little annoyed …

Tense:

c How is the tense in exercise b formed?

d Use the information from exercises a to c to fill in the grid about the past continuous.

Form of past continuous (e.g.

)

1st p. sing.

Negative (-)

I was working.

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2nd p. sing.

He/She/It wasn’t working.

We were working.

3rd p. plur.

4

You weren’t working.

They weren’t working.

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Rule:

Were we working?

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2nd p. plur.

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3rd p. sing.

1st p. plur.

Questions (?)

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Positive (+)

Fill in the sentences in the past continuous.

1 (you – to joke) with me?

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2 My killer (to spy) on me while I (to browse) on my laptop.

3 Ben (to lie). He was not downstairs at all.

4 I (to sit) in my room and someone (to walk) around downstairs.

5 (he – to start) to feel a bit nervous?

6 I felt like I (to die).

7 My friend and I (to chat) all night long. I (to study)

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for my exam.

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5

Look at these examples and answer the questions. e.g. They were looking at the Ouija board when the lights went out. e.g. I was browsing on my laptop when my phone vibrated. a Which verb forms express longer background actions?

b Which verb forms express short actions that interrupt other activities?

c Draw the verbs on the timeline.

NOW

FUTURE

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PAST

Use the information from exercise 5 to fill in the grammar box below.

GRAMMAR

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How to tell a story in the past

The past simple and the past continuous are used to tell a Tense 1:

in the

.

Tense 2:

– longer actions going on in the past

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– ( shorter or single) completed actions in the past e.g. The clock struck midnight.

e.g. He was walking around downstairs.

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– consecutive actions in the past e.g. I sent the message and waited for him to respond.

Combine the two tenses if you want to make clear something happened the middle of a longer action going on.

you were in

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e.g. I was browsing on my laptop when my phone vibrated.

Keywords: -

and + past simple

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+ past continuous

See p. 85

7

Fill in the correct form of the verb in the sentences below. Choose between the past simple and past continuous.

1 All of a sudden I

(to get) the strange feeling something (to watch) me.

2 James

(to arrive) home late at night. He

(to unlock) his front door and

(to step) into the

darkness of his apartment.

3 She

(to lie) still in her pitch black room, not daring

4 She

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to make a single sound.

(to shiver) with terror, clinging on to her

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sheets.

5 The burglars

The police upstairs and quickly

(to open) the door,

(to go)

(to fi nd) the burglars.

(to browse) on my

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6 One evening, while I

(to knock) on the front door.

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when the police

(to hide) in the upstairs bedroom,

(to echo) through my room.

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computer, a strange noise

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8

READING

Read the creepy short story below. a Fill in the missing verb forms. Use the past simple or past continuous correctly. Watch out for irregular verbs!

The girl in the photograph 1 One school day, a boy named Tom doing maths. It

(1 to sit) in class and

(2 to be) six more minutes until school ended.

As he

(3 to do) his homework, something

(4 to catch) his eye.

(5 to be) next to the window, and he

(6 to turn) and

(7 to look) at the grass outside. It

the spot where he

(10 to see) it. He

(11 to run)

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fast so that no one else could grab it.

10 He

(12 to pick) it up and

(13 to smile).

(14 to be) a picture of the most beautiful girl he had ever seen.

(15 to wear) a dress, tights and red shoes, and her hand

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She

(9 to run) to

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(8 to look) like a picture. When school was over, he

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5 His desk

(16 to hold up) a peace sign.

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She was so beautiful that he wanted to meet her, so he 15 all over the school and

(17 to run)

(18 to ask) everyone if they knew her

or had ever seen her before. But everyone he asked

(19 to say)

“No.” He was devastated.

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When he got home, he

(20 to ask) his older sister if she

(21 to know) the girl, but unfortunately she also said “No.” It was very late, so Tom (22 to walk) up the stairs,

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picture on his bedside table and That night, while Tom

(23 to place) the (24 to go) to bed.

(25 to sleep), something awakened

him. It was a tap on his window. It was like a nail tapping. He (26 to get) scared. After the tapping he

(28 to see) a shadow near his window, so he

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(29 to get) out of his bed,

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UNIT 2:

(27 to hear) a giggle. He

SPOOKTACULAR

(30 to walk) toward his window,

(31 to open) it up and

(32 to follow) the

giggling. By the time he had reached it, it was gone. The next day again he 30

(33 to ask) his neighbours if they (34 to know) her. Everybody mother

(35 to say) “Sorry, no.” When his

(36 to come) home he even

her if she

(37 to ask)

(38 to know) her. She

(39 to say)

“No.” (40 to go) to his room,

picture on his desk and

(42 to fall) asleep.

Once again he was awakened by a tapping. He

(43 to take) the

(44 to walk) across the road,

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picture and followed the giggling. He when suddenly he

(45 to get) hit by a car. He was dead with the

picture in his hand.

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(41 to place) the

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35 He

The driver

(46 to get) out of the car and

to help him, but it was too late. Suddenly he

(48 to see) the picture

(49 to pick) it up.

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and

(47 to try)

He saw (50 to see) a cute girl who

(51 to hold) up three fi ngers.

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Adapted from www.thoughtcatalog.com

b Now answer these questions about the story.

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1 Describe the girl in the photograph that Tom picked up.

2 Describe the girl in the photograph the driver picked up.

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3 Explain the end.

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9

Describe a scene from The Hound of the Baskervilles, based on the original novel by Arthur Conan Doyle.

ARTHUR CONAN DOYLE Arthur Conan Doyle (1859-1930) was a British writer best known for his detective fi ction featuring the character Sherlock Holmes. In 1887 he published A Study in Scarlet, the fi rst of four novels about Holmes and Dr. Watson. The Sherlock Holmes stories are milestones in the fi eld of crime fi ction and there have been many adaptations of the stories with this famous fi ctional detective: fi lms, series, graphic novels, plays, etc.

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a Preparation: read the scene and write down some keywords to describe the atmosphere.

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(to ride / to notice)

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b Action: describe what is going on. Use the past simple and past continuous correctly. Use all the verbs that are given. Write 2 or 3 sentences per image.

(to lie / to startle)

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WRITING

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(to tear / to growl)

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Source: The Hound of the Baskervilles - A Sherlock Holmes graphic novel, by Ian Edginton (Adapter), Sir Arthur Conan Doyle (Author), I.N.J. Culbard (Illustrator)

c Reflection: fill in the checklist to reflect on your writing. Then read your story to a classmate.

Do you have the same sentences?

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Checklist: telling a story in the past

Yes

I think so

No

UNIT 2

SPOOKTACULAR

1 Content and structure • I used all the given verbs.

• I wrote 2 or 3 full sentences for each image.

