2 Track 2 
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ISBN 978-90-306-9717-6
594958
9 789030 697176
vanin.be
GO! 2 uur
IN
©
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2
Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers
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LET OP: ACTIVEER DEZE LICENTIE PAS VANAF 1 SEPTEMBER; DE LICENTIEPERIODE START VANAF ACTIVATIE EN IS 365 DAGEN GELDIG.
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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 digitale lesmateriaal 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, 2020
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©
p. 16 - All Of Me: Words & Music by John Legend & Tobias Gad © Copyright 2011 John Legend Publishing, BMG Sapphire Songs & Gad Songs. All Rights for John Legend Publishing & BMG Sapphire Songs Administered by BMG Rights Management (US) LLC All Rights for Gad Songs Administered Worldwide by Kobalt Music Group Ltd All Rights Reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited. p. 39 - From Matched by copyright © Ally Condie published by Dutton Books 2010. Reproduced by permission of Penguin Books Ltd. © 2011 p. 72, 73, 93 - Excerpts from Hurricane Song by Paul Volponi, copyright © 2008 by Paul Volponi. Used by permission of Viking Children’s Books, an imprint of Penguin Young Readers Group, a division of Penguin Random House LLC. All rights reserved. p. 247 - Best Day Of My Life: Words & Music by Zachary Barnett, Matthew Sanchez, David Rublin, James Shelley, Michael Goodman & Aaron Accetta. © Copyright 2012 EMI April Music Inc., Sony/ATV Allegro, Needledown Publishing, Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works. All Rights for EMI April Music Inc., Sony/ATV Allegro & Needledown Publishing Administered by Sony/ATV Music Publishing. All Rights for Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works Administered by Kobalt Music Publishing Limited. All rights reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited.
Eerste druk 2020 ISBN 978-90-306-9717-6 D/2020/0078/144 Art. 594958/01 NUR 110
Vormgeving en opmaak: Vrijdag Grafis Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic
CONTENTS 1 LIFE IS A ROLLERCOASTER
9
3 SHOP TILL YOU DROP
99
10
Check In
100
Main Track Step 1: describing emotions Step 2: using adjectives Step 3: giving advice
11 11 15 21
Main Track Step 1: talking about clothes Step 2: making comparisons Step 3: buying things in a shop
101 101 111 118
Summary Grammar – HOW TO describe people and things – HOW TO express possibility and give advice Vocabulary – Emotions Strategy – HOW TO write a (formal) letter or email
29 29 29
On Different Tracks Check 1: describing emotions Check 2: using adjectives Check 3: giving advice
33 33 38 43
Check Out: writing a letter of advice
50
Summary Grammar – HOW TO describe people and things – HOW TO make comparisons Vocabulary – Clothes – Accessories – Shoes – Colours – Patterns – Materials Useful expressions – HOW TO express your preferences – HOW TO buy something in a shop
120 120 120 121 122 122 122 123 123 123 123 124 124 125
51
On Different Tracks Check 1: talking about clothes Check 2: making comparisons Check 3: buying things in a shop
126 126 131 137
52
Check Out: going shopping
2 EVERY CLOUD HAS A SILVER LINING
N
Check In
30 31 31 32 32
IN
Check In
Main Track Step 1: describing seasons and the weather Step 2: revising present tenses Step 3: discussing extreme weather
53
Summary Grammar – HOW TO describe the weather – HOW TO talk about facts, routines and actions going on now Vocabulary – Weather symbols – Months and seasons – Other weather words – (Extreme) weather phenomena
4 ONCE UPON A TIME
141
Check In
142
75 75 75
Main Track Step 1: talking about the past Step 2: exploring the past simple Step 3: reading and building stories
143 143 157 166
76 78 78 78 79 79
Summary Grammar – HOW TO talk about more than one thing – HOW TO talk about the past Vocabulary – Words from the fairy realm Strategy – HOW TO build a story
173 173 173 175 178 178 179 179
On Different Tracks Check 1: talking about the past Check 2: exploring the past simple Check 3: reading and building stories
180 180 186 189
Check Out: my own fairy tale
194
On Different Tracks 80 Check 1: describing seasons and the weather 80 Check 2: revising present tenses 86 Check 3: discussing extreme weather 90
Check Out: weather in fiction
97
three
©
VA
53 60 68
140
Contents
Track
3
5 DIg in!
195
271
Check In
272
Main Track Step 1: talking about (favourite) food Step 2: discussing quantity Step 3: giving (recipe) instructions
197 197 203 209
Main Track Step 1: describing holiday destinations Step 2: writing postcards Step 3: promoting a destination
273 273 282 292
Summary Grammar – HOW TO talk about quantity – HOW TO give instructions Vocabulary – Fruit – Vegetables – Meat and fish – Wheat and dairy – Dishes – Drinks – Snacks and sweets Useful expressions – HOW TO express your likes and dislikes (food)
213 213 213 215 216 216 216 217 217 217 218 218
Summary Grammar – HOW TO describe people, things and actions Vocabulary – Describing places Strategy – HOW TO write a leaflet – HOW TO write an informal postcard
295 295 295 297 297 298 298 299
On Different Tracks Check 1: describing holiday destinations Check 2: writing postcards Check 3: promoting a destination
300 300 305 311
219
Check Out: exploring the British Isles
315
On Different Tracks Check 1: talking about (favourite) food Check 2: discussing quantity Check 3: giving (recipe) instructions
220 220 224 226
Check Out: master chef
230
231 232
233 233 239 245
Summary Grammar – HOW TO talk about the future – HOW TO talk about plans and intentions Vocabulary – Signs of the zodiac – Characteristics Useful expressions – HOW TO express your opinion
250 250 250 251 252 252 252 254 254
On Different Tracks Check 1: describing people’s character Check 2: predicting the future Check 3: making plans
255 255 259 265
Check Out: predicting the future
269
©
Main Track Step 1: describing people’s character Step 2: predicting the future Step 3: making plans
four Track
8 THE WORLD AT MY FEET
Contents
317
Check In
318
Main Track Step 1: discussing countries and nationalities Step 2: finding links with the UK
319
VA N
Check In
IN
196
6 TALK TO THE STARS
4
7 BYE BYE BRITAIN
Check In
Summary Grammar – HOW TO express ability Vocabulary – Countries and nationalities Strategy – HOW TO find information on the internet
319 329 336 336 336 337 337 338 338
On Different Tracks Check 1: discussing countries and nationalities Check 2: finding links with the UK
339 344
Check Out: compiling a country fact file
351
339
STARTEN MET TRACK Welkom in Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.
1 / Op weg met Track Het leerwerkboek bestaat uit acht units en elke unit is op dezelfde manier opgebouwd. Op de voorpagina van elke unit vind je terug wat je gaat leren om de taak aan het einde van de unit, de Check Out, goed te kunnen uitvoeren. Deze voorpagina toont je de weg die je zult afleggen.
UNIT 1: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions
main track
Step 2: using adjectives
In de Check In maak je kennis met het thema van de unit.
summary
CHECK IN When I was young, my grandma told me some stories 1
on different tracks check out: writing a letter of advice
Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling
1
N
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.
2
MAIN TRACK
Once upon a time …
Step 1
Talking about the past
1 / Once there was… 3 1
4
What words do you associate with fairy tales?
SPOKEN INTERACTION
a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. People
Places
5 2
Things
6
Discuss these questions.
SPOKEN INTERACTION
a Do you know these stories? If so, tell a partner what they are about.
one hundred and forty-two
VA
READING
Look at the images and match them with the corresponding fairy tale.
IN
trace your steps
b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?
142
UNIT 4:
ONCE UPON A TIME
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.
CHECK 1, p. 220
2
watchING
Watch the opening scene of the series Once upon a time ... and answer the questions. a How does the story start?
b Where does it take place?
c Who is in the story?
d What happened?
one hundred and forty-three
Step 3: giving advice
e Do you know this series? If so, do you like it?
In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.
UNIT 4:
ONCE UPON A TIME
143
©
GRAMMAR
SUMMARY HOW TO describe people and things Order of adjectives
That’s a nice fitted blue top! And I adore that short checked skirt.
I just love your long red dress.
USE Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 1 for more information (p. 29). FORM
Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.
When we use more than 1 adjective to describe something there is a certain order you should follow.
ON DIFFERENT TRACKS
1
Talking about (favourite) food
Check 1 1
watchING
Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N°
Name
Food group
1 2 3 5
nice
2
fitted
120
4
5
origin
6
7
material make/type
NOUN
blue
round
some
/ 12
3
size/age shape colour
delicious
6 Total:
opinion
a 2
one hundred and twenty
4
determiner
top
gold
Chinese
warm
woollen
earrings fortune
cookies
knitted
gloves
Keep in mind: – Opinion or attitude always comes first! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.
UNIT 3:
SHOP TILL YOU DROP
b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING Tucker – Tucker hates
because
+ Tucker loves
because
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. +
Journee + +
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
+
UNIT 5:
/6
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
DIG IN!
five
two hundred and twenty
220
Total:
Starten met Track
Track
5
Als je alle bouwstenen hebt doorlopen en ze voldoende hebt ingeoefend, dan ben je zeker klaar voor de Check Out, de taak aan CHECK OUT: MY OW N FAIRY TALE het einde van Orientation de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.
CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.
Preparation watchING
1
Watch the clip of this modern version of Little Red Riding Hood.
2
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects
Actions
You will write and tell your own version of Little Red Riding Hood.
Preparation
Use the story builder you will get to prepare your story.
5
6
WRITING
Write your story. Pay attention to the following. a Use the past simple correctly.
c Use the objects and the actions you picked.
b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
d Be creative!
7
Yes
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects
I think so
Orientation
No
2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.
Checklist: describing your holiday
4
1 Preparation • I completed the story builder. • I practised telling the story.
3 Reflect on your task by filling in the checklist.
one hundred and ninety-four
3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).
5
6
2 Content
7
• I wrote about 75dat words. We willen graag je vorderingen maakt • I included all the necessary elements. the rules for an informal or postcard. en dat•jeI respected reflecteert opwriting je taken ennoteleert uit 3 Language use feedback. • I used the correct vocabulary to describe the activities and the Trace your steps on diddit.
WRITING
c Use the objects and the actions you picked. d Be creative!
e Write a minimum of 100 words.
SPEAKING
You will tell your story to the class. This means you have to practise first.
Feedback
Check your task by filling in the checklist. Yes
I think so
No
1 Preparation • I completed the story builder. • I practised telling the story. 2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative. 3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).
one hundred and ninety-four
weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.
Feedback
Trace your steps on diddit.
Ten slotte kun je na elke unit je onlineportfolio 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. UNIT 4:
ONCE UPON A TIME
N
194
3
I think so No Reflection
b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
Checklist: my own fairy tale
ONCE UPON A TIME
Trace your steps on diddit.
Yes
Write your story. Pay attention to the following. a Use the past simple correctly.
Reflection
Feedback
UNIT 4:
Action
Use the story builder you will get to prepare your story.
Action
Preparation
1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft first.
194
Actions
SPEAKING
Check your task by filling in the checklist. Checklist: my own fairy tale
Watch the clip of this modern version of Little Red Riding Hood.
2
Elke Check Out gebruikt de OVUR-strategie:
e Write a minimum of 100 words.
You will tell your story to the class. This means you have to practise first.
Reflection
Reflection
watchING
1
IN
4
Action
Focus on the words you filled in.
2 / Nuttig voor onderweg a Draw arrows to the words they say something about.
b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun
The subject (with ‘to be’, ‘to feel’)
VA
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. c What do we call words that describe nouns? d Is it possible to use them with verbs as well?
Use the information from exercise 3 to fill in the grammar box.
GRAMMAR
Adjectives tell us something more about
HOW TO describe people and things
Adjectives
e.g. I have a big problem = big describes how the problem is
2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
UNIT 4:
OFF W E W ENT
UNIT 1:
LIFE IS A ROLLERCOASTER
Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking verbs, such as ‘to feel’. seventeen
pagenumber
226
Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.
I don’t want to go to school today. I feel tired.
Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs.
©
5
See p. 29
Grammaticale regels staan 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.
SUMMARY
or are used with the verb
:
GRAMMAR
and with linking verbs, such as 1 Noun
USE
1 Noun
17
e.g. I have a big problem = big describes how the problem is
2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel Keep in mind: Adjectives can be used to make comparisons (see Unit 3).
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.
5
Use the information from exercise 4 to complete the strategy on how to write a leaflet.
STRATEGY
How to write a leaflet 1 Spark curiosity with a catchy 2 KISS: keep it UNIT 1:
. and
STRATEGY
How to describe people and things
twenty-nine
4
!
• simple and easy-to-read LIFE IS A ROLLERCOASTER 29 • short texts 3 Use
and
1
Before writing
Why and what? What is your goal?
to grab the reader’s attention.
• Write short descriptive 4 Give
HOW TO write a leaflet
What are you writing about?
Do your research
for the photos.
Look for the most essential information.
details.
Look for good photos.
• address
Prepare what you want to write
• website 5 Add prices and opening hours.
Check the spelling of words.
See p. 298
Learn how to use use digital tools that can help you
6
WRITING
Make your own leaflet.
Word or Powerpoint?
a Preparation: pair up and choose a destination card and fact file. Complete the grid with the most useful information you are going to give in your leaflet. Find 2 good photos online for your leaflet.
Canva or Piktochart?
2 While writing Strong opening Spark curiosity with a catchy title.
KISS Keep it short and simple.
Be clear
Destination
Use your best photos and write short descriptive captions.
Address
Give location and contact details. Add price and opening hours.
Pay attention to the layout Use simple and easy-to-read fonts. Use contrasting colours.
Website
After writing Edit!
Price
Keywords
six
UNIT 7:
Track
Starten met Track
BYE BYE BRITAIN
two hundred and eighty-seven
298
b Action: use the template you will get to make your leaflet. Alternatively, you can use an online tool such as Canva, Piktochart, Lucidpress or Flipsnack to design the leaflet.
6
Avoid mistakes and check the text.
two hundred and ninety-eight
Opening hours
287
Type everything in your favourite programme.
Check your goal Is the audience convinced?
UNIT 7:
BYE BYE BRITAIN
3
3
Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.
SPOKEN INTERACTION
a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class.
Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.
Class favourite dishes
Class least favourite dishes
1
1
2
2
3
3
USEFUL EXPRESSIONS
How to express your likes and dislikes (food) Look, smell and taste: It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross …
It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).
Overall opinion: This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).
4
See p. 219
Discuss these questions with a partner.
SPOKEN INTERACTION
a Do you like pancakes? Why (not)? b What toppings do you like on your pancakes: sugar, whipped cream …? 5
READING
Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions.
De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen. a Write a short conclusion under each paragraph where it says ‘bottom line’.
veal
an anchovy
pork (chops)
salmon
4 WHEAT AND DAIRY
(a loaf of) bread
cereal
rice
cheese
a sandwich
an egg
yoghurt
5 DISHES
cake
fish and chips
a pie
a salad
scrambled eggs
anxious
paniekerig
appalled
verbijsterd
astonished
verbaasd
certain
zeker
cheerful
vreugdevol
concerned
bezorgd
confident
zelfzeker
delighted
blij
depressed
depressief
disappointed
teleurgesteld
enraged
razend
fulfilled
vervuld/volledig
glad
blij
happy
gelukkig
hateful
hatelijk
hopeful
hoopvol
in love
verliefd
miserable
ellendig
pleased
blij
sad
droevig
satisfied
tevreden
shocked
gechoqueerd
upset
overstuur
ice cream
soup
UNIT 5:
DIG IN!
Different grades of maple syrup Better than medicine It contains some vitamins and minerals, but is also high in sugar The conclusion: it’s slightly ‘less bad’ than sugar What is maple syrup and how is it made?
200
two hundred and seventeen
bangers and mash
boos
UNIT 5:
DIG IN!
IN
a sausage
lamb
angry
My notes
thirty-one
chicken
Translation
two hundred
beef (steak)
b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use.
EMOTIONS Word
VOCABULARY
3 MEAT AND FISH
UNIT 1:
217
LIFE IS A ROLLERCOASTER
31
watchING
READING
SPEAKING
SPOKEN INTERACTION
WRITING
writtEN INTERACTION
VA
listening
N
Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, reading, speaking, spoken interaction, writing, written interaction.
Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a Sagittarius Capricorn typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is (November 22 –solah shringar including bindi, chudi (December 22 –etc. 30 wearing the and kajal, December 21): January 19): TheySherwani are independent, but They are careerfor men friendly. They love oriented They Sherwani is asports long coat resembling achkan in styling.people. It is buttoned up to the collar, and it and outdoor activities. They are ambitious and comes below the knee. It adds to thehave charm and grace canusually be outspoken in their opinions about of men, especially the taller ones.about Indian men spend a lot on buying the sherwani forplan the special occasion of their opinions everything, everything.suit They they are quiet as well. carefully to achieve 35but wedding.
3 / Fijn en handig voor onderweg They seek the unknown all the Turban time.
attire: clothes, mostly formal bygone: belonging to or happening in the past Pisces (February 19 –state in the past Maharajas: the male ruler of an Indian March 20): Rani: a female Indian ruler or the wife of a male Indian ruler They are sensitive and reminiscent: makes you understanding. think of They splendour: brilliance cannot stand to see other people yards: a unit of measurement, equalsuffer. to 3 feet or It makes them angry 90 centimeters when things do not run smoothly. They are also unpredictable in their behaviour.
©
40
unpredictable and full of Source: www.culturalindia.net surprises.
6
Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.
their ambitions.
In India, one can spotAquarius many men wearing turbans. A turban is tied (January 20 –not February 18): it for the sake of fashion, but because Aquarians are intelligent has a lot of significance in the lives of and inventive. They are Indians. The hair turban isunusual a headdress full of ideas onof how to change that basically consists a long piecethe world. is They are great of unstitched cloth, which wrapped speakers and thinkers. around the head. They are friendly, but also
Go through the text again and write the names under the pictures.
Adapted from: en.islcollective.com
READING
3 2 text? Form groups and discuss b Do1you agree with what is written in the these questions. Use SPOKEN INTERACTION some of the expressions from the Summary on p.xx in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?
Did you know? Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.
In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.
Astrology is the study of how the positions of the stars and movements of the planets have an influence on events and on the lives and behaviour of people.
4
5
6
2 / What are people like?
De volgende iconen helpen je ook nog een eind op weg. 1
SPOKEN INTERACTION
Het luisterfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. one hundred and five
someone who isn’t afraid of danger
Het beeldfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. SHOP TILL YOU DROP e.g. Fire fighters are really brave! They aren’t afraid of fire.
UNIT 6:
UNIT 3:
105
TALK TO THE STARS
Als je dit icoon ziet, moet je iets online opzoeken. seven
two hundred and thirty-six
236
Pair up! You will get a stack of cards with character traits. Pick a card and use it in a sentence so your partner understands its meaning. If they do, keep the card. If they don’t, put the card back in the stack. Continue until all cards are gone.
Starten met Track
Track
7
het onlineleerplatform bij Track Leerstof kun je inoefenen op jouw niveau. Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.
IN
Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.
Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.
N
Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.
VA
Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.
Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier verzameld.
COUNTRIES AND NATIONALITIES
Plural
two books
General rule: noun + -s
a story
two stories
If the noun ends in a consonant + -y: -y g -ies
a box
two boxes
if the nouns ends in a hissing sound (-s / -es / -x): noun + -es
Hungary
Egyptian
Hungarian
Australia
Belgium
Germany
India
Italy
Australian
Belgian
German
Indian
Italian
Morocco
Russia
South Africa
The USA
Moroccan
Russian
South African
American
China
Japan
Portugal
HOW TO build a story
What will your write/speak about?
When did it happen?
Who is the hero (= good) and who is the villain (= evil)?
Chinese
Japanese
Portuguese
Ireland
Poland
Scotland
Spain
Sweden
Irish
Polish
Scottish
Spanish
Swedish
Vocabulary: • are there any special magical words?
Plural two halves two thieves two knives two wives
Rule:
noun + -s
Rule:
-f or -fe g -ves
BUT: some words can have 2 plural forms: Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves
Explanation The form ending in -ves is often the ‘magical’ form.
UNIT 4:
ONCE UPON A TIME
What do the characters look like?
Grammar: • Use the past simple and check the irregular verbs. • Use linking words.
2 While writing/speaking Beginning Once upon a time Long, long ago
173 *
I don’t like Brussels sprouts because they are too bitter.
How do the other characters react?
-ISH
Turkey
The UK
Turkish
British
France
Greece
The Netherlands
New Zealand
Switzerland
French
Greek
Dutch
New Zealander
Swiss
A long time ago Once there/There once was
1 Expressing likes
Middle Challenge What does the good character have to do?
UNIT 8:
THE WORLD AT MY FEET
three hundred and thirty-seven
Singular a half a thief a knife a wife
one hundred and seventy-three
Plural two cliffs two safes two giraffes two chefs
This is delicious! All the flavours really come together.
Check language
Irregular
Regular
HOW TO express your likes and dislikes (food)
Where did it happen?
Choose characters
How do they act?
a cliff a safe a giraffe a chef
1
Choose theme or plot
Choose setting
-ESE
2 Irregular plural
Singular
Egypt
Canadian
Before writing/speaking
1 Nouns ending in -f, -ff, -fe:
one dwarf one hoof one elf
Canada
Brazilian
Rule:
a book
Singular
Brazil
Argentinian
-AN
You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English. Singular
Argentina
337
This is delicious. This is great/(very) good.
Twist What magic is involved?
I love it because … I like it because …
Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?
After writing/speaking Check your goal Was the audience interested?
Evaluate your writing/performance What went well?
3
… all the flavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.
It tastes better than it looks.
Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.
How can I improve?
UNIT 4:
ONCE UPON A TIME
179
2 Expressing dislikes It’s not that bad, but it could do with some seasoning. I don’t (really) like … because … I don’t like … at all because … I (really) hate …
… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird.
UNIT 5:
eight
8
Track
DIDDIT
USEFUL EXPRESSIONS
1 Regular plural
-IAN
STRATEGY
©
No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!
VOCABULARY
I want to hear Snow White and the Seven Dwarfs.
two hundred and nineteen
The plural of nouns
Right, children, there are several stories you can choose from today.
GRAMMAR
HOW TO talk about more than one thing
one hundred and seventy-nine
SUMMARY
DIG IN!
219
UNIT 1: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions
IN
main track
N
VA
Step 3: giving advice
Step 2: using adjectives
Š
summary
trace your steps
on different tracks check out: writing a letter of advice
CHECK IN How do you feel? 1
Match the art forms with their meaning and artistic fields. Choose from: literary arts – mixed art – performing arts – visual art Explanation
Artistic field
Where different artistic fields are combined Artistic fields like music, dance and theatre Artistic fields like painting, photography, sculpture, ceramics, drawing and architecture Artistic fields that are written, e.g. poetry
watchING listening
A
IN
Look at, listen to and watch these different art forms. a Write the correct art form. b Write the exact discipline form if you know it. c Describe how they make you feel.
B
To make a prairie it takes a clover and one bee, One clover, and a bee, And revery. The revery alone will do,
VA
If bees are few.
N
2
- Emily Dickinson (1830-1886)
a
a
b
b c
3
D © kavzov / Shutterstock.com
©
C
© Anthony Mooney / Shutterstock.com
c
a
a
b
b
c
c
Discuss these questions. a Do you know any other emotions? b Do you know any other art forms? c Do you think it is difficult to say how you feel? Explain why (not)?
ten
10
UNIT 1:
LIFE IS A ROLLERCOASTER
SPOKEN INTERACTION
MAIN TRACK I feel great!
Step 1
Describing emotions
1 Read these letters to ‘agony aunt’ Annie Fox and answer the questions.
READING
a What do you think an ‘agony aunt’ does? b How do all the writers of the letters feel? Good or bad? c Whose letter do you find the saddest? Why?
IN
Dear Annie,
Help
N
The problem is that I am extremely shy, and the two girls I like are intimidating, and I don’t know if they like me or not. The problem is that I go to private school, and everybody gossips, and if one says she won’t go out with me, they will tell everybody. One of the girls is popular, but nice, not mean, and the other one is part of a different group, but I like them equally. I am so desperate to have one of them as my girlfriend. I would like to know how to get either one of them to go out with me, or to ask me out, or to like me, or to show signs of liking me. I don’t know what to do.
VA
Annie Fox
I am a 13-year-old boy, and I really want a girlfriend. I have never had one; I have never kissed anybody. I have never been in love… I really want a girlfriend.
At the beginning of the school year I was doing pretty well and I cared about what I was doing and I was happy so I did well in school. Then my boyfriend and I broke up. I didn’t do my work because I was depressed. I couldn’t get him off my mind, and by the time I realized I needed to get back on track, it was too late.
©
Annie Fox
Dear Annie,
I got my report card today and it’s bad. I have a D, and 2 F’s. My ex really screwed up a lot for me. I know it’s not his fault; it’s mine for letting things go, but I was depressed and I know my parents are going to be disappointed in me. What should I tell them? Uh-oh
People are making fun of me, calling me: pig, gorilla, and fat... It makes me feel so miserable and I don’t know what to do. I tried talking to the teachers, but I am sad to find out that that hasn’t helped. The bullies are still teasing me. What should I do? Thanks, Tired of being made fun of. Adapted from: www.anniefox.com eleven
Annie Fox
Dear Annie,
UNIT 1:
LIFE IS A ROLLERCOASTER
11
Match the emotions from exercise 2 with their opposites.
N
3
Underline the ‘feeling’ words in the letters, and then match them with these illustrations.
IN
2
joyful pleased/satisfied
VA
hopeful
glad
hateful
cheerful
4
listening
Listen to these people reacting to some situations. How are they feeling?
©
1 2 3 4 5
5
Look at the following words to describe feelings and put them in the correct category. Use a(n) online dictionary to help you if necessary. anxious – appalled – certain – cheerful – concerned – convinced – delighted – depressed – enraged – fulfilled – furious – hopeful – miserable
twelve
12
Happy
Sad
Angry
Satisfied
Worried
Confident
Shocked
UNIT 1:
LIFE IS A ROLLERCOASTER
6
7
Use a thesaurus and look for 1 or 2 more synonyms and add them to the grid. Happy
Sad
Angry
Satisfied
Worried
Confident
Shocked
Complete the sentences using the correct ‘feeling’ word. 1 Those cheerleaders always seem so 2 You looked at his diary without asking and now you’re wondering why he’s so
?
3 My cat just died yesterday. I’m 4 I passed my French test! My parents will be 5 My aunt has to go to the hospital today for some tests. I’m really
IN
6 I’m allowed to go on a trip with my best friend next Saturday. I’m so
7 And then the headmaster, Mr Darcy, just kissed Ms Bennet in front of everyone!! We were all ! What on earth was he thinking!?
8 Have you seen Mr Clock? Apparently, someone hid all the balls, so the PE class is in ; he was ranting and raging.
N
detention today. I’ve never seen him so
9 Next weekend we are going away with my niece and nephews. I’m quite that it’s going to be a lot of fun.
Pair up and take turns telling each other how you feel when the following activities happen to you. Use the adjectives from the previous exercises. Not being able to sleep.
You meet your teacher in the shop.
Being teased.
Forgetting your mobile phone.
Watching TV.
Falling over during your break.
Eating your favourite meal.
Winning a prize.
Eating insects.
SPOKEN INTERACTION
thirteen
Getting a present.
©
8
; I don’t want the
VA
10 Oh dear, I forgot my maths homework! I’m so teacher to be angry at me.
UNIT 1:
LIFE IS A ROLLERCOASTER
13
9
SPEAKING
Use this empty emoji to draw how you are feeling right now, and then describe it to a classmate and explain why you feel like this.
10 Play the emotions game with your classmate.
SPOKEN INTERACTION
a Roll the dice and move your token. b Then pick an emotion card and read the sentence on the board game in the correct emotion. 11 Pair up and interview a classmate.
IN
SPOKEN INTERACTION
a Preparation: fill in the list with questions for yourself (= your answer).
Your answer:
VA
N
b Action: – Interview your partner and complete the list with their information. – Sit together with another pair of students and tell each other what makes your partner afraid, excited, etc. • What are you afraid of? Is it something typical or do girls with ponytails scare you?
Your classmate’s answer:
• What made you very excited this past year? Are you often excited?
Your answer:
©
Your classmate’s answer:
• How do you act when you are very happy? Is it obvious to everyone how you are feeling?
Your answer: Your classmate’s answer:
fourteen
14
UNIT 1:
LIFE IS A ROLLERCOASTER
c Reflection: check your task by filling in the checklist. Checklist: how does that make you feel?
Yes
I think so
No
1 Preparation • I filled in all the questions about my own feelings. 2 Content and structure • I asked all the questions. • I answered all the questions my partner asked me and gave some extra information. • I explained how my partner feels to another pair of students. 3 Language • I used correct vocabulary to explain feelings. • I used correct basic grammar. • I spoke loudly and clearly. • I paid attention to my pronunciation.
IN
Feedback
©
VA
N
CHECK 1, p. 33
Step 2
Using adjectives
listening
Listen to the song ‘All of me’ and answer the questions. a Do you know this song? b How does the song make you feel? c Does your feeling change towards the end of the song? Explain.
fifteen
1
How are you?
UNIT 1:
LIFE IS A ROLLERCOASTER
15
2
listening
Listen again and fill in the blanks.
All of me – John Legend 1
What would I do without
I can’t stop singing, it’s ringing, in my
your mouth
head for you
Drawing me in, and you kicking me out
5
You got my head spinning, no kidding, I
My head’s underwater
can’t pin you down
But I’m breathing fine
What’s going on in
35
that mind?
You’re and I’m out of my mind
I’m on your mystery ride Cause all of me, loves all of you
hit me, but I’ll be alright
Love your curves and all your edges
IN
10
And I’m so , don’t know what
All your imperfections
My head’s underwater
40
But I’m breathing fine
Give your all to me, I’ll give my all to you You’re my end and my beginning
You’re and I’m out of my
N
Even when I lose I’m winning
mind
Cause I give you all of me And you give me all of you, give me all of
Cause all of me, loves all of you
45
you, oh
VA
15
Love your curves and all your edges
Cards on the table, we’re both showing
Give your all to me, I’ll give my all to you
hearts
You’re my end and my beginning
Risking it all, though it’s hard
Even when I lose I’m winning
©
Cause I give you all of me And you give me all of you, oh
25
Cause all of me, loves all of you 50
Love your curves and all your edges All your imperfections
How many times do I have to tell you
Give your all to me, I’ll give my all to you
Even when you’re crying
You’re my end and my beginning
you’re too
Even when I lose I’m winning
The world is beating you down, I’m around through every mood
55
Cause I give you all of me And you give me all of you
You’re my downfall, you’re my muse
30
My distraction, my rhythm
I give you all of me
and blues
And you give me all of you, oh
sixteen
16
UNIT 1:
LIFE IS A ROLLERCOASTER
© A.PAES / Shutterstock.com
20
All your imperfections
3
Focus on the words you filled in. a Draw arrows to the words they say something about. b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun
The subject (with ‘to be’, ‘to feel’)
c What do we call words that describe nouns?
IN
d Is it possible to use them with verbs as well?
Use the information from exercise 3 to fill in the grammar box.
N
4
GRAMMAR
How to describe people and things
VA
Adjectives tell us something more about or are used with the verb and with linking verbs, such as : 1 Noun
e.g. I have a big problem = big describes how the problem is 2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
©
See p. 29
Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs.
seventeen
5
UNIT 1:
LIFE IS A ROLLERCOASTER
17
6
Read the article about the most common teenage problems and answer the questions. a What is the main reason a teen’s self-image changes? b What are the main reasons why a teen gets bullied? c What is cyberbullying? d Highlight all the adjectives.
Most common teenage problems It’s no mystery that teenagers face real problems on a daily basis. During the most awkward growth stages of their lives, teens are expected to cope with hormones, puberty, social and parental forces, work and school pressures, as well as internal struggles. Self-esteem and body image
IN
Teenage boys and girls suffer through numerous body changes. Some feel too fat, too skinny, too short, too tall and spend time wishing their curly hair was straight or vice versa. As a teen’s body changes, a teen’s self-image changes. Trouble adjusting can affect selfesteem and body image. This all links to how others, particularly schoolmates, will view you. Bullying
N
Bullying affects millions of teenagers, causing thousands to fear going to school each day. Because adults in their lives don’t always witness the bullying, the children may not understand exactly how extreme it can get.
VA
Appearance and social status are two of the prime reasons teens are bullied, because the bully decides who fits in and who doesn’t. Some bullies physically attack their targets, while others take psychological control through gossiping or repeatedly spewing verbal insults. Cyberbullying is the latest evolution in bullying, consisting of cruel instant e-mail and text messages. Bullying in any form is relentless, causing a teen to live in a state of constant fear. Source: www.ehow.com
e Choose 5 adjectives that you find difficult and look up their meaning. Give either a synonym or the opposite/antonym of that adjective. Use a dictionary or thesaurus to help you if necessary.
©
Adjective
Meaning
eighteen
18
UNIT 1:
LIFE IS A ROLLERCOASTER
Synonym or antonym?
READING
7
Sometimes adjectives come from nouns or verbs. Do you know what the nouns or verbs are for these adjectives? Adjective
Noun
Adjective
happy
enjoyable
funny
satisfied
sad
worried
angry
cheerful
confident
annoyed
Verb
mad guilty Which part of speech do you need in these sentences: verb, noun or adjective? Underline the correct form. 1 He received good results; he is happy/happiness. 2 She is not happy/happiness at all; you can see the sad/sadness in her eyes. 3 Did you enjoy/enjoyable your holiday? 4 You don’t have to worried/worry; everything will be just fine. 5 She said ‘sorry’ for at least a million times already; she really feels guilt /guilty. 6 That boy has the confidence/confident to speak up against those older guys. 7 She’s completely losing it; you can see the mad/madness in her eyes. 8 Can you stop making that noise? It really annoyed/annoys me! 9 That last game was so much funny/fun to play! Let’s do it again.
9
Watch the video ‘Paintings come alive’ and describe what you see.
N
IN
8
VA
watchING
a Preparation: answer these questions about the video. It’s
Describe the water.
The water is
Describe the house.
The house is
Describe what you see on the table.
Describe what happens to the village and the room.
Describe the beach and the sea.
Give 3 (other) examples that can explain the title of this video.
nineteen
©
What is the first thing you see?
UNIT 1:
LIFE IS A ROLLERCOASTER
19
Write 5 adjectives you would use with these images.
Write 3 nouns that you associate with these images.
b Action: use what you prepared to write a paragraph about what you saw (about 50 words). Underline the adjectives you used (at least 5).
IN
N
c Reflection: check your text by filling in the checklist, and then have a classmate read your text. They will give you some feedback too. Checklist: paintings come alive
VA
1 Preparation • I answered the questions. • I came up with 5 adjectives to describe the images.
©
2 Content and structure • My text is about 50 words. • I used the information from what I prepared to write the text. • I used at least 5 adjectives.
3 Language • I used the correct vocabulary. • I used adjectives and nouns correctly. • I used correct spelling and punctuation. Feedback
CHECK 2, p. 38
twenty
20
UNIT 1:
LIFE IS A ROLLERCOASTER
Me
Yes I think so
Classmate No
Yes I think so
No
WRITING
Step 3
Help! I need somebody Giving advice
1 / What’s up? 1
Read Annie’s answer to ‘Tired of Being Made Fun Of’ (p. 11) and answer the questions.
READING
a What do you think of Annie’s advice? Do you agree with her? b Does Annie use ‘feeling’ words as well? Underline them. annie@advice.com TiredOfBeingMadeFunOf No bullying!
Dear ‘Tired of Being Made Fun Of’,
IN
Wow, that’s so rude and insensitive. It makes me angry just to think about people treating you that way! What you’re describing is harassment. And it’s against the law. Every student has the right to go to school without being afraid, teased or harassed.
N
You mustn’t keep this to yourself. Can you talk to your parents about this? Your parents should get in touch with the school principal as soon as possible. He or she has to know what is going on and you need assurances that it will stop. Until that happens, you can ask a friend to walk to and from school with you, or you could ask an older brother or sister. This way you won’t be alone.
VA
You should stay hopeful! Keep me posted. Kind regards, Annie
Adapted from: www.anniefox.com
Look at the sentences in which Annie gives advice. a Copy the sentences here.
©
2
– – – – – –
b Look at the structure of the sentences. How many verbs are used in each sentence? c Which verbs are used?
twenty-one
UNIT 1:
LIFE IS A ROLLERCOASTER
21
d Complete the grammar box.
GRAMMAR
How to express possibility and give advice
The verbs , , and are called modal auxiliary verbs. They help other verbs and are always followed by the base form of another verb. These verbs have a special meaning: 1 prohibition
=
mustn’t: e.g.
2 possibility
=
can e.g.
=
could e.g.
=
should: e.g.
3 advice
3
IN
To change advice into obligation, you can replace ‘should’ by ‘must’ or ‘have to’. These forms are much stronger. e.g. The principal has to do something about the bullies in his school. See p. 30 This harassment must stop! Read the following sentences. Complete with the correct modal verb using the modal meaning in brackets.
N
1 If someone is hurting you, you keep it to yourself. (prohibition) 2 If you need a pencil, you always ask a classmate. (possibility) 3 If you can’t swim, you take swimming lessons. (advice)
VA
4 You be on time every school day. (obligation) 5 You take that pen; it isn’t yours and you didn’t ask! (prohibition) 4
Complete the sentences with the correct modal verb. Choose between ‘should’, ‘can’, ‘could’, ‘must’ and ‘mustn’t’. 1 If you don’t like mushrooms, you always take them out. 2 You be on time or you’ll miss the bus.
©
3 That bike has a flat tire; you take it to the repair shop. 4 I think you and your parents do with some support. 5 You take action right now! If not, the consequences will be severe. 6 I don’t think you tell your mum about that broken mirror. 7 Leave that bike alone; you use it! It’s not yours and it’s broken anyway.
5
Imagine you are the agony aunt. What would you say to ‘Help’ and ‘Uh-oh’ (p. 11)? a Pick out one letter (p. 11). What would you tell the writer? Write sentences with modal auxiliaries. e.g. You should explain the situation to your parents.
WRITING
– – – twenty-two
22
b Does your advice match that of your classmates? Discuss!
UNIT 1:
LIFE IS A ROLLERCOASTER
SPOKEN INTERACTION
2 / Message in a bottle 1
READING
Read these letters and answer the questions. a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c Highlight the modal auxiliary verbs that are used in letter B. There is one auxiliary we have not yet seen before. Which one? What does it express? d What is the problem? e What part of the letter already gives you an idea about the problem?
IN
f Who is Annie? g What is letter B about?
graciejace@outlook.com annie@advice.com
©
A
VA
i Do you agree? Why (not)?
N
h What advice does she give?
Help! I have a clingy friend.
Dear Annie,
I’ve known Friend A for 4 years. I have another friend who I’m now closer to. Friend A just wants me to be friends with her alone. I have tried to include her with my other friend, or any of my friends but she never wants to do what we’re doing. She tries to squeeze in between me and whoever I’m sitting or standing next to. She over-compliments me on everything and it makes me embarrassed. She’s always hugging me and trying to hook arms with me. It bothers me a lot and it seems to be getting worse every day. I don’t want to be mean to her but I’m really getting so annoyed! What should I do?
twenty-three
– Gracie Adapted from: blog.anniefox.com
UNIT 1:
LIFE IS A ROLLERCOASTER
23
B
annie@advice.com graciejace@outlook.com Re: Help! I have a clingy friend.
Dear Gracie, I understand your challenge. Friendships change. Sounds like this one has. Friend A likes you very much. That’s a good thing. She’s used to having you as her best and only friend. She may be clingy because she’s afraid she’ll lose the friendship. For some people, change can be a scary thing. Friend A may not feel confident and she may worry that others won’t want to be her friend. That’s kind of sad. But it is not your problem if she feels uncertain about her ability to make new friends. That’s something she has to figure out for herself. She can and she will!
IN
Let’s talk about what you can do to make this situation better. You are a kindhearted person. That’s a very good thing! But it’s also a very good thing to set boundaries for your friends and let them know what you want and need in the friendship. You have the right to spend time with people who want to spend time with you. You also have the right to demand more space than this girl is giving you.
VA
N
Now, as to what you should do? You have different options, really. You can stay silent, keep smiling, and pretend this doesn’t bother you. Or you can tell her you don’t want to be her friend anymore. Of course, you can also talk to her privately. Tell her that she is your friend and you also like to spend time with other friends. To make the best decision, think about what will be the most helpful to you, the girl and the friendship. Whatever you decide, don’t forget, you should always stay true to who you are. Kind regards, Annie
Adapted from: blog.anniefox.com
Look at letter B and put the following items next to the text.
©
2
1 (full) name 2 main message A: your thoughts on the problem 3 subject 4 short introduction 5 ending 6 salutation 7 main message B: some advice
twenty-four
24
UNIT 1:
LIFE IS A ROLLERCOASTER
READING
3
READING
Read this note and answer the questions. a How does T feel? b Why does T feel like this? c Who does T write this note to? d What can you say about how the note is written?
Hey J, SOOOO fed up with Jesse & Tim, dude! They’re always saying they’re doing this or that.
IN
They wanna meet up but then they never turn up. I’m so ANGRY!!! and it’s my b-day in 2 days. Dunno what to do???
N
T
©
VA
e Write ‘T’ a short note back and give him some advice. You can use the same type of language writtEN INTERACTION as T does.
READING
Read Terra’s answer to T’s letter and answer the questions. a What is Terra’s advice? b Do you agree with this advice? Why (not)? c If you look at this letter, how is it different from how Trevor wrote his note?
twenty-five
4
UNIT 1:
LIFE IS A ROLLERCOASTER
25
Dear Trevor, I’m really sorry that you don’t have friends that you can count on. I don’t blame you for feeling sad or angry. A real friendship is based on mutual trust, respect, honesty and open communication. It sounds like the relationship you’ve got with your friends is missing most of these key elements. It sounds like this has been going on for a while. I hope you’ve had the courage to tell your friends what you told me: that you don’t appreciate their setting up times to meet you and then not showing up. If you haven’t yet told them how you feel, you absolutely should! By not telling them you are sending them a message that you don’t mind being treated this way.
I hope this helps.
mutual: from both sides
Regards, Terra Adapted from: blog.anniefox.com
Complete the strategy box with information from exercises 3 and 4.
N
5
IN
My guess is that your goal is to have friends that respect you, who you can count on to be there for you and to keep their agreements with you. If you aren’t getting what you want from your mates, then find some new mates. You deserve to be treated well. Taking back that kind of control in your life, is the best birthday gift you can give yourself.
STRATEGY
VA
How to write a (formal) letter or email
When writing a letter of advice, you need to include: 1 a salutation: e.g.
2 a short introduction
3 a main message with:
A your thoughts on the problem
©
B some advice
4 an ending: e.g. 5 your full name Keep in mind:
– When you are writing (or talking) to a friend, a family member or someone you know well, you are using language. You can use emoticons and abbreviations. There are also certain words that you only use in language (e.g. dude, stuff, wanna, etc.). – When you are writing (or talking) to someone who outranks you (e.g. a teacher) or someone you don’t know well, you should use language. Respect all grammar and spelling rules, write complete sentences and be polite.
twenty-six
26
UNIT 1:
LIFE IS A ROLLERCOASTER
See p. 32
6
Write a letter of advice yourself.
writtEN INTERACTION
a Preparation: read these letters and choose one you want to respond to.
1
Hey Terra
I wanted to tell you that I’m having a lot of problems in my house. For example, yesterday my mom got all mad at me because someone took my brother’s bike. And my mom started to yell at me for no reason. Some of the words she said hurt my feelings. What should I tell her to stop yelling at me that way? The Girl That Gets Yelled At
2
Hey Terra
IN
Source: anniefox.com
VA
N
I need some serious help. I have had this crush on this girl for over a year but I don’t really know her. The only time I see her is at church and every time I talk to her it seems like I get on her nerves. I don’t know that much about her, but she is really fine (as in !@#$ she fine) and I’m afraid that she’ll get a boyfriend at her school. I’ve been trying to find out a way with my friend on how to express my feelings. I really wanna ask her out.
©
I hardly ever talk to girls and every time I talk to one, I always freeze up and say something stupid. I have never tried to make friends with any girl ever in my life. Also I’m 14 and (if she says yes) where could I take her on a date. PLEASE HELP! Big Crush
Source: anniefox.com
twenty-seven
b Action: write your letter of advice. – Make sure that you use modal auxiliaries correctly. – Pay attention to the structure of your letter: there is a brief introduction, explain the situation and give your thoughts on the problem, and give advice. End the letter correctly. Don’t forget to use paragraphs. – Write about 75 words.
UNIT 1:
LIFE IS A ROLLERCOASTER
27
IN
N
VA
c Reflection: use the checklist, and then share your letter with someone who chose the other letter. They will give you some feedback. Checklist: a letter of advice
©
1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used the correct register (formal). • I used modal auxiliaries correctly. • I used correct spelling and punctuation. Feedback
twenty-eight
28
CHECK 3, p. 43
UNIT 1:
LIFE IS A ROLLERCOASTER
Me Yes I think so
Classmate No
Yes I think so
No
SUMMARY Adjectives
GRAMMAR
HOW TO describe people and things
Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.
VA
N
IN
I don’t want to go to school today. I feel tired.
Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking verbs, such as ‘to feel’. USE
©
1 Noun
e.g. I have a big problem = big describes how the problem is
2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
twenty-nine
Keep in mind: Adjectives can be used to make comparisons (see Unit 3).
UNIT 1:
LIFE IS A ROLLERCOASTER
29
HOW TO express possibility and give advice
Modal auxiliary verbs
It may be helpful for you to think about what kind of boyfriend you’re looking for. You can’t plan for it or schedule it. But know this: you shouldn’t rush anything. You should have faith that the right person will come along!
IN
Dear Annie, I’m a 14-year-old girl who never had a boyfriend before, but I really want one. The thing is, I’m kind of shy so I’m not that good at that sort of thing. What should I do?