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2 Language • I formed and used the past simple correctly.

• I formed and used the past continuous correctly.

• I used correct spelling and punctuation.

Feedback

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CHECK 1, p. 92

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Step 2 1

From A(ttics) to Z(ombies)

Using typical mystery and horror words

Do the carousel exercise. Afterwards, complete the word web below.

creepy sounds

details

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NOUNS

creepy locations

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a professional killer / a hitman

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characters

SPOKEN INTERACTION

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VERBS

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MYSTERY AND AND HORROR HORROR MYSTERY feelings

horrified

ADJECTIVES

descriptive adjectives

2

Form groups and play the domino game. Add words that are new to you to the word web too.

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SPOKEN INTERACTION

3

READING

Read the first pages of The Graveyard Book by Neil Gaiman and answer the questions.

Source: Kyle Cassidy

NEIL GAIMAN Neil Gaiman is an English author of short fi ction, novels, comic books, graphic novels and fi lms. Important works he has written are the comic book series The Sandman and the novels Stardust, American Gods, Coraline and The Graveyard Book. He has won many awards, such as the Hugo, Nebula, and Bram Stoker awards, as well as the Newbery and Carnegie medals. He is the fi rst author to win both the Newbery and the Carnegie medals for the same work, The Graveyard Book (2008). Gaiman often writes fantasy but sets it in contemporary society with a lot of references to mythology and folklore. He has also appeared on The Simpsons and The Big Bang Theory as himself.

More information can be found on his website: www.neilgaiman.com.

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b How many people did the man Jack kill in this scene?

d Where is his bedroom?

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c Who is his next target?

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e How did he kill the people in this scene?

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f The man Jack doesn’t need light. He has ’other skills’.

Which other skills do you think he has?

Source: The Graveyard Book, Neil Gaiman

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a Complete: the man Jack is a professional

g Where does the man Jack go next to look for the boy, since he is not in his cot?

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The Graveyard Book

Chapter One - How Nobody came to the graveyard

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There was a hand in the darkness, and it held a knife.

The knife had a handle of polished black bone, and a blade fi ner and sharper than any razor.

If it sliced you, you might not even know you had been cut, not immediately.

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The knife had done almost everything it was brought to that house to do, and both the blade and the handle were wet.

The street door was still open, just a little, where the knife and the man who held it had slipped in, and wisps of night-time mist slithered and twined into the house through the open door.

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The man Jack paused on the landing. With his left hand he pulled a large white handkerchief from the pocket of his black coat, and with it he wiped off the knife and his gloved right hand

UNIT 2

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75

which had been holding it; then he put the handkerchief away. The hunt was almost over. He had left the woman in her bed, the man on the bedroom fl oor, the older child in her brightly coloured bedroom, surrounded by toys and half-fi nished models. That only left the little one, a baby barely a toddler, to take care of. One more and his task would be done.

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He fl exed his fi ngers. The man Jack was, above all things, a professional, or so he told himself, and he would not allow himself to smile until the job was completed.

His hair was dark and his eyes were dark and he wore black leather gloves of the thinnest lambskin.

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The real moon shone through the casement window. Its light was not bright, and it was diffused by the mist, but the man Jack would not need much light. The moonlight was enough. It would do.

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The toddler’s room was at the very top of the house. The man Jack walked up the stairs, his feet silent on the carpeting. Then he pushed open the attic door, and he walked in. His shoes were black leather, and they were polished to such a shine that they looked like dark mirrors: you could see the moon refl ected in them, tiny and half full.

He could make out the shape of the child in the crib, head and limbs and torso.

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The crib had high, slatted sides, to prevent the child from getting out. Jack leaned over, raised his right hand, the one holding the knife, and he aimed for the chest ... ... and then he lowered his hand. The shape in the crib was a teddy bear. There was no child.

The child had been here. It was here no longer. The man Jack followed his nose down the stairs through the middle of the tall, thin house. He inspected the bathroom, the kitchen, the airing cupboard, and, fi nally, the downstairs hall, in which there was nothing to be seen but the family’s bicycles, a pile of empty shopping bags, a fallen nappy, and the stray tendrils of fog that had insinuated themselves into the hall from the open door to the street.

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The man Jack sniffed the air. He ignored the scents that had come into the room with him, dismissed the scents that he could safely ignore, honed in on the smell of the thing he had come to fi nd. He could smell the child: a milky smell, like chocolate chip cookies, and the sour tang of a wet, disposable, night-time nappy. He could smell the baby shampoo in its hair, and something small and rubbery – a toy, he thought, and then, no, something to suck – that the child had been carrying.

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The man Jack’s eyes were accustomed to the dim moonlight, so he had no desire to turn on an electric light. And light was not that important, after all. He had other skills.

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45

50

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UNIT 2:

The man Jack made a small noise then, a grunt that contained in it both frustration and also satisfaction. He slipped the knife into its sheath in the inside pocket of his long coat, and he stepped out into the street. There was moonlight, and there were street lights, but the fog stifl ed everything, muted light and muffl ed sound and made the night shadowy and treacherous. He looked down the hill towards the a casement window: a window that is attached light of the closed shops, then up the street, where to its frame by one or more hinges at the side the last high houses wound up the hill on their way a handkerchief: a square piece of cloth or paper to the darkness of the old graveyard. used for cleaning the nose or drying the eyes The man Jack sniffed the air. Then, without to slither: to move easily and quickly across a hurrying, he began to walk up the hill. surface, like a snake does to stifle: to silence; to suppress Source: The Graveyard Book, Neil Gaiman stray tendrils of fog: traces of lingering fog treacherous: dangerous, unsafe

SPOOKTACULAR

4

Look at the underlined words in the text. Add them to the word web in ex. 1.

5

Watch Lana McKissack’s video How to survive in a horror movie.

listening

a Which typical things were mentioned? Tick the box. Add the correct words too.

2

1

3

5

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11

12

14

13

15

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b What is the best way to survive a horror film, according to Lana McKissack?

UNIT 2

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6

Fill in the crossword puzzle.

1

2

3 4

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5

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6 7

10

9

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8

11

14

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15

13

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12

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Across 4 a narrow street with walls or buildings on both sides 5 an imaginary evil spirit or being, used to frighten children 7 a room under the ground fl oor of a building, usually used for storing things 8 to pass quickly from sight; to disappear 10 a dead body 11 strange in a frightening and mysterious way; creepy; spooky 15 a type of ghost or spirit that is responsible for physical disturbances, such as loud noises and objects being moved or destroyed

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Down 1 a large, fl at inscribed stone standing or laid over a grave 2 a person who changes for periods of time into a wolf, typically when there is a full moon 3 a personifi cation of death in the form of a cloaked skeleton wielding a large scythe 6 the partial or total absence of light 9 the part of a building, especially of a house, directly under a roof 12 to move or jump suddenly (as in surprise or alarm) 13 to move slowly and carefully in order to avoid being heard or noticed 14 an area of ground in which dead bodies are buried

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Complete the grid. If one of the options does not exist, write an X. Something is …

I feel …

to …

1 scary 2

horrify

3

creep (someone out)

4 fearful 5 terrifying X

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frighten

Rank the adjectives describing feelings on the scale below, going from ’only slightly afraid’ to ’extremely afraid’.

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6 eerie

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afraid – alarmed – anxious – nervous – panicked – paralysed with fear – petrified – shocked – suspicious – terrified – uneasy – worried extremely afraid

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only slightly afraid

Tell your own story.

SPEAKING

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a Preparation: roll the story dice. Write down the words that come up. Also write down some keywords that clearly show your understanding and that link these words together in a short story.

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b Action: tell your short story to someone in the class. Add some creepy details if you can.

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OU DID I KNOW WHAT Y

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c Refl ection: read your partner’s story. Fill in the checklist for him/her and give some feedback.

Peer evaluation: telling a story

Yes

I think so

No

1 Content and structure • My partner used all the keywords.

• My partner told the story in a logical order.

• The story included creepy details/information.

2 Language • My partner used correct grammar.

• My partner spoke fl uently.

Feedback What my partner did really well is:

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What my partner could work on is:

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CHECK 2, p. 99

Read at your own risk

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Step 3

Retelling and writing creepy stories

1 / Tell the story again!

1

Do the reading and listening quest. a Read the fi rst paragraph of the two scary stories below. b Choose one of the stories you would like to read or hear more of. c Your teacher will show you how to get to the next (listening) extract. d You will get a handout with questions about the story you have chosen. Answer the questions while listening or reading. Each correct answer will lead you to the next part. e Check the strategy on how to listen/watch more effectively in the Summary on p. 91 before getting started.

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UNIT 2:

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READING listening

Coraline Front cover by Dave McKean

NEIL GAIMAN

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Coraline discovered the door a little while after they moved into the house. It was a very old house – it had an attic under the roof and a cellar under the ground and an overgrown garden with huge old trees in it. Coraline’s family didn’t own all of the house – it was too big for that. Instead they owned part of it. There were other people who lived in the old house.

If you want to find out what happens next in Coraline, ask your teacher for further instructions.

MISS PEREGRINE’S HOME FOR PECULIAR CHILDREN

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RANSOM RIGGS

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I had just come to accept that my life would be ordinary when extraordinary things began to happen. The fi rst of these came as a terrible shock and, like anything that changes you forever, split my life into halves: Before and After. Like many of the extraordinary things to come, it involved my grandfather, Abraham Portman.

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Growing up, Grandpa Portman was the most fascinating person I knew. He had lived in an orphanage, fought in wars, crossed oceans by steamship and deserts on horseback, performed in circuses, knew everything about guns and self-defence and surviving in the wilderness, and spoke at least three languages that weren’t English. It all seemed unbelievably exotic to a kid who’d never left Florida, and I begged him to entertain me with stories whenever I saw him. He always obliged, telling them like secrets that could be entrusted only to me.

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If you want to find out what happens next in Miss Peregrine’s Home for Peculiar Children, ask your teacher for further instructions.

2

Report back to the class. What was the story you read and listened to all about?

SPEAKING

3

Listen to the creepy story ‘Know Thy Neighbours’. Answer the questions.

listening

a What happened to Ken in the end?

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b What probably happened to Jude and Stella?

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c Are these statements true or false? Correct the false statements.

Statement

True False

1 The girl was invited to Jude and Stella’s farewell party.

2 Ken’s apartment looked just like Stella and Jude’s, except for one new painting.

3 She and Ken went on a date.

4 Ken often came over to lend stuff, like kitchen materials.

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5 Ken even came to cook at her apartment.

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6 Ken has a weird way of describing routes – not like normal people.

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7 Ken became more and more pushy.

8 At one point she called the police.

What did you think of ‘Know Thy Neighbours’?

WRITING

a Preparation: listen to the story again if necessary.

listening

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4

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b Action: write a paragraph (about 50 words) in which you explain whether you thought it was creepy or not. Use some of these sentence starters in your paragraph.

I really liked the story.

What I really liked/didn’t like about the story was …

I thought the story was (really) creepy/not that creepy, because …

I thought the story was (a bit) boring/predictable/ …

I never thought/already knew the story would end like this.

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– – – – –

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82

UNIT 2:

SPOOKTACULAR

c Refl ection: evaluate your text by fi lling in the checklist. Then share your opinion with a partner.

Checklist: opinion

Yes

I think so

No

1 Content and structure • I wrote about 50 words.

• My opinion is clear.

2 Language • I used correct grammar and vocabulary.

• I used the sentence starters and added my own information in a correct way.

• I used correct spelling and punctuation.

5

e

Feedback

Listen to the scary story ‘Charlotte’.

listening SPEAKING

si

a Preparation: sit together in pairs and read through the keywords on the card you will get. b Action: listen carefully to the story. Mark when a word on your card is mentioned. Afterwards, retell the story to your partner by using the words you marked on your story card.

er

c Refl ection: listen to your partner’s story and fi ll the peer evaluation form for him/her.

Peer evaluation: retelling a story

Yes

I think so

No

oe

fv

1 Content and structure • My partner marked all the keywords on the story card.

• My partner used all the keywords from the story card when retelling the story.

• My partner told the story in a logical order.

• The story included all the necessary details/information.

2 Language • My partner used correct grammar.

• My partner spoke fl uently.

Feedback

Pr

What my partner did really well is:

eighty-three

What my partner could work on is:

UNIT 2

SPOOKTACULAR

83

2 / It was a dark and scary night ‌ 1

WRITING

Do the writing carousel exercise. a Preparation: form groups and read through the fi ctional profi le fact fi le you will get. Do you understand all the words? b Action: do the writing carousel exercise. c Refl ection: your teacher will put the stories up around the class. Walk around (with your group) and read the other stories. Which is best, according to your group? Evaluate all the stories with the checklist provided with each story. Give some feedback.

Pr

oe

fv

CHECK 3, p. 104

er

si

e

d Report back to class: which story is the winner. Explain why.

eighty-four

84

UNIT 2:

SPOOKTACULAR

SUMMARY

si

e

Past simple and past continuous

GRAMMAR

HOW TO tell a story in the past

1 Past simple

er

She was running in the forest when suddenly the sound of an owl startled her.