FORM
VA
N
Modal auxiliary verbs are special helping verbs that can express a certain meaning. The verbs can, may, must, should and could are all modal auxiliary verbs: – They have only 1 form (never add -s, -ing or -ed!). – They are followed by the base form of another verb: e.g. You should have faith. – To form the negative, add ‘not’ after the modal verb: e.g. You should not/shouldn’t rush anything. – To form questions, use inversion (like for the verb ‘to be’): e.g. What should I do? USE
©
These verbs have a special meaning: Meaning
Modal verb
Examples
Advice
should shouldn’t
e.g. You should tell a parent. e.g. You shouldn’t do this alone.
Possibility
can could
e.g. You can always ask a friend if you are not sure. e.g. You could ask an older brother or sister.
Obligation
must
e.g. This harassment must stop!
Prohibition
mustn’t
e.g. You mustn’t keep this to yourself.
Keep in mind: – Some modal auxiliary verbs can have different meanings: e.g. If you don’t know the answer, you can look it up. = permission I can swim! = ability – To change advice into obligation, you can replace ‘should’ by ‘must’ but also by ‘have to’. These forms are much stronger. e.g. The principal has to do something about the bullies in his school. thirty
30
UNIT 1:
LIFE IS A ROLLERCOASTER
angry
boos
anxious
paniekerig
appalled
verbijsterd
astonished
verbaasd
certain
zeker
cheerful
vreugdevol
concerned
bezorgd
confident
zelfzeker
delighted
blij
depressed
depressief
disappointed
teleurgesteld
enraged
razend
fulfilled
vervuld/volledig
glad
blij
happy
gelukkig
hateful
hatelijk
hopeful
hoopvol
in love
verliefd
pleased sad satisfied shocked
ellendig blij
droevig
tevreden
gechoqueerd overstuur
thirty-one
Š
upset
VA
miserable
My notes
IN
Translation
N
Word
VOCABULARY
EMOTIONS
UNIT 1:
  LIFE IS A ROLLERCOASTER
31
STRATEGY
HOW TO write a (formal) letter or email Before writing
1 Why and what? Why are you writing? What are you writing about?
Be prepared Do you have the right email address? Do you have the email address of the person you are sending the message to?
IN
Will you write a formal or informal message?
2 While writing
Be polite
When in doubt always use a formal register.
VA
N
Do not use emoticons and abbreviations.
The subject reflects what the letter is about.
©
Salutation Short introduction
Thoughts on the problem Some advice
Ending (Full) Name
KISS
Keep it short and simple!
Pay attention to the structure
Terra@anniefox.com JasonReynolds@GoodGuymail.com Bad friends?
Formal: Dear Mr Reynolds, Dear Jason, Informal: Hi / Hello Good Guy / Hey Jason I’m really sorry that you don’t have friends that you can count on. A real friendship is based on mutual trust, respect, honesty and open communication. Your relationship with your friends seems to be missing most of these key elements. I hope you’ve had the courage to tell your friends what you told me. If you haven’t yet told them how you feel, you absolutely should! If you aren’t getting what you want from your friends, then maybe you should try to find new ones. You deserve to be treated well. That is the best birthday gift you can give yourself. Formal: Yours sincerely, / Kind regards, / Best regards, Informal: Bye, / See you later, / See you, Formal: Terra Jones Informal: Terra
After writing Edit! Avoid mistakes by rereading your email. thirty-two
32
Use spell check. Hit the send button. UNIT 1:
LIFE IS A ROLLERCOASTER
3
ON DIFFERENT TRACKS Check 1
Which feelings do these pictures show? Make antonym pairs with your answers. Note that you can only make 3 pairs!
1
2
5
6
VA
N
4
3
IN
1
Describing emotions
8
©
+7
Antonym pairs: <7
7–9
>9
Next exercise
ex. 2
ex. 3
ex. 4 thirty-three
Score
UNIT 1:
LIFE IS A ROLLERCOASTER
33
2
Read these greeting card messages. How is the writer of these cards feeling?
On a silent night when friends are few, I close my eyes and think of you, a silent night, a silent tear, a silent wish you were here!
VA
N
TURNING 50? WON’T YOU BECOME GREY, WRINKLED AND OLD?
IN
May this New Year bring you pleasant memories and much happiness
©
Every day spent with you has me floating on air… and I couldn’t love you more!
Score
<5
Next exercise thirty-four
34
UNIT 1:
LIFE IS A ROLLERCOASTER
≥5 ex. 3
READING
3
Write down your own messages for these feelings. Write 2 sentences per card, and then show your cards to the teacher for some feedback.
pleased
IN
sad
writtEN INTERACTION
N
©
VA
hopeful
Score
<6
≥6
Next exercise
ex. 4
Check 2, p. 38
thirty-five
happy
UNIT 1:
LIFE IS A ROLLERCOASTER
35
4
Each comic shows an emotion. Write down that emotion on the left of the arrow, and then write the opposite on the right of the arrow.
IN
n
VA
N
n
©
n
Score
<5
Next exercise
thirty-six
36
UNIT 1:
LIFE IS A ROLLERCOASTER
≥5 Check 2, p. 38
5
Write fact files for paintings. a Preparation: browse the internet for 3 paintings that clearly express a different emotion.
WRITING
b Action: fill in these fact files about the paintings.
FILE A
FILE B
FILE C
Title:
Title:
Title:
Artist:
Artist:
Artist:
Feeling:
Feeling: Feeling:
Reason:
FILE B
FILE C
Title:
Title:
Artist:
Artist:
Artist:
Feeling:
Feeling:
Feeling:
Reason:
Reason:
VA FILE B
FILE C
Title:
Artist:
Artist:
Artist:
Feeling:
Feeling:
Feeling:
©
Title:
Reason:
Reason:
Reason:
thirty-seven
FILE A Title:
N
Title:
IN
FILE A
UNIT 1:
LIFE IS A ROLLERCOASTER
37
c Reflection: check your task, and then tell a classmate about your paintings. Do they agree? Checklist: describing paintings
Yes
I think so
SPEAKING
No
1 Preparation • I used my research skills to look up 3 paintings. 2 Content • I filled in everything in the fact files. • I gave good reasons for the feelings. 3 Language • I used good adjectives. • I paid attention to my pronunciation when I explained the paintings.
IN
Feedback
Score
Check 2
Check 2
Using adjectives
On the next page you will find the opening pages from the book Matched by Ally Condie.
VA
1
ex. 3
N
Next exercise
©
Matched, by Ally Condie, is the first book in the Matched trilogy. Cassia lives in a futuristic society in which the people’s lives are strictly controlled by the government. The government decides where they live, where they work, who they care about and even when they die. When they are 17, everyone is ‘matched’ or paired up with another boy/girl selected by the sorters (authorities). They normally do not know their Match ahead of time, but are shown their face over a television screen. a Answer the questions. 1 How is Cassia feeling? How does Xander know this? 2 Where are Cassia and Xander going? 3 What will happen there? 4 Highlight 5 adjectives in the text. thirty-eight
Total:
38
UNIT 1:
/ 5
LIFE IS A ROLLERCOASTER
READING
‘What are you smiling about?’ Xander wonders as I smooth the folds of my green silk dress down neat.
1
‘Everything,’ I tell him, and it’s true. I’ve waited so long for this: for my Match Banquet. Where I’ll see, for the first time, the face of the boy who will be my Match. It will be the first time I hear his name. I can’t wait.
5
Perhaps Xander can hear my heart pounding, too, because he asks, ‘Are you nervous?’ ‘No,’ I say. But Xander is my best friend. He knows me too well. ‘You lie,’ he teases. ‘You are nervous.’ ‘Aren’t you?’ I ask. 10
‘Not me. I’m ready.’ He says it without hesitation, and I believe him. Xander is the kind of person who is sure about what he wants.
IN
‘It doesn’t matter if you’re nervous, Cassia,’ he says, gentle now. ‘Almost 93 percent of those attending their Match Banquet show some signs of nervousness.’ ‘Did you memorize all of the official Matching material?’ 15
‘Almost,’ Xander says, grinning. He holds his hands out as if to say ‘What did you expect?’. ‘So you’re in the minority,’ I say. ‘The 7 percent who don’t show any nerves at all.’ ‘Of course,’ he agrees.
N
‘How could you tell I was nervous?’
‘Because you keep opening and closing that.’ Xander points to the golden object in my hands. ‘My compact,’ I say.
VA
20
‘You look beautiful,’ Xander tells me, and I flush a little even though I’ve known Xander all my life. I feel beautiful, in this dress: ice green, floating, full-skirted. Al my life I have waited to walk up those clean marble steps and through the doors of the Hall, a building I have seen from a distance but never entered. ‘Cassia,’ my mother says, smiling at me. I blink and look up, startled. My parents stand up, ready to leave. Xander stands, too. I hear him take a deep breath, and I smile to myself. Maybe he is a little nervous after all.
©
25
‘Here we go,’ he says to me. His smile is so kind and good; I’m glad we were called up the same month. We’ve shared so much of childhood, it seems we should share the end of it, too.
30
I smile back at him and give him the best greeting we have in the Society. ‘I wish you optimal results,’ I tell Xander. ‘You too, Cassia,’ he says.
Adapted from: Ally Condie, Matched p. 1-5
WRITING
b What happens next? 1 Preparation: which adjectives did you highlight? Write them down here. You will have to use them in your text.
thirty-nine
UNIT 1:
LIFE IS A ROLLERCOASTER
39
2 Action: write the next paragraph (50-75 words) explaining what happens now to Cassia and Xander. Use the 5 adjectives you highlighted, plus, at least, 3 more in your text. You can write in the first person (as if you were Cassia).
IN
N
3 Reflection: check your text, and then give it to the teacher for some feedback.
VA
Checklist: writing what happens next
Yes
1 Preparation • I highlighted 5 adjectives in the text.
2 Content and structure • My text is 50-75 words. • I described what happens next. • I described the emotions Cassia and Xander have.
©
3 Language • I used at least 8 adjectives (5 from the text and 3 of my own). • I used correct basic grammar (‘to be’, the present simple). • I used correct spelling and punctuation. Feedback
Total:
/ 10
Score
<9
9 – 12
> 12
Next exercise
ex. 3
ex. 2
ex. 4
forty
40
UNIT 1:
LIFE IS A ROLLERCOASTER
I think so
No
2
Write your own greeting card.
writtEN INTERACTION
a Preparation: choose an occasion. Which 3 adjectives describe that occasion? b Action: write your greeting card (about 25 words). Use the adjectives from exercise a.
N
IN
VA
c Reflection: check your text by filling in the checklist. Checklist: writing a greeting card
Yes
I think so
No
1 Content and structure • I chose an occasion. • I linked the occasion to 3 adjectives. • My greeting card is about 25 words.
©
2 Language • I used at least 3 adjectives. • I used correct basic grammar (‘to be’, the present simple). • I used correct spelling and punctuation. Feedback
Next exercise
<7
≥7 Check 3, p. 43
forty-one
Score
UNIT 1:
LIFE IS A ROLLERCOASTER
41
3
READING
Read the greeting card messages below. a Match the wishes with the occasions. Choose from the list. birthday – driver’s license – Father’s day – funeral – graduation – wedding day Wish
Occasion
Blow out the candles and make a wonderful wish. Enjoy your day! I’m very sorry to hear about your loss. My condolences. Be safe! No kidding, pay attention to the road! Congratulations. I feel so lucky to have such an amazing dad! May this new diploma offer you new opportunities. Well done!
Score
IN
b Highlight all adjectives. < 10
≥ 10
Next exercise 4
ex. 4
Song lyrics search.
Title:
FILE B
FILE C
VA
FILE A
N
a Preparation: browse the Internet for song lyrics that express positive feelings.
Artist:
Title:
Title:
Artist:
Artist:
©
is about: Feeling: Feeling: What this song
b Action: – Find the adjectives in the song. – Find at least 5 adjectives, and then give the opposites/antonyms. Use a dictionary or thesaurus, if necessary. Adjective
forty-two
42
UNIT 1:
LIFE IS A ROLLERCOASTER
Opposite/antonym
READING
– Write 3 sentences. Be sure to use the antonyms of the adjectives. Highlight the adjectives in these sentences. c Reflection: use the checklist to check the task, and then ask your teacher for some feedback. Checklist: looking up song lyrics
Yes
I think so
No
1 Preparation • I found a ‘positive’ song. • I filled in the fact file about the song.
IN
2 Action • I found 5 adjectives and their opposites/antonyms. • I changed 3 sentences. Feedback
Next exercise
ex. 2
Check 3 1
≥8
N
<8
Check 3
VA
Score
Giving advice
Write a letter of advice.
writtEN INTERACTION
a Preparation: read the text on the next page and answer the following questions.
©
1 Who is writing about their problem?
2 How does she feel?
3 What major event has changed her life? 4 What seems to be the problem? 5 What advice would you give her?
forty-three
UNIT 1:
LIFE IS A ROLLERCOASTER
43
Hayden.Massie@outlook.com terra@anniefox.com Stuck in between
Dear Terra, I have just moved to a new school in a different district. I just recently found out that my best friend from my previous school was best friends with my new friend at my new school. Somehow, they were friends in preschool and lost touch. I’m spending a lot of time with my new friend and now the girl from my previous school is jealous. I’m so busy because I am at a new school and in a play and I don’t know when I can get the time to spend with her. Can you help me?
IN
Hayden Source: anniefox.com
N
b Action: write an answer to Hayden. Use the strategy ‘How to write a (formal) letter or email’. Write about 75 words.
VA
©
forty-four
44
UNIT 1:
LIFE IS A ROLLERCOASTER
c Reflection: complete the checklist, and then give it to your teacher for some feedback. Checklist: a letter of advice
Yes
I think so
No
1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used the correct register (formal). • I used modal auxiliaries correctly. • I used correct spelling and punctuation.
2
IN
Feedback
Score
<9
9 – 12
> 12
Next exercise
ex. 2
ex. 3
ex. 5
Read the letters on the next page and answer the questions.
READING
N
a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c What is the problem?
VA
d What is his ‘name’?
e Is that his real name? f Who is Terra?
g What is letter B about?
h What advice does she give?
©
i Explain the following words from the letters. Use a(n online) dictionary if necessary. – appealing: – courage: – foolish: – rejection:
forty-five
j Label the different parts of letter B. 1 (full) name 2 main message A: your thoughts on the problem 3 subject 4 short introduction 5 ending 6 salutation 7 main message B: some advice
UNIT 1:
LIFE IS A ROLLERCOASTER
45
A
GoodGuy@GoodGuymail.com Terra@anniefox.com This amazing girl
Hey Terra, There is this girl at my school. I have had a crush on her since the start of the year, but I am too scared to talk to her. I am afraid of rejection because that happened to me before. I know I shouldn’t be, but I am. I am going to try to ask her out on Valentine’s Day. That is if I have the courage. My question is, if I don’t ask her out on Valentine’s Day, what should I do? Regards, Good Guy
B
Terra@anniefox.com GoodGuy@GoodGuymail.com Re: This amazing girl
Dear Good Guy,
IN
Source: anniefox.com
N
To spend your life shuttered in a ‘safe’ place where you’ll never be rejected may look appealing at first sight. But there’s a line from a song I know that goes: ‘Those who don’t try, never look foolish.’ If it’s your goal never to look foolish, then you can set up your life that way and never take a risk.
VA
I personally think you shouldn’t do that. I agree with you that you should ask the girl out. Every time you make a move in the direction of showing someone that you like them, you risk rejection. So what? What’s the alternative? Staying alone forever? So, ask her out, but not for Valentine’s Day. Valentine’s Day is a day for sweethearts. It doesn’t feel right to be asking someone out for the first time on that day.
©
Good luck!
Kind regards, Terra
Source: anniefox.com
Score
< 15
≥ 15
Next exercise
ex. 4
ex. 3
forty-six
46
UNIT 1:
LIFE IS A ROLLERCOASTER
3
Read these letters to ‘agony aunt’ Annie Fox and answer the questions.
READING
a Write down how these people are feeling.
1
I’m a 16-year-old girl and only 5’1’’ (5 feet and 1 inch) tall. People always make fun of me, especially guys. I sometimes even cry about it.
I have a boyfriend. He’s wonderful! The bad news is that any day now, I could get my first kiss… AND I DON’T REALLY KNOW HOW TO KISS! Oh my gosh…
IN
2
I’m 13. My two sisters are 2 and 3 and half, and my mum just told me yesterday that she was pregnant again! I just felt like crying because I don’t want another sibling.
N
3
WRITING
VA
b What advice would you give these teenagers? Write 2 tips for each of the teenagers. Use different modal auxiliary verbs (at least 3 in total). Letter 1
You
©
Letter 2
You
Letter 3 You
Score
<7
≥7
Next exercise
ex. 4
All done!
forty-seven
UNIT 1:
LIFE IS A ROLLERCOASTER
47
4
Complete the following sentences with the correct modal verb. 1 There is this TV show you see! (obligation) 2 There is this new comic you read. (advice) 3 If you don’t understand that task, you always ask for help. (possibility) 4 My mum is pretty strict. I go to bed at 10 p.m. (obligation) 5 You open that window! It’s too cold inside. (prohibition) 6 You remove that photo from your social media; it isn’t yours. (obligation) 7 You post photos of anyone else without their permission. (prohibition) 8 You talk to her; you can’t ignore her forever. (advice) 9 No worries. If there’s a problem, you always tell me. (possibility) 10 If you’re afraid of the dark, you always leave a light on. (possibility) Score
>7
IN
≤7
Next exercise 5
All done!
Read this fragment from Percy Jackson and the Olympians: The Lightning Thief. a Does it sound like Percy likes being a half-blood? Why (not)?
N
VA
b What advice does he give the reader?
I accidentally vaporized my pre-algebra teacher
L
ook, I didn’t want to be a half-blood. If you’re reading this because you think you might be one, my advice is: close this book right now. Believe whatever lie your mom or dad told you about your
©
birth, and try to lead a normal life. Being a half-blood is dangerous. It’s scary. Most of the time, it gets you killed in painful, nasty ways. If you’re a normal kid, reading this because you think it’s fiction, great. Read on. I envy you for being able to believe that none of this ever happened. But if you recognize yourself in these pages – if you feel something stirring inside – stop reading immediately. You might be one of us. And once you know that, it’s only a matter of time before they sense it too, and they’ll come for you. Don’t say I didn’t warn you. My name is Percy Jackson. I’m twelve years old. Until a few months ago, I was a boarding student at Yancy Academy, a private school for troubled kids in upstate New York. Am I a troubled kid? Yeah. You could say that. I could start at any point in my short miserable life to prove it, but things really started going bad last May, when our sixth-grade class took a field trip to Manhattan ...
forty-eight
48
Source: Rick Riordan, Percy Jackson & the Olympians: The Lightning Thief
UNIT 1:
LIFE IS A ROLLERCOASTER
READING
c Write a letter of advice to Percy Jackson. – Preparation: consider how Percy feels about being a half-blood. What are some tips you could give him?
writtEN INTERACTION
1 2 3 – Action: use these tips to write your letter to Percy. Write about 75 words. Don’t forget to use modal auxiliary verbs correctly.
IN
N
VA
– Reflection: check your letter, and then ask your teacher for some feedback. Checklist: a letter of advice
Yes
I think so
No
©
1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used adjectives to describe how Percy feels. • I used the correct register. • I used modal auxiliaries correctly. • I used correct spelling and punctuation.
Score
< 11
≥ 11
Next exercise
ex. 3
All done!
forty-nine
Feedback
UNIT 1:
LIFE IS A ROLLERCOASTER
49
CHECK OUT: WRITING A LETTER OF ADVICE Orientation You are going to write an answer to an Agony Aunt’s letter.
Preparation 1
READING
You will receive 3 letters to a series of agony aunts. How are these people feeling? Underline these words.
Action Write an answer to one of the people in these letters and give them some advice. – Make sure you use at least 5 different adjectives. Underline them in your text. – Use modal auxiliary verbs correctly.
Reflection 3
Fill in the checklist to reflect on your work. Checklist: writing a letter of advice
IN
2
1 Preparation • I underlined the feeling words in the letters.
VA
N
2 Content and structure • I paid attention to the structure of my letter. • I used paragraphs. • My text is about 75-100 words. • I gave good advice.
3 Language • I used the correct vocabulary to talk about emotions. • I used at least 5 different adjectives. • I used modal auxiliary verbs correctly. • I used correct basic grammar (‘to be’, present simple). • I used correct spelling and punctuation.
©
Feedback
Trace your steps on diddit.
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UNIT 1:
LIFE IS A ROLLERCOASTER
Yes
I think so
writtEN INTERACTION
No
UNIT 2: E VERY CLOUD HAS A SILVER LINING check in Step 1: describing seasons and the weather
N
Step 2: revising present tenses
VA
Step 3: discussing extreme weather
IN
main track
©
summary
trace your steps
on different tracks check out: weather in fiction
CHECK IN What’s the weather like? 1
SPEAKING
Look at the pictures. Describe what you see.
1
N
IN
2
VA
3
©
4
2
SPOKEN Get into small groups or walk around the classroom. Interview at least 3 classmates about INTERACTION the weather forecast. Make sure you complete the worksheet that your teacher will give you.
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UNIT 2:
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MAIN TRACK Four seasons in one day
Step 1
Describing seasons and the weather
1 / The seasons 1
Look at the photos and answer the questions. SPOKEN INTERACTION
a What is the same? What are the differences? b Write these words under the correct photo. blossoms – cold – colourful – falling leaves – green (2x) – hot – no leaves c Connect the seasons to the photos.
IN
autumn – spring – summer – winter
2
N
1
©
3
season:
VA
season:
2
4
season:
season:
When are the 4 seasons in Belgium? Write the months of the year under the right season.
Spring
Summer Autumn Winter
Starts in
Ends in
Did you notice? All the months are written with a
.
UNIT 2:
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January – February – March – April – May – June – July – August – September – October – November – December
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Did you know? Fall and autumn are both accepted and widely used terms for the season that comes between summer and winter. Fall is in fact an old term for the season, originating in English in the 16th century or earlier. It was originally short for fall of the year or fall of the leaf, but the one‑word form was used by the 17th century, long before the development of American English. So while the term is now widely used in the US, it is not exclusively American, nor is it American in origin. Autumn came to English from the French automne in the 15th or 16th century, but it didn’t become popular until the 18th century. After that, while fall became the preferred term in the US, autumn became the term in Britain. Source: www.grammarist.com
READING
Read the chart below and answer the questions.
IN
3
a What kind of information do you see in the chart?
b What difference do you see between this chart and your answers for exercise 2?
N
c Explain. Why?
VA
SEASONAL WEATHER IN SYDNEY
SUMMER
AUTUMN
WINTER
SPRING
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Maximum temp °C
25.7
26.4
26.3
25.2
22.9
20
17.6
17
18.3
20.5
22.5
24
Minimum temp °C
17.5
18.8
19
17.8
14.1
10.9
8.6
7.1
8.1
10.3
13.1
15.3
Avg. rainfall mm
74
94
113
115
106
101
120
69
77
61
72
81
Avg. rainy days
11
11
11
12
11
11
11
9
9
9
11
11
© ArliftAtoz2205 / Shutterstock.com
©
Source: www.australia.com
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Did you know? In English a decimal point is used and not a comma. e.g. The thermometer shows a temperature of 38.8°C. A comma is often used to separate the thousands from the hundreds. e.g. At least 15,000 people were at the protest.
2 / What is the weather like? watchING
Watch the weather forecast and answer the questions. a What TV channel is it on?
b What is the weather woman’s name?
c Which days are mentioned on the screen?
d How is the weather today?
IN
1
e For which day is the weather report?
f What are the numbers in the yellow boxes?
g What are the numbers in the white circle?
N
h What is the arrow attached to the white circles? i Which countries can you see on the map?
Watch the weather forecast again and match the weather descriptions (1-10) with the place or time descriptions (a-j). 1 the hottest day of October
a today
2 warm and sunny
b yesterday
3 the weather is changing; skies clouding over; outbreaks of rain
c inland
watchING
d South of England
©
4 a beautiful afternoon to come
e along the coast
5 always cooler and fresher as the breeze starts to develop 6 high temperatures into mid to high 20s
f Northern England g Northern Ireland and Western Scotland h Northern England and Wales
7 cloudy damp start, the sky brightens
i south of here
8 pretty cloudy sky and outbreaks of rain
j north of here
9 a mild night to come 10 a slightly fresher night 1
2
3
4
5
6
7
8
9
10
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3
When we talk about the weather, we use certain symbols. Connect the words with the correct weather symbol. clouds – fog – hail – lightning – rain/shower – snow – sun – thunderstorm – wind
2
3
4
5
6
7
8
IN
1
N
4
9
There are different ways to talk about the weather in English. Complete the grammar box with the correct information.
VA
How to describe the weather
GRAMMAR
©
– It is + . e.g. It is sunny. It is very hot. It is cloudy. – There is/There are + . e.g. There is a lot of sun. There is a clear sky. There are clouds.
Keep in mind: – To describe the weather now, you can use the present continuous: e.g. It is raining now. The sun is shining. – To predict the weather, you can use ‘will + verb’: e.g. It will be cloudy tomorrow. It will also rain very much. – Some words have a noun form, a verb form and/or an adjective form: Noun rain e.g. There will be rain tomorrow.
Verb
e.g. It’s raining heavily. e.g. It’s a rainy day. It often rains here.
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UNIT 2:
Adjective
EVERY CLOUD HAS A SILVER LINING
See p. 75
5
Complete the sentences. Use ‘there is’, ‘there are’ or ‘it is’. a subarctic climate in Iceland. very cold in winter and short, cool to mild summers. In Greece a Mediterranean climate and the geography is unique. humid and it has some maritime features. In the east of the Pindus mountain range, drier and windier in summer. mountainous areas that have an alpine climate. In this alpine Mediterranean climate, a harsh winter and cold and snowfall from time to time, while in summer cool and thunderstorms.
Give the noun or adjective for the given words. Noun
Adjective
rain
Noun
Adjective cloudy
sunny
fog
heat
N
wind Write the correct number in each picture.
©
VA
7
IN
6
alpine: relating to the Alps humid: said of air and weather conditions; containing extremely small drops of water in the air
2 freezing 6 rain 10 fog
3 clouds 7 horizon 11 hail
4 thermometer 8 rainbow 12 wind fifty-seven
1 sun 5 snow 9 lightning 13 thunderstorm
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
57
8
Look at the weather map. Write 5 sentences with ‘it is’ or ‘there is/there are’ to describe the weather in the UK.
WRITING
e.g. It is sunny in the west of Wales.
IN
Source: www.mirror.co.uk
N
Did you know?
Read the weather reports and match them to the correct image. Pay attention to the unit of measure of the temperatures!
31°
©
9
VA
In the USA °F (Fahrenheit) is used instead of °C (Celsius). Water freezes at 0°C (= 32°F). It boils at 100°C (= 212°F). There is a special formula to calculate the difference: °C = (°F-32)/1.8.
1
Feels like 31° Hi 32°C Lo 18°C
3
9°
Feels like 6° Hi 10°C Lo 3°C
2
Mostly sunny
4
Partly cloudy
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UNIT 2:
EVERY CLOUD HAS A SILVER LINING
7°
Feels like 2° Hi 9°C Lo -14°C
Windy
18°
Cloudy
Feels like 11° Hi 23°F Lo -5°F
READING
A
CANTERBURY, KENT (GB)
ANCHORAGE, ALASKA (US)
B
It is partly cloudy. The highest temperatures are around 10°C. Dew point is around 6°. There is an average humidity of 86%.
There is snow in the morning and a slight chance of snow in the afternoon. The high temperature will be between 15 and 25°F.
At night it will be cloudy and there’s a chance of rain.
At night it will be partly cloudy, with temperatures between 0 to 5°F.
C
MALMÖ (SE)
JOHANNESBURG (SA)
D
It is partly cloudy and there’s a slight chance of rain. High temperature around 9°C. There’s a strong wind (19.4 mph from the W).
During the day it is mostly sunny, with high temperatures around 30°C. There is an average humidity of 43%. At night it will be mostly clear, with low temperature of about 18°C, with winds from the ENE.
1
IN
At night it continues to be rainy and mostly cloudy. 2
3
4
SPEAKING
10 Describe the seasons in these places to a classmate.
N
a Preparation: decide who is going to describe the seasons in Brisbane (Australia) and who is going to describe the seasons in London (England). Check the chart below and write a few notes on what you are going to say about each season.
VA
SEASONAL WEATHER IN BRISBANE AUTUMN
WINTER
SPRING
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Maximum temp °C
28.6
29.1
28.9
28.1
26.3
23.5
21.2
20.6
21.7
23.8
25.6
27.3
Minimum temp °C
19.8
20.9
20.8
19.5
16.9
13.8
10.9
9.5
10
12.5
15.6
18
©
SUMMER
Avg. rainfall mm
126
158
172
139
90
99
71
63
43
35
94
97
Avg. rainy days
12
13
14
14
11
11
8
7
7
7
10
10
Source: www.australia.com
LONDON WEATHER BY MONTH // WEATHER AVERAGES Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Avg. temperature (°C)
4.9
5
7.2
9.7
13.1
16.6
18.7
18.2
15.5
11.6
7.7
5.6
Min. temperature (°C)
1.8
2
3.4
5.7
8.6
11.8
13.8
13.3
10.9
7.7
4.5
2.7
Max. temperature (°C)
8
8.1
11
13.8
17.7
21.4
23.6
23.1
20.1
15.6
11
8.6
Avg. temperature (°F)
40.8
41.0
45.0
49.5
55.6
61.9
65.7
64.8
59.9
52.9
45.9
42.1
Min. temperature (°F)
35.2
35.6
38.1
42.3
47.5
53.2
56.8
55.9
51.6
45.9
40.1
36.9
Max. temperature (°F)
46.4
46.6
51.8
56.8
63.9
70.5
74.5
73.6
68.2
60.1
51.8
47.5
Precipitation / Rainfall
56
39
46
45
49
50
48
53
56
60
61
58
(mm) fifty-nine
Source: https://en.climate-data.org
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b Action: describe each season in these places to your partner. – Discuss minimum and maximum temperatures and rainfall. – Use the correct weather vocabulary and use ‘it is’, ‘there is/are’ correctly. c Reflection: check your task by filling in the checklist. Which place would each of you like to live in the most (based on the weather conditions)? Why? Checklist: describing the seasons
Yes
I think so
No
1 Content and structure • I made a few notes for each season. • I discussed the average weather for each season. • I said which place I prefer. 2 Language • I used the weather vocabulary correctly. • I used ‘it is’ and ‘there is/are’ correctly. • I paid attention to my pronunciation.
IN
Feedback
Weather or climate? Revising present tenses
©
Step 2
VA
N
CHECK 1, p. 80
1
Watch the video and answer the questions. a What can you see when you look through a window? b What is the difference between weather and climate? Highlight the words that refer to the weather in blue and highlight the words related to the climate in green. a long time – at the moment – outside – a region – temporary – today – tracking sea level – typical – weather conditions c Now explain in your own words what the difference is between the weather and the climate.
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watchING
2
READING
Read the text and answer the questions. a Are these statements true, false or not in the text? Correct the false statements. Statement
True
False Not in text
1 The weather can change in a short period of time. 2 The climate is determined by the wind, air pressure and temperature. 3 There is only one atmosphere on Earth, and it consists of 4 layers: the troposphere that we live in, the stratosphere; the mesosphere, and the thermosphere.
IN
4 The climate is based on averages of temperature, sunshine, wind, and other measures of weather that occur over more than 20 years in a particular place.
5 Climate Normals give us the details about the weather.
N
b Which 4 factors can change the atmosphere in a certain area?
VA
c Explain this quote: ‘Weather tells you what to wear each day. Climate tells you what types of clothes to have in your closet.’
d Give an example of changing patterns.
©
e What is altered (= changed) by the changing regional climates? Give 5 examples.
What’s the difference between weather and climate?
5
Climate is what you expect, weather is what you get Take a moment and think about the weather today where you are. Is it normal or typical? Is it what you’d expect? If it’s been cool the past few days but the temperature is climbing today, is that weather or climate? Are weather and climate the same thing? Though they are closely related, weather and climate aren’t the same thing. Climate is what you expect. Weather is what actually happens.
What exactly is weather? More specifically, weather is the mix of events that happen each day in our atmosphere. Even though there’s only one atmosphere on Earth, the weather isn’t the same all around the sixty-one
1
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10
15
world. Weather is different in different parts of the world and changes over minutes, hours, days, and weeks. Most weather happens in the part of Earth’s atmosphere that is closest to the ground – called the troposphere. And, there are many different factors that can change the atmosphere in a certain area like air pressure, temperature, humidity, wind speed and direction, and lots of other things. Together, they determine what the weather is like at a given time and location.
What exactly is climate?
25
N
30
IN
20
Whereas weather refers to short-term changes in the atmosphere, climate describes what the weather is like over a long period of time in a specific area. Different regions can have different climates. To describe the climate of a place, we might say what the temperatures are like during different seasons, how windy it usually is, or how much rain or snow typically falls. When scientists talk about climate, they’re often looking at averages of precipitation, temperature, humidity, sunshine, wind, and other measures of weather that occur over a long period in a particular place. In some instances, they might look at these averages over 30 years, also called Climate Normals. Looking at Climate Normals can help us describe whether the summers are hot and humid and whether the winters are cold and snowy at a particular place. They can also tell us when we might expect the warmest day of the year or the coldest day of the year at that location. But, while descriptions of an area’s climate provide a sense of what to expect, they don’t provide any specific details about what the weather will be on any given day. Here’s one way to visualize it. Weather tells you what to wear each day. Climate tells you what types of clothes to have in your closet.
35
While the weather can change in just a few minutes or hours, climate changes over longer time frames. Climate events, like El Niño, happen over several years, with larger fluctuations happening over decades. And, even larger climate changes happen over hundreds and thousands of years. Today, climates are changing. Our Earth is warming more quickly than it has in the past according to the research of scientists. Hot summer days may be quite typical of climates in many regions of the world, but warming is causing Earth’s average global temperature to increase. The amount of solar radiation, the chemistry of the atmosphere, clouds, and the biosphere all affect Earth’s climate. As global climate changes, weather patterns are changing as well. While it’s impossible to say whether a particular day’s weather was affected by climate change, it is possible to predict how patterns might change. For example, scientists predict more extreme weather events as Earth’s climate warms.
©
40
VA
How does the climate change?
45
Why do we study climate? 50
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Climate, climate change, and their impacts on weather events affect people all around the world. Rising global temperatures are expected to further raise sea levels and change precipitation patterns and other local climate conditions. Changing regional climates could alter forests, crop yields, and water supplies. They could also affect human health, animals, and many types of ecosystems. Deserts may expand into existing rangelands, and features of some of our National Parks and National Forests may be permanently altered.
Source: www.ncei.noaa.gov
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
precipitation: water that falls from the clouds towards the ground, especially as rain or snow
3
Find the words in the text. a a measurement of how much water there is in the air:
b to become larger in amount or size:
c particular situations, events, or facts:
d a period of 10 years:
e the result you get by adding 2 or more amounts together and dividing the total by the number of amounts: 4
Do these statements apply to weather or climate? Statement
Weather
Climate
1 It is normal to have a lot of snow in the Alps each year. 2 Conditions outside on a daily basis.
IN
3 In the south of Spain, we usually have mild winters, it rarely snows and we have hot summers. 4 Yesterday it was a rainy day but today we have a cold but dry day. 5
Read the following short texts about the weather and answer the questions. a Underline the verbs in each sentence.
N
b Which tense is used in the text on the left? c Which tense is mostly used in the text on the right?
©
If you have a look at the seasons, we know that they all have certain characteristics. In summer the weather is usually good. Normally it is warm and the sun always shines. In autumn it is colder and there is more rain. In winter the weather is usually cold. It usually snows or rains heavily.
But the last few years, there have been some changes. Now it is raining in summer. It isn’t snowing in winter. Temperatures are rising. The sun is shining more in autumn. How come? Can you say why?
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d Can you explain the difference between the 2 tenses based on the examples?
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EVERY CLOUD HAS A SILVER LINING
63
6
What do you remember about the form of these 2 tenses? a Fill in the examples in each column. b Fill in the rule on how to form the tenses.
Form of present simple Positive (+)
Negative (-)
Examples
(I / to live / in Belgium)
(we / not to like / rain)
(she / to love / him)
(the weather / to affect / my (they / not to believe / me) mood)
(how often / you / to study)
Keep in mind:
Keep in mind:
Keep in mind:
3rd pers. sing:
3rd pers. sing:
3rd pers. sing:
IN
Rule:
Question (?)
Form of present continuous Examples
Negative (-)
N
Positive (+)
(it / not to snow)
(it / to rain / more in summer)
(the sun / to shine)
(they / not to complain / about the weather)
(temperatures / to rise)
VA
(I / to talk / to you)
Š
Rule:
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UNIT 2:
Question (?)
  EVERY CLOUD HAS A SILVER LINING
7
Do you also remember why we use these present tenses? Complete the grammar box. actions going on now – changing situations – facts – habits and routines How to talk about facts, routines and actions going on now
GRAMMAR
We use the present simple to talk about 1 In this case, we often use words like ‘normally’, ‘usually’, ‘always’, ‘often’, etc.
e.g. In Scandinavia, it usually snows in winter. 2
e.g. It rains a lot in Belgium. We use the present continuous to talk about
IN
1
e.g. Look, the sun is shining.
2
e.g. Temperatures are rising, and our Earth is getting warmer.
For a detailed overview of the form and use of the present simple, check the
Make sentences using the present simple and the present continuous. Use the words ‘usually’ and ‘now’.
VA
8
See p. 76
N
Summary of this unit.
usually
In summer,
©
1
now
In summer,
but now we’re swimming inside.
In summer,
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2
we usually swim outside,
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65
In winter,
in summer
Sue
5
Lisa
VA
at the winter fair
Leo and Betty
©
6
IN
4
N
3
7
in spring
during winter
Nicky
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UNIT 2:
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9
Complete the sentences with the verb in the correct present tense. 1 It (to snow) today and the wind (to blow) now. 2 Today it (not to be) foggy. 3 It often (to rain) in March and the sun always
(to shine)
in August. 4 It (not to hail) at the moment but it (to drizzle). 5 It cold today (not to be).
WRITING
10 Write a short paragraph about the season we are in now and the weather today. a Preparation: look outside! What is the weather like? Is this typical weather or not? b Action: write about 50 words. Make sure to use the correct weather adjectives. Do you need to use the present simple or the present continuous?
IN
N
VA
c Reflection: check your task by filling in the checklist. Checklist: describing the weather
Yes
I think so
No
©
1 Content and structure • I talked about the season we are in. • I described the weather today. • I wrote about 50 words. 2 Language • I used weather vocabulary correctly. • I used the present simple and present continuous correctly. • I used correct spelling and punctuation. Feedback
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CHECK 2, p. 86
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
67
Step 3
Extreme weather phenomena Discussing extreme weather
1
Pair up. You will get a stack of cards. Take turns describing what you see in the photos. What do all of the photos refer to?
SPOKEN INTERACTION
2
Read these short articles and fill in the gaps with the correct term. Choose from the list. Not all the words have to be used.
READING
drought – earthquake – famine – floods – hurricane – tsunami – volcano eruption – wildfires
Australia has suffered a devastating early bushfire season with fires across several states burning through hundreds of thousands of hectares and destroying hundreds of properties with the loss of six lives. New South Wales has been the most severely hit, with more than 1.65m hectares razed, an area significantly larger than suburban Sydney.
The 3.2 magnitude quake rattled homes and moved furniture – but no reported injuries. Houses rumbled, beds shook, and items came crashing off shelves and tops. The Somerset earthquake that struck late Thursday night may not have been quite as dramatic as some shakes can be – but residents have woken up Friday morning keen to share tales of the night the earth moved.
N
Source: www.theguardian.com
Somerset : ‘A thunderous roar’ leaves residents shaken – and keen to share tales
IN
AUSTRALIA : ARE THIS YEAR’S FIRES UNPRECEDENTED?
Source: www.independent.co.uk
More than 50 elephants starve to death amid severe in Zimbabwe
VA
Torrential rain causes in northern England
©
Torrential rain has caused the banks of the River Don in South Yorkshire to burst onto roadways, affecting traffic in the northern English cities of Sheffield and Rotherham. Cars became stranded in floodwater with gridlock resulting on many routes. South Yorkshire Police have advised only essential travel in the area. Source: www.euronews.com
3
largest national park amid the country’s worst in recent years. The lack of food and water has meant elephants have increasingly wandered into inhabited areas, according to the Hwange National Park authorities. Source: www.independent.co.uk
Explain the words that you didn’t have to use in exercise 2. Look them up if necessary. a b c d
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At least 55 elephants have died in Zimbabwe’s
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
4
READING
Read the text below and answer the questions. a What type of text is this? argumentative informative narrative persuasive b Where does the word hurricane come from? c Where did they get that name? d What other word comes from Spanish? e What is the name for someone who studies the scientific processes that cause particular weather conditions? f What other words do we use to talk about a hurricane? g There are 3 types mentioned. Complete the grid. Speed
Where?
IN
What?
N
VA
©
Where does the word ‘hurricane’ come from?
1
The word ‘hurricane’ is widely known and recognized, but its etymology is lesser-known. Named for Mayan god
10
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The English word ‘hurricane’ comes from the Taino (the indigenous people of the Caribbean and Florida) word ‘Huricán’, who was the Carib Indian god of evil. Their Huricán was derived from the Mayan god of wind, storm, and fire, ‘Huracán’. When the Spanish explorers passed through the Caribbean, they picked it up and it turned into ‘huracán’, which remains the Spanish word
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69
for hurricane today. By the 16th century, the word was modified once again to our present-day ‘hurricane’. (Hurricane isn’t the only weather word with roots in the Spanish language. The word ‘tornado’ is an altered form of the Spanish words tronado, which means thunderstorm, and tornar, ‘to turn’.) 15
Not hurricanes until 74 mph We tend to call any swirling storm in the tropical ocean a ‘hurricane’, but this isn’t true. Only when a tropical cyclone’s maximum sustained winds reach 74 mph or more do meteorologists classify it as a hurricane. Not called hurricanes everywhere
25
Tropical cyclones have different titles depending on where in the world they are located. Mature tropical cyclones with winds of 74 mph or more that exist anywhere in the North Atlantic Ocean, Caribbean Sea, Gulf of Mexico, or in the eastern or central North Pacific Ocean east of the International Date Line are called hurricanes. Mature tropical cyclones that form in the Northwest Pacific basin – the western part of the North Pacific Ocean, between 180° (the International Date Line) and 100° East longitude are called typhoons. Such tempests within the North Indian Ocean between 100° E and 45° E are simply called cyclones. Named for people they impact
Many storm names are unique to the basin they exist in and regions they impact. This is because names are lifted from those popular in the nations and territories of the lands within that basin. For example, tropical cyclones in the northwest Pacific (near China, Japan, and the Philippines) receive names common to the Asian culture as well as names taken from those of flowers and trees. Adapted from: www.thoughtco.com
Look at the covers of these books and answer the questions.
VA
5
N
30
IN
20
a Who is the author of each book?
b Read the summaries on the next page. Match the summaries to the correct book cover. Which one is left out? c What is the main topic of each book?
©
d There is 1 book cover left. What do you think the story is about?
Author Summary Topic
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EVERY CLOUD HAS A SILVER LINING
READING
Sixteen-year-old Celestia spends every summer with her family at the elite resort at Lake Conemaugh. Celestia likes to swim and fish with Peter, the hotel’s hired boy. It’s a friendship she must keep secret, and when companionship turns to romance, it’s a love that could get Celestia disowned. One tragic day in May, 1889, after days of heavy rain, the dam fails, unleashing 20 million tons of water onto Johnstown, Pennsylvania, in the valley below. The town where Peter lives with his father. The town where Celestia has just arrived to join him. This searing novel in poems explores a cross-class romance – and a tragic event in U.S. history.
B
Lynn knows every threat to her pond: drought, a snowless winter, coyotes, and, most importantly, people looking for a drink. She makes sure anyone who comes near the pond leaves thirsty or doesn’t leave at all. For Lynn, life means dedicating it to survival, and the constant work of gathering wood and water. But wisps of smoke on the horizon mean one thing: strangers. The mysterious footprints by the pond, night-time threats, and gunshots make it all too clear Lynn has exactly what they want, and they won’t stop until they get it …
C
The day the blizzard started, no one knew that it was going to keep snowing for a week. Scotty and his friends Pete and Jason are among the last seven kids at their high school waiting to get picked up that day, and they soon realize that no one is coming for them. Still, it doesn’t seem so bad to spend the night at school, especially when distractingly hot Krista and Julie are sleeping just down the hall. But then the power goes out, then the heat. The pipes freeze, and the roof shudders. As the days add up, the snow piles higher, and the empty halls grow colder and darker …
6
N
IN
A
Read the opening page from the fourth book on the next page and answer the questions.
READING
a Who are the characters and what do you know about them? List at least 3 facts about them. Facts
VA
Character
©
b What 2 things did Miles’ father tell him to do?
seventy-one
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71
c Why do they flee? d Why does Miles live with his father? e How do you think the relationship is with his father? Why do you think so?