FORM

Positive (+)*

Negative (-)

Questions (?)

1st p. sing.

2nd p. sing.

3rd p. sing.

1st p. plur.

2nd p. plur.

3rd p. plur.

I laughed.

You laughed.

He/She laughed.

We laughed.

You laughed.

They laughed.

I didn’t laugh.

You didn’t laugh.

He/She didn’t laugh.

We didn’t laugh.

You didn’t laugh.

They didn’t laugh.

Did I laugh?

Did you laugh?

Did he/she laugh?

Did we laugh?

Did you laugh?

Did they laugh?

Rule:

Subject + base form of the verb + (e)d

Subject + didn’t / did not + base form of the verb

Did + subject + base form of the verb

Pr

oe

fv

Subject

*Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see Unit 1, p. 39).

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. I didn’t send a reply back. = I did not send a reply back.

– ’To be’ is a special verb: there is no ’did (not)’ for negative sentences and questions. e.g. My friend wasn’t downstairs. e.g. Was my friend downstairs?

USE

eighty-fi ve

– Consecutive actions in the past. e.g. I sent the message and waited for him to respond.

– The events in a story that is told in the past. e.g. When he heard the clock strike midnight, he knew it was time to go.

UNIT 2

SPOOKTACULAR

85

2 Past continuous FORM Subject

Positive (+)

Negative (-)

Questions (?)

1st p. sing.

2nd p. sing.

3rd p. sing.

1st p. plur.

2nd p. plur.

3rd p. plur.

I was talking.

You were talking.

He was talking.

We were talking.

You were talking.

They were talking.

I wasn’t talking.

You weren’t talking.

He wasn’t talking.

We weren’t talking.

You weren’t talking.

They weren’t talking.

Was I talking?

Were you talking?

Was he talking?

Were we talking?

Were you talking?

Were they talking?

Rule:

Subject + was/were + -ing form of the verb

Subject + wasn’t (was not) / weren’t (were not) + -ing form of the verb

Was/were + subject + -ing form of the verb

e

USE

si

– Longer actions going on in the past. e.g. He was walking around downstairs.

– (background) descriptions. e.g. The girl was wearing a grey dress.

er

Keywords: ’while’ and ’as’ + past continuous e.g. As she was going down the stairs, she saw the shadows of men in the distance.

fv

’when’ and ’suddenly’ + past simple e.g. She was running in the forest when suddenly the sound of an owl startled her.

oe

3 Past simple and past continuous

USE

Combine the two tenses if you want to make clear something happened while you were in the middle of a longer action going on.

Pr

e.g. I was browsing on my laptop when my phone vibrated. e.g. We were telling ghost stories, when we suddenly heard a shrieking sound.

Past

were telling past continuous

eighty-six

86

UNIT 2:

SPOOKTACULAR

heard past simple

Now

Future

Word

Translation

VOCABULARY

WORD LIST My notes

to creep

sluipen, kruipen

to curse

vervloeken, vloeken

to disappear / to vanish (into thin air)

(plots) verdwijnen

to gasp

naar adem snakken

to go through walls

door muren gaan

to knock

kloppen

to lurk

op de loer liggen

to pursue / to chase

achtervolgen

to scare

laten schrikken, bang maken

to shriek / to scream

gillen, krijsen

to slither

glibberen, glijden

to stare

staren

beven, trillen

gillen, roepen

Pr

to yell

doen opschrikken

oe

to tremble / to shiver (with fear)

fv

to startle

si

(uit het niets) verschijnen

er

to appear (out of thin air)

e

VERBS

dark alley

donker steegje

attic

zolder

castle / ruin

kasteel, ruĂŻne

cave

grot

cellar / basement

kelder, kelderverdieping

graveyard / cemetery

begraafplaats, kerkhof

mental hospital

psychiatrische inrichting

eighty-seven

NOUNS: LOCATIONS

UNIT 2

  SPOOKTACULAR

87

vervallen hotel

abandoned house

verlaten huis

haunted house

spookhuis

hospital morgue

mortuarium

prom

schoolbal

sĂŠance

seance

(misty/dark) woods

(mistige/donkere) bossen

NOUNS: SOUNDS ratelende kettingen

ringing church bells

slaande kerkklokken

ticking clock

tikkende klok

barking dog

blaffende hond

creaking door

krakende deur, piepende deur

grunt

voetstappen

brekend glas

oe

breaking glass

fv

footsteps

er

rambling chains

grom, brommend geluid gedempt geluid

ringing telephone

rinkelende telefoon

whispering

gefluister

howling wind

huilende wind

cackling witch

lachende heks, kakelende heks

Pr

muffled sound

NOUNS: CHARACTERS

eighty-eight

88

clown

clown

demon

demon, boze geest

ghost

spook

UNIT 2:

  SPOOKTACULAR

si

e

rundown hotel

poltergeist

klopgeest

professional killer/ hitman

huurmoordenaar

spirit

geest

vampire

vampier

werewolf

weerwolf

witch

heks

zombie

zombie

the bogeyman

de boeman

the Grim Reaper

Pietje de Dood, de Man met de Zeis

e

lifter

NOUNS: DETAILS

er

si

hitchhiker

verschijning

bat

vleermuis

black cat candles

coffin corpse

zwarte kat kaarsen

spinnenwebben

oe

cobwebs

fv

apparition

doodskist lijk

duisternis

red eyes

rode ogen

goose bumps

kippenvel

moonlight

maanlicht

anonymous phone call

anoniem telefoontje

dark shadow

donkere schaduw

skulls and bones

schedels en botten

tombstone

grafsteen

eighty-nine

Pr

darkness

UNIT 2

  SPOOKTACULAR

89

ADJECTIVES: DESCRIPTIVE ADJECTIVES griezelig, eng, angstaanjagend

diffused

gedempt

evil

kwaadaardig

floating, hovering

zwevend, in de lucht drijvend

hideous

erg lelijk, afschuwelijk

shadowy

schimmig

transparent, barely visible

doorschijnend, bijna onzichtbaar

treacherous

verraderlijk

er

si

e

creepy, eerie, scary, spooky

ADJECTIVES: FEELINGS

bang, angstig

alarmed

gealarmeerd, bang

anxious

fv

afraid, scared

bezorgd, ongerust hysterisch

frantic

erg bang, geschokt

oe

horrified, terrified

geschokt

nervous

nerveus

panicky / panicked / in a panic

in paniek

Pr

in shock, shocked

paralysed (with fear), petrified

doodsbang

suspicious

achterdochtig

uneasy

ongemakkelijk

worried

bezorgd, ongerust

ninety

90

UNIT 2:

  SPOOKTACULAR

Before listening watching

STRATEGY

HOW TO listen/watch more effectively 1

Topic What do you know about the topic?

What words come to mind?

Type of text/video What do you already know about this type of text/video?

e

What kind of text/video are you going to listen to/watch?

si

Task Do you understand the task?

er

Read through the question and highlight key words.

2 While listening watching

Pr

oe

fv

Focus on what you hear/see Think ahead: what might happen next?

Take short notes.

Listen to the intonation and stress of the speakers.

Ignore the words you think are less important.

Focus on key words and facts.

After listening watching 3 Check your understanding If possible, listen again to difficult passages.

Have you completed the task?

Read your notes.

ninety-one

Have you understood the main points?

UNIT 2

SPOOKTACULAR

91

ON DIFFERENT TRACKS Check 1 1

Describing scary past experiences WRITING

Describe a scene from Through the Woods. a Preparation: look at the pages taken from Through the Woods by Emily Carroll. Check these verbs and highlight the verbs that you can use in your description. Look at the example. to ask – to believe – to be scared – to call – to crawl – to disappear – to eat – to enter – to grin – to have – to hear – to live – to lurk – to seep – to speak – to tell – to warn

Pr

oe

fv

er

si

e.g. One day, Bell asked her mother for a story.

e

b Action: write your description. Use the past simple and past continuous to retell or describe what was happening. Write at least 100 words. Make sure you use at least 10 of the verbs from the list in a.

ninety-two

92

UNIT 2:

SPOOKTACULAR

UNIT 2

SPOOKTACULAR

93

ninety-three

e

si

er

fv

oe

Pr

e si er fv oe Pr ninety-four

94

Source: Through the Woods, Emily Carroll

UNIT 2:

  SPOOKTACULAR

c Reflection: check your text by filling in the checklist below. Then give your text to the teacher who will give you some feedback.

Checklist: describing events in a comic book

Yes

I think so

No

1 Content and structure • I clearly described the events in the comic book.

• I used at least 10 verbs from the list and wrote at least 100 words.

• My sentences are logical and well-structured.

2 Language • I used the past simple and past continuous together in a sentence correctly.

• I used correct spelling and punctuation.

9 – 12

Next exercise

ex. 3

ex. 2

> 12

si

<9

ex. 5

Read these fragments taken from online scary stories. Fill in the correct form of the past simple or past continuous.

er

2

Score

e

Feedback

a The doctor (1 to pull) the stethoscope ear tips out and

fv

(2 to hang) the device around his neck. ”Mr. Weatherby, all of your tests have come back negative and my examination shows nothing abnormal.” Adam (3 to know) what (4 to come) next. ”I’m not crazy, Doctor.” ”I’m sorry, but there is no

oe

physical reason for why you occasionally lose control of your hands. A psychologist can help ...” ”I don’t need therapy. I need answers. They seem to have a life all their own. I can’t hold a job. I’m under investigation for assault. I almost (5 to kill) my neighbour.

(Hands by minnboy)

Pr

b I don’t know why I (6 to look up), but when I (7 to do) I (8 to see) him there. He (9 to stand) against my

window. His forehead (10 to rest) against the glass, and his eyes were still and light and he (11 to smile) a lipstick-red, cartoonish grin.

(He Stood Against My Window by sabethook)

c Last night a friend (12 to rush) me out of the house to catch the opening act at a local bar’s music night. After a few drinks I (13 to realize) my phone (14 not to be) in my pocket. I (15 to check) the table we (16 to sit) at, the bar, the bathrooms, and after no luck I (17 to use) my friend’s phone to call mine. After two rings someone

(20 to hang up). They (21 not to answer) again.

UNIT 2

SPOOKTACULAR

ninety-five

(18 to answer), (19 to give out) a low raspy giggle, and

95

I eventually (22 to give) it up as a lost cause and (23 to head) home. I (24 to find) my phone lying on my night stand, right where I (25 to leave) it.

(So I lost my phone ... by Lynxx) Source: www.scoopwhoop.com

3

Score

< 15

15 – 20

> 20

Next exercise

ex. 3

ex. 4

ex. 5

Read the scary story ‘The Accident’ and fill in the correct form of the past simple or past continuous.

It (1 to be – past simple) 1 a.m. and Guy Halverson (2 to sit –

e

past continuous) in his dark living room. He hadn’t moved for over an hour. The accident earlier that evening (3 to keep - past simple) playing over and over in his mind. The

si

light (4 to turn – past simple) red, but he (5 to hurry – past simple) and (6 to accelerate – past simple). An orange blur

er

(7 to come – past simple) from his right, and in a split second there (8 to be – past simple) a violent jolt, then the bicyclist (9 to roll – past simple) across his hood and (10 to fall – past simple) out of sight on the pavement. Horns (11 to blare – past simple) angrily and he (12 to panic – past

fv

simple), stepping on the gas and screeching away from the chaos into the darkness. Totally shaken, he (13 to keep – past continuous) an eye on his rearview mirror

oe

until he (14 to get – past simple) home. Why (15 you to run – past simple), you idiot? He’d never committed a crime before this and punished himself by imagining years in jail, his career gone, his family gone, his future gone. Why not just go to the police right now? You can afford a lawyer. Then someone (16 to tap – past

Pr

simple) on the front door and his world suddenly (17 to crumble – past simple) away beneath him. They (18 to find – past simple) me. There was nothing he could do but answer it. Running would only make matters worse. His body

(19 to tremble – past continuous) as he (20 to get up – past simple), (21 to go – past simple) to the door and (22 to open – past simple) it. A police officer (23 to stand – past simple) under the porch light.

"Mr. Halverson?" (24 to ask – past simple) the grim officer. He (25 to let out – past simple) out a defeated sigh. "Yes. Let me …” "I am terribly sorry, but I’m afraid I have some bad news. Your son’s bike was struck by a hit-and-run driver this evening.

He (26 to die – past simple) at the scene. I’m very sorry for your loss."

Source: www.scoopwhoop.com

ninety-six

Score

96

< 18

Next exercise UNIT 2:

SPOOKTACULAR

≥ 18 ex. 4

4

WRITING

Read the creepy story starters. Write the missing sentences in full. Use past simple or past continuous correctly.

Story 1 1 When I was in the 4th grade

. (to sleep / door open)

2 I went through a phase where

.

(every night / to wake up / between 3:00 and 4:00 a.m.)

3 Every single night

.

(to hear / footsteps / to walk around / hallway)

4 . (to stop / doorway / to turn around / to go back / basement)

e

5 But one night

. (to stop / not)

si

6

(to see / shadow / girl / to look / to walk away)

7

. (to sleep / door closed / next night)

Story 2

2

. (to freeze / to rain)

. (to run / main road / car / lights / to flash)

oe

fv

1 It was 6 a.m. January 2017.

er

.