10
15
IN
©
20
N
5
Chapter one Late Saturday night, after Pop finished his gig, he told me to collect up all the things I couldn’t live without. That we were driving to a motel in Baton Rouge the next morning with Uncle Roy in his old Chevy, because of Katrina – a monster hurricane that was coming. “And Miles, call your mother. I want her to know you’re okay, in case the phone lines get knocked out,” Pop said. “I’m not gettin’ cussed at ‘cause she’s worried sick over where you are.” I’d been with Pop in New Orleans maybe two months, since just after school let out. Mom had got remarried to a mailman with three kids of his own back in Chicago, and living in that two-bedroom apartment with them all was like being stuck on the Lake Street El train without a seat at rush hour. (…) My parents split before I could remember them ever being together. So I really only knew Pop from the times he’d come around our way to play jazz festivals. But once I turned twelve, Mom said I was grown enough to ride the train to New Orleans myself and spend summer vacations with him. He’d play trumpet at the different clubs in the French Quarter, with my uncle on slide trombone. I didn’t give a shit about jazz. Neither did any kid I ever knew. But once I learned to stomach all that crap about what music meant to his soul, and feeling like I didn’t exist to him when that ‘cussed at: slang word for ‘cursed at’ (= insulted) damn horn was in his hands, every night a gig: a performance by a musician or group of around Pop was like New Year’s Eve. musicians “You think it’s gonna be a party livin’ gonna: short form of ‘going to’ with your father full-time. It’s not,” Mom gotta: short form of ’have got to’ warned me. “Maybe it’s all good in the second linin’: here: being less important than summer ‘cause there’s no school. But something else you’re ‘bout to be a sophomore in high a sophomore: a student in the second year high school school and don’t put near enough into or college your grades now – everything’s football and horseplay. Somebody’s gotta see that you study, and make somethin’ of yourself. He’s not gonna put you ‘head of his music. You’ll be second-linin’ it with him, just like I did. That’s where you march behind the band in the parade. Only your father’s so into his playin’, he won’t even know when you’re not there anymore.” Before I left, Mom said, “Maybe the two of you can grow up and learn some responsibility together.” (…)
VA
1
25
30
Source: Paul Volponi, Hurricane Song
seventy-two
72
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
7
Read the second extract. What happens? Try to summarize it in 2 to 3 sentences.
READING
15
20
30
35
40
seventy-three
©
25
IN
10
N
5
We got to the highway and it was bumper to bumper, with cars stretching as far as I could see. Only none of them were moving an inch. “This must be the highway to heaven ‘cause everybody’s tryin’ to get on it at the last minute,” said Uncle Roy, shaking his head. The three lanes on the opposite side, coming into New Orleans, were totally empty. People had their car doors swung wide open, and were standing around on the divide. Plenty of them took their dogs, too. They were barking and growling at each other, and the ones outside kept pissing to mark their territory. I’d never seen a hurricane before, but Pop and his brother had been through lots of them without a scratch. Uncle Roy even told a story where he stood outside on a balcony and blew his trombone right into the face of one because it was named after some woman who did him dirty. “Christine, Christine, blowin’ all over town,” Uncle Roy sang, with Pop joining him in the middle. “You’re so damn mean, you want my soul to drown.” At first, I thought Pop was being paranoid about leaving. We lived on the second floor, maybe fifteen feet over the street. I didn’t know how the water could reach that high. The landlord had already boarded up the windows, so unless the wind blew the roof off, I figured we’d be safe. But the news reports said Katrina was the hurricane everybody always feared. That because she was so powerful, and New Orleans was built below sea level, the whole city could get swallowed up in a flood if the levees on the river ever busted. Even the mayor said people had to evacuate. (…) We sat in that traffic jam for three hours, and didn’t get ahead more than four or five light poles. I had to beg for them to change the radio from the jazz station, and even settled for the news. The weatherman said the real storm was still almost a day off. But the wind was already kicking up fierce, and I could smell the rain coming. (…) The needle on the temperature gauge started rising up into the red. Then there was smoke from under the hood, and Uncle Roy cursed the Chevy up and down. He pounded the car horn for enough room to pull off to the side. After the engine died out, Pop and me pushed it the rest of the way to the exit ramp, and watched my uncle coast down into a row of empty parking spots on the street. (…) All morning, the radio said the Superdome was the only safe a levee: an embankment built place for anybody staying behind, and we could see the top of to prevent the overflow of a river it from where we were. Uncle Roy opened the trunk and looked at all his shoes lined up there in pairs. Since he didn’t have a house that trunk was like a closet to him. “I just pray no water seeps into here,” he said, slamming it back down. (…) Pop stopped us on the steps of the Superdome with the rain rolling down his face and said, “I don’t care how big it is or what kind of slick name they give it – it’s still a shelter. Son, your uncle and me spent plenty of days when we were young in places like this, and I won’t forget ‘em. People are tight over everything. Drama can jump up out of nothin’. Goin’ in here ain’t a game. I want you to be respectful of people – of what they have and what they don’t have. But don’t close your eyes on anybody either.” “You right on the money ‘bout that, Doc,” Uncle Roy said, climbing the next step. “Lord knows, you on the money ‘bout that.”
VA
1
Source: Paul Volponi, Hurricane Song
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
73
8
Give your opinion about these extracts by filling in the opinion card below. Share your opinion with a classmate.
OPINION CARD The extracts were about (name main characters) I think this extract was (add adjectives) and because (give 2 reasons) What 2 questions would you like to be answered after having read this whole book?
IN
How do you think the story ends?
N
VA
seventy-four
74
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© Elliott Cowand Jr / Shutterstock.com
©
CHECK 3, p. 90
WRITING SPEAKING
SUMMARY
There is so much snow we can build a snowman.
VA
N
IN
It’s snowing!
It is, there is, there are
GRAMMAR
HOW TO describe the weather
FORM & USE
It is + adjective. e.g. It is sunny. It is very hot. It is cloudy.
There is/There are + noun. e.g. There is a lot of sun. There is a clear sky. There are clouds.
©
Keep in mind: – To describe the weather now, you can use present continuous: e.g. It is raining now. The sun is shining. – To predict the weather, you can use ‘will + verb’: e.g. It will be cloudy tomorrow. It will also rain very much. Remember: Some words have a noun form, a verb form and/or an adjective form.
rain e.g. There will be rain tomorrow. snow e.g. There is snow on the roof.
Verb
Adjective
to rain e.g. I t’s raining heavily.
rainy e.g. It’s a rainy day.
to snow e.g. I t is snowing in the mountains.
snowy e.g. It’s a snowy day.
UNIT 2:
seventy-five
Noun
EVERY CLOUD HAS A SILVER LINING
75
HOW TO talk about facts, routines and actions going on now Present simple and present continuous I live in Belgium. It rains a lot here, but now the sun is shining. I don’t like the rain!
VA
N
IN
I live in Norway. It usually snows here in winter. Where do you live?
1 Present simple
FORM
Subject
Negative (-)
Question (?)
I live in Belgium. You live in Belgium. He/she lives in Belgium. We live in Belgium. You live in Belgium. They live in Belgium.
I don’t live in Belgium. You don’t live in Belgium. He/she doesn’t live in Belgium. We don’t live in Belgium. You don’t live in Belgium. They don’t live in Belgium.
Do I live in Belgium? Do you live in Belgium? Does she live in Belgium? Do we live in Belgium? Do you live in Belgium? Do they live in Belgium?
Subject + base of verb
Subject + don’t/doesn’t + base of verb Keep in mind: 3rd pers. sing: doesn’t
Do/does + subject + base of verb Keep in mind: 3rd pers. sing: does
©
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Positive (+)
Rule:
Keep in mind: 3rd pers. sing: + -s
USE We use the present simple to talk about – habits and routines. In this case, we often use words like ‘normally’, ‘usually’, ‘always’, ‘often’, etc. e.g. In Scandinavia, it usually snows in winter.
seventy-six
76
– facts. e.g. It rains a lot in Belgium.
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
2 Present continuous FORM Subject
Positive (+)
Negative (-)
Question (?)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I am talking. You are talking. He/she is talking. We are talking. You are talking. They are talking.
I am not / ’m not talking. You are not / aren’t talking. He/she is not / isn’t talking. We are not / aren’t talking. You are not / aren’t talking. They are not / aren’t talking.
Am I talking? Are you talking? Is he/she talking? Are we talking? Are you talking? Are they talking?
Rule:
Subject + ‘ to be’ in present simple + verb in -ing form
Subject + ‘to be’ negative in present simple + verb in -ing form
‘to be’ in present simple + subject + verb in -ing form
Spelling of the -ing form: -ing form
Rule:
to work
working
We add -ing to the base form of the verb.
to take
taking
If a verb ends in -e, we drop the -e and then add -ing.
to jog
jogging
If a verb is short and ends in one vowel and one
IN
Infinitive
consonant, we double the consonant. dying
If a verb ends in -ie, we replace the -ie by -y and then
N
to die
add -ing.
to travel
travelling
If a verb (even long verbs) ends in one vowel + -l, we
VA
double the -l and then add -ing. USE
seventy-seven
©
We use the present continuous to talk about – actions going on now. e.g. Look, the sun is shining. – changing situations. e.g. Temperatures are rising, and our Earth is getting warmer.
UNIT 2:
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77
Noun
Adjective
Noun
Adjective
rain / a shower
sunny
snow snowy
Noun
wind
a thunderstorm
windy
2 MONTHS AND SEASONS Translation
January
januari
februari
March
maart
April
april
May
mei
June
juni
July
juli
August
augustus
September
september
October
oktober
November
november
December
december
spring
lente
summer
zomer
seventy-eight
©
February
lightning
autumn/fall
herfst
winter
winter
78
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
VA
Adjective
Word
rainy
N
sun
IN
VOCABULARY
1 WEATHER SYMBOLS
My notes
a cloud cloudy
fog foggy
hail
3 OTHER WEATHER WORDS average
gemiddeld
a breeze
een briesje
cold
koud
to freeze
vriezen
frost
vorst
hot
heet
humid
vochtig
humidity
vochtigheid
maximum temperature
maximumtemperatuur
a meteorologist
een meteoroloog
minimum temperature
minimumtemperatuur
a rainbow
een regenboog
a thermometer
een thermometer
warm
warm
a weather forecast
een weerbericht
My notes
IN
Translation
N
Word
4 (EXTREME) WEATHER PHENOMENA Translation
a (natural) disaster
een (natuur)ramp
a drought
een droogte
an earthquake
een aardbeving
a famine
een hongersnood
a flood
My notes
VA
Word
een overstroming een orkaan
a tsunami
een tsunami
a volcano eruption
een vulkaanuitbarsting
a wildfire
een bosbrand
seventy-nine
Š
a hurricane
UNIT 2:
  EVERY CLOUD HAS A SILVER LINING
79
ON DIFFERENT TRACKS Check 1 1
Describing seasons and the weather WRITING
Describe what the weather is like in Brussels and Sydney. a Preparation: look at both weather reports. Write down 3 words to describe the weather in each.
IN
b Action: – Write at least 3 sentences for each place: now/today, tonight, tomorrow. – Write about the weather in general and the temperatures. Use the words you wrote down in exercise a in your sentences. – Write what season it (probably) is in these places. – Use ‘it is/it will be’ and ‘there is/there are’ correctly.
2°
MIST feels like -1°
FRI
FRI NIGHT
HIGH
LOW
70%
10%
VA
TONIGHT CLOUDY
N
BRUSSELS, BELGIUM as of 11:41 p.m. CET
LOW
1°
©
10%
eighty
80
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
10°
3°
23°
SYDNEY, NEW SOUTH WALES, AUSTRALIA as of 9:44 a.m. AEDT
feels like 23° TODAY A.M. CLOUDS / P.M. SUN
TONIGHT
SAT
HIGH
LOW
HIGH
50%
10%
24°
21°
10%
IN
3°
N
VA
c Reflection: check your task by filling in the checklist. Checklist: describing the weather
Yes
I think so
No
1 Content and structure • I wrote at least 3 sentences for each place. • I talked about temperature and weather in general. • I guessed the season for each place.
©
2 Language • I used weather vocabulary correctly. • I used ‘it is/it will be’, ‘there is/there are’ correctly. • I used correct spelling and punctuation. Feedback
<8
8 – 10
≥ 10
Next exercise
ex. 2
ex. 4
ex. 5
eighty-one
Score
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
81
2
Complete the crossword. What word is written in grey? 1 2 3 4 5 6 7 8 9 10 Children often make a model of a person out of snow.
2
The noun for ‘hot’.
3
The measured amount of heat, the level of heat in a place.
4
A flash of bright light in the sky that is produced by electricity moving between clouds or from clouds to the ground.
5
Small, hard balls of ice that fall from the sky like rain.
6
Short periods of rain (or snow).
7
Extremely cold temperatures below zero.
8
A storm with thunder and lightning and usually heavy rain.
9
An arch (= curved shape) of different colours seen in the sky when rain is falling and the sun is shining.
IN
1
VA
N
10 Colourful season at the end of the year in the northern hemisphere. Score
<7
Next exercise
ex. 3
Look at the given situations. Write 2 sentences for each picture. Use ‘there is/there are’ or ‘it is’. WRITING
©
3
≥7
1 2 3 4 5 Score eighty-two
82
<7
Next exercise
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
≥7 Check 2, p. 86
4
READING
Look at the weather reports. a Decide if the statements are true or false. Correct the false statements. Statement
True
False
1 There is a mix of clouds and sun with winds in Cairo. 2 It is partly cloudy in London with a high of 11 degrees and a low of 4. 3 It is very sunny in Cape Town. 4 The lowest temperature in Asia is in Beijing. 5 There is plenty of sunshine in Mexico City and Cairo.
IN
6 It is a dry and sunny day in the capital of Tunisia.
7 It is very cloudy in London, Cairo and Los Angeles.
8 The lowest reported temperature in Asia is in Taipei.
N
9 It is only snowing in Quebec.
VA
10 The coldest place is Seoul.
Africa
America
Cape Town,
Los Angeles,
Beijing, China
Ischgl, Austria
24°C/16°C
18°C/10°C
-4°C/-13°C
-8°C/-16°C
Cairo, Egypt
New York,
Tokyo, Japan
London, United
17°C/8°C
8°C/6°C
11°C/6°C
11°C/4°C
Tunis, Tunisia
Mexico City,
Taipei, Taiwan
Brussels,
13°C/9°C
23°C/8°C
22°C/16°C
11°C/1°C
Marrakech,
Quebec, Canada
Seoul
Rome, Italy
24°C/7°C
-4°C/-6°C
-3°C/-9°C
14°C/3°C
©
South Africa
Morocco
United States
United States
Mexico
Asia
, Korea, South
UNIT 2:
Europe
Kingdom
Belgium
EVERY CLOUD HAS A SILVER LINING
eighty-three
83
b What place is being described? 1 There is a mix of clouds and sun. High 17°C. 2 Showers this morning, becoming a steady rain during the afternoon hours. High 8°C. Chance of rain 90%. 3 There’s plenty of sunshine. The highest temperature is 23°C. 4 Cloudy skies early, then partly cloudy this afternoon. High 18°C. 5 It’s mainly clear. There’s a lot of sunshine. The highest temperature is around 11°C.
Score
IN
< 11
≥ 11
Next exercise 5
ex. 6
SPEAKING
Pair up! Create your own weather map and describe the weather.
N
a Preparation: create at least 5 of your own weather symbols on a separate piece of paper.
VA
b Action: – Stick the weather symbols on 5 places on the map you will get. – Add temperatures for the places on the map. – Describe the weather in those places to a partner. Use ‘it is’, ‘there is/there are’ correctly. – Now listen to your partner and write down what the weather is like in their places (= 5 short sentences). c Reflection: check your task by filling in the checklist. Checklist: describing the weather
©
1 Content and structure • I designed 5 weather symbols. • I described the temperature and weather in general for 5 places on the map. • I wrote 5 sentences about the weather on my partner’s map. 2 Language • I used weather vocabulary correctly. • I used ‘it is/it will be’, ‘there is/there are’ correctly. • I paid attention to my pronunciation. • I used correct spelling and punctuation. Feedback
eighty-four
84
UNIT 2:
Score
< 16
≥ 16
Next exercise
ex. 6
Check 2, p. 86
EVERY CLOUD HAS A SILVER LINING
Yes
I think so
No
6
These drawings represent weather idioms in English. An idiom is a fixed expression that you can’t take literally. a Match the idioms (1-8) to the correct drawing. b Then match up an idiom to the correct meaning (A-H). To be on thin ice
A
It is raining heavily.
2
Every cloud has a silver lining
B
There’s something good in every bad situation.
3
It is raining cats and dogs
C
To be in a risky situation
4
To save something for a rainy day
D
To put something aside for a future time when it may be needed
5
To have your head in the clouds
E
To feel sick
6
To be under the weather
F
To have unrealistic or impractical ideas
7
It’s just a storm in a teacup.
G
To be clearly very angry or upset
8
To have a face like thunder
H
To exaggerate a problem
©
VA
N
IN
1
Next exercise
<5
≥5 Check 2, p. 86
eighty-five
Score
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
85
Revising present tenses
Check 2 1
WRITING
Describe what people are doing now, and what they usually do. a Preparation: look at these Instagram photos. They show the activities of 5 people on holiday. b Action: – Write 2 sentences for each photo: one in which you describe what these people are doing now (in the photo) and one in which you describe what they usually do when they are at home in this type of weather. – You can use the prompts in the box below if you want to. – Use the present simple and the present continuous correctly. always – to go for a walk – to go for a run – to have a drink with friends – normally – to read a book – to ride his bike – usually – to work in the garden
Marco Antonio
VA
N
Andrea Milles
2
IN
1
©
3
Isaac Matthews
4 Thomas Pajot
eighty-six
86
UNIT 2:
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5 Yuriy Zhuravov
1 2 3 4 5 c Reflection: check your task by filling in the checklist. Yes
I think so
No
IN
Checklist: describing Instagram photos 1 Content and structure • I wrote 2 sentences for each Instagram photo.
2 Language • I used weather vocabulary correctly. • I used the present simple and present continuous correctly. • I used correct spelling and punctuation.
VA
Score
Next exercise
<6
6–8
≥8
ex. 2
ex. 3
ex. 5
Complete the sentences by putting the verbs in the present simple (a) or the present continuous (b). a Present simple
©
2
N
Feedback
1 He (to study) the weather. 2 You and Anita (not to work) on weekends but you usually (to jog) together every Saturday afternoon.
3 We often (to read) science books; we’re interested in science. 4 She always watches the weather report on TV but she (not to watch) the news. 5 She never (to cook) on Sundays. 6 We usually (to take) the bus to school. 7 She always (to walk) to school but she (not to walk) eighty-seven
when it’s cold outside.
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87
b Present continuous 1 Oumaima (to walk) to school today because she’s got a flat tyre. 2 My sisters Ella and Rapha (to travel) to Berlin. 3 I (to go) to Brussels next Thursday. Do you want to come? 4 I’m sorry I can’t hear what you (to say) because everybody (to talk) so loudly. 5 I (to have) a good time here in Curaçao. The weather is good and the sun (to shine) now so we can go swimming. 6 They (to wait) for a train but it (not to come). 7 This summer I (to study) French at a language school in Paris. Score
< 15
≥ 15
Next exercise
IN
3
ex. 4
Rewrite the sentences and use the correct tenses.
a First say what these people usually do, and then say what they are doing now. 1 Dad – usually to wash the car – Saturday – now to read a book.
N
VA
2 Sharon – normally to go out – Friday night – now to watch TV.
3 Phyllis and Tina – normally to go to school – Tuesday – now to go out.
4 I – usually to watch a movie – at the weekend – now to walk the dog.
5 The dog – usually to play outside – now to sleep on the rug.
©
6 You – usually to study for school – evening – now to play football.
b Add 5 sentences about members of your family or friends. You know what they usually do, but you can invent (funny) things they are doing now. e.g. The teacher usually talks for hours, but now he is treating his pupils to ice cream. eighty-eight
Score
88
<7
Next exercise
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
≥7 Check 3, p. 90
4
Present simple or present continuous? Choose the correct answer. 1 They aren’t playing/don’t play football on Sundays. 2 My uncle lives/is living in a small town. 3 We ‘re learning/learn about the climate change now. 4 It’s hot today. She doesn’t wear a jacket/isn’t wearing a jacket. 5 I’m driving/often drive to work but I take/’m taking the train this morning because my car is in for repair. 6 My parents are living/live in Brussels but I just visit/’m just visiting. 7 Are you wanting/Do you want anything from the supermarket? 8 Where do you go/are you going now? <7
≥7
Next exercise 5
ex. 3
Write your own ‘seasonal’ poem.
IN
Score
a Preparation: read this haiku and answer the questions.
Icicles
– What season is this haiku about? – How many lines does the poem have?
READING
Drips frozen in time
Framing the silver garden
– Count the syllables in every line (Tip: try clapping it out as you say the words!).
N
Like icy daggers
• Line 1:
VA
• Line 2: • Line 3:
b Action: get to work on your own haiku. Follow these steps:
WRITING
– What is your favourite season?
– Describe this season, using this ‘sensory’ writing frame.
©
looks like sounds like smells like tastes like feels like – Use these words and this information, and the structure from the haiku ‘Icicles’ to write your own ‘seasonal haiku’. Don’t forget the title!
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
eighty-nine
89
c Reflection: check your poem by filling in the checklist, and then read your haiku to a classmate or to the entire class. Checklist: writing a haiku
Yes
I think so
No
1 Preparation • I answered the questions about ‘Icicles’. 2 Content and structure • I used the sensory writing frame. • I followed the haiku structure. • I gave my haiku a title. 3 Language • I used (weather) vocabulary correctly. • I used correct spelling and punctuation.
IN
Feedback
Score
Check 3
Check 3
Discussing extreme weather
Watch the extract about Tilly Smith and answer the questions.
VA
1
ex. 3
N
Next exercise
a What do we know about Tilly? Give 2 facts.
b When did the event she is talking about happen?
©
c Where did this event happen?
d What was so extraordinary? She predicted the weather by staring at the sea. She knew a tsunami was coming and that’s how she saved her family and other people. For the first time in her life she was on holiday in Thailand with her family. She heard some sizzling in the swimming pool and decided not to go swimming.
ninety
90
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
watchING
e Who did she tell about what she thought? Highlight these people’s names. Did they believe her? Who
Yes
No
Geography teacher Father Hotel manager Mother Best friend Sister Hotel security guard f How many people were killed?
h Why? He’s the best teacher ever.
IN
g Who is the real hero in Tilly’s opinion?
He saved her life and those of her family. He helped her clean the beach.
N
He warned her for the tsunami. Because he taught her how to recognize a tsunami.
VA
i Will she go back to Phuket? no yes Why (not)?
j Explain how she feels towards what happened there.
9 – 12
≥ 12
Next exercise
ex. 4
ex. 3
ex. 2
ninety-one
<9
©
Score
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
91
2
READING
Read the second part from the book Hurricane song and answer the questions. a What type of text is this? argumentative informative narrative persuasive b What noises did Miles hear? c Are the following statements true or false? Explain. Statement
True
1 They can leave the Superdome if they want.
IN
2 People are afraid.
N
VA
3 Soldiers are trained to do what they are doing.
4 The people at the Dome trust each other.
©
5 Pop didn’t agree that Uncle Roy gave sweets to the children.
d Explain: “The boy’s seen his Holy Ghost.” (line 27).
ninety-two
Total:
92
UNIT 2:
/ 8
EVERY CLOUD HAS A SILVER LINING
False
15
20
25
©
30
IN
10
N
5
VA
1
Chapter two National Guard soldiers stood at the door with their machineguns pointed straight up in the air. They looked us over like we’d crossed the border from another country without any papers. I locked eyes with one of them, and his grip on the gun got tighter. There was a big sign just inside the Superdome – Every Adult And Child Should Have Enough Food And Water To Last Three Days. All City And State Laws Will Be Strictly Enforced. Taped underneath was a letter signed by the mayor, ordering that the city would be evacuated. My uncle asked, “How we gonna make groceries, Doc?” “We’ll have to play it by ear,” Pop answered. “There’s no going back and forth!” a soldier hollered after us. “Once you’re inside, that’s it! Nobody leaves till we get the all-clear signal!” “I’d rather have cops than those damn weekend soldiers,” my uncle said low, turning into the hall. “Maybe their real job’s working in a gas station, or a bakery. Then the state gives ‘em a gun, and says, ‘You’re in charge now.’ But I guarantee, if shit goes down, they’ll either run or start shooting,” Pop said, looking at me. “So you just keep clear of ‘em.” We stepped out into the stadium, under the dome, and the noise hit me like a wave. There were people praying out loud, talking and shouting. Little kids were running through the stands, screaming after each other, and babies were crying their heads off. Almost every one of those voices belonged to black people. I saw some doctors, nurses and soldiers who were white, but everybody coming to get saved was black. Then I saw the football field and everything inside me stopped. I just froze there for a second, looking from one end of it to the other. The grass was the brightest green I ever saw. It didn’t matter to me that it wasn’t real, and just painted that color. It was like finding the present you’d always wanted under the tree on Christmas morning. “The boy’s seen his Holy Ghost,” Pop told Uncle Roy. There were three tiers of seats sandwiched one on top of another, with a ring of lights between the top two levels. A huge scoreboard hung down from the center of the dome, but it was dark. Families were camped out all over of the stands, and everywhere we looked to settle, people watched us close, like we might steal what they had. Pop picked out a section next to an “Exit” sign, and we piled up our things in a closed off corner. “Those folks down there got it right,” my uncle said, pointing to a small part of the football field that wasn’t blocked off by metal barriers. “They got blankets spread out to sleep lyin’ flat and everything. There’s more spaces open, let’s move there.” “Go ‘head if you want to,” said a woman with her arms around two little girls, a few rows in front of us. “But the soldiers already made them move once. They said that’s the first place that’ll flood if the dome leaks. But some people is hard-headed, and had to go back.” “We’re stayin’ put,” Pop said, and wouldn’t budge on it. to play it by ear: to decide what to do “That’s good! We need more men in their right minds as the situation develops, without a ‘round here,” the woman said. “I don’t trust those plan you made beforehand soldiers.”
40
45
Uncle Roy went over with his sack of candy, and those two girls waited for their mother to say it was all right before they took some. Then Pop shot him a hard look, like we’d be hungry soon. Adapted from: Paul Volponi, Hurricane Song ninety-three
35
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
93
e Complete the opinion card about this extract. OPINION CARD I think this extract was (add adjectives) and because (give 2 reasons) How do you think the scene continues? Write about 30 words about this.
IN
I would/would not like to read the whole book because
Total:
VA
Score
/ 7
Next exercise 3
N
< 11
≥ 11
ex. 3
All done!
Practise your vocabulary.
a Link each word to its meaning. Explanation
©
Word 1 a famine
A a rapidly rotating column of air that is in contact with both the surface of the Earth and a cloud
2 a tornado
B an uncontrolled fire in a big area, such as a forest
3 a tsunami
C to have everyone leave a place
4 to evacuate D an extreme shortage of food that results in starvation 5 a disaster
E a long time of very dry weather without rain or snow
6 a wildfire
F a series of ocean waves that sends big volumes of water onto land, sometimes reaching heights of over 30 meters
7 a drought
G an event that results in suffering and loss
8 a flood
H an overflow of water on normally dry ground
1
2
3
ninety-four
94
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
4
5
6
7
8
b Complete the sentences with a correct word from exercise a.
1 Cigarette spark started devastating
in Australia.
2 CROP FAILURES RESULT IN FOOD SHORTAGES AND IN MANY AREAS OF THE WORLD. 3 Powerful
of magnitude 6.8 strikes near Philippines city.
4 Hurricanes, tornadoes, and earthquakes! Major natural 5 NEW WATER PROJECT TO TACKLE ONGOING
A
VA
N
3
© Richard Whitcombe / Shutterstock.com
2 © dani daniar / Shutterstock.com
1
IN THE KAO LIAO DISTRICT (THAILAND).
IN
c Link a photo to a story.
will increase!
HONG KONG – The death toll from a powerful typhoon that lashed the Philippines over Christmas has risen to 47, with another nine people still missing, authorities said on Monday morning local time.
Source: edition.cnn.com
SYDNEY – Wildfires ravaging much of southeastern Australia burned so hot that they created their own thunderstorms and lightning – similar to conditions during a volcanic eruption or atomic bomb blast.
©
B
Source: wsj.com
C
JAKARTA – Landslides and floods triggered by torrential downpours have left at least 60 people dead in and around Indonesia’s capital, as rescuers struggled to search for people apparently buried under tons of mud, officials said Saturday.
Source: ctvnews.ca
Next exercise
< 12
≥ 12 All done!
ninety-five
Score
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
95
watchING
4 Watch the video and answer the questions. a Who is this video meant for? adventure seekers people living in touristic areas people travelling to Indonesia people who love walking b How many volcanoes are there in Indonesia? 127 137 147 c What is the most dangerous one? d Why are you actually quite safe in Indonesia? (more than 1 answer possible) Not all volcanoes are ‘active’. It’s always in the newspaper when a volcano is active. The authorities warn you about the eruptions. The hotels are in safe areas.
IN
e Complete the sentences. What good advice do they give? – Take a . – smart. – smart.
Score
VA
N
f There are certain things you need to take with you when you want to walk up a volcano. What is not mentioned? water some food sunscreen thermometer sun hat first-aid kit good clothing <7
©
Next exercise
ninety-six
96
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
≥7
All done!
CHECK OUT: W EATHER IN FICTION Orientation You will watch a video and read a text about an extreme weather phenomenon or natural disaster.
Preparation 1
Look at the pictures and label the disaster/weather phenomenon you see.
2
Write 3 sentences about the weather phenomena you see.
WRITING
IN
N
VA
©
3
Choose 1 of the phenomena and follow your teacher’s instructions for the next steps.
Action
Watch the extract associated with your weather phenomenon and answer the questions you will get.
5
When you have finished, give your worksheet to your teacher and go to the next step.
6
Read the extract associated with your weather phenomenon and answer the questions.
watchING
READING
ninety-seven
4
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
97
Reflection 7
What is your opinion about the extract from the book? Complete your opinion card.
WRITING
OPINION CARD The extract was about (name main character) I think this extract was (add adjectives) and because (give 2 reasons) What 3 questions would you like to be answered after having read this whole book?
How do you think the story ends?
IN
N
VA
I would/would not like to read the whole book because
I would/would not recommend reading the book because
©
Rate the extract: 8
Share your opinion with a classmate who didn’t read what your story is all about.
Trace your steps on diddit.
ninety-eight
98
UNIT 2:
EVERY CLOUD HAS A SILVER LINING
SPEAKING
UNIT 3: SHOP TILL YOU DROP check in Step 1: talking about clothes
Step 2: making comparisons
VA
N
Step 3: buying things in a shop
IN
main track
Š
summary
trace your steps
on different tracks check out: going shopping
CHECK IN Are you a big spender? 1
Take the shopping test on diddit. Read your results below. What is your profile?
READING
9-14 You have a hole in your pocket!
And not a small one either! Your money is probably gone the instant you receive it. It’s likely that you regularly encounter financial problems (unless you have a lot of money) because you never save any money. Spending money is fun while it lasts, but you should try to save some for when you really need it!
15-21 Your spending habits are OK.
IN
You know how to handle money; you never get into debt. Without being mean, you don’t spend a penny more than you have to. So, when there’s a special occasion, you always have some money to spend. Thumbs up!
22-27 You’re too cheap!
2
VA
N
You never spend any money because you’re either mean or you don’t have any money. You almost certainly miss out on a lot of fun because of this. It’s a shame, and you should try to do something about it. What good is money if you never spend it? Discuss these questions.
SPOKEN INTERACTION
a Do you agree with the results of the test? Why (not)? b Listen to your classmates. What do they think of their results? c Discuss what you like to spend money on.
©
I’m (quite good/not very good) with money. I get € a week/month pocket money.
I save € a week/month and put it in my bank account.
I spend my money on: games
sweets
clothes
magazines
apps
top up cards mobile phone
accessories
food
…
I enjoy shopping: online (e.g. Zalando, Asos …) at shopping centres at second-hand stores
at street markets
I really don’t!
one hundred
100
UNIT 3:
SHOP TILL YOU DROP
…
MAIN TRACK It’s shopping time
Step 1
Talking about clothes
1 / What do people like to wear? 1
Read the text about Rachel and her friends, and then listen to their conversation and answer listening the questions.
IN
Meet Rachel and Ayisha. Rachel is a real shopaholic. Her friends don’t understand her obsession with new clothes and the latest fashion trends. Today, Rachel has convinced Glen and Ayisha to come with her to Oxford Street, one of London’s most famous shopping areas.
N
a While you are listening, try to find the answers to the following questions. 1 What kind of shop are they in?
VA
2 What shop does Glen want to go to?
3 How many places do they go to?
4 Where in the shop does Rachel go to try on the clothes?
©
5 How does Rachel ask if the trousers look good on her?
1
2
one hundred and one
b Name Rachel’s new clothing items.
3
UNIT 3:
SHOP TILL YOU DROP
101
2
Match these names with the correct pattern. Choose from the words below. checked – flowery – pin-striped – plaid – plain – polka-dotted – spotted – striped – tartan
1
2
5
8
9
N
7
6
IN
4
VA
3
3
Let’s find out what these teens’ favourite outfits are.
©
a Indicate the clothing items (= nouns) and the adjectives in two different ways.
Jill: This is my party dress. My mother bought it for me to wear on special occasions. At my parents’ anniversary party I wore this expensive striped silk dress with very fancy jewellery: a necklace, earrings and a bracelet. My mother also made me wear fancy black shoes. The heels were very high, so they were hard to walk in. I’m a huge fan of glasses and sunglasses. They are a very important accessory for me.
one hundred and two
102
Jamila: This is my absolute favourite outfit. I usually wear it to hang out with my friends. They all say my jeans are really cool because they’re ripped here and there. I love my blue denim ripped trousers. I also love this off-white blouse. On colder days I wear a dark jumper over it. To add some colour on darker days, I wear these clothes with a very colourful leather jacket and my black boots.
UNIT 3:
SHOP TILL YOU DROP
Jamie: I wear these clothes for school. All the boys in my school have to wear this uniform: a white shirt and a tie, green trousers, brown leather shoes and a green jacket. In winter we can also wear a warm coat, a woollen hat, some warm woollen knitted gloves and a scarf. The girls in my school don’t have to wear a tie. They can also wear a skirt with long socks instead of trousers.
IN
Ella: This is my most sporty outfit. I usually wear skirts. I am wearing trainers, a pair of dark blue shorts and a nice loose blue T-shirt. It is easy to move around in these clothes, so I wear them to play football. This is my favourite uniform.
©
UNIT 3:
SHOP TILL YOU DROP
one hundred and three
Name these clothing items. Use articles where possible.
VA
4
SPOKEN INTERACTION
N
b Discuss with the class. · • Whose outfit do you like? Why? • Which outfit won’t you wear? Why not? • Which outfit looks most like the way you dress?
103
Did you know? Plural nouns Trainers, shorts, glasses, trousers are always used in the plural. If you want to express there is more than one, you can say: e.g. There are two pairs of jeans on the table. NOT There are two jeans on the table. 5
Read the text about traditional Indian clothing and answer the questions. a What word is used to refer to designs that take us back to our cultural roots? b Why is Shalwar Kameez also often called a Punjabi suit?
IN
c What type of dress is most common for Indian women to wear?
Traditional Indian clothing
5
N
Dhoti Dhoti kurta is the traditional Indian clothing of men. Unlike other dresses, it is an unstitched piece of cloth usually 5 yards long that is tied around the waist and legs. The knot is tied at the waist. Dhoti is known by different names in different places, such as Laacha in Punjabi and dhuti in Bangla.
©
10
Traditional Indian clothing has become important once again. Well, if you notice the trends in fashion industry, you’ll realize that modern fashion has aped the styling and designing of the bygone eras, the period of royalty, when Maharajas and Ranis used to spend extravagantly on their clothing. Whatever the royals chose to wear was reminiscent of splendour and luxury. The creative fashion designers of today are on the lookout for ethnic designs that brings us closer to our cultural roots and remind us of the glorious past. In this section, we will provide you with information on the different kinds of traditional clothing in India, so read on…
VA
1
15
20
one hundred and four
104
25
Kurta Kurta is a term used to refer to a long loose shirt, the length of which falls below or may be just above the knees of the wearer. In olden times, it was primarily worn by men, but today, it has become a unisex dress that both men and women can wear. Indian shalwar kameez Shalwar kameez is the traditional Indian clothing for women. Due to its high popularity in the region of Punjab, shalwar kameez is commonly referred to as Punjabi suit. The fashion of shalwar kameez in India is not new. For the last few centuries, women have been wearing this wonderful attire.
UNIT 3:
SHOP TILL YOU DROP
READING
30
Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is wearing the solah shringar including bindi, chudi and kajal, etc.
35
Sherwani for men Sherwani is a long coat resembling achkan in styling. It is buttoned up to the collar, and it usually comes below the knee. It adds to the charm and grace of men, especially the taller ones. Indian men spend a lot on buying the sherwani suit for the special occasion of their wedding. attire: clothes, mostly formal bygone: belonging to or happening in the past Maharajas: the male ruler of an Indian state in the past Rani: a female Indian ruler or the wife of a male Indian ruler reminiscent: makes you think of splendour: brilliance yards: a unit of measurement, equal to 3 feet or 90 centimeters
IN
40
Turban In India, one can spot many men wearing turbans. A turban is tied not for the sake of fashion, but because it has a lot of significance in the lives of Indians. The hair turban is a headdress that basically consists of a long piece of unstitched cloth, which is wrapped around the head. Source: www.culturalindia.net
Go through the text again and write the names under the pictures.
N
6
1
READING
3
VA
2
4
6
5
one hundred and five
©
UNIT 3:
SHOP TILL YOU DROP
105
Did you know? India is a country in South Asia. It is the seventh largest country and the second most populous country with over 1.2 billion people. It is surrounded by the Indian Ocean on the south, the Arabian Sea on the southwest and the Bay of Bengal on the southeast. It shares borders with Pakistan, China, Nepal and Buthan. India was a British colony in the 18th and 19th century; therefore English is still one of the most spoken languages in this country. British influence in India remains quite strong, as cricket is the most popular national sport and cars drive on the left.
1
Match the images to the correct descriptions.
2
3
VA
N
1
IN
2 / A gorgeous blue silk scarf
5
6
Š
4
A B C D E F
black leather pants 2 nice loose grey T-shirts expensive dark sunglasses stylish gold shoes a beautiful long red Spanish dress a cute little pink baby jacket 1
2
one hundred and six
106
UNIT 3:
  SHOP TILL YOU DROP
3
4
5
6
Look at the order of the adjectives in exercise 1, complete the grid, and then add 2 more from the texts in exercise 3, p. 102.
N VA one hundred and seven
Determiner
Opinion
Size/age
Š
Shape
Colour
Origin
IN
Material
Make/type
Noun
2
UNIT 3:
  SHOP TILL YOU DROP
107
3
Look around the classroom and complete the grid in exercise 2 with 2 more examples.
4
Write the adjectives in the correct order. 1 (black/metal) sunglasses: 2 (fancy/new/2) school bags: 3 a (brown/leather/small) wallet: 4 (fantastic/mini/modern/3) skirts: 5 (blue/cool/new/nylon/some) trainers:
5
What do you see here? Use at least 2 adjectives to describe the items.
IN
N
VA
Š
one hundred and eight
108
UNIT 3:
  SHOP TILL YOU DROP
6
What do you think of the clothes in exercise 5? Use the expressions from the box below.
SPEAKING
USEFUL EXPRESSIONS
How to express your preferences I love … because … I’m fond of … because … I prefer … / I prefer … to … I have a slight preference for … I like … because… I like … (much) more than … because … I don’t (really) like … because … I don’t like … at all because … I (really) hate … I wouldn’t be caught dead wearing … because …
See p. 124
Pair up! You will get a stack of cards with some items of clothing on them. Describe the items SPEAKING of clothing and say what you think of them.
8
Watch the girl in the vlog. She is presenting her favourite outfits. Answer the questions.
IN
7
watchING
a Which items were not in the video? Tick the boxes. a pair of shorts
a pair of jeans
boots
a bracelet
trainers
VA
a belt
N
a hat
b Which outfit is the nicest? Describe it. Be as precise as you can. A black top is not the same as a black, long-sleeved T-shirt with diamonds.
WRITING
©
SPEAKING
What have you got in your closet that you don’t wear and want to sell? a Preparation: choose one or more item(s) of clothing from your wardrobe and take a picture of it (them). Bring the picture to class (e.g. on your phone). b Action: describe your item(s). Think about age, size, colour, price, etc. Write about 40-50 words.
one hundred and nine
9
UNIT 3:
SHOP TILL YOU DROP
109
c Reflection: check your writing, and then give your text to a classmate who will give you some feedback too. Me
Checklist: describing clothes
Yes I think so
Classmate No
Yes I think so
No
1 Content and structure • I wrote about 40-50 words. • I brought a picture and described the item. 2 Language • I used adjectives to describe the item. • I checked the order of the adjectives. • I used correct spelling and punctuation.
IN
Feedback
SPEAKING
10 Class auction! Maybe someone is really interested in the clothes you don’t really want anymore. a Preparation: bring your clothing item(s) to class. Read your description (exercise 9) again and practise! Decide if you will ask for money or do a clothes swap.
VA
N
b Action: auction off your item. Don’t forget: – Make eye-contact. – Only use a card with some keywords (after all, the item is right there!). – Speak loud enough. – Don’t speak too fast or too slow. – Show confidence by being well prepared. c Reflection: check your speaking task by filling in the checklist. Checklist: class auction
©
1 Content and structure • I brought the item. • I described the item in detail. • I mentioned whether I wanted money or if it was a swap. 2 Language • I used adjectives correctly. • I used correct vocabulary. • I paid attention to my pronunciation. Feedback
CHECK 1, p. 126 one hundred and ten
110
UNIT 3:
SHOP TILL YOU DROP
Yes
I think so
No
Step 2 1
Good, better, best Making comparisons
watchING
Watch the video about how men should dress and do the tasks below. a Complete the transcript with the correct words. Most men wear jeans that are too or too . If you can fit 2 fingers comfortably between the hip and waist band, you found the right . Unless you’re a surfer, avoid shorts that fall below the . On the other hand, no one wants to see your entire thigh. Wear shorts by choosing a length that either breaks at the knee or no more than 2 to 3 above it. In general don’t tuck in
wearing, well, a . Tuck formal shirts in, which are longer with a straight . Untuck casual shirts when the hemline
IN
shirts and and don’t untuck dress shirts or you’ll look like you’re
VA
N
curls upward at the .
b Answer the questions about the video.
1 How can you tell that a jacket is too large?
2 What should be the maximum depth of the V in a V-neck shirt?
©
3 Which tips are given about not limiting yourself? Give 2. 4 Were there any good tips in the clip? Which ones?
one hundred and eleven
5 Did you see anything you really disagree with? If so, what?
UNIT 3:
SHOP TILL YOU DROP
111
2
Glen is going to a party and wants a new outfit. He went shopping with his mother and they have selected 3 outfits. Read what they have to say about each one, and then answer the questions. a What outfit do you prefer? b Underline the words that Glen and his mother use to describe the outfits.
A
B
©
VA
£ 250
N
IN
£ 180
C
£ 370
one hundred and twelve
112
UNIT 3:
SHOP TILL YOU DROP
READING
Glen: I really like outfit A; it’s the trendiest and I think it would make me the coolest guy in the room. The shirt is a bit more formal than I am used to, but the shoes make it look quite sporty. It’s way cooler than the shirt in B. I would feel more comfortable wearing this outfit; to me it’s the most comfortable outfit. And let’s not forget about the price. This outfit is cheaper than the others. In fact, it’s the cheapest. Outfit C is less suitable; I think, it’s just too formal for me.
Mum: I am crazy about outfit C. This suit makes Glen look really smart; it’s actually the smartest of all 3 outfits! The trousers and the jacket are very
IN
simple and modern, the belt is of good quality leather. Maybe the tie is a bit much? I don’t really mind that this outfit is the most expensive because it is so stylish. My least favourite is outfit B. I think outfit A is nicer than this one.
N
c How would you describe outfit B? Use words from the box to complete the sentences. affordable – casual – cheap – colourful – cool – expensive – fancy – fashionable – modern – old-fashioned – original – stylish – trendy – ugly – ultra-posh
VA
– The trousers are – The shirt is
– The boots are
d This is what Glen and his mum think about the 3 outfits. Complete the sentences with a form of the adjective you find in the texts in b. 1 Glen thinks the shirt from outfit A is
than the shirt from outfit B. (cool)
©
2 Outfit C is the , but Glen’s mother thinks that’s fine, because it is also the . (expensive – smart)
3 Outfit A is than outfit B and it is than outfit C. Outfit A is the . (cheap) 4 Outfit B is than outfit C but outfit A is the . one hundred and thirteen
(comfortable)
UNIT 3:
SHOP TILL YOU DROP
113
3
Check the text in exercise 2 to complete the grid. Adjective
Comparative
Superlative
small
smaller than
the smallest than
cheap large
larger than
the largest
nice
than
big
bigger than than happier than than more popular than
expensive
the the most popular
than
the
IN
4
the the happiest
sporty popular
the the biggest
hot happy
the
Use the information from exercise 3 to complete the grammar box.
GRAMMAR
How to make comparisons Comparative and superlative
VA
USE
N
can be used to make comparisons.
USE
– To compare 1 person or thing with another – To compare 1 person or thing with all of their group. person or thing. – Used with ‘the’: – Used with ‘than’: e.g. Outfit A is cheaper than outfit B. e.g. Outfit A is the cheapest. FORM
©
– Short adjectives: add e.g. cheaper, smarter
– Long adjectives: add e.g. more expensive, more popular
FORM
– Short adjectives: add e.g. cheapest, smartest – Long adjectives: add e.g. most expensive, most popular
Keep in mind: – Depending on the adjective, the spelling of the comparative and superlative may be a little bit different. – There are irregular forms! – To say that something is the same, we use ‘as + adjective + as’. e.g. Outfit B is as expensive as outfit C. See p. 121
one hundred and fourteen
114
UNIT 3:
SHOP TILL YOU DROP
5
Complete the sentences with the adjective in the comparative or superlative form. 1 Who is the
woman on earth? (rich)
2 My new shoes are
than my old pair. (comfortable)
3 I couldn’t wear my new dress because the weather was very bad; tomorrow it will be than today. (hot) 4 This is the
outfit I have, perfect for this occasion. (pretty)
5 Brandy Melville is the
shop at the moment. (popular)
6 They sell that item in the
shop in town. (large)
7 The way to buy a lot of clothes is to buy them during the sales; then they’re . (good – cheap) Complete the sentences in the text with the correct form of the adjective. Listen to the text to check your answers.
PARIS
WHAT
online travel guide
IN
6
Paris Fashion Week happens twice a year and depending on your point of view it is either (good) time to be in the city, or (bad). Hundreds of fashion editors, assistants, stylists, models and the general cool crowd come to
N
the French capital to see what they’ll be wearing the next year. One of the ‘Big 4’, Paris Fashion Week has the honour of hosting the finale of every bi-annual
VA
fashion fest that takes place in the city.
Along with New York, London and Milan, Paris Fashion Week is (high) point of weeks and weeks of work for the exhibiting designers and only the beginning of the work for all the editors and journalists who will write about it. The big boys – Chanel, Christian Dior, Givenchy – exhibit their collections in iconic Parisian locations such as the Grand Palais or the Espace Eiffel while the (small) fish are left with (little) high-profile locations; however, their locations are
©
often (cool) the big ones’ locations such as nightclubs and warehouses.
Paris Fashion Week wants to show the fashion industry what is in and what is definitely © Ovidiu Hrubaru / Shutterstock.com
out. Paris Fashion Week is divided into three categories: Men’s Fashion, Haute Couture, and Prêt-à-Porter. The term haute couture is protected in France
so that only (important) fashion houses can claim to have
These collections are (expensive) the others and they are shown at a different time than the prêt-à-porter (meaning ready-to-wear) collections. This is what (big) part of the modern fashion houses exhibit during Paris Fashion Week.
UNIT 3:
SHOP TILL YOU DROP
one hundred and fifteen
Haute Couture collections.
115
An International Flavour Paris’s cultural diversity as a city is often highlighted by the fashion weeks. There are always designers from all over the world, for instance Elie Saab from Lebanon, that show in Paris. (pure) ethnic accents show up on the clothes too whether it be Russian furs strutting down Impasse de la Defense or braided Grecian belts and bright African patterns dominating in the Louvre. Since its start in 1973 Paris Fashion Week has been a Mecca for the fashionistas, and naturally these fabulous people need fabulous parties. As well as all the serious work (runway events and trade shows), PFW is also a great excuse for (luxurious) openings, promotional events and lavish celebrity-studded parties thrown by anyone who’s anyone. Paris, being one of (cultural) metropolises of the fashion world, has a match made in heaven really. Adapted from: https://www.whatparis.com
READING
Are the statements true or false? Correct false statements. Statement
N
7
IN
no shortage of experience in throwing big parties or a lack of luxurious party locations so it is
True False
1 Paris is the only city that hosts a fashion week.
VA
2 The ready-to-wear collection is probably cheaper than haute couture.
3 Big and small brands show their clothes at the same locations during Paris Fashion Week.
©
8
How is it said in the text?
READING
1 When something occurs twice a year, it is 2 Large busy cities are also called 3 When there is not enough, there’s a 4 An extremely well-suited pairing of people or things is a
9 one hundred and sixteen
116
Compare 2 outfits. a Preparation: look at the 2 outfits. – Write down which items of clothing you see in each.
UNIT 3:
SHOP TILL YOU DROP
WRITING
– Decide which one is your favourite.
2
IN
1
b Action: write a paragraph (about 50 words) in which you compare the 2 outfits. Use the comparative and superlative form correctly. Make sure that you use the adjectives below in your comparison. beautiful - casual - cheap - glamorous - nice
N
VA
c Reflection: check your text by filling in the checklist, and then swap your text with a classmate. Did you agree? Yes
©
Checklist: comparing outfits
I think so
No
1 Content and structure • I described both outfits. • I said which one is my favourite and why. • My text is about 50 words. 2 Language • I used the given adjectives. • I used correct vocabulary. • I used comparative and superlative correctly. • I used correct spelling and punctuation. one hundred and seventeen
Feedback
CHECK 2, p. 131
UNIT 3:
SHOP TILL YOU DROP
117
Step 3 1
Can I try this on?
Buying things in a shop watchING
Watch the video and answer the questions. a What do you think she is doing? b Where do you think they are? c Check your answers in the second part of the video.
watchING
Watch the second part and answer the questions. a What are they doing?
b What is so special about it?
c What does the other woman say?
d Does she agree?
e What is her opinion about the next items? f How does she pay for it?
IN
2
g What do you think about this shopping experience?
Read these parts of a conversation between a shop assistant and a customer.
N
3
READING
a Put the sentences in the correct order.
b Who said it? Write S for shop assistant and C for customer.
listening
VA
c Listen to check your answers. Number Sentence
Who?
Yes, of course. The changing rooms are over there. I’d like to have a purple one.
We’ve got it in white, black, red and purple. What colour would you like? Can I help you?
©
Let me check that for you. What size do you need? Oh, I’m sorry, I’m afraid we haven’t got any mediums in purple. In medium we’ve got black and red. Yes, I’m looking for a T-shirt. Have you got this T-shirt in other colours? Medium, please. OK, I’ll try the red one. Red. Can I try it on?
*Pause* Number Sentence Is it OK? one hundred and eighteen
118
That’s £19.50. Would you like to pay by credit card or cash? I’ll try the red one. *Pause* This one is perfect.
UNIT 3:
SHOP TILL YOU DROP
Who?
Number Sentence
Who?
Thanks. Bye. Have a lovely day! Let’s see. I have a larger size in red, blue, pink, black and white. Cash please. Here’s twenty. No, not really. I’m sorry, it’s too tight. Do you have a larger size please? No, that’s it. I’ll take the blue scarf as well. Where can I pay? Do you need anything else? OK, thanks, that’s 50 pence change and here’s your receipt. The cash desk is over there. (walks to the cash desk) Look at these sentences. Who said them? Write S for shop assistant and C for customer. The changing rooms are over there.
What size would you like?
That’s 2 pounds, 20 pence change, please.
Sorry.
It’s a present for my mother. Can you wrap it, please? I’m afraid we don’t have any more left. This one is too tight.
Yes, I’d like to try this on, please. How much are these boots? Cash or card?
Pair up and work out a dialogue with your partner.
SPOKEN INTERACTION
N
5
IN
4
VA
a Preparation: before you start, read through the useful expressions on how to buy something in a shop in the Summary of this unit (p. 125). b Action: decide who will be the shop assistant and who will be the customer. – You will get some cards from your teacher. – When you see this sign , complete the dialogue with the information on your card. – Act out your conversation for another pair of students. – Switch when you are done.
©
c Reflection: check your conversation when you are done, and then ask your audience for some feedback. Checklist: at the shop
Me
Classmate
Yes I think so No Yes I think so No
1 Content and structure • We followed the structure in the useful expressions. • We used the given cards. • I acted out both roles.
one hundred and nineteen
2 Language • I started and ended the conversation correctly. • I spoke fluently. • I paid attention to my pronunciation. Feedback
CHECK 3, p. 137 UNIT 3:
SHOP TILL YOU DROP
119
HOW TO describe people and things
Order of adjectives
That’s a nice fitted blue top! And I adore that short checked skirt.
I just love your long red dress.
VA
N
IN
GRAMMAR
SUMMARY
USE
Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 1 for more information (p. 29). FORM
©
When we use more than 1 adjective to describe something there is a certain order you should follow. 1
determiner
opinion
a
nice
2 fitted
5 origin
warm
6
7
material make/type
NOUN
blue
top
round delicious
one hundred and twenty
120
4
size/age shape colour
2 some
3
gold Chinese woollen
earrings fortune
cookies
knitted
gloves
Keep in mind: – Opinion or attitude always comes first! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.
UNIT 3:
SHOP TILL YOU DROP
HOW TO make comparisons
Comparative and superlative
I am cheaper!
I am really cheap!
I’m good.
But I am the cheapest!
I’m better!
I’m the best!
USE Adjectives can be used to make comparisons. Superlative
– To compare 1 person or thing with another person or thing. – Used with ‘than’: e.g. Outfit A is cheaper than outfit B.
– To compare 1 person or thing with all of their group. – Used with ‘the’: e.g. Outfit A is the cheapest.
IN
Comparative
FORM Comparative
Superlative
Adjective + -est e.g. cheap g cheapest
Adjective + -er e.g. cheap g cheaper
2 syllables
– Adjectives ending in consonant + -y g -y changes to -i before -er e.g. friendly g friendlier happy g happier – Other adjectives more + adjective + than e.g. more boring than more pleasant than
– Adjectives ending in consonant + -y g -y changes to -i before -est e.g. friendly g friendliest happy g happiest – Other adjectives the most + adjective e.g. t he most boring the most pleasant
More + adjective + than e.g. more expensive than more popular
The most + adjective e.g. the most expensive the most popular
VA
N
1 syllable
> 2 syllables
Adjective good bad much many little
Comparative better worse more more less
Superlative best worst most most least
Keep in mind: To say that something is the same, we use ‘as + adjective + as’. e.g. Outfit B is as expensive as outfit C. UNIT 3:
SHOP TILL YOU DROP
one hundred and twenty-one
©
Spelling changes: – Short adjectives ending in a short vowel + consonant = double the consonant. e.g. big, bigger, biggest hot, hotter, hottest – Short adjectives ending in -e = adjective + -r/-st e.g. large, larger, largest nice, nicer, nicest – There are irregular forms!
121
a blouse
a jacket
a T-shirt
a bow tie
a shirt
a dress
(a pair of) shorts
a suit
a top
a coat
a sweater
a skirt
a tie
a pair of trousers
VA
tights
a hoodie
socks
IN
stockings/tights
N
VOCABULARY
1 CLOTHES
underwear
a vest
©
2 ACCESSORIES
a bag
one hundred and twenty-two
122
a handbag
UNIT 3:
a purse
SHOP TILL YOU DROP
a bracelet
a hat
a ring
a cap
a necklace
a wallet
earrings
a piercing
a watch
3 SHOES
boots
high heels
shoes
slippers
trainers
4 COLOURS
blue
orange
pink
brown
red
VA
5 PATTERNS
checked
floral/flowery
grey (BrE)/gray (AmE)
pin-striped
white
plaid
yellow
plain
©
green
IN
black
N
polka-dotted
spotted
striped
tartan
silk
jeans/denim
wool
leather
UNIT 3:
cotton
SHOP TILL YOU DROP
one hundred and twenty-three
6 MATERIALS
123
I wouldn’t be caught dead in your outfit! I like my stylish shirt and matching trousers much more!
I love my new orange sweater, but I don’t really like my shoes. What do you think?
VA
1 Expressing likes
N
IN
USEFUL EXPRESSIONS
HOW TO express your preferences
… it really suits you. … the colours match. … it brings out the best in me/you.
©
I love … because … I’m fond of … because … I prefer … / I prefer … to … I have a slight preference for … because … I like … because … I like … (much) more than … because …
2 Expressing dislikes
one hundred and twenty-four
I don’t (really) like … because … I don’t like … at all because … I (really) hate … I wouldn’t be caught dead wearing … because …
124
UNIT 3:
SHOP TILL YOU DROP
… it doesn’t suit me/you. … the colours don’t match. … it’s the wrong size. … it clashes with my/your personality.
HOW TO buy something in a shop 1 Starting the conversation Hello / Good morning / Good afternoon. Can I help you? Is there anything I can help you with?
No, thanks. I’m just looking. Hi! Yes, I’m looking for … Yes, do you have this/these (name object) in (name size or colour)?
2 Giving information
Can I try it on?
N
I’m sorry, I’m afraid we haven’t got any (name size) left. Oh, I’m sorry, we don’t have that colour anymore.
I need a size (xs, s, m, l, xl). I’d like this in (name colour).
IN
Let me check what we have in stock. Let me check that for you. What size/ colour do you need? Sure, we’ve got this in (name other sizes/colours).
VA
Yes, of course. The fitting rooms are over there. Is it OK? How do you like it?
Oh, it’s perfect. I’ll take it! It fits perfectly. I’ll take it!
No, not really. It’s too (small, big, etc.). Can I try on another size? No, that’s it, thanks.
©
Do you need anything else?
3 Paying
I'll pay cash/ by credit card.
How would you like to pay today? Cash or card? Would you like to pay by credit card or cash?
Here you go!
That’ll be (name price), please.
Thanks! Here’s your change. Here’s your receipt. Have a nice day. We appreciate your business.
Thanks! You too.
UNIT 3:
SHOP TILL YOU DROP
one hundred and twenty-five
4 Finishing the conversation
125
ON DIFFERENT TRACKS Check 1 1
Talking about clothes WRITING
Describe the outfit in the picture you will get. a Preparation: write down a few keywords to describe the outfit. Think about colour, fit, pattern, material, etc.
IN
b Action: describe the outfit in about 50 words. Talk about at least 4 items of the outfit and use at least 10 adjectives. Pay attention to the order of the adjectives!
N
VA
c Reflection: check your text by filling in the checklist. Checklist: describing an outfit
Yes
©
1 Content and structure • My text is about 50 words. • I described 4 items of clothing. • I mentioned colour, patterns, fit and material of the items in the outfit. 2 Language • I used vocabulary to describe clothes correctly. • I used the correct order of adjectives. • I used correct spelling and punctuation. Feedback
one hundred and twenty-six
126
UNIT 3:
Score
<9
9 – 12
> 12
Next exercise
ex. 2
ex. 3
ex. 4
SHOP TILL YOU DROP
I think so
No
Name the colour and the clothing items. Don’t forget to add the indefinite article (a/an) where necessary.
1
2
3
4
5
6
7
8
9
10
IN
2
6
N
1 2
7 8
4
VA
3
9
5
10
Score
<8
≥8
Next exercise
©
ex. 3
Name the items of clothing and add the adjectives. Add the indefinite article a/an where appropriate. Put the adjectives in the correct order!
red / woman’s 1
blue / comfortable / plain 2
beautiful / green 3
UNIT 3:
SHOP TILL YOU DROP
one hundred and twenty-seven
3
127
yellow / swim
cotton / grey / small
4
5
6
Score
<9
≥9
Next exercise
Check 2, p. 131
IN
4
black / fancy
Read the article about school uniforms and answer the questions.
READING
a Why does wearing uniforms limit the students’ self-expression, according to this text?
N
VA
b How can students still show that they are wealthier than others when wearing a uniform, according to this text?
c How many arguments against school uniforms are given in the text?
d What is the best argument?
©
e Can you come up with 3 arguments for wearing school uniforms? 1 2 3
one hundred and twenty-eight
128
f Present your arguments to a classmate who also read the text. Do you agree?
UNIT 3:
SHOP TILL YOU DROP
SPEAKING
Facts against school uniforms for students 1
5
School uniforms have been praised for reducing the risk of violence and crime in schools, and focusing the attention of students on class work and academics rather than fashion and appearances. School uniforms have also caused a dramatic debate, with many people pointing out the many cons of forcing students to wear school uniforms. Uniforms limit individuality and self-expression
15
Forcing students to wear uniforms limits their ability to express themselves and show their individuality. Students express themselves by wearing certain clothes and looking a certain way. When students have to dress identically, they lose the freedom to choose and their rights of self-expression.
IN
10
Uniforms do not eliminate competition and value of appearances
20
N
Those against school uniforms argue that obliging pupils to wear uniforms ultimately fails to level the differences between wealthy and poor students because there are other ways for students to show status. For instance, girls from wealthy families may still wear expensive jewellery, make up, manicures and other accessories. Uniforms are uncomfortable and unpopular
VA
Many students strongly dislike wearing uniforms. Instead of feeling confident about their appearance, some students feel uncomfortable and unhappy. Uniforms do not make schools safer 25
One of the most common reasons used to support the use of school uniforms is the belief that uniforms make schools safer. However, uniforms don’t take away the underlying causes for bullying and teasing. Crimes such as theft can still happen, since school uniforms do not prevent students from bringing jewellery or electronics to school.
©
Cost 30
Depending on the type of uniform a school selects, school uniforms may be less expensive than 'normal' clothes. However, forcing students to wear school uniforms requires parents to buy more clothes for their children, as they will need school clothes and clothes for home.
Score
<7
≥7
Next exercise
ex. 6
ex. 5 one hundred and twenty-nine
Adapted from: www.ehow.co.uk
UNIT 3:
SHOP TILL YOU DROP
129
5
SPEAKING
Design your own uniform. a Preparation: most Belgian school children do not wear uniforms, but suppose your headmaster or headmistress decided to introduce one. What would be a nice outfit for the school? b Action: – Draw your uniform and label the items of clothing, and then tell a classmate about your uniform. – Make sure to talk about at least 4 items and mention colour, material, fit, etc. – Who is the most creative? c Reflection: check your task by filling in the checklist. Ask your partner to give you some feedback. Me
Checklist: my (new) school uniform 1 Content and structure • I drew the uniform and labelled the items. • I described at least 4 items of clothing. • I added some nice features (colour, material, etc.).
Classmate No
Yes I think so
No
IN
Yes I think so
VA
N
2 Language • I used correct vocabulary to describe the clothes. • I used the correct order for the adjectives. • I paid attention to my pronunciation. Feedback
Score
≥ 10
ex. 6
Check 2, p. 131
©
Next exercise
< 10
6
Pair up! You will get some photographs. Describe the outfits the people in the photo are wearing. Make sure the adjectives are in the correct order! Score Next exercise
one hundred and thirty
130
UNIT 3:
SHOP TILL YOU DROP
Check 2, p. 131
SPEAKING
Check 2 1
Making comparisons
Look at the pictures. Choose the item you like most for each line. Compare the clothes/ shoes and write 3 sentences under the pictures. Use the adjectives that are given to form comparatives and superlatives. Use your own ideas as well.
1
£ 69.95
2
£ 44.99
3
WRITING
£ 54.95
(comfortable – expensive)
5
6
VA
N
4
IN
(ugly – old-fashioned – modern)
£ 94.95
8
£ 88.99
9
£ 50.99
©
7
(fancy – cheap – nice)
Score
<7
≥7
Next exercise
ex. 2
ex. 4
one hundred and thirty-one
UNIT 3:
SHOP TILL YOU DROP
131
2
Complete the grid with the correct forms. Adjective
Comparative
Superlative
tiny better than beautiful the largest expensive big thin Score
< 10
≥ 10
Next exercise
IN
3
ex. 3
Complete the text about London’s shopping streets using the adjectives in the box. Pay attention to the degrees of comparison.
N
big – calm – easy – elegant – exclusive – famous (x2) – good – great (x2) – ideal – old – old-fashioned
Top shopping destinations in London
VA
London has shopping streets, many of which have their own themes or specialties. Luxury goods in Mayfair, crazy finds in Covent Garden, large shopping centres like Westfield … You can easily spend an hour, an afternoon or a whole day shopping in London. Here’s our guide to London’s top shopping areas. Oxford Street
The heart of London shopping, Oxford
Street has more than 300 shops, designer
©
outlets and landmark stores. Home to the legendary Selfridges, it also has
department stores such as John Lewis and Debenhams. Hate the crowds? Slip into a side street and it’s to leave the masses of people behind. Regent Street and Jermyn Street The shopping street, Regent Street, offers a good range of mid-
one hundred and thirty-two
132
priced fashion stores alongside some of the city’s and shops, including Hamleys, Liberty and The Apple Store. Nearby, historic Jermyn Street is well-known for men’s clothing shops and is so typically British, it brings out the gentleman in anyone!
UNIT 3:
SHOP TILL YOU DROP
Bond Street and Mayfair Whether you’ve got money to burn and want to splash out on the in designer clothes, or just love luxury window shopping, Bond Street and Mayfair are places to go for some extravagant shopping. Popular with celebrities, this is probably London’s shopping area, home to big names including Burberry, Louis Vuitton and Tiffany & Co. Covent Garden
IN
Whether you want hip fashion, unique gifts, rare sweets or
handmade jewellery, Covent Garden is the
place to explore. You can stock up on the latest urban street wear, funky cosmetics and shoes on Neal Street, check out imaginative arts and crafts at Covent Garden Market or just window shop
N
around the stores.
crowds: a large group of people sleek: smooth, shiny, looking well-cared for to splash out: to spend a lot of money on buying things
VA
Canary Wharf
Canada Square, in London’s Docklands, is home to many of the UK’s leading businesses, but it also has a shopping centre, open seven days a week. Sleek and modern, Canada Square has more
©
than 200 shops, with all the major high-street chains as well as the selection of
designer stores. Look out for names like Oasis and Zara.
If you can avoid the weekday lunch-hour rush, it’s one of London’s shopping experiences. Adapted from: www.visitlondon.com
Next exercise
< 10
≥ 10 one hundred and thirty-three
Score
Check 3, p. 137
UNIT 3:
SHOP TILL YOU DROP
133
4
Compare items using the comparative and superlative. a Write 6 sentences using the comparative. Compare the items from the first column to the ones on the right. Use the adjectives in the middle column. 1
teacher
intelligent
my best friend
2
English
easy
Dutch
3
Spain
warm
Germany
4
my bracelet
shiny
your necklace
5
suit
expensive
dress
6
bike
slow
car
IN
b Choose words from the box to write 4 sentences using the superlative. Look at the example given.
N
Clever – easy – expensive – fabulous – fancy – handsome – old-fashioned 1 My best friend is the cleverest person I know.
3 4 5 Score
VA
2
≥7
ex. 3
ex. 5
©
Next exercise
<7
5
Read the text and answer the questions. a Why is New York the best according to the text? b How come they say that Italy dominates the list? c How did they make up this list?
one hundred and thirty-four
134
d What 3 categories did they take into account?
UNIT 3:
SHOP TILL YOU DROP
READING
Los Angeles
Bangkok
Hong Kong
London
Paris
New York
e Complete the chart according to the information from the text. Where can you ….
do Christmas shopping buy famous designer clothes find out what clothes celebrities buy have your clothes made for you buy electronic goods visit vintage shops visit independent shops
IN
get a good bargain
Best cities in the world for shopping in 2019
Paris, London, and Milan reign as fashion capitals, but New York City beats them all. Thanks to its healthy mix of world-famous window displays, designer labels, and independent boutiques, the Big Apple has been named as the world’s best city for shopping in 2019, according to the CEOWORLD magazine. Across the Atlantic, Italy dominated the European shopping scene, with three cities ‒ Milan, Rome, and Florence ‒ receiving high marks. To pinpoint which cities around the world are favourites for globetrotters who travel to shop, we surveyed 1,200 global experts, using a 1-to-100 scoring scale for each 3 factors.
©
10
N
5
Shopping is one fun activity which is enjoyed by people of all ages and nationalities. It is kind of a stress buster to buy things you love at the most exquisite displays. Be it clothes, shoes, or artifacts, there are some exclusive shopping destinations in the world which will amaze you at the range of stuff they offer. The shopping experience doesn’t just get better but also goes easy on the pocket. The wide range of shopping goods defines the beauty of a shopping destination.
VA
1
15
1) Variety: major shopping centres, designers, quantity of upscale shops, shopping malls, boutique retailers, number of available brands, and the little-known antiques shop. 2) Friendliness: city beauty, quality of window displays, shop decor, staff friendliness, city dining experience, and accommodation options. 3) Value for money: bargain opportunities, such as sale seasons and average prices. Here are some of the exciting shopping destinations of the world which keep your suitcase filled with amazing take back goods:
25
New York City, USA: This is the best all-round shopping destination in the world. With hundreds of international brands, there are thousands of boutiques, vintage shops that are exclusive to the city. Try out malls such as Time Warner Centre, SoHo boutiques, pop-up shops in Byrant Park and Union Square for a majestic experience.
UNIT 3:
SHOP TILL YOU DROP
one hundred and thirty-five
20
135
45
50
IN
40
Hong Kong, China: For people who love bargain goods and electronics, this is the perfect destination. Try out Jade Market, Temple Street, Street Night Market, and also visit Kowloon’s Nathan Road which is a major retail outlet. This place is also famous for tailored goods where clothes can be custom-made by a wide range of tailoring options. Bangkok, Thailand: The well-known department store MBK comprises nearly 2000 stores of various outlets and brands. Chinatown has the cheapest and the most affordable goods which feeds into your shopping mania. Chatuchuck market is also one of the biggest shopping markets in the world. Los Angeles, USA: This glam capital of the world has nothing but the best to offer for the crazy shopper. Rodeo Drive is one of the most famous streets in the world for shopping. All the top-notch brands such as Armani, Chanel, and Christian Dior are present in this elegant shopping destination. For a relaxed market atmosphere, try the Farmers’ Market for satiating your taste buds as well! Have a fashionable shopping trip to Melrose Avenue to get to know what all clothing celebrities live for!
N
35
London, United Kingdom: The best shopping of the world happens at Oxford Street which has the famous department store John Lewis. For mid-priced fashion outlets, check out Regent Street. Bond Street, Mayfair and Carnaby Street’s independent brands are another star attraction. Notting Hill is another amazing place with vintage offerings for the passionate shopper! For years London has been known as an amazing destination for affordable electronic goods.
VA
30
Paris, France: Don’t miss shopping at the fashion capital of the world. High-end fashion labels such as Chanel, Louis Vuitton have their biggest outlets here. Also check out the Paris’ Golden Triangle which offers the best shopping options. Check out the Christmas market during January to get budget-friendly shopping options here. For people who love fashion, Paris is the ultimate destination for shopping.
Adapted from: https://ceoworld.biz
f Look at the top 10. Compare the cities. Write 5 sentences using the comparative and superlative.
©
Rank
one hundred and thirty-six
136
UNIT 3:
City
Variety Friendliness Value for money Score
1
New York City, United States
95
94
97
97
2
Paris, France
91
93
94
96
3
London, United Kingdom
86
91
93
94
4
Hong Kong
81
89
92
92
5
Bangkok, Thailand
74
88
89
91
6
Los Angeles, United States
73
87
86
88
7
Singapore
72
82
85
86
SHOP TILL YOU DROP
Rank
Variety Friendliness Value for money Score
8
Dubai, United Arab Emirates
70
81
81
84
9
Milan, Italy
68
80
79
82
10
Seoul, South Korea
66
79
76
80
Score
< 14
≥ 14
Next exercise
ex. 3
Check 3
Check 3
Buying things in a shop
Pair up and act out a conversation in a shop. a Preparation: decide which role you will play, customer or shop assistant. Read the role card and make some notes if necessary.
SHOP ASSISTANT
SPOKEN INTERACTION
IN
1
City
CUSTOMER
You are looking for a red leather jacket. You see a jacket you like but it is not your size. You really want this jacket so you will ask the shop assistant if they can help you.
N
Your shop has some new inventory: a lot of leather jackets have come in in different colours and sizes. Besides that, there is a whole new range of wonderful belts, scarves and other accessories.
VA
Make sure you can help your customers. They often ask: • for a different size. • for a different colour. • to try on clothing.
You end up buying a jacket and … something else.
©
b Action: act out your conversation for another pair of students or the teacher. Follow all steps: starting the conversation, giving or asking for information, paying and ending the conversation. c Reflection: check your task when you are done. Does your teacher agree? Checklist: a conversation in a shop
Yes
I think so
No
1 Content and structure • I followed the instructions on my role card. • I followed all the steps of a good conversation.
one hundred and thirty-seven
2 Language • I used the correct expressions as customer or sales assistant. • I spoke fluently. • I paid attention to my pronunciation. Feedback
Score
<7
≥7
Next exercise
ex. 2
ex. 4 UNIT 3:
SHOP TILL YOU DROP
137
2
Who says it? Highlight the sentences of the shopkeeper and the customer in 2 different colours. see if it fits? Would you like to try it on to I’m also looking for some nic e shorts. ? OK, how would you like to pay
Yes, I’m looking for a sweater. I’m an extra large.
May I help you? Do you have them in grey as well? credit cards? Do you take
How does it fit?
Score
IN
e a nice day! Thank you. Hav
<8
≥8
Next exercise 3
ex. 3
How do you say…?
VA
2 Where do you try them on?
N
1 Before you buy an item of clothing, you want to make sure it’s the right size. You ask:
3 If it’s too small for you, you can ask the sales assistant:
4 If you want to know how the customer wants to pay, you ask:
©
5 How do you ask for the price of a scarf?
Score
<4
Next exercise 4
≥4 All done!
Watch the video about future shopping. a Answer the questions. 1 What is the topic of this video?
one hundred and thirty-eight
138
2 Why does she like this type of shopping?
UNIT 3:
SHOP TILL YOU DROP
watchING
3 Why do they need your data? 4 Why is deciding the tricky part? 5 What is she looking for? 6 How does she try them on? Explain. Total:
/ 7
N
VA
WRITING
IN
b What do you think about this way of shopping? • Give some advantages and/or disadvantages. • Think about what you like best. What do you prefer? Use some good expressions to give your opinion. Check the useful expressions in the Summary on p. 124 if necessary. • Write down your opinion (about 50 words).
• Share your opinion with a classmate. Checklist: giving your opinion
Yes
I think so
No
©
1 Content and structure • I gave some advantages and disadvantages. • I gave my opinion about this type of shopping. • My text is about 50 words. 2 Language • I used some expressions to give my opinion. • I used correct basic grammar. • I used correct spelling and punctuation.
Total:
one hundred and thirty-nine
Feedback
/ 10
Score
< 14
≥ 14
Next exercise
ex. 3
All done!
UNIT 3:
SHOP TILL YOU DROP
139
CHECK OUT: GOING SHOPPING Orientation You will have 2 conversations: – There is a special occasion coming up. Try to find/buy the perfect outfit for it! – You are a shop assistant and you will try to sell your best pieces.
Preparation 1
You will get a role card with a special occasion.
2
Check magazines, social media, websites of famous brands/shops and look for a good outfit for your occasion. Make sure you know what you are looking for.
3
Don’t forget that you will have to stick to your budget.
4
IN
Action You are going to the shop to buy your outfit. Act out your conversation.
SPOKEN INTERACTION
A: shop assistant You help the customer, ask about the size, the colour, the material, etc. and you try to sell extra clothing or accessories.
5
Now take on the role of shop assistant and try to help your customer.
VA
Reflection 6
N
B: customer You buy the things you need. Describe at least 3 different pieces of clothing and use at least 4 adjectives to describe what you are looking for. Compare at least 2 items with each other and be precise when describing the items.
Check your task by filling in the checklist. Checklist: going shopping
1 Preparation • I looked for a good outfit for the event.
©
2 Content and structure • I started and ended the conversation well. • I kept the conversation going. • I compared at least 2 pieces (as the customer). • I described at least 3 pieces of clothing (as the customer). • I tried to sell extra items (as the shop assistant). • I convinced the customer (as the shop assistant). • I was friendly. 3 Language • I used words about clothes correctly. • I used at least 4 different adjectives to describe my outfit. • I used adjectives in the correct order. • I used basic grammar correctly. • I spoke fluently. • I paid attention to my pronunciation.
one hundred and forty
140
Feedback
Trace your steps on diddit.
UNIT 3:
SHOP TILL YOU DROP
Yes
I think so
No
UNIT 4: ONCE UPON A TIME check in Step 1: talking about the past
N
Step 2: exploring the past simple
VA
Step 3: reading and building stories
IN
main track
Š
summary
trace your steps
on different tracks check out: MY OWN FAIRY TALE
CHECK IN When I was young, my grandma told me some stories 1
Look at the images and match them with the corresponding fairy tale.
READING
IN
Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling
2
4
©
3
VA
N
1
5 2 one hundred and forty-two
142
6
Discuss these questions. a Do you know these stories? If so, tell a partner what they are about. b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?
UNIT 4:
ONCE UPON A TIME
SPOKEN INTERACTION
MAIN TRACK Step 1
Once upon a time … Talking about the past
1 / Once there was… 1
What words do you associate with fairy tales?
SPOKEN INTERACTION
a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. Places
Things
N
IN
People
VA
©
Watch the opening scene of the series Once upon a time ... and answer the questions.
watchING
a How does the story start?
b Where does it take place? c Who is in the story? d What happened?
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2
e Do you know this series? If so, do you like it?
UNIT 4:
ONCE UPON A TIME
143
3
watchING
Watch the second scene and answer the questions. a What characters did you see? b Who was the prince looking for? c What happened to her? d How did he wake her up? e What is the first thing she said when she woke up? f Who interrupted the wedding?
IN
g What did she come for?
The story in Once upon a time ... is about Snow White and the Seven Dwarfs. Do you remember the plural of nouns in English? Complete the grammar box.
N
4
How to talk about more than one thing
GRAMMAR
VA
To talk about more than one thing, you make a noun plural by adding to the noun. Note that there is never an apostrophe (’) to make a noun plural in English. Singular a book a story a box
Plural
Rule:
two books
General rule:
two stories
If the noun ends in a consonant + -y:
two boxes
If the noun ends in a hissing sound (-s/-es/-x):
©
Most nouns ending in -f, -fe or -ff have a regular plural, e.g. cliff g cliffs. But sometimes the spelling of the root word changes: Singular
a half a thief a knife a wife
Plural
two halves two thieves two knives two wives
Explanation Some words ending in -f or -fe change the plural to
.
There are more exceptions and some words can have 2 plural forms: Singular one hundred and forty-four
144
a dwarf a hoof an elf
Plural
Explanation
two dwarfs or dwarves The form ending in -ves is often the ‘magical’ form. two hoofs or hooves two elfs or elves
To learn more about (irregular) plural, check the Summary of this unit.
UNIT 4:
ONCE UPON A TIME
See p. 173
5
Rewrite the sentences with a noun in the plural. Use the numbers in brackets if there is one. 1 Aladdin is a thief. Aladdin is the king of 2 There was 1 bus for 1 child. (3-45) There were 3 There is a wolf in our neighbouring country. (11) There are more than 4 There is one good fairy to help the princess. (3-7) 5 Dobby is a house elf. All house serve their masters. Read the opening scenes of these stories and answer the questions.
IN
6
READING
a Write the appropriate title above each story. b Complete the grid below.
Extract 2
Extract 3
When?
Where?
VA
N
Extract 1
Main character(s)
EXTRACT 1:
UNIT 4:
ONCE UPON A TIME
one hundred and forty-five
©
Once upon a time there were 3 bears who lived together in a house of their own in the woods. One of them was a little wee bear and one was a middle-sized bear and the other was a great big bear. They each had a bowl of porridge: there was a little bowl for the little wee bear and a middle-sized bowl for the middle-sized bear and a big bowl for the great big bear. And there were 3 chairs. They each had a chair to sit in: a little chair for the little wee bear and a middle-sized chair for the middle-sized bear and a big chair for the great big bear. And they had each a bed to sleep in: a little bed for the little wee bear and a middle-sized bed for the middle-sized bear and a great bed for the great big bear. One day, after they had made the porridge for their breakfast, and poured it into their porridge bowls, they walked out into the woods while the porridge was cooling, so that they might not burn their mouths by beginning too soon, because they were polite, wellbrought-up bears. And while they weren’t at home, a little girl called Goldilocks, who lived on the other side of the woods, passed by the house. She had to run errands for her mother but stopped at the house and looked in at the window. And then she peeped through the keyhole …
145
EXTRACT 2: Long, long ago, there was a king and a queen. They were very sorry that they had no children, so sorry that it cannot be told. It was their biggest wish to have a baby. At last, however, the Queen had a daughter, Aurora. There was a very fine christening; and the Princess had as godmothers all the fairies they could find in the whole kingdom (there were 7 of them). Every fairy had a gift for her. It was the custom of fairies in those days. In this way, the Princess had all the perfections imaginable; she was beautiful, sweet and lovely. When the christening was over, the company returned to the King’s palace. There was a great feast for the fairies. All of them had a magnificent plate covered with solid gold; on it was a spoon, a knife and fork (made of pure gold, set with diamonds and rubies). But while they were all sitting down at the table they saw a very old fairy named Maleficent come into the hall. She had not been invited, because for more than 50 years she had not left a certain tower, and she was believed to be either dead or enchanted.
IN
EXTRACT 3:
7
a christening: to give a baby a name at a Christian ceremony enchanted: affected by magic a fairy: an imaginary creature with magic powers, usually represented as a very small person with wings porridge: a breakfast made of oatmeal, or some other meal or cereal, boiled to a thick consistency in water or milk.
VA
Adapted from: www.storynory.com
N
A long time ago, in Persia, a poor boy called Aladdin was playing with his friends in the streets of the city. He was not alone. And then suddenly a stranger came up to him and asked him if he was the son of Mustapha the tailor. ‘I am, sir, or rather I was,’ replied Aladdin, ‘but he died a long while ago.’ When the stranger heard this, he embraced Aladdin saying: ‘My boy – I wasn’t there before, but I am here now. I am your long lost uncle.’ ‘Where were you all this time?’ asked Aladdin, but he didn’t wait for an answer and ran home, told his mother all about this newly found relative, and she prepared supper for them all.
Check the underlined verbs in extracts 1, 2 and 3 and answer these questions. a Which verb are these verbs from?
©
b When is this set? in the past
in the present
in the future
c Complete the grid with the missing forms. Positive form
Negative long form
I
wasn’t
You He/she/it one hundred and forty-six
146
Negative short form
were not was
We You They
UNIT 4:
were
ONCE UPON A TIME
weren’t
8
Answer the questions about the extracts in exercise 6. Write complete sentences and use the past form of ‘to be’ in your answers.
READING
a Were the bears in the house when Goldilocks looked through the window? b Where were the 3 bears then? c What was their breakfast? d What was the biggest wish of the king and queen? e Were all the fairies invited?
IN
f Was Aladdin alone? g Who was Aladdin?
Read the speech bubbles.
VA
9
N
h Who was the man that Aladdin met?
a Complete the sentences with the past simple of the verb ‘to be’. b Who said it? The characters are taken from the stories in exercise 6.
I invited to the christening
little house. I wanted to go in and nobody
party for the king and queen’s
there. There 3 bowls
daughter. I furious and
©
I in the woods and I found this
with porridge. I tasted them all and
that’s why I put this terrible curse on
eventually ate the medium bowl entirely.
the young princess, Aurora;
It delicious. I very
and they able to prevent
tired so I went to bed and when I woke up,
this from happening.
there 3 bears, a little one,
By sunset on her sixteenth birthday,
a middle-sized one and a big bear.
she would prick her finger on the
They friendly, so I
spindle of a spinning wheel and die! one hundred and forty-seven
afraid of them.
UNIT 4:
ONCE UPON A TIME
147
Life in the city hard for us. We poor and hungry; we had to steal sometimes to survive. It always easy, we in trouble sometimes but I brave. I more than just a thief and one
day the people able to see that.
10 Look at the questions in exercise 8. Make 2 groups of questions and complete the grid. Tip: look at the answers! a
b
Answer
Type of question
IN
Questions
Example
N
Form
+ subject + rest?
QW* + + subject + rest?
VA
*QW = question word
11 Now use the information from the previous exercises to complete the grammar box.
GRAMMAR
How to talk about the past Past simple of ‘to be’
©
To talk about a past state, we use the verb ‘to be’ in the past simple tense. e.g. Once there was a king. Keep in mind:
– In the negative (–) you can use a long form and a short form.
e.g. I was not = You were not = – To form questions (?), there is inversion and you can answer with a short answer.
e.g. I was brave.
g Were you brave too?
g Was the queen happy too? No,
The king was happy.
one hundred and forty-eight
148
Yes,
See p. 175
UNIT 4:
ONCE UPON A TIME
12 Complete the grid with correct sentences: positive, negative or question. Positive sentence
Negative sentence
Question
1
Was the prince old?
2 Aladdin was his nephew.
3
Goldilocks wasn’t afraid.
4 The 3 bears were very nice.
5
Were the 3 fairies friendly?
7 You were a fan of fairy tales.
IN
6 The witch was good and brave.
2 / Modern versions of old fairy tales
watchING
Watch the extract from the film Beastly and answer the questions.
N
1
VA
a Who are the people in the pictures? Complete the fact file about these characters.
Character’s name
What does he/she look like?
©
How does the character act?
b Who do you think is the good and who is the bad character? Why do you think this? UNIT 4:
ONCE UPON A TIME
one hundred and forty-nine
How do other characters react to this character?
149
2
Read the text and decide which fairy tale was the inspiration for this story.
‘I am a beast. A beast. Not quite wolf or bear, gorilla or dog, but a horrible new creature who walks upright – a creature with fangs and claws and hair springing from every pore. I am a monster. You think I’m talking fairy tales? No way. The place is New York City. The time is now. It’s no deformity, no disease. And I’ll stay this way forever – ruined – unless I can break the spell. Yes, the spell, the one the witch in my English class cast on me. Why did she turn me into a beast who hides by day and prowls by night? I’ll tell you. I’ll tell you how I used to be Kyle Kingsbury, the guy you wished you were, with money, perfect looks, and a perfect life. And then, I’ll tell you how I became perfectly beastly.’ Source: www.alexflinn.com
watchING
Watch the next extract and answer the questions. a How did Kyle become ‘a beast’?
IN
3
b Are the statements true, false or not mentioned in this extract? Correct the false statements. True
N
Statement 1 Kendra suddenly appeared on the balcony.
VA
2 Kyle greeted Kendra.
3 Kendra asked why he was there.
4 Kyle replied that it was a joke.
©
5 Kendra cursed Kyle.
6 Kyle played with girls’ feelings.
7 Kyle cried when Kendra disappeared.
8 Kyle’s father travelled a lot.
one hundred and fifty
150
UNIT 4:
ONCE UPON A TIME
False
Not in text
4
watchING
Watch the clip again and answer the questions. a What is the conflict (= twist) in the story? Explain. b Why does Kendra curse him? c How can the spell be broken?
5
listening
Listen to the original story. a How does it end?
IN
b What is the last sentence?
6
N
Look at the sentences from exercise 3b on p. 150 and do the tasks. a Underline the verbs in the sentences.
VA
b To which time period do all the verbs refer?
past
present
future
c Write the base form of the verb in the right column. d Finally write down the rule on how to form the past simple from these regular verbs. Past simple Sentence
Base form of the verb
Kendra appeared on the balcony.
©
Kyla greeted Kendra.
Kendra asked Kyle something. Rule:
READING
Read the extract from the book Beastly and answer the questions. a Who is talking? I= b Where was he?
one hundred and fifty-one
7
c How did Kyle make himself invisible?
UNIT 4:
ONCE UPON A TIME
151
d Where did he want to go? e Why did he fear Sloan seeing him? f Why couldn’t he go in? g Why didn’t he want to go in anyway? h Did you read or see Beauty and the Beast when you were little? Yes, I did/No, I didn’t.
IN
i Did you enjoy the story? Why/why not?
That night, for the first time since moving to Brooklyn, I went out onto the street. I waited until night, and even though it was early October, I wore a big coat with a hood, which I pulled up 5 over my face. I wrapped a scarf around my chin and cheeks. I hurried close to the buildings, turning so people wouldn’t see me, ducking into alleys to avoid coming too close to anyone. I shouldn’t have to do this, I thought. I am Kyle 10 Kingsbury. I’m someone special. I shouldn’t have been reduced to skulking in alleyways, hiding behind garbage Dumpsters, waiting for some stranger to yell, ‘Monster’. I should have been with people.
VA
N
1
©
Yet, I hid and ducked and skulked and luckily went unnoticed. That was the weird thing. No one noticed me, even those who seemed to look right at me. Unreal.
15
I knew where I wanted to go. Gin Elliott, from my class at Tuttle, had the hottest parties at his parents’ place in SoHo when they were away. I’d been watching the mirror, so I knew they’d be away this weekend. They always stayed in the Hamptons over the weekend. I couldn’t go to the party – not as a stranger, and certainly not as myself, as Kyle Kingsbury reduced to nothing.
But I thought that maybe – just maybe – I could stand outside the party and watch people going in and out and who enjoyed getting drunk. I could watch them from Brooklyn, sure. But I wanted to be there. No one would recognize me. My only risk was that maybe someone would see me, that I would be captured, held as a monster, maybe made a zoo creature. Not a small risk. But my loneliness made me brave. I could do it. And still, as 25 people travelled to where they wanted to go, it seemed they were looking, but they never really saw me. 20
one hundred and fifty-two
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UNIT 4:
ONCE UPON A TIME
Did I dare to take the subway? I did dare. It was the only way. I found the station I’d seen so many times from my window, and pushing back once again the thought of being placed in a zoo and having my friends come there on field trips to see me, I bought a MetroCard 30 and waited for the next train. When it arrived, it wasn’t crowded. Rush hour was over. Still, I sat away from the other passengers, taking the worst seat in back. I faced the window. Even so, a woman in a nearby seat moved away when I sat. I watched her, reflected in the windowpane, as she passed me, holding her breath. She would have been able to see my animal reflection if 35 she’d looked. But she didn’t look, just walked, lurching against the movement of the train, wrinkling her nose as if she smelled something bad. She went to the farthest part of the car to sit, but she didn’t say anything.
IN
Then I figured it out. Of course! It was warm. In my heavy coat and scarf, I looked like a homeless person. That’s what they thought I was, the people on the street and the train. 40 That’s why they hadn’t looked at me. No one looked at the homeless. I was invisible. I could walk the streets, and as long as I kept my face sort of hidden, no one would notice me. It was freedom, in a way. Braver, I looked around. Sure enough, not one eye met mine. Everyone looked at their books, or their friends, or just … away. Adapted from: Alex Flinn, Beastly
Check the text for the correct form of the past simple of the verbs in the grid. Complete the sentences and write down the rule on the right. Past simple
Base form Rule: of the verb
VA
Sentence
N stay
vowel + -y:
The people getting drunk.
enjoy
regular
I close to the buildings.
hurry
I a scarf around my chin and cheeks.
wrap
When it , it wasn’t crowded.
arrive
A woman in a nearby seat away.
move
As people , it seemed they were looking.
travel
©
They in the Hamptons.
9
consonant + -y: stressed vowel + consonant: verb ends in -e: vowel + -l:
Complete the sentences with the correct form of the verb in brackets in the past simple. Pay attention to your spelling! 1 He was very little. That’s why they (to call) him Little Thumb. 2 He (to enjoy) playing with his brothers and they never (to carry) him when they (to play) basketball. 3 He (to drop) a pebble while walking through the woods.
UNIT 4:
ONCE UPON A TIME
one hundred and fifty-three
8
153
4 He (to hurry) to the river side very early in the morning and (to fill) his pockets with pebbles. 5 His brother (to cry) when their parents were away. 6 He (to try) to bring them home again. 7 Little Thumb (to climb) up to the top of the tree and (to look) around, he (to turn) his head and (to notice) a glimmering light. 10 Not all verbs follow the regular ‘verb + -ed’ rule. Many verbs are irregular. Find the irregular past simple forms of these verbs in the text in exercise 7. Base form
Past simple
Base form know
find
make
IN
buy
Past simple
go
sit
have
think
hide
wear
How to talk about the past
VA
Past simple
N
11 Use the information from the previous exercises to complete the grammar box.
GRAMMAR
– We use the past simple to talk about actions and events that happened in the and that are completely .