3

.

(to jog along / suddenly / to feel / bump / head)

4

Pr

(to look up / to see): the blade of his bloody, rusty knife glistening in the rain …

Checklist: writing a story in the past

Yes

I think so

No

UNIT 2

SPOOKTACULAR

1 Content and structure • I used all the words given between brackets.

• My sentences are logical and well-structured.

2 Language • I formed the past simple and past continuous correctly.

• I used the past simple and past continuous correctly.

• I used correct spelling and punctuation.

Feedback

Next exercise

< 12

≥ 12

ninety-seven

Score

Check 2, p. 99

97

5

SPEAKING

Describe a scary experience you had in the past. a Preparation: write about 10 sentences about the experience. Think about where it was, who was with you, what you were doing at the time, what happened next, etc.

e

si

er

fv

b Action: tell your scary experience to a partner. Use the past simple and past continuous correctly. Make sure you tell the story. Don’t just read it!

oe

c Reflection: ask your partner to fill in the peer evaluation below while you are telling the story.

Then check the feedback: do you agree with it? Then take turns.

Checklist: describing scary past experiences 1 Content and structure • My partner clearly described a scary past experience.

• My partner’s story is at least 10 sentences long.

• My partner spoke fluently and didn’t read from the paper.

Pr

2 Language • My partner formed the past simple and past continuous correctly.

• My partner used the past simple and past continuous correctly in a sentence.

• My partner’s pronunciation is good.

Feedback

Score

-

+

Next exercise

ex. 4

Check 2, p. 99

ninety-eight

98

UNIT 2:

SPOOKTACULAR

Yes

I think so

No

Check 2 1

Using typical mystery and horror words

Find the magic number in the magic square. a Match each word from Part 1 with its correct definition from Part 2. Write the number in the magic square’s appropriate box. If your answers are correct, all rows, columns, and the two diagonals will add up to the same number. Watch out: 5 words cannot be matched.

Part 1 eerie: 168 alley: 159 cemetery: 166 treacherous: 170 run-down: 167 lurking: 165 abandoned: 172

si

Part 2

grim reaper: 160 diffused: 157 slithering: 161 yelling: 176 coffin: 162 skulls: 177 cobwebs: 164

e

corpse: 163 haunted: 173 hovering: 158 vanish: 175 bogeyman: 174 startled: 171 whispering: 169

A The little boy didn’t dare to look under his bed, convinced that the would be there waiting for him to fall asleep.

er

B When you die, some people believe it means the C The girl could barely see the snake

had you on his list.

back to the swamp it had come from.

D When he spoke, the sound of his voice her. well preserved.

fv

E The coroner examined the 20-year-old that had been remarkably F She heard something like a soft in her ear.

oe

G From out of the deep dark woods came the voice of a man singing in a cracked, voice.

H I always visit the local

when I’m on holiday. I love the creepy vibe there.

I Our family stayed in a hotel during our visit to Baton Rouge:

Pr

bathrooms with cracked ceilings, worn-out tiles and a mouldy smell.

J He could sense something evil was from the dark.

K Coraline had to force her way through the narrow hallway covered in thick layers of dust and . It was clear that nobody had been in that room for ages.

L The road leading up to the old house was . You had to watch your step or you risked sliding down the steep cliffs.

M The vampire crawled out of his , ready for another night of blood-sucking pleasure.

N Have you ever visited an house at night? Would you dare to go there by yourself?

O Our old family home was definitely . It could sense a strange P I prefer to take the long walk home. Anything to avoid having to walk through that dark after school.

UNIT 2

SPOOKTACULAR

ninety-nine

presence all the time.

99

Magic square A=

B=

E=

C=

F=

I=

M=

H=

K=

N=

G=

J=

D=

L=

O=

P=

The magic number is: / 16

e

Score:

b Make good (and creative!) sentences with the 5 words you could not use in the magic square. WRITING

si

Score:

fv

Score

< 13

13 – 17

> 17

Next exercise

ex. 2

ex. 3

ex. 5

oe

2

/ 5

Vocabulary from A to Z. Write down as many words as you can remember from this unit. Try to find words for each letter of the alphabet listed below.

A-Z Words

Pr

A

B C

D E F G

H I K L M

one hundred

100

N UNIT 2:

er

SPOOKTACULAR

P R S T U V W Y Z ≥ 35 words

Next exercise

ex. 4

Check 3, p. 104

e

< 35 words

si

3

Score

Find the typical ’horror’ vocabulary.

fv

er

a What do you see in the picture? The first and the last letter have been given to help you get started. The number of dots indicates the number of letters.

Pr

oe

h . . . . . . l m . . . . e

G . . m R . . . . r

to l . . k

Score:

s . . . . s and b . . . s

c....n

to c . . . e

d...n

h . . . . . d house

a...c

/ 10

UNIT 2

SPOOKTACULAR

one hundred and one

g . . . . . . .d / c . . . . . . y

101

WRITING

b Choose 5 of the words and write a coherent paragraph with them.

- Preparation: highlight the words you want to use. Revise the past simple and past continuous if necessary (Check 1).

- Action: write your paragraph here. Write about 50 words.

Checklist: writing a spooky paragraph

Yes

oe

fv

Feedback

Score:

/ 10

Score

< 15

≥ 15

Next exercise

ex. 4

Check 3, p. 104

Pr one hundred and two

102

UNIT 2:

No

er

2 Language • My sentences are well structured.

• I used the (past) tenses correctly.

• I used correct words.

• I used correct spelling and punctuation.

I think so

si

1 Content and structure • My paragraph shows I understand the words.

• My paragraph is logical.

4

e

- Reflection: reflect on your writing by filling in the checklist.

Find the 15 scary words that are described below. First, try to find the word just by looking at the description/definition. If necessary, look for the words in the word search below.

1 deserted, empty

2 an imaginary evil spirit, used to frighten children

3 a room below ground level in a house

4 a dead body

5 spooky, scary (synonym)

6 spooky, scary (synonym)

7 a place where dead people are buried

8 an imaginary character who represents death

9 the light of the moon

SPOOKTACULAR

10 partial or total absence of light 11 to scream with a high-pitched voice 12 a large, fl at inscribed stone standing or laid over a grave 13 very afraid 14 to disappear

A G O R T Q J J U A G K I W H

Score

N M I E J H A B I K R P N O O

E R G X U N G V S E I L I O G

S E H R D C P P E T B N S S E

S A T O S P O P R Y O V H E Y

J P N B H H Y H I I A N Y B M

Q E W B R G S D V X K R E U A

D R N F I E C E E R I E D M N

X F C I E Q J G O L J L Q P O

P N C U K W K N Z S J V V S F

< 10

≥ 10

Check 3, p. 104

WRITING

Make your own crossword puzzle.

a Preparation: check the vocabulary in the Summary on p. 87 and choose at least 10 words to add to your crossword puzzle. Choose verbs, nouns and adjectives.