– The past simple is often used to tell .
e.g. It all started in November 2014. Regular verbs
©
Base form of the verb + -ed e.g. walk g walked
Irregular verbs
You have to learn them by heart (see list p. 177).
There are some spelling difficulties and some regular verbs don’t exactly follow the regular rule!
How to study vocabulary and grammar
See p. 175
STRATEGY
Knowing the irregular verbs by heart is an absolute must! You will find a list of irregular verbs in this unit on p. 177. one hundred and fifty-four
154
– Divide the list into smaller parts (e.g. 7 verbs) and study one part every day. – There are a lot of (online) tools that can help you study. Try using an app like Quizlet to study irregular verbs and word lists, etc.
UNIT 4:
ONCE UPON A TIME
See p. 177
12 Complete the extract from Beastly with the missing verbs in the past simple form. I’ve changed my name. There (to be) no Kyle anymore. There (to be) nothing left of Kyle. Kyle Kingsbury (to be) dead. I didn’t want his name anymore. I (to look up) the meaning of Kyle online, and that (to clinch) it. Kyle means ‘handsome’. I (to be). I (to find) a name that means ‘ugly’, Feo (who would name their kid that?), but finally (to settle) on Adrian, which means ‘dark one’. That (to be) me, the dark
IN
one. Everyone – by which I mean Magda and Will – (to call) me Adrian now.
I (to be) darkness. I (to live) in darkness too.
I (to start) sleeping during the day, walking the streets and riding
N
the subways at night when no one could really see me. I (to finish) the hunchback book – everyone (to die) – so I (to read)
The Phantom of the Opera. In the book – unlike the dorky Andrew Lloyd Webber musical
VA
version – the Phantom (not to be) some misunderstood romantic loser. He (to be) a murderer who (to terrorize) the opera house for years before kidnapping a young singer and trying to force her to be the love he was denied.
©
13 You are a character in a fairy tale. Write what happened to you in your diary.
WRITING
fairy godmother
apple
woods
gingerbread house
witch
poor boy
stepsisters
ball
dwarfs
midnight
flying carpet
knight
lamp
genie
oven
mirror
1
3
2
4
b Action: choose one of the fairy tales and write what happened to you in your diary. – Write a paragraph of about 75 words. – Use the keywords.
UNIT 4:
ONCE UPON A TIME
one hundred and fifty-five
a Preparation: look at the keywords below. Group them and find the fairy tales in which these objects/people occur.
155
– Use the past simple and pay attention to the irregular verbs! Use at least 5 verbs from the box below. to appear – to be – to enter – to find – to fly – to go – to hide – to leave – to live – to put – to run – to sleep – to wake up
IN
VA
N
c Reflection: check your text by filling in the checklist, and then have a classmate give you some feedback too.
©
Checklist: diary of a fairy tale character 1 Content and structure • I chose 1 fairy tale to write about. • My text is about 75 words. 2 Language • I used the past simple correctly. • I checked the irregular forms. • I used the keywords correctly. • I used correct spelling and punctuation. Feedback
one hundred and fifty-six
156
CHECK 1, p. 180
UNIT 4:
ONCE UPON A TIME
Me
Classmate
Yes I think so No Yes I think so No
Step 2
Happily ever after?
Exploring the past simple
1 / Careful what you wish for 1
READING
Read the story in the past simple and answer the questions. 1 Where were Aladdin and Abu? 2 What does the place look like? 3 Why were they there? 4 Who did they meet inside? 5 How did they find the lamp? 6 What went wrong inside?
IN
7 How did they get out? 8 What did the evil man do?
9 What happened when Aladdin rubbed the lamp?
Still disguised as an old man, Jafar led Aladdin and his friend Abu to the Cave of Wonders
N
1
in the middle of the desert. Sure enough, the Cave gave Aladdin permission to enter, (it didn’t give permission to Jafar), as long as he didn’t touch anything except the lamp. While Jafar was waiting outside, Aladdin and Abu nervously entered the Cave. There were mountains of gold and precious jewels, which could have made Aladdin and Abu very rich,
VA
5
beyond their wildest dreams. But they didn’t see the lamp. Aladdin and Abu searched through the vast Cave and met a shy Magic Carpet. It didn’t leave them alone and luckily the enchanted Carpet knew exactly where the magic lamp was. However, just as Aladdin collected the lamp, Abu took an enormous ruby. 10
The Cave was angry that its rule had been broken. It tried to trap Aladdin and Abu, but the Carpet came to their rescue.
©
Aladdin handed the lamp to Jafar and the evil man tried to give him his ‘eternal reward’– death! Abu managed to stop Jafar by biting his arm and stole the magic lamp back. Aladdin and Abu were still trapped inside the Cave, but were safe from Jafar for now. Aladdin
15
didn’t understand what was so special about the lamp, until he rubbed it. A Genie appeared and told Aladdin that he would grant him three wishes. Aladdin thought carefully about his wishes. He didn’t know it would work but he tricked the Genie into freeing him from the Cave. He didn’t lose a wish.
2
Do you recognize the irregular verbs? Tip: highlight the forms that you make mistakes on and study them again.
UNIT 4:
ONCE UPON A TIME
one hundred and fifty-seven
Adapted from: Disney Princess Enchanted Character Guide
157
3
Find 4 negative sentences in the text and complete the grid below. Past simple Regular verbs
Positive sentence
Negative sentence
He touched something.
It gave permission. Irregular They saw the lamp. verbs He lost a wish. Rule:
Regular:
Irregular: unpredictable
Watch the extract of the life of the princess and the normal girl. Compare their lives before they met. Rewrite the positive and negative sentences.
watchING
N
IN
4
1
She danced well.
3
VA
2 She lived in the castle.
She wanted to go to the masquerade ball.
4 She didn’t go horseback riding.
5
She didn’t fall while dancing.
©
6
She didn’t fall off the horse.
7 (they / not / to play / the violin / well) 8 (they / not / to be / happy / with / their lives)
2 / From Sleeping Beauty and Cinderella to Maleficent and Cinder one hundred and fifty-eight
158
1 Watch the interview and answer the questions. a Who is there? b Why are they laughing?
UNIT 4:
ONCE UPON A TIME
watchING
c Write down as many questions as you can. d Have you seen the film they are talking about? If so, what did you think of it?
‘little kids really didn’t like me’ When people found out you would be
READING
© Imaginechina/Corbis
Read the text below. Something went wrong with the layout of the interview. Highlight what the interviewer said and underline the questions.
IN
2
N
playing the role of Maleficent, people said: ‘Oh, she’s perfect for that!’ Did you know that? Did you take this as a
©
[Laughs] It is really funny when people say you’d be obvious for a great villain. She was just my favorite as a little girl. I was terrified of her but I was also really drawn to her. I loved her. I got a phone call from my brother who said ‘You got to get your name on the list for this!’ Were you like, ‘Geez, thanks a lot?’ Did you see it too? I didn’t at first. But what’s interesting about her that what I do relate to, and what I think everyone relates to, is she’s not what you think she is. You’ve got six kids at home. What did they think of their mom as this villain? I told my kids I was playing Maleficent and they went ‘She’s so scary!’ and I said ‘Let me tell you the real story but you can’t tell anybody’ so I put them in the room and I told them the [film’s] story. What did it feel like to be in Maleficent’s skin? Maleficent was always so elegant. She always was in control. And to play her was difficult. I worked on my voice a lot. She’s bigger than me. She’s on a different level of performance that I have never done. She’s very still. She’s very sure of herself, but I couldn’t figure out her voice, I kept playing with these different types of British
voices, making my voice darker and scarier. How did you ultimately find the right voice? I was giving my kids a bath, and I started making up other stories about Maleficent – and they weren’t really paying attention to me, as children often do. You can bore them to death, until I started to mess around with this playful [sing-songy] voice. Your daughter, Vivienne, played the toddler version of Aurora. How did that happen? We think it’s fun for our kids to have cameos and join us on set, but not to be actors. That’s not a goal for Brad and me at all. I think we would both prefer that they didn’t become actors. But she was 4 at the time and other 3- and 4-year-old [actors] really wouldn’t come near me. Big kids thought I was cool! But little kids really didn’t like me. So it had to be a child that really liked me and wasn’t afraid of my horns and my eyes and my claws. So it had to be Viv. What was it like freaking out those other kids? Honestly – did you like it? I had a friend come with their children, and when I met the kids, one of them froze and screamed so much that I had to go wait in my trailer. When [my son] Pax saw me for the first time, he ran away and
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compliment or an insult?
159
got upset and I actually found him crying. I had to take off pieces [of the make-up] in front of him to show him it was all fake. How did it feel carrying those massive horns on your head? It was pretty funny, because I kept on hitting my horns on things, the framing was very strange. They were actually kind of heavy. There had to be [lighter weight] ones that you could ride horse in because if you fall with something [heavy] attached to your head, that’s it – it could break your neck. What did Brad think of your costume?
I don’t know! You know, I never asked him. He thinks she’s cool. I loved being Maleficent. I was quite sad to put my staff down and put my horns away because somehow, she just lives in a different world. But I did have to take my staff home to practice walking with it in my cloak, and then I would go outside and scream at the bushes to expand my voice and play with my voice. So, mom was a bit nutso for a period.It’s good to know you still have that dark side if you need it. [Laughs] I know!
Source: www.ew.com
3
Are the following statements true, false or not mentioned? Correct the false statements. True
1 Vivienne played the toddler version of Aurora.
2 Angelina didn’t like Maleficent when she was young.
N
3 The children laughed when they saw Maleficent.
VA
4 Shiloh ran away when she saw Maleficent.
5 Brad didn’t like the costume.
6 Angelina didn’t tell her children she would be playing Maleficent.
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7 Angelina didn’t take anything of the costume home.
Did you know? This text is an American text. The verb ‘to practice’ is used. – In American English the verb and the noun are both written with a ‘c’. e.g. to practice – a practice – In British English the verb and the noun are written differently. e.g. to practise – a practice one hundred and sixty
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False Not in text
IN
Statement
READING
4
Check the interview and sort the questions into yes/no questions and question word questions in the grid below. Tip: check the answers! Past simple Questions
Answers
Regular verbs Yes/no
No, not really, I had to take off the pieces so my own kid wouldn’t be afraid!
Question word
It was because she’s a kid who likes me and wasn’t afraid of the horns.
Irregular verbs Yes/no
Well, yes, it’s actually funny when people think you’d be a perfect villain. I didn’t at first, no.
IN
Question word
It was very difficult: she’s so elegant and so still. I don’t know, I never asked him.
Rule regular & irregular verbs:
What happens if you want to ask a subject question? Try to complete the grid below.
VA
5
N
Regular verbs
Questions
Answers
Angelina Jolie played Maleficent.
Irregular verbs
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Rule:
Everyone thought she was a great villain.
Turn these sentences into yes/no questions. 1 The frog jumped into the lake.
2 They visited the princess’ tower. 3 The evil queen looked after the baby. 4 She made the invitation cards herself.
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6
5 The wolf gave Little Red Riding Hood directions.
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7
Make good question word questions for the underlined parts. 1
Aladdin found the lamp in the cave.
2
Aladdin found the lamp in the cave.
3
The wolf ran after the little goats.
4 They left Hansel and Gretel in the woods. 5 The Big Bad Wolf felt tired after eating grandma. 8
Pair up. You will get a stack of cards. Your partner needs to find out what character you are by asking questions about what you did. Follow the example.
SPOKEN INTERACTION
e.g. Did you live in the woods? Yes, I did / No, I didn’t. Not only Disney does retellings of fairy tales. Read this interview with Marissa Meyer to find out more.
IN
9
a Read the introduction. Who is Marissa Meyer?
N
b The questions in the interview are missing. Write the questions. Choose from the list. There is one extra question!
VA
Why did you make these changes? What did you have the most fun with while adapting this fairy tale? Why did you choose a small town in southern France? Did you love fairy tales when you were young? Who is your favorite character in your books? Why did you choose ‘Red Riding Hood’ as the next fairy tale in the series?
Interview: Marissa Meyer
©
Marissa Meyer is the author of Cinder and Scarlet. Last year, the first book in Marissa Meyer’s Lunar Chronicles series, Cinder, about a cyborg Cinderella was received with high acclaim. The second book in the series, Scarlet, is an adaptation of Little Red Riding Hood, which follows Scarlet on the quest for her grandmother who may have been taken because of the secrets she’s been keeping. In this interview, Marissa Meyer explains how each book in The Lunar Chronicles series links together. The first book in The Lunar Chronicles, Cinder, was based on the fairy tale ‘Cinderella’.
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When I was first plotting out the series, I had a list of ten or so of my favorite fairy tales, and I spent a lot of time brainstorming different ways that I could tweak the stories to give them a science-fiction spin. ‘Little Red Riding Hood’ kept popping up, and I knew it was familiar enough that readers would have an instant connection to it, while also having a lot of wiggle room for me to re-envision the story in my futuristic, high-tech world. I was particularly excited to see what could be done with the character of the Big Bad Wolf.
READING
Which were your favorites? Absolutely, I did – I was raised on Disney movies, like most of my generation! But I was still really young when I was given a book of fairy tales that had Hans Christian Andersen’s ‘The Little Mermaid’ in it, and I remember being shocked at how different it was from the Disney movie. It really made me question how other popular fairy tales might be different from the movies I was familiar with, and that kicked off a fascination that I have to this day. It’s impossible for me to choose a favorite, but obviously the four that I’ve chosen to rewrite in The Lunar Chronicles (‘Cinderella’, ‘Little Red Riding Hood’, ‘Rapunzel’, and ‘Snow White’) rank highly!
N
Because I knew that Scarlet would feature werewolves (although not quite how we normally see them in YA fiction), I wanted to set it someplace that already had a rich history of werewolves or werewolf mythology. Then one day I saw a TV documentary about ‘The Beast of Gévaudan,’ a creature that supposedly roamed the French countryside in the 18thcentury. There were a lot of killings in a few rural towns and the townspeople said it was this beast, which they believed was a werewolf. This legend was also where the idea of werewolves being vulnerable to silver bullets comes from. So that old tale of werewolves, murders and terror inspired the rural French setting for Scarlet.
I did a lot of research on wolves, their hierarchy, social structure, communication, and hunting skills in order to give these characters as many wolf-like tendencies as I could, while also making sure that I had scientific explanations for how they’ve come to be the way they are. The Pack developed into a small society all on its own, which was really fun to develop and write about.
IN
We also travel to a new part of the world in Scarlet. Cinder was set in China.
©
I didn’t want to rely on the stereotypes of popular fairy tale characters, and so I try to avoid them wherever possible. That started with ‘Cinderella’ – Cinder isn’t a pushover and Prince Kai isn’t a dandy – and I hope that will continue through the entire series. For me, it wouldn’t be any fun to write about those characters. I like heroes who are courageous, who stand up for what they believe in and who take steps to right the injustices they see. Of course, they all have their faults, too (both Scarlet and her grandmother are very stubborn.)
The story fits in the world of The Lunar Chronicles.
As you read fairy tales as an adult, do you see different things in them than you did when you were a child? Oh yes. I took a ‘fairy tale and fantasy literature’ course in college, in which we talked a lot about the psychology and symbolism behind fairy tales. How certain elements are like a ‘code’, hinting at things like social unrest, sexual maturation, religion and morals, etc. Though I can still read and appreciate a fairy tale as a children’s story without trying to pick it apart, I’ll never be able to read them exactly the same way again. one hundred and sixty-three
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Scarlet’s grandmother isn’t a helpless old lady and Scarlet isn’t a naive girl like in the fairy tale.
I really enjoyed exploring Wolf and the ‘gang’ he belonged to – ‘The Order of the Pack.’ Adapted from: www.teenreads.com
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READING
c Read the interview again and answer the following questions. 1 Which fairy tales did Marissa Meyer use to write her books Cinder and Scarlet?
2 How did she start?
3 What does she think of Disney films?
4 How does Marissa Meyer feel about fairy tales now that she is an adult?
IN
10 Like Marissa Meyer says, fairy tales are not always the way we think they are. Retell a classic fairy tale to a classmate but in the new version. a Preparation: you are going to watch a video about a fairy tale. Answer these questions about the original story and the new version.
New elements?
VA
Title of the story:
New version
N
Original story
How does it go?
‘New’ characters?
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©
Main characters:
Are they good or evil? What did they do?
b Action: summarize the story and compare the original story to the new version. – Use the writing frame to prepare what you are going to say. – Describe at least 3 differences. – Don’t forget to answer the questions about the original story. – Tell your classmate about the new version of this classic fairy tale.
UNIT 4:
watchING
ONCE UPON A TIME
WRITING SPEAKING
I watched
(name of the story)
There were/weren’t any new characters, such as: Normally they In this version there were/weren’t a lot of/not so many things that were different. (Name at least 3 things.) • In the new version, didn’t do but he/she did • •
IN
In the end they didn’t live/lived happily ever after.
c Reflection: check your task by filling in the checklist, and then ask your classmate for some feedback too.
N
Checklist: talking about fairy tales
Me
Classmate
Yes I think so No Yes I think so No
VA
1 Content and structure • I chose 1 fairy tale to describe. • I mentioned the name of the story. • I described the normal characters. • I talked about new characters. • I explained what the story was about. • I talked about 3 differences.
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2 Language • I used the past simple correctly. • I checked the irregular forms. • I used correct pronunciation. Feedback
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CHECK 2, p. 186
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Step 3 1
And so the story goes … Reading and building stories
What do we already know about fairy tales? Complete the information below.
• In a fairy tale we don’t know/know exactly where and when it took place. • The story usually starts with:
Watch the clips about Hansel and Gretel and do the tasks.
N
2
IN
• Take a closer look at the verbs. When is the story set? past – present – future
a Put the pictures you will get in the correct order.
b Match the verbs/words you have with the correct pictures.
VA
c Complete the text with the given clues. There .
A man at night and his wife to take the children to the forest. The children were sleeping but he them and them to the forest but they .
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He to be back soon and then the father and he in the forest. They and what
to do or where to go. They started walking and . Hansel and . But suddenly and Hansel and Gretel one hundred and sixty-six
166
. When they were inside the candles and a strange creature
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watchING
d Watch part 1 again and complete the story builder.
STORY BASICS Setting •
• When did it happen? • Where did it happen?
•
Characters • Main characters:
•
• What are they wearing?
• rich poor angry happy sad
• What does the father do?
• •
N
• How do the other characters react to this?
upset confused sick motivated afraid
IN
• What do they look like?
e Watch part 2 of the story and use the prompts below to say what happened. Use the past simple!
3
VA
to appear – to ask for help – to enter the house – to find a strange house – to knock on the door – to light up
Use all the information to complete the rest of the story builder. What was the conflict?
Why did this conflict occur?
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How did they resolve the conflict?
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4
Some words link ideas and sentences in a story together. They are called linking words. Underline them in the text in exercise 2 and match them with the correct explanation below. : joins words or ideas : shows there is a choice between two or more things : shows a contrast : shows that the second event comes after the first : gives a time
5
READING
Read the text about the fox and the crow. a Complete the fable with correct linking words.
c What is the moral (= lesson) of the story?
IN
b Paraphrase what happens in this story in your own words.
1
VA
The fox and the crow
N
It was a fine bright morning I was following my sharp nose through the woods in search of a bite to eat, I caught a cheesy smell on the breeze. I looked up into the tree there on the branch I saw Miss Crow, looking terribly
5
pleased with herself, for in her beak she held a large piece of
©
cheese. It was stolen, no doubt, from a farmer up the hill in the village, I’m not one to go
around accusing people of this and that. I called up to my neighbour said: ‘Good morning Miss Crow, you are looking
10
very lovely today, if I may say so.’ Miss Crow cocked her head on one side and looked at me with her beady little eye, she kept her beak firmly closed on the cheese. ‘Such a charming creature,’ I mused to myself, making sure that she could overhear. ‘Such a fine sheen on those wonderous black feathers. What wings! What legs! that
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beak, exquisite!’ 15
I could see that Miss Crow was paying close attention to my words, even though she was pretending ever so hard not to hear. So I gazed up at the tree with admiration and love in my eyes said: ‘Ah, my
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heart is smitten by this wonderful bird. If only I could hear her voice. I’m sure that such a charming creature must sing most sweetly! If I could but hear one line of her song, I would 20
hail her as the Princess of The Forest!’ Now I could see my words had hit home. Swelling with pride, Miss Crow puffed up her feathers began to sing the most lovely music I have ever heard. ‘CAAWWWWWWWWW!’ Well alright, I know that you are saying that Miss Crow’s voice is not exactly star quality,
25
to me that ‘cawww!’ was just the sound that I’d been waiting for. Because she opened her beak, the cheese fell to the ground I snapped up my breakfast.
Adapted from: www.storynory.com
6
IN
This only goes to show that: flattery will get you anywhere.
Write your version of what happened next in the story of Hansel and Gretel. a Preparation: check the words in the box.
WRITING
N
after that – battery – a big push – a black cat – a bone – her brother – to burn – to cry – to find – to heat – to knit – to leave – not to see very well – oven – to roast – to run away – to save – to sit – a smartphone – suddenly – the witch – wood
VA
b Action: write your own alternative ending. – Make sure that you use at least 10 words from the box. – Decide if you will have a moral in your text or not. – Be careful when using the past simple: regular and irregular verbs! – Use linking words correctly. – Write 50-75 words.
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c Reflection: check your text by filling in the checklist, and then read your ending to a classmate who will give you some feedback. Checklist: writing the ending of a fairy tale
Me
Classmate
Yes I think so No Yes I think so No
1 Content and structure • I wrote 50-75 words. • I wrote a creative story. • I used at least 10 of the given words. 2 Language • I used the past simple correctly. • I used good and varied vocabulary. • I used linking words to combine sentences. • I used correct spelling and punctuation.
7
IN
Feedback
Read on the next page how the original story of Hansel and Gretel ends and complete the story builder.
N
How was the conflict resolved?
VA
What happened after the conflict was resolved?
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How did the conflict and its resolution affect the characters?
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READING
1
Gretel ran to set her brother free as fast as she could, opened the cage, and cried, ‘Hansel, we are saved! The old witch is dead!’
5
Hansel sprang out like a bird from its cage when the door opened. How they did rejoice, and threw their arms around each other’s necks, and danced around and kissed each other!
10
Since there wasn’t anything to fear, they went inside the witch’s house.
until they discovered amongst the witch’s belongings, a huge chocolate 15
egg. Inside lay a casket of gold coins and precious stones. ‘These are better
IN
They ate some more of the house,
N
than pebbles’ said Hansel, and stuck
as many in his pocket as he could. ‘The witch is now burnt to a cinder,’ said Hansel, ‘so we’ll take this treasure with us.’
They filled a large basket with food, stuffed the precious stones and coins in their
VA
20
pockets, and set off into the forest to search for the way home. This time, luck was with them. A little white duck came to their aid as they tried to cross a wide lake. The little white duck carried them, one by one, safely, to the other side. Pretty soon they came to a forest that kept looking more and more familiar, and at last in the 25
distance they saw their father’s house. Then they started to run, burst into the living
©
room, and threw themselves on their father’s neck. Since he had left the children in the forest, he had not had a single happy hour. Their father said, weeping, ‘Your stepmother is dead. You are with me now, my dear children!’ The two children hugged the woodcutter. Gretel shook out her apron, and pearls and precious stones rolled all over the room, and Hansel threw down out of his pocket one handful after another. ‘Look, Father! We’re rich now . . . You’ll never have to chop wood again and we’ll never be hungry again.’ And they all lived happily together ever after. Source: theliterarylink.com
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8
Now that we have read several fairy tales, add some typical phrases and expressions in the correct place in the story builder. (Tip: go back to your brainstorming list in Step 1, ex. 1, p.143.)
SETTING
Where
When
BEGINNING
IN
Typically starts with:
N
CHARACTERS
Good
vs
VA
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• What was the conflict? • Why did the conflict occur? • How did they resolve it?
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UNIT 4:
Twist Magic!
Moral?
Happy ending?
CHECK 3, p. 189
ONCE UPON A TIME
STORY CONFLICT
END
Evil
SUMMARY The plural of nouns
Right, children, there are several stories you can choose from today. I want to hear Snow White and the Seven Dwarfs.
GRAMMAR
HOW TO talk about more than one thing
N
IN
No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!
1 Regular plural
Singular a book a story a box
VA
You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English. Plural
Rule:
two books
General rule: noun + -s
two stories
If the noun ends in a consonant + -y: -y -ies
two boxes
if the nouns ends in a hissing sound (-s / -es / -x): noun + -es
©
2 Irregular plural 1 Nouns ending in -f, -ff, -fe: Irregular
Singular
Plural
Singular
Plural
a cliff a safe a giraffe a chef
two cliffs two safes two giraffes two chefs
a half a thief a knife a wife
two halves two thieves two knives two wives
Rule:
noun + -s
Rule:
-f or -fe g -ves
BUT: some words can have 2 plural forms: Singular one dwarf one hoof one elf
Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves
Explanation The form ending in -ves is often the ‘magical’ form.
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Regular
173
2 Nouns with special forms in the plural: Singular foot tooth goose man woman
Plural feet teeth geese men women
Singular mouse louse ox child person
= nouns that change their vowels
Plural mice lice oxen children people
= nouns that change completely
Keep in mind: There are many irregular plurals, so if you are not sure consult a dictionary! 3 The pronunciation of plural nouns
/z/ after a light sound
cups minutes shoes knives teachers pages
horses
bridges
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VA
/ / after a hissing sound
cats
IN
/s/ after a heavy sound
Examples
N
Pronunciation
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HOW TO talk about the past
Past simple
VA
N
IN
Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, she wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.
1 Past simple REGULAR VERBS
Positive (+)
Negative (-)
Questions (?)**
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 + -ed
Subject + didn’t/did not* + base form of the verb
Did + subject + base form of the verb
©
Subject
*In the negative, the auxiliary can have a long or short form: e.g. He didn’t visit. = He did not visit. **You can answer a yes/no question with a short answer: e.g. Q: Did you visit Paris? A: Yes, I did. / No, I didn't.
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FORM
175
Spelling exceptions! Base form of verb
Past simple
enjoy
enjoyed
stay
stayed
hurry
hurried
try
tried
stop
stopped
plan
planned
arrive
arrived
use
used
travel
travelled
cancel
cancelled
Rule: vowel + -y: regular verb + -ed
consonant + -y: -y g -ied stressed vowel + consonant: double the consonant + -ed verb ends in -e: verb + -d
vowel + -l: double l + -ed
IN
IRREGULAR VERBS
Many verbs are irregular! You have to learn them by heart. See Summary, p. 177.
2 Past simple of ‘to be’ Positive (+)
1st p. sing.
I was.
2nd p. sing.
You were.
3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Negative (-)
Questions (?)
I wasn’t / was not.
Was I?
You weren’t / were not.
Were you?
He/she/it was.
He/she/it wasn’t / was not.
Was he/she/it?
We were.
We weren’t / were not.
Were we?
You were.
You weren’t / were not.
Were you?
They were.
They weren’t / were not.
Were they?
VA
Subject
N
FORM
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‘To be’ is a special verb. – It has an irregular form in the past simple. – There is inversion to ask questions. e.g. He was happy. g Was he happy?
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USE
We use the past simple: - To talk about past facts and states. e.g. The prince was handsome. - To talk about actions that happened in the past and that are completely over. e.g. When I was little, my grandmather always told me stories. - To tell stories. e.g. Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, she wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.
When I was 5
UNIT 4:
ONCE UPON A TIME
in November 2014
Yesterday
Now
3 Irregular verbs Base form
Past simple
was/were
know
knew
become
became
lay
laid
begin
began
lead
led
bet
bet
leave
left
break
broke
let
let
bring
brought
lose
lost
build
built
make
made
buy
bought
mean
meant
catch
caught
meet
met
choose
chose
pay
paid
come
came
put
put
cost
cost
read
read
cut
cut
ring
rang
deal
dealt
say
said
do
did
see
saw
draw
drew
sell
sold
drink
drank
send
sent
drive
drove
set
set
eat
ate
show
showed
fell
shut
shut
fed
sing
sang
felt
sit
sat
fought
sleep
slept
found
speak
spoke
forget
forgot
spend
spent
get
got
stand
stood
give
gave
steal
stole
go
went
stick
stuck
grow
grew
take
took
hang
hung
teach
taught
have
had
tell
told
hear
heard
think
thought
hide
hid
throw
threw
hit
hit
understand
understood
hold
held
wear
wore
hurt
hurt
win
won
keep
kept
write
wrote
feed feel fight
Š
find
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fall
My notes
IN
be
My notes
N
Past simple
VA
Base form
  ONCE UPON A TIME
177
VOCABULARY
WORDS FROM THE FAIRY REALM 12
11 2
3
9
1
6
7
15
8
4
IN
13
5
14
VA
10
1 an enchanted forest
7 a princess
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3 a fairy
4 a genie
5 a king
8 a prince 9 a witch 10 dwarfs/dwarves
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6 a queen
2 the woods
178
N
10
ONCE UPON A TIME
11 a huntsman 12 a beast 13 a woodcutter 14 a spell 15 to curse
Before writing/speaking
STRATEGY
HOW TO build a story 1
Choose theme or plot What will your write/speak about?
Choose setting When did it happen?
Where did it happen?
Choose characters
How do the other characters react?
Check language
N
Grammar: • Use the past simple and check the irregular verbs. • Use linking words.
VA
Vocabulary: • are there any special magical words?
Check your goal Was the audience interested?
Evaluate your writing/performance What went well?
Beginning Once upon a time Long, long ago
A long time ago Once there/There once was
Middle Challenge What does the good character have to do?
© After writing/speaking
2 While writing/speaking
Twist What magic is involved?
Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?
3
Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.
How can I improve?
UNIT 4:
ONCE UPON A TIME
one hundred and seventy-nine
How do they act?
What do the characters look like?
IN
Who is the hero (= good) and who is the villain (= evil)?
179
ON DIFFERENT TRACKS Check 1 1
Talking about the past
Look at the pictures below. Write 2 sentences for each of them. a Use the past simple of the verb ‘to be’. b Write one positive and one negative sentence for each of the pictures. c You can use the prompts in the box. afraid of the beast – at first – be there to grant wishes – helpful to her grandmother – in the end – in the woods – not afraid of the wolf – not evil – not free – not friendly – very kind
IN
1
2
N
3
VA
©
4
5
one hundred and eighty
180
UNIT 4:
Score
<7
≥7
Next exercise
ex. 2
ex. 3
ONCE UPON A TIME
WRITING
2
Complete the speech bubbles with the correct form of the verb ‘to be’ in the past simple, and then decide which magical character said this.
I in a lamp for 10,000 years; that quite a long time. I so happy that I There a ball, but I couldn’t
young man and his little monkey
go. When my stepsisters
in need, but they
there, I happy but very sad
safe from Jafar. I the right man in the right place and I got them out of the cave. They very
IN
finally could help somebody; and this
because of their unkindness. Suddenly a voice called me to the garden, I went out so see who there.
thankful afterwards.
N
It my godmother, a good
VA
old fairy …
©
We at home today, but when we arrived, there a little girl in our house. We happy that she had sneaked into our
Score Next exercise
< 13
one hundred and eighty-one
house.
≥ 13 ex. 3
UNIT 4:
ONCE UPON A TIME
181
3
Sometimes we feel as if we are living in our own fairy tale. Describe what happened to you. a Preparation: think about the fairy tale you would be in, and what character you would be. Complete the story builder. What does the character look like?
Character’s name:
How does the character act?
How do other characters react to this character?
IN
VA
N
What fairy tale are you in?
b Action: write about your life in the fairy tale. – Use the writing frame below. – Write a minimum of 10 sentences (or 75-100 words). – Use good ‘magical’ words. – Use at least 10 different verbs. – Write in the past simple.
©
Once upon a time
One day, a magical dragon appeared in the kingdom. one hundred and eighty-two
182
And I lived to tell the tale.
UNIT 4:
ONCE UPON A TIME
WRITING
c Reflection: check your text by filling in the checklist, and then give your text to the teacher who will give you some feedback. Checklist: diary of a fairy tale character
Yes
I think so
No
1 Content and structure • I described who I was in the fairy tale. • I described what happened. • I wrote a minimum of 10 sentences (75-100 words). • I used the writing frame. 2 Language • I used 10 different verbs. • I used the past simple correctly. • I used good and varied vocabulary. • I used correct spelling and punctuation.
Score
<9
9 – 12
≥ 12
Next exercise
ex. 4
ex. 5
ex. 6
to be
to eat
to catch
to fight
to send
to take
to ring
to sleep
to think
to find
to run
to speak
to throw
to go
to sell
to stand
to write
T
I
Y
H
Z
W
S
R
Z
H
L
H
W
E
R
G
R
E
A
Y
T
H
G
U
O
H
T
O
N
N
A
N
S
U
T
W
H
W
T
T
K
A
E
P
O
K
G
E
R
E
W
N
E
W
O
F
U
R
A
W
F
L
A
O
P
O
A
H
N
E
S
R
T
R
H
U
C
T
G
R
S
T
O
O
D
N
S
O
L
D
E
K
O
P
S
D
A
T
E
X
©
to drink
to grow
Score Next exercise
< 14
one hundred and eighty-three
to draw
N
Look at these infinitives and find the past simple form in the grid. You can find the answers in every direction.
VA
4
IN
Feedback
≥ 14 ex. 5
UNIT 4:
ONCE UPON A TIME
183
5
Read this ancient Chinese story and complete it with the missing forms of the past simple. Once, long ago, there (to be) a woman who (to live) alone in a country far away from here with her three children. The children (to be) Shang, Tao and Paotze. On the day of their grandmother’s birthday, the good mother (to go) to her house to see her. She (to leave) the three children at home. Before she (to take) off she (to say): ‘Be good while I am away, my heart-loving children. I will return tonight. Remember to close the door tight at sunset and latch it well.’ But an old wolf (to live) nearby and (to see) the good mother leave. At dusk, disguised as an old woman, he (to come) up to the house of the children and (to knock)
Score
IN
on the door twice: BANG, BANG.
<9
≥9
Next exercise Reconstruct Walt Disney’s life.
N
6
ex. 7
READING
VA
A At the age of 10, his family moved to Kansas City, where Disney developed a love for trains. His uncle, Mike Martin, was a train engineer and later on he would take a summer job with the railroad (selling snacks and newspapers to travelers).
© Bettmann/Corbis
a Put the events in chronological order.
©
B In 1932, Walt decided to make a full-length animated film called Snow White and the Seven Dwarfs. It took five years to complete the film. It was a huge success. C Walt Disney was born on December 5, 1901 in Chicago. He was one of 5 children. D As a child, Walt took art classes in Chicago and drew for the school newspaper. He was very good at it. E In 1929, Disney created Silly Symphonies. For this film he created new friends for Mickey such as Donald Duck, Goofy and Pluto. F They had a lot of success and they made plans for a theme park. Disneyland opened in 1955 and cost 17 million dollars to build. The park was a massive success and is still one of the most popular holiday destinations in the world.
one hundred and eighty-four
184
G In 1923, Walt moved to Hollywood. He created the first animated film. It was called Steamboat Willie and starred Mickey and Minnie Mouse. H Walt Disney died on December 15, 1966, from lung cancer. Walt and his wife, Lilly, had 2 children.
UNIT 4:
ONCE UPON A TIME
I After winning 8 Oscars for Snow White, during the next 5 years Walt Disney Studios completed other full-length animated films, Pinocchio, Fantasia, Dumbo and Bambi. Adapted from: www.biography.com
1
2
Total:
3
4
5
6
7
8
9
/ 9
b Use information from the text to write a short text about Walt Disney. – Preparation: look at the dates below and locate them in his life story. 1901 – 1911 – 1923 – 1937 – 1966
IN
– Action: write a paragraph (50-75 words) using the dates and the verbs below. Use the correct tense! to create – to die – to move – success to come – to take
N
VA
– Reflection: check your text, and then have a classmate read your text. They will give you some feedback too. Checklist: Walt Disney’s life
Yes
I think so
No
1 Content and structure • I wrote 50-75 words. • I used all the dates and the words from the box.
©
2 Language • I used the past simple correctly. • I used correct spelling and punctuation.
7
Total:
/ 10
Score
< 14
≥ 14
Next exercise
ex. 7
Check 2, p. 186
Listen to your teacher and play the past simple board game.
SPOKEN INTERACTION
Score Next exercise
Check 2, p. 186
UNIT 4:
ONCE UPON A TIME
one hundred and eighty-five
Feedback
185
Check 2 1
Exploring the past simple
Rewrite the sentences into negative sentences or questions. +
–
2 Many people believed in fairy tales.
3 The 3 pigs built their own house.
IN
1 It was a dark and stormy night.
4 The wolf spoke in a soft voice.
5 The father left the children in the woods.
Next exercise 2
VA
N
Score
?
<7
≥7
ex. 2
ex. 5
Put the words in the correct order to form good sentences. 1 Why / not / to say / the queen / something /?
©
2 not / to bake / the witch / biscuits / herself
3 Why / Cinderella / to run away / at midnight /? 4 not / to live / Aladdin’s genie / in a cave 5 to like / not / Snow White’s / her / stepmother one hundred and eighty-six
186
6 The Brothers Grimm / not / for young children / to write stories
UNIT 4:
ONCE UPON A TIME
7 Anyone / there / to be / in the brick house / ? Score
<5
≥5
Next exercise 3
ex. 3
Make yes/no questions in the past simple. Answer in a short answer. Then complete the answer by using the information in brackets. 1 It / to take place / in the palace? (-, enchanted forest)
Did it take place in the palace? No it didn’t. It took place in the enchanted forest. 2 The girl / to wear / a blue hooded cape (-, red)
IN
3 Wolfie / to blow down / the straw house (+, house youngest pig)
N
4 Jack / to climb / the hill? (-, beanstalk)
VA
5 Brothers Grimm / Cinderella / to write? (-, Hansel and Gretel, Charles Perault) Score
<6
Check 3, p. 189
©
Next exercise
≥6
Make the question for the given answers. 1
Little Red Riding Hood visited her grandmother. 2 The wolf ate grandmother when he arrived at her house. 3 Abu, the monkey, was Aladdin’s best friend. one hundred and eighty-seven
4
4 Aladdin and Jasmin were at the marketplace when they first met. 5 At bedtime Wendy told her little brothers stories about Neverland.
UNIT 4:
ONCE UPON A TIME
187
6 The hunter brought the queen the heart of a deer. 7 The seven little goats locked the front door when their mother left for the forest. Score
<6
≥6
Next exercise 5
Check 3, p. 189
Read the text and come up with the correct questions. 1 There was a terrible storm. 2
3
IN
He didn’t find a good princess because there was always something wrong.
He was sad because he wanted a real princess. 4 A real princess knocked at the town gate.
N
5
She put a pea on the bedstead. 6
7
VA
No, she didn’t. She slept terribly bad.
She felt something hard through twenty mattresses and twenty feather beds. 8
They put it in the museum.
There was once a prince, and he wanted a princess, but then she had to be a real princess. He travelled right around the world to find one, but there was always something wrong. There were plenty of princesses but there was always something which was not quite right about them.
5
At last he had come home again, and he was very sad. One evening there was a terrible storm. There was thunder and lightning and the rain poured down in torrents; indeed it was a fearful night.
©
1
10 one hundred and eighty-eight
188
In the middle of the storm somebody knocked at the town gate, and the old King himself went to open it. It was a princess who stood outside, but she was in a terrible state from the rain and the storm. The water streamed out of her hair and her clothes. It ran in at the top of her shoes and out at the heel, but she said that she was a real princess.
UNIT 4:
ONCE UPON A TIME
15
‘Well we shall soon see if that is true,’ thought the old Queen, but she said nothing. She went into the bedroom, took all the bed clothes off and laid a pea on the bedstead. Then she took twenty mattresses and piled them on top of the pea, and then twenty feather beds on top of the mattresses. This was where the princess had to sleep that night. In the morning they asked her how she slept.
20
‘Oh terribly bad!’ said the princess. ‘I have hardly closed my eyes the whole night! Heaven knows what was in the bed. I seemed to be lying upon some hard thing, and my whole body is black and blue this morning. It is terrible!’
25
They saw at once that she had to be a real princess when she had felt the pea through twenty mattresses and twenty feather beds. Nobody but a real princess could have such a delicate skin.
Adapted from: http://childhoodreading.com
<5
≥5
Next exercise
ex. 4
Check 3
N
Score
Reading and building stories
VA
Check 3 1
IN
So the prince took her to be his wife, for now he was sure that he had found a real princess, and the pea was put into the museum, where it may still be seen today.
Retell one of these classic stories.
watchING
a Preparation: watch the trailer and answer the questions. – What fairy tale is it?
©
– Complete the story builder with information from the trailer. Add your own knowledge to fill in the blanks. Story
Setting
Beginning Characters
Good
Evil
Conflict one hundred and eighty-nine
Magic End
UNIT 4:
ONCE UPON A TIME
189
SPEAKING
b Action: use the information from the story builder to tell the story of the trailer to your classmate. – Use the past simple correctly. – Use linking words appropriately (at least 4!). – Pay attention to your pronunciation! c Reflection: check your task. Checklist: retelling a classic tale
Yes
I think so
No
1 Preparation • I filled in the story builder with the correct information from the trailer. • I filled in the blanks with my own information. 2 Content and structure • My story is logical: I started at the beginning and finished with the end. • I used all the information from the story builder.
IN
3 Language • I used the past simple correctly. • I used linking words correctly (at least 4). • I paid attention to my pronunciation.
< 10
Next exercise
ex. 2
10 – 14
> 14
ex. 5
ex. 6
VA
2
Score
N
Feedback
These sentences are taken from fairy tales.
a Use the correct linking word to combine the 2 parts of a sentence. b Write the sentences in full with the verb in the past simple. The Dwarfs (to be) heartbroken.
©
Snow White (to bite) into the apple. Cinderella’s father (to die). The Queen (to ask) her Magic Mirror. The witch (to think) Hansel was big enough. (to be) Snow White blonde?
one hundred and ninety
190
UNIT 4:
ONCE UPON A TIME
The queen (not to be) the fairest of them all. (to be) Snow White’s hair black? and The Dwarfs (to build) a glass coffin for but Snow White + + then The witch (to ask) Gretel to turn on (turn or on) the oven Her stepmother (to take) care of Cinderella. Snow White (to fall) down on the grass.
3
Score
<9
≥9
Next exercise
ex. 3
ex. 4
Complete the sentences with correct linking words. 1 ‘Now go to the ball my love enjoy yourself’ she said to Cinderella. Cinderella kissed thanked her godmother, and she stepped into her carriage. she was gone, the fairy returned to Fairyland. 2 the little man came on the first day, the queen said every name that she had collected. ‘Is your name Caspar, Melchior Balthazar?’ she asked. no
IN
matter how many names she gave him, the little man simply replied, ‘No, that is not my name.’ 3 the kind queen got her wish she gave birth to a baby girl who had skin white as snow, lips red as blood, and hair black as ebony. They named the baby princess Snow White, sadly, the queen died soon after giving birth. Score Next exercise
ex. 4
Watch the video. Put the story of the Bamboo Cutter and the Moon Child in the correct order to recreate the story.
watchING
VA
4
≥7
N
<7
Many princes wanted to marry her but Kaguya Hime did not want to marry anyone so she gave them very difficult tasks like bringing a jewel from a dragon’s neck. In a flying chariot Kaguya Hime vanished into the heavens. He and his wife took very good care of the baby girl. One day an old bamboo cutter found a beautiful baby girl in a bamboo plant. He took her home.
©
Kaguya Hime was not happy. She always looked at the moon and felt sad. One day Kaguya Hime told the bamboo cutter that she actually came from the moon and the moon people would soon come to pick her up. The girl grew up to be a gorgeous young woman. They called her Kaguya Hime. The princes could not complete their tasks. The bamboo cutter did not want Kaguya Hime to leave. He asked the emperor to protect her from the moon people.
Score Next exercise
<7
one hundred and ninety-one
On the night of the full moon, the moon people came. They took Kaguya Hime back to the moon. The soldiers could not do anything. ≥7 All done!
UNIT 4:
ONCE UPON A TIME
191
5
Read the ancient Chinese story your teacher will give you and complete the story builder. Setting
READING
Characters
When:
Good:
Where:
Evil:
Beginning Western fairy tale
How did the story start?
What fairy tale does this remind you of?
IN
How did the conflict occur?
What was the conflict?
N
VA
How did they resolve the conflict?
©
6
Score
<7
≥7
Next exercise
ex. 4
All done!
Pair up and write a story! a Preparation: look at the images you will get. What do you see? Brainstorm about what could have happened.
one hundred and ninety-two
192
b Action: – Write the beginning of a fairy tale (about 50 words). Use the images you received. Make sure that you talk about the setting and the characters.
UNIT 4:
ONCE UPON A TIME
WRITING
– Swap your text with a classmate. You will write the next paragraph of their story (about 50 words). Make sure that you describe the conflict in the story. – Finally, swap again and finish your own story (about 50 words). Write a good ending!
IN
N
c Reflection: check your task by filling in the checklist, and then ask your classmate for some feedback too. Checklist: writing a fairy tale
Me
Classmate
VA
Yes I think so No Yes I think so No
©
1 Content and structure • I wrote a paragraph (about 50 words) to start a story. • I used the images. • I wrote a middle paragraph (about 50 words) describing a conflict. • I ended my own story with a good resolution and ending. • My text is logical and creative!
2 Language • I used the past simple correctly. • I used ‘magical’ words correctly. • I used linking words correctly. • I used correct spelling and punctuation.
Score
< 14
≥ 14
Next exercise
ex. 5
All done!
one hundred and ninety-three
Feedback
UNIT 4:
ONCE UPON A TIME
193
CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.
Preparation watchING
1
Watch the clip of this modern version of Little Red Riding Hood.
2
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story.
4
Actions
IN
Objects
Use the story builder you will get to prepare your story.
Action 5
c Use the objects and the actions you picked.
N
a Use the past simple correctly. b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
d Be creative! e Write a minimum of 100 words.
SPEAKING
You will tell your story to the class. This means you have to practise first.
VA
6
WRITING
Write your story. Pay attention to the following.
Reflection 7
Check your task by filling in the checklist. Checklist: my own fairy tale
©
1 Preparation • I completed the story builder. • I practised telling the story.
2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.
one hundred and ninety-four
194
3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story). Feedback
Trace your steps on diddit.
UNIT 4:
ONCE UPON A TIME
Yes
I think so
No
UNIT 5: DIG IN! check in Step 1: talking about (favourite) food
Step 2: discussing quantity
VA
Step 3: giving (recipe) instructions
N
IN
main track
Š
summary
trace your steps
on different tracks check out: master chef
CHECK IN Kids commenting on food 1
watchING
Watch the video and answer the questions. a What is this video about? b What foods do they not try? spinach fruitcake roasted chicken strawberry shortcake dino ribs
IN
c What TV shows do they refer to? Do you know them? Have you ever watched them?
d Link the comments to the foods. Choose A for spinach, B for roasted chicken and C for dino ribs. They’re as big as an elephant’s ear! Smells really good. It tastes like wet leaves.
N
A bear wouldn’t finish this in one bite. Can’t get enough of that stench.
VA
Ewww!
It could use some salt.
It tastes juicy and good.
It has really good flavourings; it’s sweet and salty.
©
e Here is a list of other TV foods that these children tried. Which of these would you like to try? SPEAKING Why?
one hundred and ninety-six
196
UNIT 5:
DIG IN!
MAIN TRACK Let’s talk about food!
Step 1
Talking about (favourite) food
1 / Food groups Look at the food and drinks in the photos. What do you like? What do you hate? What is your favourite? Indicate your preferences below.
2
1
3
fish and chips
onions
cake
salmon
12
coffee
16
Brussels sprouts
bangers & mash
Add more examples for each group. What title would you give to each group?
1
one hundred and ninety-seven
2
lettuce
rice
15
grapes
scrambled eggs
©
14
11
cauliflower
13
orange juice
10
anchovies
8
VA
9
7
peppers
lemons
N
6
5
4
IN
1
grapefruit, melon,
UNIT 5:
DIG IN!
197
2
cucumber, aubergine,
3
veal, sausages, lamb,
4
rosemary, curry, oregano,
5
IN
mustard, cocktail sauce,
6
7
VA
N
sparkling water, still water,
cornflakes,
You will get a food group. Write down as many words as you can think of in 1 minute. Share with the class.
Š
3
4
one hundred and ninety-eight
198
What does it taste like? Write down the foods from the previous exercises in the correct column.
Sweet
Salty
Sour
Spicy
Bitter
UNIT 5:
  DIG IN!
SPOKEN INTERACTION
2 / Tastes better than it looks! 1
watchING
Watch the Kids vs Food video and answer the questions. a What is this video about? b Do they like the way it looks? How do you know? c After they have tried it, do they like it? Why do you think so? d Do they still think that way after they heard what it is made of? e What did you think about haggis? Does it look good? Have you ever eaten it? How did it taste?
2
Watch the video again and do these tasks.
IN
watchING
a Highlight the words used to comment on the food.
N
a bit bitter – disgusting – gross – I like it – it’s too spicy – looks healthy – looks like a sausage – looks nice – looks weird – no bad taste – not that bad – smells amazing – smells good – smells like chicken – tastes better than it looks – very salty – way too sweet for me
one hundred and ninety-nine
©
VA
b Put the phrases in the correct column.
UNIT 5:
DIG IN!
199
3
Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.
SPOKEN INTERACTION
a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class. Class favourite dishes
Class least favourite dishes
1
1
2
2
3
3
USEFUL EXPRESSIONS
How to express your likes and dislikes (food)
IN
Look, smell and taste:
It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross … Overall opinion:
It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).
4
VA
N
This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).
See p. 219
Discuss these questions with a partner.
SPOKEN INTERACTION
a Do you like pancakes? Why (not)?
©
b What toppings do you like on your pancakes: sugar, whipped cream …?
5
Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions. a Write a short conclusion under each paragraph where it says ‘bottom line’. b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use. Different grades of maple syrup Better than medicine It contains some vitamins and minerals, but is also high in sugar The conclusion: it’s slightly ‘less bad’ than sugar What is maple syrup and how is it made?
two hundred
200
UNIT 5:
DIG IN!
READING
Maple Syrup: Healthy or Unhealthy? by Kris Gunnars, BSc
One of the more popular sweeteners today is maple syrup. It is a 100% natural sweetener that is said to be more nutritious and healthier than sugar.
IN
Maple syrup is made from the sugary circulating fluid (sap) of maple trees. It has been consumed for many centuries in North America … since the times of the Indians. Over 80% of the world’s supply is now produced in Canada. Maple syrup is made in a natural 2-step process: 1 A hole is drilled in the maple tree. Then the sugary circulating fluid leaks out and is collected into a container. 2 The sugary fluid is boiled until most of the water evaporates, leaving a thick sugary syrup, which is then filtered to remove impurities. The final product looks something like this:
N
Bottom line: Maple syrup is made by
VA
©
There are several different ‘grades’ of maple syrup, depending on the color. The exact way they are classified can vary between countries. In the United States, maple syrup is either classified as grade A or grade B. • Grade A is further categorized into 3 groups: light amber, medium amber and dark amber. • Grade B is the darkest of them all. The main difference between them is that the darker syrups are made from sap that is collected later in the harvesting season. The dark syrups have a stronger maple flavor and are usually used for baking or in recipes, while the lighter ones are rather used directly as syrups … for example on pancakes. If you’re going to buy maple syrup, then make sure to get actual maple syrup, not just maple-flavored syrup, which can be loaded with refined sugar or high fructose corn syrup. As with any other food, make sure to read the label. Bottom line: There are several
The main thing that sets maple syrup apart from refined sugar is the fact that it also contains some minerals and antioxidants. Maple syrup contains a decent amount of some minerals, especially manganese and zinc, but keep in mind that it also contains a whole bunch of sugar.
UNIT 5:
DIG IN!
two hundred and one
201
Maple syrup is about 2/3rds sucrose (as in table sugar) and 100 grams of it therefore supply around 67 grams of sugar. Really … sugar can be seriously harmful. When consuming too much of it, it is believed to be among the leading causes of some of the world’s biggest health problems, including obesity, type 2 diabetes and heart disease. But if you’re going to eat a sugar-based sweetener anyway, then replacing refined sugar in recipes with an identical amount of maple syrup will cut the total sugar content by a third. Bottom line: Maple syrup contains
Adapted from: authoritynutrition.com
IN
Even though maple syrup does contain some nutrients and minerals, it is also very high in sugar. Maple syrup is a ‘less bad’ version of sugar … kind of like honey and coconut sugar. That does NOT make it healthy. Same as with all sugar-based sweeteners, if you’re going to eat it, make sure to do so in moderation only.
SPEAKING
c Have you ever tried maple syrup? If not, would you like to try it? 6
Discuss a list of foods kids hate the most.
©
VA
beets olives broccoli cilantro mushrooms tomatoes aubergine peanuts bologna sausage pineapple pizza
WRITING
N
a Preparation: read the list of most hated foods around the world and tick off the foods that you like. Look up an image of the ones you don’t know. Put an X next to the ones you hate. Think of the reasons why you like/hate this food. Prepare what you want to say about this below. liver ginger mayonnaise spam candy corn tuna black liquorice pickles cantaloupe Brussels sprouts
I hate because it tastes like
.
I also don’t like because it smells
.
looks like and that’s why I think it is I think is too
. for me.
two hundred and two
202
b Action: form groups and discuss the list with your classmates. Use good expressions to say why you (dis)like these foods. Observe at least one classmate in your group.
UNIT 5:
DIG IN!
SPEAKING
c Reflection: one classmate will observe you and fill in the checklist for you. Next sit together and discuss what went well and what could be improved. Checklist: commenting on food
Yes
I think so
No
1 Preparation • My classmate ticked off the list of foods. • My classmate filled in the writing frame. 2 Content and structure • My classmate talked about the foods they like/hate for about 1 minute. • My classmate discussed the flavours of the foods. • My classmate gave reasons. 3 Language • My classmate used good expressions for likes/dislikes. • My classmate used vocabulary to talk about food correctly. • My classmate paid attention to their pronunciation.
IN
Feedback
Discussing quantity
Brandon’s mother wants him to go grocery shopping. Take a look at his shopping list and answer the questions.
ples 6 ap ts rro 8 ca f butter g 250 o bread of 1 loaf nanas s 3 ba f mushroom o x 1 bo les of milk tt 2 bo of lettuce r a 1 he d (lb) of suga d n u u f lo r 1 po lb) of ( d n u 1 po ops ork ch ps 4p ris g of c 1 ba
©
READING
Did you know?
1 pound = 0.454 kg In Latin a pound is ‘libra’. The English use this Latin word for the abbreviation of pound: lb. How many pounds is 10 kg? How many kg is 4 lb?
a How many apples does he need? b How much milk does he have to buy?
two hundred and three
1
How much do you want?
VA
Step 2
N
CHECK 1, p. 220
c How many pork chops are on his list? d How many bananas does he want?
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203
e How much bread does he have to buy? f How many mushrooms does Brandon need? g How many crisps does his mother want? h How much lettuce do they need? Sometimes the things you buy are packaged, sometimes they aren’t. And sometimes certain types of containers are associated with them. Complete the phrases below the pictures.
1
2
a bottle of
3
a cup of
a glass of
6
a can of
7
a box of
©
a packet of
two hundred and four
204
8
a bar of
a carton of
10
11
a jar of
a bag of
VA
9
3
a spoonful of
N
5
4
IN
2
Complete these columns with foods you know. Write 3 for each. a bottle of …
a box of …
a packet of …
a can of …
a jar of …
a bag of …
a cup of …
a glass of ...
UNIT 5:
DIG IN!
4
Can you count this? a Mark the items that you can count and complete the grid with items from Brandon’s list in exercise 1, p. 203. b Do you need ‘much’ or ‘many’ after the questions with ‘how’? Items you can count: countable
Items you can’t count: uncountable
– pears
– strawberries
– yoghurt
– salt
– eggs
– water
Question: How
IN
Question: How
Work with a partner. Ask each other questions about the classroom/school. Use ‘how much’ or ‘how many’. e.g. How many subjects do we have? How much does a sandwich cost?
SPOKEN INTERACTION
6
Are these dishes healthy or not? Underline the correct answer.
READING
N
5
1 Eating a salad is healthy / unhealthy because salads are made with a lot of different vegetables.
VA
2 Fast food is healthy / unhealthy because there is too much fat in it. 3 Coke, lemonade, Ice Tea: these drinks are healthy / unhealthy because they contain a lot of sugar. 4 Eating too many sweets is good / bad for your teeth. 5 Fruit is good / not good for you because it contains a lot of vitamins.
©
6 Drinking water is healthy / unhealthy because it does not contain much sugar. 7 Bangers and mash is / is not a healthy dish because there aren’t many vegetables in it. 8 It is healthy / unhealthy to eat many vegetables. 9 It is good / bad for you to eat fruit with the skin because most of the vitamins are closest to the skin. 10 Eating a little bit of dark chocolate is healthy / unhealthy for your heart.
Look at the words in bold in exercise 6. Complete the grid below with the correct words. Positive sentence
Negative sentence
Question
After ‘too’
Countable nouns two hundred and five
7
Uncountable nouns
UNIT 5:
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205
8
Complete the grammar box with the correct information.
GRAMMAR
How to talk about quantity
When you don’t know the exact amount of something you can use ‘quantifiers’. We use with nouns. e.g. There are many students in my school. We use with nouns. e.g. Don’t put too much salt in that soup!
9
IN
can be used with and nouns and is mostly used for large quantities. e.g. There is a lot of sugar in soft drinks. My mother always buys a lot of vegetables at the market. See p. 213
Complete the sentences with ‘much’, ‘many’ or ‘a lot of’. 1 How rice should I cook for two people?
2 She has too things to do today so we can’t go shopping now. 3 Have you got friends in this school?
N
4 Our teacher gives us too homework! 5 Do you eat fruit?
VA
6 Whoa! There is too salt in this soup!
7 How money have you got in your wallet? 8 There aren’t vegetables I don’t like. 9 I think you eat too sweets.
10 There are pupils in our school.
©
10 Look at these pictures, and then answer the questions in complete sentences, like in the example.
1
Is there any water in the glass?
No, there isn’t any water in the glass.
2
Are there any pens on the desk?
3 two hundred and six
206
Is there any orange juice in this glass?
UNIT 5:
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4
Are there any apples on the table?
5
Are there any pens in the pencil case?
11 Use the words from the previous exercise to complete the grid.
any negative sentences
Is there water in
No, there isn’t
Yes, there is
the glass?
water in the glass.
water in the glass.
Is there
No, there isn’t
Yes, there
.
lemonade in the glass?
lemonade in the glass.
Are there pens
No, there aren’t
Yes, there
.
N
on the desk?
IN
pens on the desk.
VA
12 Complete the grammar box with the correct information. How to talk about quantity
GRAMMAR
General rule:
We use for sentences. e.g. There is some fruit in my lunch box.
©
We use for sentences and . e.g. T here isn’t any water left in the bottle. Are there any apples in the fruit basket? But:
And sometimes we can use in a positive sentence when we mean ‘it doesn’t matter which’. e.g. Give me any pen! See p. 213
UNIT 5:
DIG IN!
two hundred and seven
Sometimes we can use in questions when we are offering or asking for something, especially when we expect a positive answer. e.g. Can I have some coffee, please? Would you like some more cake?
207
13 Complete the sentences with ‘some’ or ‘any’. 1 There aren’t biscuits in the cupboard. 2 Is there water left in that bottle? 3 There are apples on the table; can you get them for me? 4 Are there carrots on your shopping list? No, not yet. Should I get
?
5 There is fruit in the fruit basket on the kitchen counter. 6 Are there potatoes in that bag? 7 There are pancakes left over from the party. Do you want one? 8 I have grapes in my lunchbox. 9 Do you have homework today? 14 Pair up and ask each other questions about your lunch. Use ‘some’ or ‘any‘.
SPOKEN INTERACTION
15 What is in the fridge?
IN
e.g. Have you got any vegetables in your lunch bag? – Yes, I have got some cherry tomatoes. Did you bring any fizzy drinks for lunch? – No, I didn’t bring any drinks at all. I’ll get some from the vending machine.
N
a Preparation: look at the picture and circle at least 5 things.
VA
b Action: – Write down 5 questions and answers about what is in the fridge. –U se ‘a lot of – any – many – much – some’ in your sentences.
e.g. Is there any orange juice in the fridge? – Yes, there is some orange juice in the fridge. 1 Is there
?
©
– There is
2 Are there
– There are
3 4
5 two hundred and eight
208
UNIT 5:
DIG IN!
?
WRITING
c Reflection: check your task by filling in the checklist. Checklist: what’s in the fridge?
Yes
I think so
No
1 Content and structure • I wrote down 5 questions. • I wrote answers for all 5 of my questions. 2 Language • I used quantifiers (much/many/a lot of/some/any) correctly. • I used the vocabulary about food correctly. • I used correct spelling and punctuation. Feedback
Step 3
What’s cooking in your kitchen? Giving (recipe) instructions
watchING
Watch the video recipe for egg rolls and complete the sentences.
N
1
IN
CHECK 2, p. 224
1 1 pound of ground pork in a large bowl.
VA
2 a teaspoon of ginger and 1 teaspoon of garlic powder. 3 it thoroughly.
4 In a medium sized frying pan, over medium high heat, the pork mixture. 5 Cook and through until it’s cooked and no longer pink. 6 Set aside.
7 with a knife enough cabbage to make two cups.
©
8 the shredded cabbage along with 2 ounces of pre-shredded carrots into a large bowl.
9 Add the cooked pork. 10 it a good stir to mix it up well. 11 Place 2 tablespoons of flour and 2 tablespoons of water in a small bowl. 12 Stir them together to make a paste. 13 one egg roll wrapper with the corner pointing toward you. 14 Place about 1/4 to 1/3 of a cup of the filling on the wrapper.
16 Fold the left and right corners toward the centre and continue to roll. 17 a bit of the flour paste on the final corner to help seal the egg roll. 18 peanut oil in a large frying pan, add enough to fill halfway up the pan.
UNIT 5:
DIG IN!
two hundred and nine
15 the corner up over the filling.
209
19 it until it reaches 375° (F!). 20 Place the egg rolls into the hot oil until they are golden brown. 21 them to make sure they brown evenly. 22 the egg rolls from the oil and drain them on paper towels. 23 When they are still hot, them with sesame seeds. 2
Look at the instructions in exercise 1. a What do they all start with? b Do you remember the verb form to give instructions? Complete the grammar box below.
GRAMMAR
How to give instructions
The imperative is the base form of the verb. e.g. Add a teaspoon of ginger.
IN
To give instructions or to say that someone has to do something, we use .
To say that someone is not allowed to do something, we add . e.g. Don’t forget to share the recipe!
We also use to give the order in which we have to do something:
3
See p. 215
N
e.g.
Complete this recipe for falafel with the correct verbs from the box.
VA
blend – combine – drizzle – form – fry – heat – season (3x) – serve – transfer – whisk (3x) 1 In a food processor fitted with a metal blade, chickpeas, garlic, shallots, parsley, cumin, coriander and flour, and season with salt and pepper. until mixture resembles a thick paste.
2 mixture into falafel balls of about 2” in diameter. 3 In a pot, 1” vegetable oil until a drop of water added to the oil sizzles and pops.
©
4 falafels until golden, then to a paper towel-lined plate and immediately with salt.
5 To make yoghurt sauce: in a medium bowl, together yoghurt, lemon juice, oil, and dill. with salt and pepper. 6 To make tahini sauce: in a medium bowl, together tahini, garlic, lemon juice, and warm water. with salt. (If you prefer a thinner sauce, in more warm water, 1 tablespoon at a time.) 7 falafels in pita with lettuce, tomatoes, and cucumber and with either sauce.
two hundred and ten
210
UNIT 5:
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4
Choose words from the box to match the pictures below. to dab – to drizzle – to fry – to pour – to season – to shred – to sprinkle – to whisk
IN
What do you see? Check the words in the recipes in exercises 1 and 3 that are printed in bold and match them to the correct image.
VA
N
5
Look up a recipe that you want to try and make a list of the utensils you need to make it yourself.
7
Give instructions on how to prepare your favourite dish.
©
6
a Preparation: find a partner. Look up the recipe for your favourite meal or choose a card from the teacher’s stack and look up that recipe. – Make a list with the ingredients: – Make a list with the utensils you need: two hundred and eleven
UNIT 5:
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211
b Action: – Write down the recipe. Make sure that there are at least 5 instructions. Use the list of ingredients and the utensils in your recipe. Use the correct verbs for the actions! Don’t forget to use linking words.
WRITING
IN
SPEAKING
– One of you tells the class what they need for the recipe. The other one gives the instructions. Have your classmates guess what you are ‘cooking’. c Reflection: check your work by filling in the checklist.
N
Checklist: preparing your favourite dish
1 Preparation • I looked up (parts of) the recipe. • I made a list of ingredients and utensils.
VA
2 Content and structure • I wrote clear instructions for my recipe (at least 5). • I told the class my recipe in a structured way.
©
3 Language • I used cooking verbs correctly. • I used linking words correctly. • I used imperatives to give instructions. • I used the correct vocabulary to talk about kitchen utensils. • I used correct spelling and punctuation. • I paid attention to my pronunciation. Feedback
CHECK 3, p. 226
two hundred and twelve
212
UNIT 5:
DIG IN!
Yes
I think so
No
HOW TO talk about quantity
Quantifiers
I would like to have some tea and some toast, please.
How many slices of toast would you like?
Just one and I want a lot of sugar in my tea!
VA
N
IN
There isn’t any sugar left, I’m afraid. How much milk do you want?
1 Counting nouns
Countable nouns
– You count them with numbers. e.g. 1 apple – 2 apples – They have a plural and a singular form. – The singular can use the indefinite article ‘a’ or ‘an’: e.g. a carrot – an apple
©
Uncountable nouns
– You can’t count them with numbers. e.g. 1 money – 2 moneys – They don’t have a plural form. – They can only use the definite article ‘the’: e.g. the rice, the butter
Keep in mind: – Some words can be both countable and uncountable with a change in meaning. Drinks are usually uncountable but if we think of a cup or a glass, we can say e.g. ‘a coke’ or ‘two coffees’. – When you don’t know the exact amount of something you can use quantifiers: some, any, much, many.
two hundred and thirteen
GRAMMAR
SUMMARY
UNIT 5:
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213
2 Unspecified quantity USE
some
any
EXAMPLES
– – – – –
with plural of countable nouns with uncountable nouns in positive sentences in offers in requests
– – – – –
an apple g some apples water g some water There is some milk in the fridge. Do you want some tea? Could you get me some milk, please?
– – – – –
with plural of countable nouns with uncountable nouns in questions in negative sentences when the meaning is ‘it doesn’t matter which’
– – – – –
a pear g any pears milk g any milk Is there any milk left in the fridge? There isn’t any milk left in the fridge. You can ask for help any time!
3 Large quantity – – – –
much sugar How much sugar do you want? I don’t need much sugar. There is too much sugar in my tea.
– – – –
with plural countable nouns in questions in negative sentences in positive sentences with ‘so’, ‘as’ or ‘too’
– – – –
many restaurants How many ice cubes would you like? There aren’t many restaurants here. There are too many ice cubes in my drink.
– always correct
©
a lot of
with uncountable nouns in questions in negative sentences in positive sentences with ‘so’, ‘as’ or ‘too’
N
many
– – – –
VA
much
two hundred and fourteen
214
UNIT 5:
EXAMPLES
IN
USE
DIG IN!
– We have a lot of options.
HOW TO give instructions
The imperative
VA
N
IN
Shake it! Don’t stir it!
FORM
Positive imperative
Negative imperative
= base form of the verb
= don’t + base form of the verb
e.g. Pour the water in the frying pan. Mix until smooth.
e.g. Don’t let it get too hot! Don’t stir but shake!
USE
©
– to order someone to do something – to give instructions
two hundred and fifteen
Keep in mind: If you want to structure your instructions, use linking words: – first(ly) … – second(ly) … – then … – next … – after that … – finally …
UNIT 5:
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215
an apple
a grape
two hundred and sixteen
216
UNIT 5:
a carrot
an onion
DIG IN!
a strawberry
N
VA an aubergine (UK)/ an eggplant (US)
©
an asparagus
a lemon
a pear
2 VEGETABLES
a banana
a grapefruit
a melon
an avocado
IN
VOCABULARY
1 FRUIT
a cauliflower
a (bell) pepper
a tomato
broccoli
lettuce
a potato
Brussels sprouts
a mushroom
spinach
3 MEAT AND FISH
beef (steak)
a sausage
chicken
veal
(a loaf of) bread
rice
cereal
cheese
VA
an anchovy
N
4 WHEAT AND DAIRY
lamb
a sandwich
pork (chops)
salmon
IN
an egg
yoghurt
©
5 DISHES
a pie
cake
a salad
fish and chips
scrambled eggs
ice cream
two hundred and seventeen
bangers and mash
soup
UNIT 5:
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217
6 DRINKS
sparkling water
coke
still water
chocolate
two hundred and eighteen
218
UNIT 5:
DIG IN!
tea
crisps (UK) / (potato) chips (US)
VA
©
biscuits (UK) / cookies (US)
lemonade
N
7 SNACKS AND SWEETS
orange juice
milk
IN
coffee
sweets (UK) / candy (US)
I don’t like Brussels sprouts because they are too bitter.
VA
1 Expressing likes
N
IN
This is delicious! All the flavours really come together.
USEFUL EXPRESSIONS
HOW TO express your likes and dislikes (food)
This is delicious. This is great/(very) good. I love it because … I like it because …
… all the flavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.
©
It tastes better than it looks.
2 Expressing dislikes
I don’t (really) like … because … I don’t like … at all because … I (really) hate …
… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird. two hundred and nineteen
It’s not that bad, but it could do with some seasoning.
UNIT 5:
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219
ON DIFFERENT TRACKS Talking about (favourite) food
Check 1 1
watchING
Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N° Name
Food group
1 2 3 4 6 / 12
VA
N
Total:
IN
5
b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING
©
Tucker
– Tucker hates because + Tucker loves because + Journee + + +
two hundred and twenty
Total:
220
UNIT 5:
/ 6
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
DIG IN!
Name the foods in the photo and put them in the correct food group.
IN
2
Score
< 12
3
≥ 12
ex. 3
VA
Next exercise
N
WRITING
Write about foods you (dis)like.
two hundred and twenty-one
©
a Preparation: look at the pictures and circle 5 foods you would like to give your opinion about. Name them!
UNIT 5:
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221
b Action: write a paragraph (about 50-75 words) in which you give your opinion about the food. Make sure there is at least 1 sentence per food. Use the right expressions to give your opinion about food. c Reflection: check your work by filling in the checklist. Yes
I think so
IN
Checklist: foods I (dis)like
No
1 Preparation • I circled 5 foods in the pictures and named them.
N
2 Content and structure • My text is 50-75 words. • There is at least 1 sentence per food. • My opinion is clear.
VA
3 Language • I used good phrases to give my opinion (about food). • I used correct vocabulary. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback
Score
≥ 11
ex. 4
Check 2, p. 224
©
Next exercise
< 11
4
WRITING Make 3 menus: 1 for a school day, 1 for your birthday and 1 for a special celebration (e.g. Christmas). Make sure you use at least 3 vegetables, 2 types of meat, 4 kinds of fruit, 2 drinks and 2 desserts. a School day
two hundred and twenty-two
222
UNIT 5:
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b Birthday c Special celebration Score
<9
≥9
Next exercise
IN
5
ex. 3
SPEAKING
Taste test review. Give your opinion about new foods you tried.
a Preparation: think of something you have recently tasted (for the first time). Write down your ideas in the grid.
N
I tried … It looked … It smelled …
VA
It tasted …
What I liked about it:
What I hated about it:
b Action: describe your experience. Discuss the flavours, the smell, the look, etc. Talk for at least 1 minute about what you liked or didn’t like about it.
©
c Reflection: use this checklist to check your work. Checklist: giving opinion about food
Yes
I think so
No
1 Content and structure • I talked for at least 1 minute. • I talked about the flavour, smell and look of the food. 2 Language • I used good phrases to give my opinion about food. • I used the vocabulary about food to talk about the flavours, smell and look, etc. • I paid attention to my pronunciation.
Score
<7
≥7
Next exercise
ex. 3
Check 2, p. 224
two hundred and twenty-three
Feedback
UNIT 5:
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223
Discussing quantity
Check 2 1
Complete the sentences. a Use ‘much’, ‘many’, or ‘a lot of’. 1 We’ve got too homework. Now I can’t go to the cinema tonight. 2 There are people in our school. 3 There isn’t milk left. I have to go to the shop to buy some. 4 How sweets do you want? – Six, please! 5 London has got beautiful buildings. 6 Did you invite classmates to your party? 7 I have got money … in my Monopoly bank!
IN
b Use ‘some’ or ‘any’. 1 Have you got spare change? I’d like to buy a can of coke from the machine. 2 There are drinks in the fridge, if you’re thirsty. 3 Who ate all the cake? There isn’t left!
4 I would like tea, please, if you have .
N
5 Have you got idea how long it takes to make this recipe? 6 There is freshly squeezed juice in the fridge, if you like.
Score
VA
7 Would you like coffee?
Next exercise 2
<9
9 – 12
> 12
ex. 2
ex. 3
ex. 4
Are these words countable or uncountable? Circle the uncountable words.
©
1 rice 2 pineapple 3 tea 4 waiter 5 wine Score
6 biscuit 7 sugar 8 beef 9 cake 10 cherry
<8
Next exercise 3
11 cabbage 12 pepper 13 basil 14 juice 15 bacon
≥8 ex. 3
Complete with the correct containers. 1 a of crisps
two hundred and twenty-four
224
2 a / of honey 3 a of soap 4 a / / of lemonade 5 a / / of soda
UNIT 5:
DIG IN!
16 burger 17 milkshake 18 chocolate spread
6 a of sweets 7 a of rice 8 a of chocolates 9 a / / of orange juice 10 a of coffee Score
<8
≥8
Next exercise
Pair up. Your classmate will dictate 10 things from their shopping list. Try to draw the items. You will earn 1 point for each correct item (containers + food). Score
<7
Next exercise 5
SPEAKING
≥7 Check 3, p. 226
Pair up and match shopping lists to trolleys!
IN
4
ex. 4
SPOKEN INTERACTION
N
a Preparation: decide who will be student A and who will be student B. You will each get 3 different trolleys or baskets and 3 different shopping lists.
VA
b Action: – Student A starts by asking student B questions using ‘some’ and ‘any’ and tries to match the trolleys to the correct shopping lists. Switch when the 3 trolleys have been found. – Now it is student B’s turn to ask questions. c Reflection: check your task by filling in the checklist. Checklist: finding trolleys
Yes
I think so
No
©
1 Content and structure • I could match the trolleys to the lists. 2 Language • I used correct quantifiers. • I used the correct containers. • I used basic grammar to ask questions correctly. • I paid attention to my pronunciation.
Score
<8
≥8
Next exercise
ex. 4
Check 3, p. 226
two hundred and twenty-five
Feedback
UNIT 5:
DIG IN!
225
Giving (recipe) instructions
Check 3 1
Watch the video and complete the instructions on how to make churros. Procedure: • 100 ml of water in a . • 25 g of unsalted butter. • the off the stove. • some salt to 1/2 cup of flour. • well. • to the butter.
• the dough in a piping bag. • for 20 minutes. Meanwhile make the chocolate sauce: • 100 ml double cream,
IN
• until you have a dough.
N
3/4 tsp vanilla extract and 1/2 tsp cinnamon powder in a . • Bring to a .
VA
• 40 g of dark chocolate. • and let it melt. Time to make the churros:
• the piping bag to make little ‘strips’, cut the end using scissors. • in hot oil until golden brown.
©
• Once cooked, drain them on a paper towel. • sugar and cinnamon to a plate and the churros in it. Enjoy!
Score
< 13
13 – 17
> 17
Next exercise
ex. 2
ex. 3
ex. 4
two hundred and twenty-six
226
UNIT 5:
DIG IN!
watchING
Name the utensils and instructions in the pictures.
IN
2
Score
<6
Next exercise
≥6
ex. 3
VA
3
N
watchING
Watch the video, with the sound off. Complete the instructions in this recipe. Afterwards, watch the video again, with the sound on, and check your answers. • the cucumber in (half) circles. • a red onion in slices.
©
• 1/3 cup kalamata olives in half. • 2 tomatoes in small wedges. • the seeds and the ribs of the bell pepper.
• up the pepper. • the feta cheese over the salad. • with your fingers. two hundred and twenty-seven
• the dressing over the salad. • some more oregano. Score Next exercise
<7
≥7 All done!
UNIT 5:
DIG IN!
227
4
WRITING
Make your own potion! a Preparation: decide what type of potion you want to make: truth serum, love potion, magic maths potion, etc. – What my potion does: – Make a list of the ingredients (minimum 5). – Make a list of the utensils you need (minimum 4).
IN
VA
N
b Action: – Write the recipe for the potion. – Make sure that there are at least 6 different ways to handle the food/liquids you use for the potion. – Use the list of ingredients and the utensils in your recipe. – Use the correct verbs for the actions! – Don’t forget to use linking words.
©
two hundred and twenty-eight
228
UNIT 5:
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c Reflection: use this checklist to check your work. Checklist: a potion recipe
Yes
I think so
No
1 Preparation • I made a list of ingredients and utensils. • I chose a purpose for my potion. 2 Content and structure • I wrote clear instructions on how to prepare the potion. • I used at least 5 ingredients for my potion and 3 utensils. • I wrote 6 different ways to handle the ingredients. 3 Language • I used imperatives to give instructions. • I used action verbs correctly. • I used linking words correctly. • I used the correct vocabulary to talk about kitchen utensils. • I used correct spelling and punctuation.
IN
Feedback
< 14
≥ 14
Next exercise
ex. 3
All done!
two hundred and twenty-nine
©
VA
N
Score
UNIT 5:
DIG IN!
229
CHECK OUT: MASTER CHEF Orientation You are going to be a TV chef!
Preparation 1
Start by writing your menu. It should consist of a starter, a main course and a dessert.
2
Next make a shopping list of all the ingredients you will need for 4 people.
3
Make the recipe for one of your courses. Make sure you use clear instructions.
WRITING
Action Film yourself while preparing the recipe. Give clear instructions, and name everything you use: utensils, ingredients, quantities.
5
End your ‘programme’ with 3 tips for people who want to try this recipe at home.
6
Show the video in class and bring the food so everyone can taste it.
7
Discuss the food: – Whose meal tasted the best? – What would you do differently? – Which of the recipes do you want to try at home?
8
VA
Reflection
N
IN
4
Fill in the checklist to reflect on your work. Checklist: master chef
©
1 Content and structure • I wrote a 3-course menu. • I made a shopping list. • I made a recipe with clear instructions.
2 Language • I used the correct words to talk about food. • I used the correct grammar to give instructions. • I used the correct grammar to talk about the quantity of the ingredients. • I used linking words correctly. • I used the correct phrases to discuss the food. • I paid attention to my pronunciation. Feedback
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Trace your steps on diddit.
UNIT 5:
DIG IN!
Yes
I think so
No
SPEAKING
UNIT 6: TALK TO THE STARS check in Step 1: describing people’s character
IN
main track
N
VA
Step 3: making plans
Step 2: predicting the future
Š
summary
trace your steps
on different tracks check out: predicting the future
CHECK IN Marvel’s real hero 1
Watch the interview with Stan Lee and answer the questions.
watchING
a What is Stan Lee’s job? b What kind of books did he write in the past?
c Can you name some?
d What kind of book is the interview about?
e What is the title of the book?
IN
f What is difficult for Stan Lee to remember? g What is the book about?
N
VA
h Is it written just for children?
i Does the story have a good ending?
j Will it be adapted for the small or big screen?
©
Did you know?
Stan Lee was an American comic book writer, editor, publisher, and producer. He was Marvel Comics’ primary creative leader for 2 decades. He made it from a small publishing house to a multimedia corporation that dominated the comics industry. Stan Lee appeared in many Marvel films and television projects. His final film appearance was in The Avengers: Endgame. He died in November 2018 and is considered a real hero. Adapted from https://en.wikipedia.org/wiki/Stan_Lee
2
Discuss with a classmate. a Do you like reading comic books? If so, what do you like in them? If not, why not?
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b Do you know any of the films mentioned in the interview? Which one(s)? c Do you like any of the films mentioned in the interview? Why (not)? d Do you know what a Zodiac is?
UNIT 6:
TALK TO THE STARS
SPOKEN INTERACTION
MAIN TRACK Step 1
Do you believe in the stars? Describing people’s character
1 / Signs of the zodiac 1
READING
Read the text about the zodiac and answer the questions. a What is the text about? b What did people in ancient times think the constellations were all about?
5
10
N
Imagine a straight line drawn from Earth through the Sun and out into space way beyond our solar system where the stars are. Then, picture Earth following its orbit around the Sun. This imaginary line would rotate, pointing to different stars throughout one complete trip around the Sun – or, one year. All the stars that lie close to the imaginary flat disk swept out by this imaginary line are said to be in the zodiac.
earth
VA
1
©
The constellations in the zodiac are simply the constellations that this imaginary straight line points to in its year-long journey.
15
20
In ancient times, astronomers did not fully understand how Earth, the Sun, and the stars moved. Nor did they have any idea the Universe is so vast. But they were good observers of the sky and tried very hard to make sense of it.
sun
constellations: if you connect the stars they create constellations, e.g. the Little Bear, the Great Bear nor: and also not (‘noch’, ‘ook niet’) an orbit: a rotation, a path a solar system: the sun and all the planets vast: big, endless
People had already imagined that the constellations might be important symbols, telling stories of their gods and other myths. It was not a big step to suppose that the changing positions of the constellations at different times of the year might be important to people and events on Earth. Adapted from: www.spaceplace.nasa.gov
UNIT 6:
TALK TO THE STARS
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WHAT IS THE ZODIAC AND WHAT IS SPECIAL ABOUT THESE CONSTELLATIONS?
IN
233
2
Discuss these questions with a partner, and then report to another pair of students.
SPOKEN INTERACTION
a What are signs of the zodiac? b Do you believe the signs of the zodiac mean anything? c Do you know what your sign is? 3
Watch the extract from the film Zodiac, Signs of the Apocalypse and answer the questions. Sometimes more than 1 answer is possible.
watchING
b What does the man think this is? He has no idea. He thinks it is a special date. He thinks it is a countdown.
IN
a What are the carvings in the cave? zodiac signs the old Mayan Calendar a Greek myth
c What did the company want? They wanted to find the cave. They wanted the stone. They wanted the bodies from the dead scientists.
N
d What is so special about that object? They think it is an undiscovered gemstone of great value. They think it is a power source, energy.
4
VA
e What is the legend about? It is about the end of the world. It is about the end of the sun. It is about natural disasters.
Every sign of the zodiac has certain character traits. a Read the text and answer the questions.
©
1 How many signs are there? 2 What are these signs called? 3 Which sign is reliable? 4 Which sign plans carefully to achieve their ambitions? 5 Which sign is careful? 6 Which sign is full of surprises? 7 Which sign has good self-control? 8 What is your neighbour’s sign? two hundred and thirty-four
9 Do you think the text accurately describes what he/she is like?
234
UNIT 6:
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READING
10 What is your father’s or mother’s sign? 11 Do you think the text accurately describes what he/she is like?
Signs of the Zodiac Aries (March 21 – April 19):
Taurus (April 20 – May 20):
Taurus are reliable and practical people but they can be really stubborn when dealing with other people. They only work hard if they are enjoying what they are doing. They hate change.
Gemini (May 21 – June 20):
IN
Those born under this sign are very active people, as a result they can be impulsive. But they are also innocent. They like planning ahead but they can’t foresee problems and tend to overlook details.
Cancer (June 21 – July 22):
They are loyal to their friends and very sensitive. They can be moody, however. They like staying in one place and hate travelling. They like living in the past.
VA
N
They are lively. They like to chat, but are restless and are always looking for new things. They don’t like hard, monotonous work, because they like change.
Virgo (August 23 – September 22):
©
Leos are demanding and sometimes bossy. But despite this they also have a generous nature. They love to be the centre of attention. They have a lot of respect for family life and children. They are good organisers.
Libra (September 23 – October 22):
Libras typically need balance and stability in their lives. They are creative and artistic. They want to settle down, they need marriage and a harmonious life.
Virgos are thorough and careful. They are reasonable, but can be very critical. They like things to be perfect and places to be tidy, as they are terribly fussy.
Scorpio (October 23 – November 21):
Those born under this sign are determined to get their own way and are very jealous. They enjoy solving problems and can be difficult to live with. They have good self-control.
reasonable: fair thorough: detailed
UNIT 6:
TALK TO THE STARS
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Leo (July 23 – August 22):
235
Sagittarius (November 22 – December 21):
Capricorn (December 22 – January 19):
They are independent, but friendly. They love sports and outdoor activities. They can be outspoken in their opinions about everything, but they are quiet as well. They seek the unknown all the time.
They are careeroriented people. They are ambitious and have opinions about everything. They plan carefully to achieve their ambitions.
Aquarians are intelligent and inventive. They are full of unusual ideas on how to change the world. They are great speakers and thinkers. They are friendly, but also unpredictable and full of surprises. Adapted from: en.islcollective.com
Pisces (February 19 – March 20):
They are sensitive and understanding. They cannot stand to see other people suffer. It makes them angry when things do not run smoothly. They are also unpredictable in their behaviour.
IN
Aquarius (January 20 – February 18):
SPOKEN INTERACTION
VA
N
b Do you agree with what is written in the text? Form groups and discuss these questions. Use some of the expressions from the Summary on p. 254 in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?
Did you know?
Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.
©
Astrology is the study of how the positions of the stars and movements of the planets have an influence on events and on the lives and behaviour of people.
2 / What are people like? 1
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Pair up! You will get a stack of cards with character traits. Pick a card and use it in a sentence so your partner understands its meaning. If they do, keep the card. If they don’t, put the card back in the stack. Continue until all cards are gone.
someone who isn’t afraid of danger e.g. Fire fighters are really brave! They aren’t afraid of fire. UNIT 6:
TALK TO THE STARS
SPOKEN INTERACTION
Put the character traits from the text in exercise 4 on p. 235-236 in the correct column. Are they good, bad or can they be both? If you are not sure, discuss with a classmate before you consult a dictionary. Good
Bad
Both
IN
2
N
GRAMMAR
VA
How to describe people and things
The character traits to describe what people are like are all adjectives. Check the Summary of Unit 1 for more information on how to use adjectives.
3
See p. 29
Complete the following sentences with the correct adjective from exercise 2. 1 When someone is good at drawing and painting, they are very .
©
2 Someone who knows what they want and doesn’t want to change their mind is .
3 When someone always tells you what to do, they are being . 4 Someone who changes their mind all the time is . 5 Someone who doesn’t talk much is . 6 Someone who is is good at inventing and creating things. 7 If you have made a firm decision to do something and will not let anything stop you, you are . is . 9 Someone who thinks things through and doesn’t take a decision lightly is . 10 Someone who does things on their own and doesn’t need help is .
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8 Someone who is never satisfied with the results and always pushes for more,
237
4
Below is a list of synonyms to the words in exercise 2 and 3. Fill in the grid. Use an online thesaurus if necessary. big-hearted – creative – dependable – detailed – determined – devoted – efficient – energetic – grumpy – imaginative – pushy – smart – spontaneous – strong-willed Adjective
Adjective
generous
moody
stubborn
impulsive
artistic
bossy
determined
reliable
loyal
active
thorough
intelligent
practical
inventive
Describe yourself.
Synonym
IN
5
Synonym
a Preparation: scan the text ‘Signs of the Zodiac’ on p. 235-236 to find your sign. Compare the character traits from the text to how you really are.
are
N
My zodiac sign is . The text says that
.
This is also how I am. / This is not how I am at all. (Cross out the wrong statement.)
VA
On a scale from 1 to 10, this is how much I agree with the text (also say why):
WRITING
©
b Action: use the information from what you prepared to describe what kind of person you are. – Write about 50 words. – Add at least 2 positive characteristics. – Add at least 2 negative characteristics. – Include your zodiac sign. two hundred and thirty-eight
238
– Discuss your zodiac sign with a partner. Do they agree?
UNIT 6:
TALK TO THE STARS
SPOKEN INTERACTION
c Reflection: check your task by filling in the checklist. Give your text to a classmate. They will give you some feedback. Me
Checklist: describing yourself
Yes I think so
Classmate No
Yes I think so
No
1 Preparation • I used the writing frame to compare my character traits with those of the zodiac signs.
3 Language • I used the correct words. • I used correct basic grammar. • I used correct spelling and punctuation.
VA
CHECK 1, p. 255
N
Feedback
IN
2 Content and structure • I wrote about 50 words to describe my character. • I wrote 2 positive character traits. • I wrote 2 negative character traits. • I added my zodiac sign.
Look into the crystal ball
Step 2
Predicting the future
1 / One day you will …
READING
Read the text on the next page and answer the questions. a Where can you find this type of text?
©
1
b Are the statements true or false? Correct the false statements. Statement
True
False
1 Aries will have a good week. 2 Taurus will have fun in P.E. 3 Libra won’t have time to play computer games. two hundred and thirty-nine
4 Capricorn won’t have to study for a maths test. 5 Leo won’t have a lucky day.
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239
This week’s
horoscope
Taurus:
This won’t be a good week for you.
Something unexpected will happen
You will have a lot of homework.
on Sunday. Don’t worry. You won’t
History will be difficult. Be nice to
have any problems. You will have a
your friends, as you will need them.
great time. P.E. will be fun.
Gemini:
Cancer:
You will have a very busy week. You won’t have much free time. At the weekend you will go out with
Leo:
Be careful on Friday! You won’t have a good day. At the weekend you will meet some friends and do some sport.
N
friends.
IN
Aries:
Virgo: You will go on a journey and meet lots
You will get a surprise that you
of new friends. Maths won’t be easy
won’t forget. You will have an oral
this week.
VA
Tuesday will be your lucky day.
assignment for English.
Scorpio:
You will receive very good news
Everything will be great this week.
from your best friend. You won’t
You will win something. French will
have time to play computer games.
be OK this week.
©
Libra:
Sagittarius:
Capricorn:
You won’t stay at home this
You will have to study for a maths
weekend; you will go out with your
test. Be careful; you won’t feel very
family. School will be easy this
good at the weekend.
week.
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UNIT 6:
Aquarius:
Pisces:
You will do very well at school this
This will be a good week to solve
week. Tests won’t be a problem. You
problems. If you don’t, you won’t
will get some extra money.
feel good. Your friends will help you.
TALK TO THE STARS
2
Read the text again and answer the questions. a Which verb forms are used a lot in the text? b These verb forms refer to the:
past
present
future
c In the text: They talk about plans or intentions. They talk about predictions. They talk about things that are certain in the future. They talk about things that are uncertain in the future. d Underline the verb forms and complete the grammar box.
GRAMMAR
How to talk about the future We use the :
e.g. You will have a good week. Form of the future simple:
IN
– to make about the future. The future is .
Positive (+) + +
e.g. Tuesday will be your lucky day.
N
Negative (-) + +
See p. 250
Complete the sentences with the correct form of the future simple.
VA
3
e.g. You won’t stay at home this weekend.
Zoe asked a fortune teller about her future. This is what he said: 1 You (to travel) the world.
2 You (not to earn) a lot of money, but you (to be)
happy.
3 You (to meet) a lot of interesting people.
©
4 You (not to have) any problems. 5 Everybody (to love) you. 6 You (to find) the job of your dreams. 7 You (not to have) any difficulty making decisions.
Write 6 predictions for 2 people you know (3 predictions each). Use the future simple!
WRITING
e.g. to my mother Aquarius: You will have some extra laundry this week.