Pr

5

K I L S V R M B Z C U C A G B

oe

Next exercise

R R N P G O U C A L F X V T A

si

D S O O W T B R M M A V C H A

er

L D M C T E R R I F I E D I E

fv

Z M N U P C E L L A R F V G I

e

15 the hairs on your skin stand up so that it is covered with tiny bumps

one hundred and three

b Action: make your puzzle. Follow these steps.

• Write clues for the words you chose on a piece of paper.

• Draw your solved puzzle on a piece of paper.

• Write down the clues ’down’ and ’across’ below.

• Draw your puzzle on another piece of paper.

• Pass on your page to a partner who will try to solve your puzzle.

UNIT 2

SPOOKTACULAR

103

c Reflection: check your task by filling in this checklist. Was your partner able to solve the puzzle?

Checklist: crossword puzzle

Yes

I think so

No

1 Content and structure • My clues clearly describe the word.

• Each clue refers to the correct word/part of speech (a noun for a noun, a verb for a verb, an adjective for an adjective).

• I wrote creative sentences or good definitions.

2 Language • The sentences in my clues are well-structured.

• I used correct basic grammar.

• I used correct words.

• I used correct spelling and punctuation.

-

+

Next exercise

ex. 4

Check 3, p. 104

er

Score

Retelling and writing creepy stories

fv

Check 3 1

si

e

Feedback

Retell a scary story. First listen to the scary story. Student A listens to story A, student B listens to story B.

oe

a Preparation: look at the listening grid below. Write down keywords in the grid while listening. listening Use the grid to write a rough draft of what you will say.

Pr

When does the story take place?

Where does the story take place?

Who are the main characters?

one hundred and four

104

UNIT 2:

SPOOKTACULAR

What happened?

How does it end?

e

si

er

b Action: work with a partner. You will both get a new listening grid. Retell the story to a classmate who listened to another scary story. Can they fill in the listening grid? Compare your grids.

SPEAKING

fv

c Reflection: check your task by filling in the checklist below.

Checklist: retelling a scary story

Yes

I think so

No

What my partner says

Pr

oe

1 Content and structure • I told the story in a logical order.

• I could keep track of the events.

• All the answers to the WH-questions from the grid were used in the story.

• My partner could fill in the same information in the grid.

2 Language • I formed correct sentences.

• I used the past tenses correctly.

• The story was told fluently.

• I minded my pronunciation.

Feedback What my partner did really well is:

Score

more ✗ / ? than ✓

at least 5 ✓

only 1 ? or ✗

Next exercise

ex. 4

ex. 2

ex. 5 UNIT 2

SPOOKTACULAR

one hundred and five

What my partner could work on is:

105

2

WRITING

Write the next paragraph of a scary story. a Preparation: choose a story starter and brainstorm words that could be used in your paragraph.

Story starters: A I had never seen a ghost. But like they say, there is a first time for everything.

B Wandering through the graveyard it felt like something was watching me.

C The phone rang. ‘Hello,’ I said, ‘Hello.’ No one was there. I hung up. All the lights went out ...

D I pushed open the old creaky door and looked inside.

E My next door neighbours, the Johnsons, were all sleeping in their coffins when I climbed the fence to get the ball.

F I couldn’t sleep. I was tossing and turning for hours, but my mind kept racing.

G Then I noticed the man in my rear-view mirror.

Source: www.literacyshed.com

si

e

Brainstorm:

er

CREEPY WORDS …

fv

b Action: write the next 100-150 words of this story. Use past tenses in your text correctly. Try to use the creepy words from your brainstorm session as well. Write your story on a separate piece of paper.

oe

c Reflection: check your story by filling in the checklist. Give your text to a partner who will read it and give you some feedback too. Did you manage to scare them? Give your text to the teacher who will also give feedback.

Checklist: writing a scary story

Yes

Pr

1 Content and structure • My paragraph has a spooky atmosphere.

• I wrote at least 100-150 words.

• My story is well-structured.

• My story is interesting to read.

2 Language • I used the past tenses correctly.

• I used correct basic grammar.

• I used correct words.

• I used correct spelling and punctuation.

3 Strategies • I used a dictionary when needed and used it correctly.

• I prepared my text well (e.g. brainstormed words).

• I checked and reread my text when I was finished.

Feedback

one hundred and six

106

UNIT 2:

Score

<7

≥7

Next exercise

ex. 4

All done!

SPOOKTACULAR

I think so

No

3

listening

Retell the story ‘Lock Your Doors at Night!’ a Preparation: while listening to the podcast, mark the words you hear. front door

handle began turning

basement

bad habit

something

porch

cried for help

second key

dark graveyard

video camera

ghost

scratching at the door

red eyes

heart stopped

strange sounds

terrified

peephole

from the kitchen dark rags

loud bang

getting over the shock

sick to my stomach

unlocked

unnaturally long fingers

Score:

/ 15

staring at me

e

b Action: retell the story to your teacher. Use the keywords. Write out a short draft first, if necessary.

si

er

fv

c Reflection: check your task by filling in the checklist.

Checklist: retelling a scary story

Yes

I think so

No

UNIT 2

SPOOKTACULAR

oe

1 Content and structure • The story was told in logical order.

• I used all the (correct!) keywords from the grid in the story.

Pr

2 Language • I formed correct sentences.

• I used the past tenses correctly.

• I told the story fluently.

• I minded my pronunciation.

Feedback

/ 10

Score

< 18

Next exercise

≥ 18 All done! one hundred and seven

Score:

107

4

Read the story ‘Yeeeeeeees?’. Some sentences have been left out. Complete the text by putting the number in the correct gap.

1 One early evening when I came home, the house was still dark.

2 I called her again as I climbed the stairs to see which room she was in, and again got the same “Yeeeeees?” reply.

3 I jumped back, startled and ran down the stairs to her, but as I glanced back from the top of the stairs, the door to the room slowly opened a crack.

4 When I was a child, my family moved to a big old two-storey house, with big empty rooms and creaking fl oorboards.

5 I felt uneasy, but I fi gured that was only natural so I rushed forward to see my mum, knowing that her presence would calm my fears, as a mother’s presence always does. . Both my parents worked so I was often alone when I came home from school.