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5
Make your own fortune cookie. a Preparation: – Do you remember how to give instructions? Check the Summary of Unit 5, p. 215. – Check the pictures and link the words from the box to the correct picture. – Write clear instructions for making fortune cookies. to dry – to fold – glue – index finger – materials – middle finger – paperclip – thumb – two ends
IN
Picture
VA
N
©
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UNIT 6:
TALK TO THE STARS
WRITING
b Action: – Give your instructions to a classmate. They will use them to make 2 fortune cookies of their own. – Write 2 predictions on a long, thin piece of paper. Use the future simple! – Put the messages in the fortune cookies and give them to your teacher. One will be handed out in class immediately. The other one is for you to keep or to give away. – When you get your fortune cookie, read your fortune. Are you happy with the prediction? Explain why (not).
WRITING
SPEAKING
c Reflection: check your task by filling in the checklist. Checklist: making fortune cookies
Yes
I think so
No
1 Preparation • I linked the correct words to the correct picture. • I wrote clear instructions on how to make fortune cookies.
IN
2 Content and structure • I wrote 2 fortune cookie predictions. • I discussed the predictions I received.
There are other ways to predict the future, such as tarot cards. Use a regular deck of cards to predict a classmate’s future. One of you is the tarot reader and the other is the client. Afterwards switch roles. Interpret the cards using the guidelines you will get.
SPOKEN INTERACTION
The Seven Triplets Spread (aka The Seven Fates Spread) relationships
6
7
romance wealth 4
success
happiness 2
3
1
UNIT 6:
5
career
family life
TALK TO THE STARS
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1 The following spread is to be used with regular playing cards. This spread is called ‘the Seven Fates or Seven Triplets’. It needs 21 cards from a regular deck of 52. 2 Shuffle the cards carefully, have the client divide the deck into 3 stacks. This is done with the right hand for future and alternating both for present. 3 Make 7 groups of 3 cards, taking 1 from each pile. The middle stack should be the middle card of each set, and this middle card will be the focal point of all readings.
©
6
VA
Feedback
N
3 Language • I used the imperative correctly to give instructions. • I used the future simple correctly to write the fortune cookies. • I checked my spelling and punctuation. • I paid attention to my pronunciation.
243
2 / In the next 60 seconds … 1
In the following video you see what will happen in the next 60 seconds. Tick the facts that are mentioned.
watchING
There will be 5 earthquakes. There won’t be 5 car accidents. A humming bird won’t flap its wings 4,000 times. 5,000 thousand babies will be born. You will blink an average of 12 times. Nike will make 36,000 dollars. The sun will get bigger. 2,040 trees will be cut down in the rainforest. 1,800 stars will explode. Can you think of 2 things that will also happen in the next 60 seconds? e.g. I will blink a couple of times. / I won’t tell a lie.
3
What do you think?
IN
2
N
a The statements in exercise 1: talk about plans or intentions. talk about predictions. talk about things that are certain in the future. talk about things that are uncertain in the future.
VA
b Look at these questions and answer them with information from the statements in exercise 1. 1 How many earthquakes will there be?
2 Who will blink about 12 times?
3 What will get bigger?
©
4 Will Nike make 36,000 dollars?
5 Will a hummingbird flap its wings 4,000 times?
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UNIT 6:
TALK TO THE STARS
SPEAKING
c Complete the grammar box.
GRAMMAR
How to talk about the future We can also use the future simple:
– to talk about that will happen in the . The future is .
e.g. 5,000 babies will be born in the next 60 seconds. To ask questions in the future simple: Questions (?) + +
e.g. Will I make a lot of money?
Short answers: Positive (+)
Yes, +
e.g.
IN
Negative (-) No, +
e.g.
Keep in mind: – Question word questions: e.g. When will I make a lot of money? – Subject questions: e.g. Who will make a lot of money? What will happen in the future?
N
See p. 250
Invent 2 facts for each of the following people: – your best friend – the teacher – a parent or sibling
SPEAKING
5
Play the future tenses board game (version 1).
SPOKEN INTERACTION
VA
4
©
CHECK 2, p. 259
Step 3
Making plans
READING
Read these people’s plans for the weekend. a What plans do the people on the next page have? Use complete sentences when you fill in the grid. Who?
Plan?
Duncan
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1
Any plans for the weekend?
Giulio Anna
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245
b Underline the verb forms in each of the sentences in exercise a. c Which verb form(s) is (are) always present in the verb tense? d Can you guess the name of this tense? e What are all these people talking about?
Message Board
New messages
3 hours ago
Giulio, 2 hours ago
Anna, 1 hour ago
I’m going to sit in my underwear playing computer games. Might have a shower. Might not. I’m not going to do anything for school! That is what weekends are for – sounds great! Well, tomorrow I’m going to meet up with my girlfriend’s family. Her brother, who lives in Stockholm, just had a baby girl last Friday, so we are all going to see her for the first time. I’m going to play laser tag with my little brother as it’s his birthday today. Then it’s home to carry on working on a school project. What about you? What are you going to do?
IN
Duncan,
Source: www.designernews.co
2
All messages
Check the verb forms of the verbs in the comments in exercise 1.
N
a Use the information to fill in the grammar box on this tense. b Answer Anna’s question and add your own examples.
VA
How to talk about plans and intentions
GRAMMAR
The going-to future is formed with the auxiliary verb followed by and .
Positive (+) + + +
e.g. I’m going to play laser tag.
©
Negative (-) + + +
e.g. I’m not going to do anything for school.
Question (?) (question word +) + + +
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e.g. What are you going to do?
The going-to future is used to talk about or things you intend to do in the future.
UNIT 6:
TALK TO THE STARS
See p. 251
3
What is in the bag? Pick an object card and explain what you are going to do with the object. e.g. card = a pen g I am going to write a letter to my best friend.
SPEAKING
4
Play the future tenses board game again! This time play version 2 and pay attention to the colours on the board.
SPOKEN INTERACTION
5
Listen to the song ‘Best day of my life’ by American Authors and answer the questions.
listening
a Complete the lyrics with the missing word(s). b Why do you think that word is used in this particular way? c What is he never going to do? d What is today for him?
SPEAKING
e Can you describe that day as well? Tell a classmate about it.
Best day of my life – American Authors I had a dream so big and loud I jumped so high I touched the clouds Wo-o-o-o-o-oh, wo-o-o-o-o-oh I stretched my hands out to the sky
But all the possibilities
No limits just epiphanies
20
We danced with monsters through the night
I’m never look back
Woah, never give it up
VA
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
I’m never look back
Woah, never give it up 10
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
N
5
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
IN
1
25
No, just don’t wake me now This is be the best day of my life, my li-i-i-i-i-ife
No, please don’t wake me now
This is be the best day
This is be the best day
of my life, my li-i-i-i-i-ife
of my life, my li-i-i-i-i-ife
I hear it calling outside my window
of my life, my li-i-i-i-i-ife
I feel it in my soul (soul)
©
This is be the best day
15
30
The stars were burning so bright
I howled at the moon with friends
The sun was out ’til midnight
And then the sun came crashing in
I say we lose control (control)
Depending on who you communicate with, there are appropriate and less appropriate ways to communicate. Register is the way you use language differently in different situations. ‘Gonna’ is the informal form of ‘going to’. This means we do not use it in formal speech and we almost never use it in writing! The same goes for ‘wanna’, ‘gimme’ and ‘ain’t’. Can you guess what they mean in formal speech?
UNIT 6:
TALK TO THE STARS
two hundred and forty-seven
Did you know?
247
6
What are your plans for the weekend? a Preparation: think about at least 3 activities you have planned for the weekend. Write them down here: b Action: – Write a paragraph (about 50 words) in which you explain what you are going to do next weekend. Use the going-to future. Pay attention to the register: this is formal!
WRITING
IN
Plan 1
Plan 2
SPOKEN INTERACTION
Plan 3
©
VA
Name
N
– Walk around the class and talk to at least 5 classmates. Tell them what you are going to do. Listen to your classmates. Make a note of their plans.
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– Finally, report what your classmates are going to do to someone you haven’t spoken to yet.
UNIT 6:
TALK TO THE STARS
SPEAKING
c Reflection: complete the checklist and give it to your teacher for some feedback. Checklist: plans for the weekend
Yes
I think so
No
1 Content • I wrote a paragraph about my plans for the next weekend. • I wrote about 50 words. • I talked to at least 5 classmates about my plans. • I reported what my classmates are going to do. 2 Language • I used the going-to future correctly. • I used the correct register for the writing and the speaking part of the task (formal vs informal). • I used correct spelling and punctuation. • I paid attention to my pronunciation.
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©
VA
CHECK 3, p. 265
N
IN
Feedback
UNIT 6:
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249
HOW TO talk about the future What will my future look like?
In 15 years, you will have lots of money.
Future simple That sounds great!
Sorry, no wait, … that was someone else. I’ll look in my crystal ball again ... You won’t have a job, but I promise you that you will be happy.
IN
GRAMMAR
SUMMARY
1 Future simple Positive (+)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I will work. You will work. He will work. We will work. You will work. They will work.
Rule:
Negative (-)
Questions (?)
I will not work. You will not work. He will not work. We will not work. You will not work. They will not work.
Will I work? Will you work? Will he work? Will we work? Will you work? Will they work?
Subject + will not + base form of the verb
Will + subject + base form of the verb?
VA
Subject
N
FORM
Subject + will + base form of the verb
©
Keep in mind: – There are short and long forms in the negative: e.g. I will not work. = I won’t work. – You can give a short answer to yes/no questions: e.g. Will I make a lot of money? Positive (+) Yes, subject + will. e.g. Yes, you will. Negative (-) No, subject + won’t. e.g. No, you won’t. – Question word questions: e.g. Where will I be in 15 years? – Subject questions: e.g. Who will help me? USE
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We use the future simple: – to make predictions about the future. The future is uncertain. e.g. You will have a good week. – to talk about facts that will happen in the future. e.g. 5,000 babies will be born in the next 60 seconds.
UNIT 6:
TALK TO THE STARS
HOW TO talk about plans and intentions I’m not going to do anything! Just chilling all weekend in my pajamas!
I’m going to visit my friends and play some laser tag.
N
IN
What are you going to do this weekend?
Going-to future
FORM
Positive (+)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Questions (?)
I am going to work. You are going to work. He/she/it is going to work. We are going to work. You are going to work. They are going to work.
I am not going to work. You are not going to work. He/she/it is not going to work. We are not going to work. You are not going to work. They are not going to work.
Am I going to work? Are you going to work? Is he/she/it going to work? Are we going to work? Are you going to work? Are they not going to work?
Subject + ‘ to be’ in the present simple +g oing to + base form of the verb
Subject + ‘not to be’ in the present simple + going to + base form of the verb
‘to be’ in the present simple + subject + going to + base form of the verb?
©
Rule:
Negative (-)
VA
Subject
USE
The going-to future is used – t o talk about plans or things you intend to do in the future. e.g. I’m going to play laser tag this weekend.
two hundred and fifty-one
Keep in mind: ‘Gonna’ is the informal form of ‘going to’. This means we do not use it in formal speech and we almost never use it in writing. You can use ‘gonna’ when you talk to your classmates and other peers.
UNIT 6:
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251
Pisces
Cancer
Scorpio
Aries
Leo
Sagittarius
Taurus
Virgo
Gemini
Libra
Capricorn
Aquarius
N
IN
VOCABULARY
1 SIGNS OF THE ZODIAC
active
ambitious
artistic
©
VA
2 CHARACTERISTICS
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UNIT 6:
bossy
critical
TALK TO THE STARS
careful
friendly
creative
fussy
intelligent
jealous
impulsive
inventive
independent
irritable
lively
loyal
reliable
stubborn
practical
restless
thorough
unpredictable
reasonable
sensitive
understanding two hundred and fifty-three
moody
Š
VA
N
generous
IN
UNIT 6:
  TALK TO THE STARS
253
USEFUL EXPRESSIONS
HOW TO express your opinion
1 Expressing your opinion
'I guess I am intelligent and inventive. I also believe I am very modest.' I (really) think that … I believe (that) … In my opinion … / My opinion is … I feel that … I guess/imagine … I’m certain that …
IN
I strongly believe that … To be honest … / Honestly …
'Yes, I agree!'
VA
Yes, I agree with you. I couldn't agree more.
N
2 Agreeing
©
3 Disagreeing
'Oh, I disagree, I really think you are a vain person. You can also be very unpredictable!' No, I disagree with you. I don’t agree with you.
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UNIT 6:
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ON DIFFERENT TRACKS Check 1 1
Describing people’s character
Look at the following people. a What character trait fits best?
2
5
N
4
3
IN
1
VA
b Write a sentence for each of the character traits. Make sure that you describe a situation in which you sometimes are/feel like that adjective. 1 I am/feel when I 2
©
3
4 5
<6
6–8
≥8
Next exercise
ex. 2
ex. 5
ex. 4 two hundred and fifty-five
Score
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255
2
Listen to someone talking about the zodiac signs and what they really mean. Circle the correct character trait for each sign. 1 Aries:
water sign / leaders / stubborn
2 Taurus:
earth sign / impulsive / stubborn
3 Gemini:
always changing their minds / angry / irritable
4 Cancer:
hard / difficult / sensitive
5 Leo:
loyal / love to travel / water sign
6 Virgo:
generous / water sign / organized
7 Libra:
beauty / stubborn / difficult
8 Scorpio:
very driven / friendly / patient
9 Sagittarius: difficult / happy /generous 10 Capricorn: impatient / ambitious / social 12 Pisces:
jealous / sensitive / fussy
Score
<9
≥9
Next exercise
ex. 3
Complete the sentences with the correct characteristic.
N
3
IN
11 Aquarius: reasonable / lively / social
1 Suzy is a very easy person to work with!
– No, she isn’t, she’s a really person to deal with.
VA
2 Sheila likes her friends; she’s really to them. 3 Daran is a person, he always makes everything happen the way he wants it to, and it always works.
4 But sometimes Daran goes too far and just won’t listen to reason, and then he can be so .
©
5 Sophia is such an person. – Yes, she is. She’s always so alive.
6 Paula is so demanding. Everything has to be to her standards, and she’s pretty about details.
7 Alex is a and person; everyone likes him. 8 When you need some help, Jessy always comes to the rescue! She is able to come up with a solution for every problem, she’s . 9 Lenny isn’t impulsive, she takes her time before making a decision. She considers the pros and cons and makes sure she has all the details. She’s really . two hundred and fifty-six
256
10 I don’t like people who are , because . Score
<9
Next exercise
UNIT 6:
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≥9 Check 2, p. 259
listening
4 Take a good look at your hand and read your palm. a Preparation: read the instructions on palm reading that your teacher will give you. Next write at least 2 sentences using the future simple and/or characteristics.
READING
b Action:
WRITING
1 My heart line: 2 My head line:
3 My life line:
IN
N
4 My fate line:
VA
c Reflection: check your task by filling in the checklist. Checklist: palm reading
Yes
I think so
No
1 Content • I used the palm reading instructions. • I wrote which lines I saw. • I wrote my predictions and characteristics.
©
2 Language • I used the future simple correctly. • I used the character adjectives correctly. • I used correct spelling and punctuation.
Score
<7
≥7
Next exercise
ex. 3
Check 2, p. 259
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Feedback
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257
5
WRITING
Write cartoons. a Preparation: look at the following cartoons. Write at least 1 characteristic (adjective) for how each person in the cartoon feels. b Action: complete the speech bubbles with good sentences.
IN
N
VA
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258
©
UNIT 6:
TALK TO THE STARS
c Reflection: check your task by filling in the checklist. Checklist: writing cartoons
Yes
I think so
No
1 Content • I wrote 1 characteristic for each cartoon character. • I wrote a good sentence in each speech bubble. 2 Language • I used the correct tense. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
< 11
≥ 11
Next exercise
ex. 3
Check 2
1
Predicting the future
N
Check 2
IN
Score
WRITING
What do the cards have in store for you?
VA
a Preparation: – Get a deck of cards. – Use the card reading instructions you will get. – Spread the cards according to the instructions below.
The spread of five
©
Decide if you want to take out the queens or the kings from the deck. Shuffle the cards carefully with your left hand. Spread the cards as shown in the picture below. 3
1
2
5
4
Q/K
the situation/ problem now
the actual ending of your current situation
how the situation/ problem will develop in the future
what to do to make a positive change in the future
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how it will end, will give possible solutions to the problem
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259
b Action: – First write down which cards you have. Card 1: Card 2: Card 3: Card 4: Card 5: – Now write 2 sentences for each card. Use the future simple correctly.
IN
N
VA
c Reflection: check your task by filling in the checklist. Checklist: the spread of five
Yes
©
1 Content • I used the spread of five. • I wrote which cards I had. • I wrote 2 sentences for each card.
2 Language • I used the correct tense for each situation. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
two hundred and sixty
260
UNIT 6:
Score
<6
6–8
≥8
Next exercise
ex. 2
ex. 3
ex. 4
TALK TO THE STARS
I think so
No
2
Complete the following sentences with ‘will’ or ‘won’t’. Check whether the sentence should be positive (+) or negative (-). 1 It’s cold and windy outside; you get sick if you don’t wear your coat. (+) 2 You get Alter Bridge’s new album; I already have it. (-) 3 It’s that time of the month again; the moon be full tonight. (+) 4 If blue is your favourite colour, you be in good company this weekend. (+) 5 I’m afraid I be able to make it tomorrow. (-) 6 I’ve tried everything, but he eat. (-) 7 There’s someone at the door. I get it. (+) 8 She’s late. Don’t worry, she come. (+) 9 Go and tidy your room! I do it for you! (-)
Score
IN
10 I’m really hungry. In that case, we wait for Saif. (-)
<7
≥7
Next exercise 3
ex. 3
What do you think the fortune teller is saying to his customers?
watchING
N
a Preparation: watch the video.
VA
WRITING b Action: – Write down 5 different questions the customers ask. – Taking the fortune teller’s body language into consideration, write down a good answer for each of the questions. Make sure that you use the correct tense. Question 1
Prediction 1 Question 2
©
Prediction 2 Question 3
Prediction 3 Question 4
Prediction 4 Question 5
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Prediction 5
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261
c Reflection: check your task by filling in the checklist. Checklist: the fortune teller
Yes
I think so
No
1 Content • I wrote 5 questions. • I wrote 5 possible predictions the fortune teller made. 2 Language • I used the correct tense. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
<7
Next exercise 4
≥7 Check 3, p. 265
IN
Score
Write a personal letter to yourself about your future in 5 years.
©
VA
N
a Preparation: think about the following questions before you start. – What will you do? – Where will you go? – Who will you meet? b Action: write your letter. Write between 50 and 75 words.
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UNIT 6:
TALK TO THE STARS
writtEN INTERACTION
c Reflection: check your letter by filling in the checklist. Next find a classmate and read each other’s letters. Do you have the same hopes for the future? Checklist: a letter to yourself
Yes
I think so
No
1 Content • I wrote between 50 and 75 words. • I discussed the 3 questions. 2 Language • I used the future tense correctly. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback
<7
≥7
Next exercise
ex. 5
Check 3, p. 265
Read the text ‘Believe it or not, astrologers actually saw this one coming’ and answer the questions.
READING
©
5
VA
N
IN
Score
a Can you say what the text is really about?
b What is the name of the extra sign? c Who decided not to use this sign? two hundred and sixty-three
d How long has this been known to astronomers? e What happened when this news got onto the internet?
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263
Believe it or not, astrologers actually saw this one coming An astrological controversy erupted online Thursday after a newspaper article wrongly suggested that the dates that decide the zodiac signs had shifted by about a month, throwing millions of believers into 5 self-doubt and panic. 1
Fear not: your sign remains the same.
Twitter, predictably, exploded with outrage and irony. One user, @pnuts_mama, tweeted, ‘it’s our identity!! ahh!! postmodernism defined!!’
Out of alignment
N
15
We’ve known about this for ages. The constellations don’t suggest what’s coming up, it’s the planets! The constellations are a measuring device.’ ‘In ancient days there were, like, 50 constellations. 40 Then they finally got together and agreed on 18. Then they narrowed it down,’ says Miller. ‘I’m getting so many tweets. Trying to explain something technical in 140 characters is hard!’
IN
The tilt of the Earth’s axis has gradually shifted since the ancient times when the Babylonians determined the dates of the zodiac. The calendrical switch also 10 supposedly re-introduced a sign discarded by the Babylonians: Ophiuchus, alternatively called the much-cooler sounding Serpentarius. This means that an Aquarius is now a Capricorn.
‘Astronomers have known about this since 130 BC. Hipparchus was able to determine that this would happen,’ says Parke Kunkle, a board member of the Minnesota Planetarium Society. ‘It surprises me that this has taken off the way it has in the last day or two.’
©
25
30
45
What has changed, subtly and very gradually, is the tilt of the Earth’s axis as it revolves around the sun. If you watch a spinning toy top, explains Kunkle, you will see its axis wobble. That’s called precession. The 50 Earth’s axis does the same thing. It’s currently facing Polaris, often called the North Star, but 3,000 years ago it was pointing at an obscure star called Thuban.
‘It’s not like it’s something new. Anybody 50 years ago or 100 years ago or yesterday for that matter could have and would have known that the stars and the signs don’t match up,’ said Dr. Ed Krupp, an astronomer at the Griffith Observatory, according to ABC7.
‘Three thousand years ago the sun was ‘in’ whatever it was in,’ says Kunkle, who is also a professor at 55 Minneapolis Community and Technical College. ‘Now it’s about a whole constellation off from that.’ In an August 2009 Pew poll, 25 percent of Americans said they believed in astrology; 71 percent said they did not. Kunkle falls into the latter category (‘I’m a 60 scientist,’ he says drily.). an axis: the line about which something turns constellations: any of various groups of stars to which definite names have been given a controversy: an argument to discard: to reject to erupt: to break out
The popular astrologer Susan Miller called the news 35 ‘ridiculous’. In an interview with ABC News, she said, Adapted from: abcnews.go.com two hundred and sixty-four
264
In short, your astrological sign has not changed.
VA
But astrologers and astronomers – two groups that don’t always see eye-to-eye – agree that this is old news. About 3,000 years old. Western astrologers 20 included the wobble of the Earth’s axis in their calculations centuries ago. The zodiac we are all familiar with is still perfectly valid (as valid, anyway, as the zodiac ever was).
Score
<7
Next exercise
UNIT 6:
TALK TO THE STARS
≥7 Check 3, p. 265
Check 3 1
Making plans WRITING
What are you going to do the day after tomorrow? a Preparation: think about what you are going to do the day after tomorrow. b Action: write a short paragraph (about 50 words) about what you are going to do, when, where and with whom. Pay attention to the register!
IN
N
VA
c Reflection: complete the checklist and give it to your teacher for some feedback. Checklist: making plans
Yes
I think so
No
©
1 Content • I talked about my plans. • My paragraph is about 50 words. • I mentioned what, when, where and with whom. 2 Language • I used the going-to future correctly. • I used the correct vocabulary. • I used correct (formal) spelling and punctuation.
Score
<6
6–8
≥8
Next exercise
ex. 2
ex. 3
ex. 4
UNIT 6:
TALK TO THE STARS
two hundred and sixty-five
Feedback
265
2
Complete the following verb forms with the correct form of ‘going to’. Write positive (+) or negative (-) sentences or questions (?). 1 We at the birthday party this evening! (+ / to sing) 2 He a book this weekend; his English paper is due. (+ / to read) 3 Now we are lost, and I someone the way. (- / to ask) 4 We have this party in two months. we a T-shirt for the promotion? (? / to design)
in the garden! (- / to keep)
IN
5 You a hamster
6 dad dinner today? (? / to prepare)
the next bus? (? / to take)
N
7 Elise and Alexander
8 Angelica
VA
the week in Poland. (+ / to spend)
9 When you my book back? (? / to give)
10 John anything. (- / to eat)
<7
©
Score
Next exercise
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UNIT 6:
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≥7 ex. 3
Here are 5 objects. Write a complete sentence below each object, describing what you are going to do with it.
Score Next exercise
<5
two hundred and sixty-seven
©
N
IN
WRITING
VA
3
5–6 All done!
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267
watchING
4 Watch the video, and then answer the questions. a Decide if these sentences are formal or informal. b Then change the register of this sentence. Sentence
Formal Informal Counterpart
There is no sunshine.
Today is going to be the day that they are going to throw it back to you.
I want to hold your hand.
I gotta feeling that tonight’s gonna be a good night.
You have to be bad, you have to be bold, you have to be wiser.
IN
It’s a
Hey, I just you And this is But here’s my So me, maybe?
N
This one gon’ last cause her name is Ari.
You really know how to make me cry when you give me those ocean eyes.
VA
And I ain’t tryna mess with your self-expression.
©
c What do all of the sentences have in common?
5
Score
< 11
≥ 11
Next exercise
ex. 5
All done! watching
Watch the following clips. a Write down what is going to happen next. – Clip 1: – Clip 2:
two hundred and sixty-eight
268
b Discuss with a partner. Do you agree? c Watch the rest of the clip and decide if you were right or wrong. Score Next exercise
UNIT 6:
TALK TO THE STARS
All done!
CHECK OUT: PREDICTING THE FUTURE Orientation This Check Out consists of 3 parts. – You are going to be a fortune teller and predict someone’s future. – You are going to be the customer, let someone predict your future and make a plan for your future. – You are going to evaluate a group when they are talking to each other.
Preparation Fortune teller: decide your way of predicting the future. Choose from the following options and use the guidelines to help you interpret the prediction. I will be … a palm reader a tarot reader a horoscope reader Make sure you have your guidelines and some props, like a crystal ball, a card deck, candles, etc.
2
Client: before you go to a fortune teller prepare a list of 3 questions. My questions:
IN
1
1
N
2 3
VA
Observer: read through the feedback form. Remember: you are just going to listen. Don’t talk to the fortune teller or the client.
two hundred and sixty-nine
©
3
UNIT 6:
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269
Action
SPOKEN INTERACTION
4
Get into groups of 3.
5
Act out the 3 role plays.
6
After being the client, think of what you can do. Make 3 concrete plans, one for each of the predictions. Next, tell the observer what your plans are. My plans: 1 2 3
Reflection 7
Check your task by filling in the checklist. Checklist: predicting the future
IN
VA
N
1 Content • I chose a way of predicting the future and I used the correct guidelines. • As a client, I asked at least 3 questions. • As a fortune teller, I answered at least 3 questions. • I made 3 plans for the future. • As an observer, I stayed silent and focused on the role play. • As an observer, I completed the evaluation form and I gave good feedback. 2 Language • I used the future simple and the going-to future correctly. • I used correct spelling and punctuation. • I paid attention to my pronunciation.
©
Feedback
Trace your steps on diddit.
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UNIT 6:
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Yes
I think so
No
UNIT 7: BYE BYE BRITAIN check in Step 1: describing holiday destinations
N
Step 2: writing postcards
VA
Step 3: promoting a destination
IN
main track
Š
summary
trace your steps
on different tracks check out: exploring the british isles
CHECK IN Travel hacks 1
Discuss these questions.
SPOKEN INTERACTION
a Have you ever been to the United Kingdom? Did you like it there? Why (not)? b Which places are on your bucket list? c What do you like most about travelling? d What do you detest (= hate)? 2
Watch the video about travel hacks and answer these questions.
watchING
a List 3 so-called ‘hacks’ you see.
IN
N
b Do you think these hacks could be useful? Why?
c Which of these hacks have you tried before? Did it work?
VA
d Are there any hacks that you think won’t work? Why?
©
e Do you know any other travelling hacks?
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UNIT 7:
BYE BYE BRITAIN
SPOKEN INTERACTION
MAIN TRACK Step 1
This place is awesome!
Describing holiday destinations
1 / Amazing places 1
Pair up! Look at these photos and answer these questions.
SPOKEN INTERACTION
a Where do you think these photos were taken? b Describe each of the photos in 1 word. c Would you like to visit these places? If so, which ones? If not, why not?
2
IN
1
3
6
7
8
9
10
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©
5
VA
N
4
UNIT 7:
BYE BYE BRITAIN
273
2
There are many interesting cities in the UK. Here are some of them. a Match the photos (1-4) with the descriptions (A-D). b Write the name of the city under each photo.
1
2
3
IN
4
N
A
Reviewed February 17, 2020
B
VA
With a population of almost 300,000, Belfast has grown into a cosmopolitan destination and become a popular weekend break spot. With feelings of optimism and life all over the city, Belfast is an energizing getaway. It is easy to tour the city, thanks to a number of fascinating bus, taxi, boat and pedestrian options. Don’t miss the Ulster Folk Museum or the Belfast Cathedral, and make sure to experience some of the lively nightlife, award-winning restaurants, bars, clubs, galleries and theaters.
©
Reviewed April 5, 2020 Steeped in Celtic and ancient, medieval history, the way Edinburgh looks is defined by the many hills, cathedrals, and the stone turrets of Edinburgh Castle. The city is not only picturesque but also never boring – it is the site of several annual celebrations of art, music, theater, and comedy. Cheer on your favorite team at a football or rugby match, then relax over a pint in a local pub. A Scotch Whisky tour is a must, as is pinching your nose and digging bravely into a steaming plate of haggis.
C Reviewed June 26, 2020 two hundred and seventy-four
It was in the top five of most polluted cities in the UK in 2014. But Manchester is more famous for its soccer team and music scene, which has produced the likes of the Smiths and Oasis. This center for sports and the arts is a down-to-earth and friendly city. The so-called Capital of the North has had a very tough history: industries collapsed and the city was bombed in WWII and by the IRA, but now it is an exciting and cosmopolitan city of well over two million. It is well served by a bus and light rail network.
274
UNIT 7:
BYE BYE BRITAIN
READING
D Reviewed August 11, 2020 Scotland’s largest city is a friendly, bustling town with imposing 19th-century buildings, vibrant theater life, the most talked-about independent music scene outside the U.S. and a bustling nightlife from trendy bars to traditional pubs. The city’s buses and subway system make it easy to explore. Don’t miss the Kelvingrove Art Museum, the Victorian Necropolis, or the surprisingly delicious local delicacy: deep-fried pizza. Glasgow is the gateway to the Highlands and Islands. haggis: traditional Scottish dish that combines meat with oatmeal, onions, salt and spices, cooked in a sheep’s stomach. a turret: a tower, a part of a castle
Adapted from: www.tripadvisor.com
1
2
3
4
IN
Did you know? These city descriptions all appeared on the American website Trip Advisor. When you look at the spelling and even some of the words that are used, you can tell this is an American website and not a British one.
theater center favorite
theatre centre
favourite football
VA
soccer
British English
N
American English
Can you think of other words like this?
3
READING
Read the descriptions in exercise 2 again. Answer the questions. a Which of these cities is the calmest?
©
b Which of these cities is the most polluted?
c Which of these cities have a lively nightlife?
d Which of these cities is the most picturesque?
4
two hundred and seventy-five
e Which of these cities has the most talked-about music scene?
Underline the adjectives in the texts that describe these cities best.
UNIT 7:
BYE BYE BRITAIN
275
5
Use a dictionary to find out what these words mean. 1 ancient:
2 charming:
3 cosmopolitan:
6
4 fascinating:
5 crowded:
6 vibrant:
7 polluted:
8 picturesque:
9 pedestrian:
Match these adjectives to their opposites. Opposite
IN
Adjective 1 bustling
A exciting
2 cheap
B huge
3 quiet
C ancient
D expensive
N
4 small 5 contemporary
1
7
VA
6 boring 2
3
4
E noisy F calm 5
6
Do you remember? Complete the grammar box with the correct words.
GRAMMAR
©
How to describe people and things
To give more information about a noun, we can use words like , , or . These words are
called .
e.g. a calm ocean a beautiful city an old man a small town
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276
UNIT 7:
BYE BYE BRITAIN
See Unit 1 p. 29, Unit 3 p. 120
2 / Some surprisingly cool cities! 1
Complete these city descriptions with the correct adjectives. Choose from the words in the box. Some words can be used more than once. best – classic – cleanest – cool – famous – floating – grey – old – quirky – Roman – sad – safest – trendy
The world’s most surprisingly cool cities 1 – Kigali, Rwanda Kigali’s rise from the ashes has been quite triumphant. This incredibly city is not only the and in East Africa, but it simply has one of the continent’s most dynamic and culturally diverse scenes, a fact no doubt informed by the
IN
large international presence of the UN in the city. Plus, Kigali is less than two hours by car from Volcanoes National Park, one of the very places in the world to trek among mountain gorillas. 2 – Amman, Jordan
N
The fact that Tel Aviv is cool is really news by now, and even its neighbour to the north, Beirut, is finally getting its due in the travel press. But one city whose coolness still mostly exists in the shadows, is the Jordanian capital, Amman. Contrast is the key to this
VA
city. Smoke shisha at cafes on Rainbow Street, which is surprisingly close to the city’s amphitheater. Or enjoy local dishes like falafel served hipster-style, substituting a pita pocket for a pressed-and-grilled baguette.
3 – Belgrade, Serbia
Arriving in Belgrade, you could easily think that feeling about this
©
city is a normal thing to do, if only because of Serbia’s extremely turbulent history. What you’ll quickly realize, however, is that in spite of this so-called ‘White City’ being rather , there’s a hipness to the air here, from the unbelievably
cafés in Republic Square, to nightclubs in the Sava River, to cultural accents like the Nikola Tesla Museum, where you can re-create experiments done by Serbia’s most native son (not to mention, namesake of the coolest car in recent memory). two hundred and seventy-seven
Adapted from: www.tripsavvy.com
UNIT 7:
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277
2
Look at the sentences below, based on the text in exercise 1. a Complete the grid. Gives more information This is a/an … (name about the word … part of speech)
The word in bold … 1 This incredibly cool city is the cleanest and safest in East Africa. 2 We arrived really quickly. 3 It is one of the very best places in the world to trek among mountain gorillas. 4 Rainbow Street is surprisingly close to the city’s Roman amphitheater.
6 The coolness of Amman mostly exists in the shadows of places like Tel Aviv.
IN
5 You’ll quickly realize that Belgrade is very hip.
b Use the information from exercise a to complete the grammar box. How to describe people, things and actions
GRAMMAR
N
Words such as ‘mostly’, ‘very’, ‘surprisingly’, ‘incredibly’ can be used to give more information about , or . We call them adverbs.
©
VA
1 Verb e.g. You’ll quickly realize that Belgrade is hip. = ‘quickly’ tells you something about how you will realize this 2 Adjective e.g. An incredibly cool city = ‘incredibly’ tells you something about how cool it is 3 Adverb e.g. We arrived really quickly. = ‘ really’ tells you something about how quickly we arrived See p. 295
3
Find the adverbs of these adjectives in the descriptions in exercise 1 on p. 277. Adjective cultural easy extreme incredible
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278
quick real simple unbelievable
UNIT 7:
BYE BYE BRITAIN
Adverb
4
Write the adjectives in the grid and complete the rules. Regular adjective
Adverb: culturally extremely quickly really Adverb:
Adjective ends in
easily Adverb:
Adjective ends in
incredibly
IN
unbelievably Adverb:
Adjective ends in
Keep in mind: – There are some adverbs that don’t have a corresponding adjective: e.g. quite, rather, very.
5
N
– Some adverbs are irregular: e.g. good
Make adverbs from the adjectives printed in bold.
VA
1 Wow! That tuk tuk driver was loud! He spoke to us very . 2 I bought a terrible travel guide. It is written ! 3 Because of the extreme weather conditions my sister got seasick on the boat to Capri.
4 The roads were all in good condition. Our road trip to Malmö went surprisingly
.
5 Finding a hotel that matched our budget was not easy. But thanks to a friend we were able to
©
arrange a taxi .
6 After a quick shower we went down to the restaurant to have dinner. 7 I was tired after a long day of travelling. Even my mother thought it was unbelievable that I had been awake for 20 hours straight! 8 The view from the top of the mountain is incredible! But don’t go too close to the edge or you could get hurt!
wasn’t even a real show or anything. 10 This exercise is so simple. We have to fill in an adverb.
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two hundred and seventy-nine
9 The evening entertainment at the hotel was disappointing. There
279
6
Complete this text with an adverb from the box, and then answer the questions.
READING
absolutely – amazingly – incredibly – quite – rather – really – very a What type of text is this? a part of a travel guide a travel blog a travel review b Does the author of this text like Siem Reap? Give 2 reasons why you think she does/doesn’t. c Where is Siem Reap? d Based on this text, would you like to visit Siem Reap? Why (not)?
IN
by Ashley Fleckenstein
From what I had heard from other bloggers as well
VA
as travel guides, I assumed that Siem Reap was
just a shabby city used as a jumping off point for
Cambodia’s number-one tourist attraction, Angkor Wat. It’s a shame that Siem Reap has such a bad reputation because it is actually
a lovely city. Here are
©
some of the reasons I loved it. The riverfront
Most of Siem Reap’s attractions are grouped around the Siem Reap river. The bustling riverside, while lovely during the day, is even more beautiful at night.
The markets While Siem Reap’s main market sells most of the same trinkets that you’ll find at all Southeast Asian markets, the goods are cheap. On my visit I purchased an elephant ring and an soft night-shirt that reads ‘CAMBODIA’ that I will wear forever. The nightlife two hundred and eighty
280
For a small town, Siem Reap is not lacking in hopping nightlife. Our group headed to Pub Street every night and had an amazing time.
UNIT 7:
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© CatwalkPhotos / Shutterstock.com
N
Five reasons Siem Reap is surprisingly charming
Proximity to Angkor Wat While the fact that Siem Reap is located near Angkor Wat is neither charming nor surprising, it is convenient; don’t come to Siem Reap and miss these amazing temples! The cafés and restaurants We also discovered lots of hole-in-the-wall restaurants serving up inexpensive and tasty Khmer food. Though I’m not a huge fan of Khmer food (it’s basically just Thai food without spice, in my humble opinion) there were plenty of international dining options as well. Adapted from: www.ashleyabroad.com
7
Complete the sentences. a Do you need an adjective or an adverb? Mark the correct column.
IN
b Choose from the words in the box and transform them if necessary.
easy – great – happy – noisy – quite – rather – warm
Adjective
1 I like travelling to
Adverb
places.
3 We had a in Thailand.
time visiting the floating markets cheap restaurant near the
VA
4 He discovered a city centre.
N
2 The castle is accessible via a footpath that goes all the way to the entrance gate.
5 It was build their houses.
amazing to see how people there
6 My best friend more luxurious room.
paid the extra money for a .
©
7 I hate clubs; they are usually quite
SPEAKING
Describe your favourite holiday destination. a Preparation: think of a holiday destination that you went to or one that is on your bucket list. How would you describe it? – Write down some keywords (at least 5 adjectives!). – Combine those adjectives with suitable adverbs, as in the examples. Adverb
Adjective
very
comfortable
surprisingly
cheap two hundred and eighty-one
8
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281
b Action: – Form groups. – Describe your destination in about 30 seconds. – Add adjectives and adverbs to your description. – Have your classmates guess where it is. – Who guessed all of the places? c Reflection: use the checklist to review your work. Checklist: describing a holiday destination
Yes
I think so
No
1 Content and structure • I wrote down some keywords (adverb-adjective combinations). • I talked for about 30 seconds.
IN
2 Language • I used adjectives and adverbs correctly. • I used correct basic grammar. • I paid attention to my pronunciation. • I talked fluently.
CHECK 1, p. 300
Wish you were here!
VA
Step 2
N
Feedback
Writing postcards
1 / Reading and writing leaflets 1
Look at these photos. Which text describes which photo? Match the picture to the appropriate description.
©
1
4
two hundred and eighty-two
282
UNIT 7:
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2
3
5
6
READING
St.-Peter-On-The-Wall.This simple chapel on the windy Essex coast of south-east England dates back nearly 1,400 years, making it the country’s oldest church. It was built in 654 AD on the foundations of a Roman fort by Saint Cedd, a Christian missionary who wanted to convert the local people to Christianity.
b
‘Puzzlewood’ in Gloucestershire is such a unique and enchanting wood that it has been used as a set for popular British shows including Merlin and Dr Who. The woodland’s unique puzzle-like rock formations have taken millions of years in the making; forces of erosion and uplift worked together over time to reveal a series of underground cave systems.
c
The North Yorkshire Moors offer beautiful rolling landscapes of purple heather, and what is thought by most to be a Roman road. However, local legend says the road (locally known as ‘Wade’s Causeway’) was actually built by a giant called Wade to connect his home at Mulgrave Castle to the home of his giantess wife who lived in Pickering Castle.
d
Chanctonbury Ring is an Iron Age hill fort in West Sussex. The hill is topped with a crown of beech trees which were planted in 1760 by a local land owner, and this area has long been linked to strange and spooky events. Perhaps the oldest superstition about Chanctonbury Ring is that if a person runs backwards around the Ring seven times, they will summon the Devil. He will then offer them a bowl of milk, soup or porridge in exchange for their soul.
e
St. Nectan’s Glen. In this ancient woodland in Cornwall, a magnificent waterfall was formed where the River Trevillet cuts through the prehistoric slate. Some say that before King Arthur’s knights set out on their quest to find the Holy Grail, they first spiritually purified themselves at the Glen.
f
Just over one hundred miles north-east of King Arthur’s stomping ground is Cheddar Gorge – England’s largest gorge. It is thought to have been a hunting ground for Stone‑Age cavemen, and it is also where Britain’s oldest complete skeleton (dating back to around 7,150 BC) was discovered in 1903.
VA
N
IN
a
Source: www.toptenz.net
2
3
4
5
6
two hundred and eighty-three
©
1
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283
2
READING
Read this leaflet and answer the questions. a What is the purpose (= goal) of this type of text? To tell a story to the reader. To give information to the reader. To advertise something. To tell the reader to do something. b Do you know what the short texts under the photos are called? What is their purpose?
©
VA
N
IN
two hundred and eighty-four
284
UNIT 7:
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If you had to make a leaflet using these photos, what captions would you write for them? Use some of the adjectives from Step 1!
WRITING
© Sleeping cat / Shutterstock.com
3
4
VA
N
IN
READING
Look at the leaflet on the next page and answer the questions. a What information is on the leaflet? –
©
– – – – –
b What strategies are used to convince you to go to Blair Castle? Look at the layout! – two hundred and eighty-five
– – – –
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285
IN N VA © two hundred and eighty-six
286
UNIT 7:
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5
Use the information from exercise 4 to complete the strategy on how to write a leaflet.
STRATEGY
How to write a leaflet 1 Spark curiosity with a catchy . 2 KISS: keep it and ! • simple and easy-to-read • short texts 3 Use to grab the reader’s attention. • Write short descriptive for the photos. 4 Give and details. • address
5 Add prices and opening hours. 6
Make your own leaflet.
See p. 298
WRITING
VA
N
a Preparation: pair up and choose a destination card and fact file. Complete the grid with the most useful information you are going to give in your leaflet. Find 2 good photos online for your leaflet.
IN
• website
Destination
Address
©
Website
Opening hours
Price
b Action: use the template you will get to make your leaflet. Alternatively, you can use an online tool such as Canva, Piktochart, Lucidpress or Flipsnack to design the leaflet.
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two hundred and eighty-seven
Keywords
287
c Reflection: check your work by filling in the checklist. Compare your leaflet with that of another pair of students and give each other feedback. Make changes if necessary. Checklist: making a leaflet
Yes
I think so
No
1 Content and structure • I used a catchy title. • My texts are short and simple (about 25 words per text). • I used a simple layout and easy-to-read font. • I used nice photos with short captions. • I included the opening hours. • I included contact information. 2 Language • I used adjectives and adverbs correctly. • I used the correct tense to describe facts. • I used correct spelling and punctuation.
IN
Feedback
2 / Writing postcards 1
You will get some postcards. Read them and answer the questions below.
READING
N
a Try to find out where the postcards were written. Can you guess the country and/or city correctly?
VA
b What did Coraline visit on her holiday?
c How well does Fadil know Isa?
d Why was everyone quiet at the museum?
Discuss these questions.
©
2
a Do you ever send postcards? b When do you send them? c Who do you send them to? d What do you write on them?
two hundred and eighty-eight
288
UNIT 7:
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SPOKEN INTERACTION
Did you know? When you are writing or talking to a friend, a family member or someone you know well, you are using informal language. You can use emoticons and abbreviations in your writing. When you speak, you will often use shorter or simpler forms. Certain words are also mainly used in informal language (e.g. chill, stuff, dude ...) When you are writing or talking to someone who outranks you (e.g. a teacher, a headmaster/ headmistress) or someone you don’t know well, you should use formal language. Respect all grammar and spelling rules, write complete sentences and be polite.
Read this postcard. Then complete the strategy box with the correct information.
READING
VA
N
IN
3
6 August 2020
STAMP
©
Dear Ceylan,
Hugs from Hungary!
Ceylan Znati 34 Birdcage Road Manchester M1 1AN
two hundred and eighty-nine
apest. I’m having a great time here in Bud I went ay terd The weather is really nice. Yes chess IN swimming. Did you know they play the pool here? ument on The photo on the back is of the mon bol for the sym the Danube Promenade. It is a Jews who were killed here in WWII. pe for Help me remember to look up a reci love it! ’ll You s! ciou goulash. It’s really deli a day for om Tomorrow we’re off to Eszterg trip.
ENGLAND
Nafi
UNIT 7:
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289
STRATEGY
How to write an informal postcard
Although it may seem very ‘old school’, sending postcards to friends, family, or loved ones while travelling can be a great way to show your affection. Postcards are quite small, so think about what you really want to write. Here are some tips on what to include on your card.
STAMP Dear/Hi + , – Say you are and what the is like.
did you love about it? – Explain the on the card or describe typical things for the destination. – Say something personal or touching.
IN
– Describe a favourite day or moment: what
Hugs from
N
– End your postcard with your .
OR
VA
Love / Wish you were here / See you soon /… 4
See p. 299
Write a postcard.
©
a Preparation: read the leaflet one of your classmates made in exercise 6 on p. 287. This is where you are staying. Think of what you will write about. Make a few notes here.
two hundred and ninety
290
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WRITING
b Action: write your postcard (about 30-50 words)! Make sure to use the information from the strategy box.