Missing sentence nr.

. I called out, “Mum?” and heard her sing song voice say “Yeeeeees?” from upstairs.

Missing sentence nr.

. We were decorating at the time, and I didn’t know my way around the maze of rooms but she was in one of the far ones, right down the hall.

Missing sentence nr.

. Just as I reached for the handle of the door to let myself in to the room I heard the front door downstairs open and my mother call “Sweetie, are you home?” in a cheery voice.

Missing sentence nr.

. For a brief moment, I saw something strange in there, and I don’t know what it was, but it was staring at me.

si

er

< 4

oe

Next exercise 5

fv

Score

e

Missing sentence nr.

4 – 5 ex. 3

Complete a scene from the graphic novel The Graveyard Book, Volume I by Neil Gaiman.

Pr

a Preparation: read the information about The Graveyard Book so you know the context of the book. Look at the fragment from the graphic novel and write down some keywords that come to mind.

THE GRAVEYARD BOOK - NEIL GAIMAN After the shocking murder of his entire family, a toddler ends up in a graveyard where the ghosts and other supernatural residents agree to raise him as one of their own.

Nobody Owens, known to his friends as Bod, is a normal boy. He would be completely normal if he didn’t live in a graveyard, being raised and educated by ghosts, with a lonely guardian (Silas) who belongs to neither the world of the living nor of the dead. There are dangers and adventures in the graveyard for a boy. But if Bod leaves the graveyard, he will come under attack from the man Jack – who has already killed Bod’s family.

One day, Bod makes a human friend, the intelligent Scarlett, who assumes Bod must be imaginary because her parents tell her so.

one hundred and eight

108

Adapted from www.goodreads.com

UNIT 2:

SPOOKTACULAR

WRITING

one hundred and nine

Pr

oe

fv

er

si

e

b Action: fill in the captions and the speech bubbles. Use past tenses in the captions. You can use present tenses in the speech bubbles. Try to create an eerie atmosphere.

UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

109

e si er fv oe Pr one hundred and ten

110

UNIT 2:

â&#x20AC;&#x201A; SPOOKTACULAR

e si er fv oe

one hundred and eleven

Pr © Neil Gaiman/Chris Riddell, 2009, The Graveyard Book, Bloomsbury Publishing Plc

UNIT 2

SPOOKTACULAR

111

c Reflection: check your scene by filling in the checklist. Then share the scene with a partner or the class. Give your text to the teacher who will give you some feedback too.

Checklist: writing a scene in a graphic novel

Yes

I think so

1 Content and structure • There is a spooky atmosphere in my scene.

• I completed each speech bubble and caption.

2 Language • I used the correct past tenses in the captions.

• I used the correct present tenses in the speech bubbles.

• I used correct basic grammar.

• I used correct words.

• I used correct spelling and punctuation.

< 11

≥ 11

Next exercise

ex. 3

All done!

Pr

oe

fv

er

si

Score

e

Feedback

one hundred and twelve

112

UNIT 2:

SPOOKTACULAR

No

CHECK OUT: TELLING OR WRITING A SCARY STORY 1 / Telling a scary story Orientation You are going to listen to a scary story podcast and retell the story by recording your own podcast.

Preparation 1

Prepare yourself.

e

a Check the strategy in the Summary on how to listen more effectively, p. 91. b Note down key words while listening by answering the questions in the grid.

si

c Write some extra notes if necessary.

fv

Pr

oe

Who are the main characters?

er

When does the story take place?

Where does the story take place?

listening

one hundred and thirteen

What happened?

UNIT 2

SPOOKTACULAR

113

Action Use your preparation to record your own podcast.

3

Send it to the teacher.

er

Reflection 4

Reflect on your task by filling in the checklist.

Checklist: retelling a scary story

oe

fv

1 Listening • I was able to mark all the correct key words.

• I was able to keep track of the story.

• I was able to select relevant information from the text.

• I was able to derive the meaning of unknown words from context.

• I remained focused even when I didn’t understand everything.

Pr

2 Speaking: content and structure • I told the story in logical order.

• I used all the keywords used in the story.

• There was a spooky atmosphere in my podcast.

3 Speaking: language • I formed correct sentences.

• I used the past tenses correctly.

• I told the story fl uently (but it did not appear ’read’!).

• I minded my pronunciation.

Feedback

one hundred and fourteen

114

UNIT 2:

SPEAKING

si

2

e

How does it end?

SPOOKTACULAR

Yes

I think so

No

2 / Writing a scary story Orientation WRITING

You are going to write a complete scary story, a horror story, if you will.

Preparation 1

Make sure you are prepared. a Whenever you see this hand pick words from the bags: villains – scary locations – details (verbs – nouns – adjectives – feelings – scary sounds). b Fill out these words on your hand-outs. Short notes are enough. You will have to put them in your story somehow.

What will happen in your story?

er

What?

si

d Answer the WH-questions to prepare your writing.

e

c You can choose to change cards, but only once and a maximum of 2 cards.

Who?

fv

Who is the main character? Is it you? A fi ctional person?

oe

Who is the villain of the story?

Where does the story take place?

Where?

Pr

When does it all take place? (Halloween, at 3 o’clock in the morning …)

When?

Why did the main character end up in the scary situation?

one hundred and fi fteen

Why?

UNIT 2

SPOOKTACULAR

115

Which details will be in your story? Pick a card from the 5 details bags: verbs, nouns, descriptive adjectives, feelings, scary sounds.

Which?

How does the story end? Will the problems be resolved or will the story have an open ending? Make up a surprise ending. Good stories shock the reader.

Action 2

Write your story on a separate piece of paper.

si

e

How?

a Use the past simple and past continuous in your text. Mind the irregular verbs.

er

b Write your story in full. Write at least 300 words.

Reflection 3

fv

c Come up with a good, catchy title for your story.

Before handing in your text, check your story by filling in the checklist.

Checklist: writing a scary story

Pr

oe

1 Content and structure • My story has a spooky atmosphere.

• I wrote at least 300 words.

• I put in all the words from the different bags (7 in total) and underlined them in my text.

• My story is well-structured (varied sentences, paragraphs etc.).

• My story is interesting to read.

• My story has a fi tting, catchy title.

2 Language • I used the past tenses correctly.

• I used correct basic grammar.

• I used correct words.

• I used correct spelling and punctuation.

3 Strategies • I used a dictionary when needed and used it correctly.

• I prepared my text well: I fi lled in the preparation grid.

• I checked and reread my text when I was fi nished.

one hundred and sixteen

Feedback

116

Trace your steps on diddit.

UNIT 2:

SPOOKTACULAR

Yes

I think so

No