IN
STAMP
c Reflection: use the checklist to check your work.
N
Checklist: writing an informal postcard
Yes
I think so
No
VA
1 Content and structure • I started and ended my card correctly. • I wrote where I am and what the weather is like. • I wrote about at least 2 of these topics: – a favourite moment or day; – the photo on the card; – something special about the city/country; – something personal or touching; – my future plans. • I wrote the address on the right with all the necessary information.
©
2 Language • I used adjectives and adverbs to describe my destination. • I used the correct tense to write about the past. • I paid attention to spelling and punctuation. Feedback
two hundred and ninety-one
CHECK 2, p. 305
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BYE BYE BRITAIN
291
Step 3 1
Promoting a destination
Watch the clip about why you should really visit Ireland. Would you like to go? Tick off the things the speaker did to convince you.
2
You must see this!
Talked about all the good, positive things Talked calmly and quietly Was shy and nervous Spoke fluently and enthusiastically Spoke in negative sentences Summed up the bad things
Read everything from a paper Smiled Was confident Looked unhappy Made eye contact Used a cheat sheet with keywords
watchING
Watch the video again. List 5 positive things that the speaker pointed out.
IN
Do you remember how to be a good public speaker? Read the strategy box below.
N
3
How to be a good public speaker
STRATEGY
VA
In Track 1 you learned how to be a good public speaker. Keep these tips in mind: 1 Preparation is key: – Know your audience. – Prepare what you want to say.
2 Open strong: – Be confident and stand up straight. – Be clear: the strong points come first.
©
3 Inspire the audience: – Be enthusiastic. – Make eye contact. – Speak in the affirmative (= positive). – Use cue cards but don’t read! Check diddit if you need more information.
two hundred and ninety-two
292
UNIT 7:
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watchING
4
watchING
Watch the videos and complete the tasks below. a Complete the grid. Video 1
Video 2
What is the destination?
Write 3 adjectives to describe the destination.
–
–
–
–
–
–
–
–
–
–
–
–
Name 2 strong points of – this location. (combination of adjective + –
–
noun)
–
IN
Combine each of these adjectives with adverbs that make sense.
–
Give 2 reasons why people should go there on vacation.
–
–
–
–
N
–
VA
Choose your favourite destination and give 2 reasons why you like this better.
b Sit with a classmate and discuss your findings. Do you have the same information? c Finally, sit with another pair of students and compare your results again.
SPEAKING
Be a travel agent!
©
5
SPOKEN INTERACTION
a Preparation: your teacher will pass round a stack of cards, choose one. Imagine what you could do there. Complete this grid about your destination. Location – Reasons to visit
– – two hundred and ninety-three
Who is this destination perfect for? Catchphrase (invent one yourself!) Transport Accommodation
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293
b Action: form groups and promote your destination. Prepare your speech using this speaking frame. You get 30 seconds. Try to convince your group members to visit your destination! Use the tips on how to be a good public speaker. (catchphrase) (location)
is your ideal travel destination because (reasons to visit):
– – – It is the perfect destination for (target audience) You can get there by
(transport) and stay at
(accommodation).
More information about (destination)
IN
If you are not yet convinced, what about (add 3 more sentences)…
can be found
N
at You should definitely put
(location) on your bucket list!
VA
c Reflection: check your work by filling in the checklist. Your group members will give you some feedback too. Checklist: promoting a city
©
1 Content and structure • I started with a good catchphrase. • I mentioned the location. • I gave 3 reasons to visit this place. • I mentioned the target group. • I talked about how to get there and/or the accommodation options. • I talked for 30 seconds. 2 Language • I used adjectives and adverbs to describe my destination. • I used correct basic grammar. • I spoke fluently and enthusiastically. • I spoke in the affirmative (= positive). • I used open body language. • I paid attention to my pronunciation. Feedback
two hundred and ninety-four
<verwijzing CHECK 3, p. XX>
294
UNIT 7:
CHECK 3, p. 311
BYE BYE BRITAIN
Yes
I think so
No
SUMMARY Adjectives and adverbs
I went to Costa Rica. Costa Rica has beautiful beaches. It’s an incredibly cool place. I highly recommend it!
1 Adjectives
N
IN
Dublin is a really great city! The nightlife is amazing.
GRAMMAR
HOW TO describe people, things and actions
VA
Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking verbs, such as ‘to feel’. USE
1 Noun
e.g. Costa Rica has beautiful beaches. = beautiful describes the beaches = amazing describes Budapest
3 Linking verbs e.g. I feel great here in Dublin!
= great tells you how I am feeling
©
2 To be e.g. Budapest is amazing!
2 Adverbs
Adverbs (of manner) tell us something more about a verb, an adjective or another adverb.
Adjective
Adverb
Example
general
adjective + -ly
quick
g quickly
ending in -y
-y
g -ily
easy
g easily
ending in -ble
-ble
g -bly
incredible g incredibly
ending in -le
-le
g -ly
simple
g simply
Keep in mind: – There are some adverbs that don’t have a corresponding adjective: quite, rather, very. – There are some irregular adverbs: e.g. good g well.
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FORM
295
USE 1 Verb e.g. I highly recommend a trip to Costa Rica. = ‘highly’ tells you something about how you recommend this 2 Adjective e.g. an incredibly cool city
= ‘really’ tells you something about how quickly we arrived
©
VA
N
IN
3 Adverb e.g. We arrived really quickly.
= ‘incredibly’ tells you something about how cool the city is
two hundred and ninety-six
296
UNIT 7:
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Word
Translation
VOCABULARY
DESCRIBING PLACES My notes
Adjectives heel oud
boring
saai
bustling
bruisend
calm
rustig
charming
charmant
cheap
goedkoop
classic
klassiek
clean
netjes
contemporary
eigentijds
cool
hip
cosmopolitan
werelds
crowded
druk
easy (to explore)
gemakkelijk (om te verkennen)
exciting
spannend
expensive
duur
famous
beroemd
fascinating
fascinerend
good
goed
noisy old picturesque polluted quiet
N
VA
huge
IN
ancient
enorm groot lawaaierig oud
schilderachtig vervuild stil
eigenzinnig
sad
triest
safe
veilig
small
klein
trendy
in de mode
vibrant
levendig
Š
quirky
absolutely
absoluut
amazingly
verbazingwekkend
incredibly
ongelooflijk
quite
behoorlijk
rather
nogal
really
werkelijk
very (big)
heel erg (groot)
well
goed
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Adverbs
UNIT 7:
  BYE BYE BRITAIN
297
STRATEGY
HOW TO write a leaflet 1
Before writing
Why and what? What is your goal?
What are you writing about?
Do your research Look for the most essential information. Look for good photos.
Prepare what you want to write
IN
Check the spelling of words.
Learn how to use use digital tools that can help you Word or Powerpoint?
Canva or Piktochart?
N
2 While writing
Strong opening
VA
Spark curiosity with a catchy title.
KISS
Keep it short and simple.
Š
Be clear
Use your best photos and write short descriptive captions.
Use simple and easy-to-read fonts.
After writing Edit! two hundred and ninety-eight
Avoid mistakes and check the text. Type everything in your favourite programme.
Check your goal Is the audience convinced?
UNIT 7:
  BYE BYE BRITAIN
Add price and opening hours.
Pay attention to the layout
Use contrasting colours.
298
Give location and contact details.
3
HOW TO write an informal postcard 1
Before writing Why and what? Why are you writing? What are you writing about?
Be prepared
IN
Do you have the address of the person you are sending the postcard to?
2 While writing
KISS
N
Keep it short and simple!
VA
Pay attention to the structure
date
STAMP
Dear/Hi + name,
• Say where you are and what the weather is like. • Describe a favourite day or moment: what did you love about it? • Explain the photo on the card or describe typical things for the destination. • Say something personal or touching. • End your postcard with your future plans.
©
first name + surname number + street city
Hugs from + destination OR Love / Wish you were here / See you soon /… Your name
country
3
two hundred and ninety-nine
After writing
postal code
Edit! Avoid mistakes, read your postcard again. Mail the postcard. UNIT 7:
BYE BYE BRITAIN
299
ON DIFFERENT TRACKS Check 1 1
Describing holiday destinations
Complete this review, found on TripAdvisor.com. a Choose the correct adjective from the box for each sentence. There is 1 word that can be used twice. b Decide if you need to use the adjective or if you have to turn the adjective into an adverb.
Cayo District ROCKS! Reviewed February 17, 2019
IN
absolute – amazing – bad – breathtaking – delicious – enormous – extreme – great – incredible – preferable – real – small – strong – total
LOVED BELIZE!!! We flew into Cancún and took buses to Belize City, then caught a bus to the Zoo. Mexico has great, fancy
N
buses. Belize has school-type buses but it was a adventure and we had no problems; it was just a long trip. We stayed several nights at the lodge at the Belize Zoo. Can’t say enough about the place.
VA
Great room, it had a kitchenette but they served breakfast and dinner. The night tour was also worth it. John, the manager, was an source of info and went out of his way to help out.
We also went to the Jaguar Paw and did the Cave Tubing – it was to be up close and personal with the stalactites and
©
stalagmites. My sister and I agree that it was our best picnic ever, eating in the pitch-black cave surrounded by rock and rushing water of the river, not to mention the fact that the guide just kept pulling good food out of the ‘magic’ dry bag. We stopped at Herman’s Cave and Blue Hole too. Bring a flashlight for the cave! And a head lamp too. Blue Hole was fun but be careful because someone we met was injured (cracked tooth in half – jaw swollen up) from jumping off the side. Just because the kids who run the place do it, doesn’t mean you should. All in all, we had an time, and we encourage everyone to visit it!
Adapted from: www.tripadvisor.com three hundred
300
UNIT 7:
Score
<9
9 – 12
> 12
Next exercise
ex. 2
ex. 4
ex. 5
BYE BYE BRITAIN
2
READING
Link the description with the correct photo.
2
1
IN
3
5
A
VA
N
4
Gretna Green has been a popular place to get married, since 1745.
B The Shard is home to some of the best offices, restaurants and hotel rooms in London – along with breathtaking views.
overing 95 miles of coastline from East Devon to Dorset, The Jurassic Coast is England’s C first natural World Heritage Site.
D
Getting up close and personal with the Angel of the North is an experience you’ll never forget!
©
C
E
ith over 150 attractions in the Snowdonia Mountains and Coast area there’s plenty of W choice to write on your ‘To Do’ list when you’re visiting the area.
Sources: www.outandaboutlive.co.uk - www.gateshead.gov.uk - www.visitsnowdonia.info - jurassiccoast.org www.the-shard.com
Score Next exercise
2
3
<4
4
5
4–5 ex. 4 three hundred and one
1
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301
3
Complete these city descriptions with a suitable adjective or adverb. Choose from the words in the box. absolutely – ancient – beautiful – bustling – busy – charming – classic – completely – definitely (2x) – exciting – fairly – fascinating – largest – local – perfectly – picturesque – pleasantly – small – vibrant
1 Buenos Aires is the capital of Argentina, the country’s city and the third largest city in Latin America. Located on the shores of the Río de La Plata, Buenos Aires has always been an open-hearted city. It is a modern, and city that features the European architecture of its founders. Adapted from: www.biomedmaster.org
2 A round a million people live in the capital city of Morocco, Rabat. Rabat is one of the imperial cities of Morocco and boasts many monuments and
IN
places of interest. When in Rabat, you should try the restaurants. The food is superb and delightful. If you’re looking for fresh local ingredients, delicious salads and roasted farm-fresh meats, you must eat at a local restaurant! Adapted from: Shmelev, Stanislav E. Sustainable cities reimagined
N
3 Prague is a modern and city full of energy, music, cultural art, fine dining and special events catering to the independent traveler’s thirst for adventure. It is regarded by many as one of Europe’s most , colorful and
VA
cities. Prague has become the most popular travel destination in Central Europe along with Vienna and Krakow. Adapted from: https://wikitravel.org
4 Elounda Village, once a fishing village in lovely Mirabello Bay, is an ideal destination for people who want a seaside holiday in a place which is neither too nor too isolated. In Elounda you will find , pretty
©
beaches, visit the island of Spinalonga, and explore the many little villages far from the sea, offering a window into times gone by. Elounda is not for those looking for a hectic, nightlife, nor for those who prefer the isolated beaches of unspoilt southern Crete.
Adapted from: www.mygreece.tv
5 Tokyo has always been branded by the media as one of the most expensive cities in the world. It is true that it is not as cheap as other cities in Asia like Bangkok or Manila. During my two trips to Tokyo, I was surprised to see that the consumer prices in the city are not as expensive as I expected. I find the day-to-day expenses in Tokyo to be reasonable with prices similar to Singapore except for public transportation. It is three hundred and two
possible to travel in Tokyo comfortably without breaking the bank.
302
Score
< 14
Next exercise
UNIT 7:
BYE BYE BRITAIN
≥ 14 Check 2, p. 305
4
WRITING
Describe these places. a Preparation: look at the photos. Write down 3 adjectives that describe each photo. 1 2 3 b Action: use these adjectives to write at least 3 sentences per photo (about 25 words per photo). Try to combine the adjectives with adverbs that make sense.
2 Amsterdam
IN
© Luciano Mortula - LGM / Shutterstock.com
1 New York
N
VA
©
3 Rome
three hundred and three
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BYE BYE BRITAIN
303
c Reflection: check your work by filling in the checklist. Checklist: describing photos
Yes
I think so
No
1 Preparation • I wrote down 3 appropriate adjectives per photo. 2 Content and structure • I wrote at least 3 sentences or 25 words per photo. 3 Language • I used adjectives and adverbs correctly. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback
< 11
≥ 11
Next exercise
ex. 3
Check 2, p. 305
Write a good description for a destination.
IN
5
Score
a Preparation: watch the video about New York. Use at least 4 adjectives to describe what you just saw. Use them with appropriate adverbs.
N
Adjectives
VA
Adverbs
b Action: use the adverb-adjective combinations to write a short paragraph (about 75 words) that describes this place accurately.
©
three hundred and four
304
UNIT 7:
BYE BYE BRITAIN
watchING
WRITING
c Reflection: check your work by filling in the checklist. Checklist: describing a holiday destination
Yes
I think so
No
1 Preparation • I used at least 4 appropriate adjectives. 2 Content and structure • I wrote about 75 words. • I described New York appropriately and with enough details. 3 Language • I used adjectives and adverbs correctly. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback
< 11
≥ 11
Next exercise
ex. 3
Check 2
1
Writing postcards
N
Check 2
IN
Score
WRITING
Write a postcard from your hometown to a pen pal in Portugal.
VA
a Preparation: think of what makes your hometown interesting for someone in Portugal. Write down a few keywords.
three hundred and five
©
b Action: write your postcard (30-50 words).
UNIT 7:
BYE BYE BRITAIN
305
c Reflection: check your work by filling in the checklist. Checklist: writing a postcard
Yes
I think so
No
1 Content and structure • I started and ended my card correctly. • I wrote where I was and what the weather was like. • I wrote about at least 2 of these topics: – a favourite moment or day; – the photo on the card; – something special about the city/country; – something personal or touching; – my future plans. • I wrote the address on the right with all the necessary information.
IN
2 Language • I used adjectives and adverbs to describe my destination. • I used the correct tense to write about the past. • I paid attention to my spelling and punctuation.
<9
Next exercise
ex. 2
ex. 4
> 12 ex. 5
Something went wrong with this postcard. Put the sentences from the box in the correct order on the postcard. Hi Lizzy! I’m sorry we already have to go back home on Sunday. I’m in Leeds right now! This city is amazing. See you soon! Lizzy Neal, 26 Ocean Drive, Leamington Spa, CV33 Warwickshire, I wish you were here too so we could go to Alton Towers together. Love, Nel. Tomorrow we’re going to visit Harewood House.
©
1 2 3 4 5 6 7 8
three hundred and six
306
9 – 12
VA
2
Score
N
Feedback
UNIT 7:
BYE BYE BRITAIN
READING
IN
Score
<6
≥6
Next exercise
WRITING
N
Write captions for these photos.
©
VA
3
ex. 3
Score Next exercise
<5
≥5 Check 3, p. 311 three hundred and seven
UNIT 7:
BYE BYE BRITAIN
307
4
Pair up or form groups! You will get cards with the name of a well-known city and some keywords that describe the city. SPOKEN INTERACTION
a Your classmate(s) will have to ask yes/no questions to try and find out where you are. Who can guess the most cities correctly? When asking questions, you can also use comparisons. e.g. Is it bigger than Ghent? – Is it more exciting than Los Angeles?
WRITING
N
IN
b The last card in the stack is the destination you will use to write a short postcard to your best friend (write about 30 words).
VA
c Check your postcard by filling in the checklist, and then swap your card with a classmate. They will give you some feedback too. Checklist: writing a postcard
©
1 Content and structure • I started and ended my card correctly. • I wrote where I was and what the weather was like. • I wrote about at least 2 of these topics: – a favourite moment or day; – the photo on the card; – something special about the city/country; – something personal or touching; – my future plans. • I wrote the address on the right with all the necessary information. 2 Language • I used adjectives and adverbs to describe my destination. • I used the correct tense to write about the past. • I paid attention to my spelling and punctuation. Feedback
three hundred and eight
308
UNIT 7:
Score
< 11
≥ 11
Next exercise
ex. 3
Check 3, p. 311
BYE BYE BRITAIN
Yes
I think so
No
5
READING
Look at the photos and read the text. a Which of these 2 places would be your favourite to visit? Why? Explain in about 2 sentences.
Tintagel In our top spot for mystical and magical places in England we have the truly enchanting landscape of Tintagel, on the north coast of Cornwall. This is possibly where the most famous English legend took his very first breath.
IN
Legend has it that King Arthur was born in Tintagel Castle – a castle of which the ruins still remain on the edge of a dramatic wind-swept cliff, and which are open for visitors to explore. Not only this, but ‘Merlin’s Cave’ lies beneath the castle ruins. The legendary home of England’s most beloved wizard looks out onto a secluded beach cove, where a waterfall cascades from an adjacent cliff edge down onto the sand. This is where people think Merlin raised and taught the young King Arthur.
VA
N
That’s pretty impressive for a small Cornish town. However, with such an impressive coastline of cliffs, caves and waterfalls, and breath-taking views out across the Atlantic Ocean, Tintagel is totally mystical enough, even without the stuff of legends.
Stonehenge
No list of mystical English destinations would be complete without a mention of the most famous of all the henges – Stonehenge.
©
Many myths and theories exist about this mysterious site. For example, one legend says that the wizard Merlin instructed a giant to build it for him. During the 1600’s, the idea that the monument had been built by Druids became popular, and is still believed today. However, research says this could not be the case, as Stonehenge was constructed long before the time of the Druids. No one really knows for sure what it was used for or who it was constructed by, but over 1 million people visit this prehistoric monument each year. Stonehenge is estimated to be around 5,000 years old, making it one of the most ancient man-made landmarks in the world. three hundred and nine
Source: www.toptenz.net
UNIT 7:
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309
b What do the words printed in bold mean? Are there any words from the text that helped you to decide which option to choose? If so, highlight those words in the text.
c Check your answers in a dictionary.
5 to raise to break down to put under a spell to bring up, to bring to maturity 6 impressive bad amazing easy 7 to instruct to tell someone how to do something to give a users manual to make something disappear 8 to estimate to do research to make a plan to make an educated guess
IN
1 enchanting delightfully charming, attractive under a magic spell nice to meet 2 to explore to do research about it to travel through (a city) to find out more about it to catch fire 3 secluded hidden fake locked away 4 adjacent white next to on the other side
Š
VA
N
d Write a postcard to your family from your favourite of the 2 destinations.
three hundred and ten
310
UNIT 7:
  BYE BYE BRITAIN
e Check your postcard by filling in the checklist. Checklist: a postcard
Yes
I think so
No
1 Content and structure • I started and ended my card correctly. • I wrote where I was and what the weather was like. • I wrote about at least 2 of these topics: – a favourite moment or day; – the photo on the card; – something special about the city/country; – something personal or touching; – my future plans. • I wrote the address on the right with all the necessary information.
IN
2 Language • I used adjectives and adverbs to describe my destination. • I used the correct tense to write about the past. • I paid attention to my spelling and punctuation. Feedback
Next exercise
ex. 3
≥ 14
N
< 14
Check 3
©
VA
Score
Check 3
Make a voice-over! a Preparation – Go to diddit and choose one of the videos. – Watch the video a few times. Note down any adjectives/adverbs that are related to what you watched. – Look up additional information about your chosen video and destination in the fact file.
UNIT 7:
BYE BYE BRITAIN
watchING
three hundred and eleven
1
Promoting a destination
311
– Organize your thoughts in the grid below. Destination
Introduction
Things to see and do
Strong points
IN
Where to get more information
N
WRITING
VA
b Action: – Turn your notes into a script for your voice-over. (catchphrase) (location) – – –
is your ideal travel destination because (reasons to visit):
©
It is the perfect destination for (target audience) You can get there by
(transport) and stay
at
(accommodation).
If you are not yet convinced, what about (add 3 more sentences) …
More information about (destination)
can be found
at three hundred and twelve
312
You should definitely put
(location) on your bucket list!
– Make a 1-minute video, talking about the destination. Follow your teacher’s instructions.
UNIT 7:
BYE BYE BRITAIN
SPEAKING
c Reflection: fill in the checklist to reflect on your work. Checklist: making a voice-over
Yes
I think so
No
1 Preparation • I made notes while watching the video. • I looked up some information about the destination. • I used the grid to prepare. 2 Content and structure • I organized my notes into a script. • My voice-over has a lead-in, mentions things to see and do, target audiences, points out the strong points and tells the listener where to find more information.
IN
3 Language • I used adjectives and adverbs to describe my destination. • I spoke fluently and I was enthusiastic. • I spoke in the affirmative (= positive). • I paid attention to my pronunciation. Feedback
≥ 14
Next exercise
ex. 2
ex. 3
N
< 14
watchING
Watch the video about Dublin.
a Put these phrases from the video in the correct order. A Dublin is a city full of life. It is rich in culture, character and a place where anyone from around the world can feel welcome. B The best way to get around is on foot. And there’s no end of shops, restaurants and lively pubs to explore. C Dublin has had its share of famous figures and writers, poets and musicians, famous the world over, who have come from this great city. D Over a thousand years old, Ireland’s capital, Dublin, is situated on the East coast and about halfway down the island. E Visitors interested in soaking up some famous Irish pub culture invariably head to the Temple Bar, a central group of cobbled streets that are the focus of the nightlife and a great place to visit in the daytime too. F It’s a colourful city, full of history, interesting sights and Irish characters. G A good deal of historical landmarks and attractions are dotted on both sides of the Liffey, and include cathedrals, old gaols, historic parklands and stately mansions.
©
VA
2
Score
2
3
4
5
6
7
three hundred and thirteen
1
UNIT 7:
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313
b Would you like to visit Dublin? Explain why (not) in about 3 sentences. Score
<7
≥7
Next exercise 3
All done!
watchING
Watch the video about Coventry. a Answer the questions. Use the correct tense in your answers! 1 Who was Lady Godiva?
IN
2 Why did she become famous?
3 What is so special about St. Michael’s Cathedral?
N
VA
4 What sports are played in this area?
5 When and where was rugby invented?
6 Describe Warwick Castle in 3 adjectives.
7 Name 3 things, mentioned in the video, that you would love to visit.
©
b Would you like to visit Coventry? Explain why (not) in about 3 sentences. Score Next exercise
three hundred and fourteen
314
<7
UNIT 7:
BYE BYE BRITAIN
≥7 All done!
CHECK OUT: EXPLORING THE BRITISH ISLES Orientation You are going to prepare a 3-day trip for your class. Make a leaflet about it and present your trip in class so you can all decide where to go to.
Preparation 1
Pair up and prepare your trip. a Choose 2 (or maximum 3) destinations from this list. b Look for information on the Internet. c Complete the fact file below.
IN
Destination 1
Destination 2
VA
Destination, location
• Ardgillan Castle • Trinity Castle and Library • St. Patrick’s Cathedral and Cemetery • Limavady • Ring of Gullion • The Isle of Wight • John O’Groats • Hadrian’s Wall
N
• Roslyn Chapel and Roslyn Castle • Edinburgh Castle • Loch Ness • Stonehenge • Gloucester • The Isle of Skye • Puzzlewood • Powis Castle
What is there to see and do?
What are the strong points of this location?
©
Why should people choose this destination?
Where will you stay? Where can you find more information? (contact details)
Turn your notes into a leaflet. Describe the activities you want to do with the class group in 3-4 sentences per activity. Don’t forget:
WRITING
a Write a catchy title to get people’s attention. b Describe the main features in a few sentences.
three hundred and fifteen
2
c Use eye-catching photos and write short descriptive captions. d Add contact information. e Use adjectives and adverbs.
UNIT 7:
BYE BYE BRITAIN
315
f Check your spelling and punctuation. g Use an easy-to-read font. h Choose colours wisely.
Action
SPEAKING
3
Present your trip to the class. Try to convince the others to come with you.
4
When every team has presented their trip, the class can vote on which trip they are going to take.
Reflection 5
Fill in the checklist to reflect on your work. Checklist: promoting a destination
Yes
IN
1 Preparation • We made notes while looking up the information online. • We made a nice leaflet.
I think so
VA
N
2 Content and structure of the leaflet • We started with a catchy sentence to get people’s attention. • We described the main features in a few sentences. • We used eye-catching photos and wrote short descriptive captions. • We added contact information. • We checked spelling, punctuation and language. • We used an easy-to-read font. • We chose the colours wisely.
©
3 Content and structure of the presentation • Our presentation consisted of an introduction, the details and a summary to convince people to choose for our destinations. • We pointed out the strong points of the location. • We talked for the same amount of time (about 2 minutes each). 4 Language • I used adjectives and adverbs correctly. • I spoke in the affirmative (= positive). • I paid attention to my pronunciation. 5 Presentation • I spoke fluently. • I was confident and enthusiastic. • I used positive body language. Feedback
three hundred and sixteen
316
Trace your steps on diddit.
UNIT 7:
BYE BYE BRITAIN
No
UNIT 8: THE WORLD AT MY FEET check in Step 1: discussing countries and nationalities
VA
Step 2: finding links with the UK
N
IN
main track
Š
summary
trace your steps
on different tracks check out: compiling a country fact file
CHECK IN Country nicknames 1
Look at these nicknames of countries. Can you tell what countries they refer to? 1 Uncle Sam
2 The Bull Skin
United Kingdom Australia United States of America France
Spain Ireland Russia Italy
4 The Land Down Under
Greenland Russia Iceland Canada
5 The Land of the Long White Cloud
Belgium The Netherlands Australia Spain
IN
Japan China Spain Ireland
N
Britain Ireland Hawaii Taiwan
VA
Do you know what the (missing) nicknames are of the countries on the map? Look them up if you don’t know.
The Elongated Country
©
The land of a Thousand Lakes
Blue Lakes The Land of Storks
Danevang
Albion
The Land of Fields Holland The Flat The Land of Poets and Country Thinkers Bohemia Heart
The Hexagon
The Musical Centre Magyars
Helvetia
White Russia The Bread Basket of Europe
The Land of Dracula The Land of Roses
three hundred and eighteen
318
6 The Land of the Rising Sun
New Zealand Chile Cuba Australia
7 Albion
2
3 The Great White North
Lusitania
Anatolia
The Bull Skin
The Land of Honey
UNIT 8:
THE WORLD AT MY FEET
MAIN TRACK Around the world
Step 1
Discussing countries and nationalities
1 / Where are they from? 1
Here are some photos from Henri’s Instagram account. What can you say about his life or job?
READING
Henri
follow
Henri
follow
follow
READING
Read Henri’s blog and answer the questions.
VA
2
N
IN
Henri
a Where is Henri from?
b Where are his parents from?
c What does he study?
©
d What does he like about his job?
e What means of transport do they use?
Name:
Henri Irons
Age:
17
Place of birth:
Outside Paris
three hundred and nineteen
UNIT 8:
THE WORLD AT MY FEET
319
My Canadian mother is French and my father is from Manchester in the UK. He is British. They are also in the circus. The people in the circus are my family.
Background:
I like going to the circus and that’s why I work in it. I really want to do things that make people speechless. I went to the French National Circus School and now I take clown classes. The juggler teaches me how to juggle. I want to go to Montreal, in Canada, to study at the Canadian National Circus School.
What attracts him to the circus:
It’s fun to do the acrobatics with the acrobats. I really like being on stage and meeting the audience afterwards. I meet a lot of people with all kinds of nationalities.
People he meets:
The acrobats are Polish and there are 2 Chinese trapeze swingers. My best friend, Rin, is a Japanese contortionist. She can twist her body into shapes and positions that I cannot do. That’s really awesome! She is not with us right now. She is visiting her family. We will meet again in Brighton.
IN
Parents:
VA
N
There are also stilt walkers. Arne and Benny are their names. They’re Dutch, from the Netherlands. They aren’t tall in real life, but they are when they walk on their stilts. There’s also a My best friend Rin Russian magician. He’s very famous! We travel a lot which I really, really enjoy. I have already visited a lot of places in the world, such as the USA, Japan, Russia, and a lot of countries in Europe. Normally we travel by bus or by plane and sometimes by train if we want to visit a nearby city when we have some free time. There are a lot of nationalities in our circus. I also have 2 Irish friends; they’re tightrope walkers. There are also American, Canadian, Japanese, French and Spanish people and some daredevils (our fire eaters and human cannonballs) from Switzerland. These Swiss people are very brave. For the animal acts we have a Canadian lion tamer. Our ringmaster is from Italy.
A stilt walker
We work at least 10 months of the year. We stay in the same place for 4 months and then we move to the next location. This time, that’s Brighton in the UK. We usually ‘move’ by bus, but we have our own bus. Sometimes that is difficult and then we travel by plane. Our next city is Rome in Italy for November and December. Then 2 or 3 weeks of breaks, then we go to Moscow for 2 or 3 months. We’ll get 5 or 6 weeks off, then we go to New York again.
©
Work:
Love life:
I don’t have a girlfriend, but I have a lot of friends and I love my family.
Future:
I want to be involved in the circus world for the rest of my life. I can’t see myself doing anything else.
Adapted from: blogs.wsj.com
three hundred and twenty
320
UNIT 8:
THE WORLD AT MY FEET
a contortionist: somebody who can twist his/her body into strange and unnatural positions, as if (s)he was made of rubber.
3
Henri is staying in the UK for a few months. What do you remember about the UK? a Write the names of the UK countries on the map. b Can you link the capitals to the correct countries? Write them on the map. – Belfast – Cardiff – Edinburgh – London
IN
N
Republic of Ireland Dublin
Rob984
VA
British Isles
WRITING
Look at these photos on Henri’s Instagram. Write interesting captions for the photos. follow
Henri
Henri
follow
follow
UNIT 8:
THE WORLD AT MY FEET
three hundred and twenty-one
Henri
© Thanida Siritan / Shutterstock.com
©
4
321
5
Where are the people that Henri works with from? a Check the text in exercise 2 and complete the grid with the countries and nationalities that are mentioned. Use 2 different colours. b Next complete the grid with the missing countries and nationalities.
6
Nationality
Country
Nationality
IN
Country
People from all over the world visit Henri’s circus. Do you know where they are from? a You will get a world map. Look at the map and write down the country each person lives in in the texts below.
N
b Write their nationality in a different colour.
1 Oonagh lives in Dublin. That is the capital of
VA
She is
2 Bart lives in Brussels: that is situated in He is
3 Stuart is from Edinburgh, the capital of
©
He is
4 Jan lives in Amsterdam, the capital of He is
5 Elena lives in Madrid in She is 6 Felipe lives in Buenos Aires, the capital of three hundred and twenty-two
He is
322
7 Umberto lives in Rome, the capital of He is
UNIT 8:
THE WORLD AT MY FEET
8 Tahrim is from New Delhi, the capital of She is 9 Jess is from Wellington in She is 10 Ethan is from Canberra. That is in He is 11 Lee-Ann lives in the capital of
, Ottawa.
12 Gabriella is from Warsaw in She is 13 Mikey lives in Washington in
N
He is
IN
She is
14 Ali is from Ankara: that is situated in
VA
He is
15 Imane lives in the capital of , Rabat. She is
16 Alexander is from Moscow, the capital of
©
He is
17 Pierre is from
. He lives in Paris.
He is
18 Nadia is from Cairo, the capital of She is 19 Liani lives in Cape Town. It is situated in three hundred and twenty-three
She is 20 Mark lives in Budapest. That is the capital of He is
UNIT 8:
THE WORLD AT MY FEET
323
21 Fabio is from Lisbon: that is in He is 22 Maria is from Rio de Janeiro: that’s in She is 23 Fu is from Hong Kong in She is 24 Hans is from Berlin: that’s in
25 These monkeys live in so they are 26 Sofia is from Athens. That is in
7
N
She is
IN
He is
What are the endings of the nationalities? Write 3 examples for each.
VA
Irregular forms
Egyptian
German
Chinese
Irish
Greek
©
8
You will get an identity card. On the card is your name, country and language.
SPOKEN INTERACTION
a Walk around the class and introduce yourself to your classmates. b Ask each other questions and write down information about at least 3 other students.
2 / You can do what? three hundred and twenty-four
324
1
Read the text on the next page and answer the questions. a What is the text about?
UNIT 8:
THE WORLD AT MY FEET
READING
b Complete the grid about these superhumans. Name
Wim Hof
Concetta Antico
American
Nationality
Ability
highly superior autobiographical memory
5 humans that actually have real-life superpowers The Iceman
5
Wim Hof is a Dutch athlete with a difference. He’s known as ‘The Iceman’, as he can survive extremely cold temperatures. He may achieve this by consciously hyperventilating, keeping his heart rate and adrenaline high. He can regulate his temperature with his unusual breathing method. He’s been able to survive some extreme conditions, including taking the world’s longest ice bath – 1 hour and 52 minutes. He also completed a marathon in Finland in temperatures of about -20°C, dressed in just shorts. Oh, and he climbed Mount Everest in his shorts, too. Rainbow Woman
N
IN
1
American artist Concetta Antico has a peculiar power. She can see way more colours than other people. This is because she is a ‘tetrachromat’. She has four cones in her eyes, rather than three as most people have. To Antico, something as simple as a pebble can look like a rainbow. It’s reported she can see 99 million colours, compared to just 1 million seen by most.
15
Mr Eat-All
to achieve: to succeed in finishing something or reaching A French entertainer called Michel Lotito an aim, especially after a lot of work or effort wowed audiences with his ability to eat, well, pretty much anything. This included bicycles, consciously: on purpose, intentional televisions, shopping carts, and more. But to hyperventilate: to breathe too quickly and so cause too his biggest stunt of all came in 1980, when much oxygen to enter the blood he successfully finished eating a Cessna 150 peculiar: unusual and strange plane – which took him two years. How could he do this? Well, scientists think he had a rare condition called pica, a psychological condition that meant he had an appetite for inanimate objects. A thick stomach lining apparently enabled him to eat without injury. By some accounts he had eaten 9 tons of metal by the time he passed away in 2007.
©
20
VA
10
25
30
The American actress Marilu Henner has an unusual gift. She has a super memory and can remember nearly all moments in her life in detail: ‘I can literally listen to a song on the radio when I’m driving and go to every single time that I’ve heard it, like a flash montage.’ It appears she has a rare condition called hyperthymesia, or highly superior autobiographical memory (HSAM). It’s not entirely clear what causes it, but it may be that she revisits memories more often than others, known as absorption, so she can build stronger foundations for recollection.
UNIT 8:
THE WORLD AT MY FEET
three hundred and twenty-five
Mega memory
325
35
The human calculator Scott Flansburg from the USA is a machine. Not because he’s super strong or anything, but because he can solve calculations faster than a calculator. Listed as the Fastest Human Calculator by the Guinness Book of Records, he could add the same number to itself 15 seconds faster than someone with a calculator. Adapted from: www.iflscience.com
2
Discuss these questions.
SPOKEN INTERACTION
a What do you think is the strangest ability? b Is there an ability you wish you had? If so, which one? 3
IN
Statement
Concetta has 4 cones in her eyes, that’s why she can see 99 million colours, compared to just 1 million seen by most.
1
2
‘I can listen to a song on the radio and go to every single time that I’ve heard that song’, says Wim Hof.
3
N
Wim Hof can’t regulate his body temperature.
4
VA
Scott can calculate faster than someone with a calculator.
5
Marilu and Michel can survive extremely cold temperatures.
6
Michel Lotito could not run in the cold.
Michel Lotito could eat almost anything.
©
7
4
Check the sentences in exercise 3 and answer the questions. a Underline the verb forms in every sentence. b How many verb forms are there in every sentence? c Which auxiliary verbs (= helping verbs) are used?
three hundred and twenty-six
326
READING
Are the statements true or false? Correct the false statements.
d What does this auxiliary verb express?
UNIT 8:
THE WORLD AT MY FEET
True
False
5
Complete the grammar box with the correct words from the box. ability – base form of the verb – ‘can’ – ‘cannot’ (2x) – ‘can’t’ (2x) – ‘could’ – ‘could not’ – helping – inability – inversion – 1 form
GRAMMAR
How to express ability In English, modal auxiliary verbs are special
verbs that can express a certain meaning.
– We use the modal verb when we want to talk about in the present.
e.g. Wim can survive very cold temperatures. – We use the modal verb or when we want to talk about in the present.
e.g. Marilu cannot survive cold temperatures. – When we talk about (in)ability in the past, we use and .
IN
e.g. Michel Lotito could eat anything! He couldn’t run very fast. Keep in mind:
– ‘Can’ only has (never add -s, -ed or -ing!).
– To form the negative of ‘can’, you write or . ‘Can’ is the only verb in English where you attach the ‘not’ to the verb.
N
e.g. Marilu cannot run in the cold.
– ‘Can’ and ‘cannot’ are always followed by the . The same is true for ‘could’ and ‘could not’.
VA
– To form questions with ‘can/could’, you use .
e.g. Can you run very fast?
6
See p. 336
People in the circus all have different tasks.
a Label the pictures with the correct word. Use the words from the box.
1
2
3
4
5
6 UNIT 8:
THE WORLD AT MY FEET
three hundred and twenty-seven
©
a daredevil – a fire eater – a lion tamer – a magician – a ringmaster – a stilt walker
327
b Write sentences about what these people can and can’t do. Use the information from the box. to do an act with animals – to do dangerous things – to keep a flaming object in his mouth – to perform magic tricks – to present the show – to train a lion – to twist your body – to walk on stilts – to watch the show
e.g. A lion tamer can’t twist his body but he can train lions. Write 3 sentences about the people from the text (with superpowers). Write about what they can and can’t do. Follow the example. e.g. Marily Henner can remember things from a long time ago but she can’t survive cold temperatures.
IN
7
8
Make sentences about what you can or cannot do (now). Discuss with a partner. 4 to see 99 million colours 5 to stay in a cold bath for a long time 6 to run 5 km
VA
1 to speak English 2 to drive a car 3 to speak Japanese 9
N
Write 3 sentences about what you could or could not do when you were little. Follow the example. Then discuss with a partner. e.g. When I was young, I couldn’t write my name. –
SPOKEN INTERACTION
SPOKEN INTERACTION
©
– –
10 Write an introduction to the text in exercise 1 on p. 325. a Preparation: read the text again if necessary. Decide on the main topic. b Action: write a short paragraph (about 25 words) in which you introduce the topic of the text. Use ‘can’ or ‘could’ correctly.
three hundred and twenty-eight
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UNIT 8:
THE WORLD AT MY FEET
WRITING
c Reflection: check your introduction by filling in the checklist, and then share your text with a partner. Do you have the same information? Checklist: writing an introduction
Yes
I think so
No
1 Content and structure • My paragraph introduces the topic of the text. • My paragraph is interesting so that people will want to read the rest. • I wrote about 25 words. 2 Language • I used the modal auxiliary verbs ‘can’ and ‘could’ correctly. • I used correct spelling and punctuation.
IN
Feedback
CHECK 1, p. 339
From Antigua and Barbuda to Zambia and beyond Finding links with the UK
1
VA
1 / Around Britain
N
Step 2
watchING
Watch the clip and answer the questions. a What is it about?
b Why is this clip made?
c What information do we already get?
©
d What is the slogan?
Look at the text and the images on the next page and answer the questions.
READING
a What is the source of the text? b Why did the author write the text (= goal)? to entertain the reader to inform the reader to persuade the reader to do something c What information can you find in the pictures?
three hundred and twenty-nine
2
UNIT 8:
THE WORLD AT MY FEET
329
The Channel Islands are a beautiful archipelago, each with their own unique character. Enjoy the hustle and bustle of our capitals, Jersey’s St Helier and Guernsey’s St Peter Port, or head to the smaller islands of Alderney, Sark and Herm, which ooze old world charm. A walker’s paradise, the islands offer miles of stunning coastline routes to explore as well as rural towns. Feel the sand between your toes and the fresh sea breeze in your hair on our beautiful beaches, where our rock pools teem with marine life and our glorious golden sands are washed by the tides each day. With exceptional eateries which serve up the freshest seafood, caught and served up within hours, and our world-class produce, including Jersey Royals and Guernsey tomatoes, the Islands are a real culinary treat for food lovers.
IN
With our award-winning beaches and unique history, coastal castles and iconic produce, the Islands offer the ideal break, just a short 30-minute hop from the UK. The Channel Islands are officially the sunniest place in the British Isles so what are you waiting for?
Whether you escape to Jersey or uncover all the great things that happen in the Bailiwick of Guernsey, book your break today.
3
N
Source: http://www.visitchannelislands.com/about-the-channel-islands
READING
Now read the entire text and answer the questions. a What themes does it discuss?
VA
b Match these words or expressions from the text with their correct meaning. 1 a place where you can walk a lot
A hustle and bustle
2 excited activity and movement
B caught and served up within hours
3 not far away from the UK
C an archipelago
4 to give a powerful impression of how it used to be D a short 30-minute hop from the UK E to ooze old world charm
6 an extensive group of islands
F a walker’s paradise
©
5 extremely fresh fish
1
2
3
4
5
6
c What islands are mentioned? Give the name of the capital city if possible. Island
three hundred and thirty
330
Capital city
d Would you like to visit the Channel Islands? Explain why (not).
UNIT 8:
THE WORLD AT MY FEET
SPOKEN INTERACTION
4
Look at the map. a Give a title to the map.
2 / Remembering the Empire? 1
Watch the video and answer the questions.
IN
b Label the islands correctly. Look it up if you don’t know their names.
watchING
N
a What is the topic of the video?
b Had you ever heard of this name?
VA
c Complete the fact file.
FACT FILE
Organization: states
g have the Queen as their head (= Commonwealth realms).
©
Population: Most members were part of the except ,
Cameroon and . Membership: voluntary, based on a shared commitment to values: governance: bestuur trade: handel
– – – trade
They have their own , a sort of mini Olympics held every years. 2
Some countries don’t belong to the Commonwealth but can take part in the Games. Your teacher will give you a list. Compare it to the list of the Commonwealth Nations. Find at least 2.
UNIT 8:
THE WORLD AT MY FEET
three hundred and thirty-one
– good governance
331
Did you know? Gibraltar is a small piece of land, located at the southern edge of Spain, but it is part of Britain. The people in Gibraltar speak English and pay in pounds. It is known for the Strait of Gibraltar. On the Rock of Gibraltar there are monkeys. It is said that if the monkeys ever leave the Rock of Gibraltar it will not be British anymore.
3
READING
Scan the text about Gibraltar and answer the questions. a Who wrote this text?
IN
b What kind of text is this? Why do people write them?
c Do you like reading this type of text? Why (not)?
HOME
N
NEWS
TOPICS
1
BY ALISON – JULY 19, 2020
Gibraltar is weird. It’s owned by England, yet dangles off the end of Spain. You have to drive across an airport runway to get to it and its main feature is a giant rock riddled with caves and inhabited by monkeys. We couldn’t wait to visit it. Andrew and my father were intrigued by Gibraltar’s complicated history. Mom and I, we were after the monkeys. So we decided to take a day-trip from Malaga and see what ‘The Rock‘ had to offer. Arriving in La Línea de la Concepción, the Spanish town bordering Gibraltar, we were met by a queue of traffic. We had been warned this line-up could get extremely long, particularly when Spain and England are disagreeing over political matters.
©
5
VA
Gibraltar is weird and we like it that way
POPULAR
10
15
three hundred and thirty-two
332
20
UNIT 8:
Here is the plane taxiing across the only road into You see, you have to cross out of the Gibraltar. You can see the traffic lined up, waiting Schengen territories and into the UK to to cross. visit Gibraltar so that means a passport inspection. We arrived in the second queue of the day; the line‑up to cross the airport runway. Yes, you did read that correctly. In order to visit Gibraltar, you have to drive (or walk) across the airport’s only runway. That means when planes are landing or taking off, all traffic stops and waits.
Finally in Gibraltar, we decided the first order of business was to head to ‘The Top of the Rock’. There are several ways to do this: You can walk – it’s free, but on a hot day it’s a long way up; you
THE WORLD AT MY FEET
HOME
NEWS
TOPICS
POPULAR
can ride the cable car, which was our original plan; or you can take a guided taxi tour. If you ride the cable car, you have a nice view but you still have to walk through the city to go there. 25
30
On our way to the cable car entrance we spotted several taxi guides (or rather they spotted us). We weren’t given a hard sell, but simply offered an alternative – a guided tour taking in St Michael’s Cave, the Great Siege Tunnels, the Pillars of Hercules and of course, a visit to the Barbary Macaques. For 25 euros each (which included our admission fees to the attractions), it sounded like a good deal to us. Best of all, our guide, a member of the Gibraltar Taxi Association, was born and raised in Gibraltar and had lots of stories to share about life on the Rock, he told us to dwindle: to become smaller, to shrink things you won’t read in any guide. to groom: to remove parasites from the skin symbiotic: dependent
The Pillars of Hercules
40
IN
Our first stop was the Pillars of Hercules for a view of Africa. The Pillars of Hercules was the name given to Gibraltar and its equivalent point in Africa, by the ancient Greeks. There is a monument here, representing the ancient world. But we came for the view. Sure enough, hovering above the clouds, we could see Africa. It looked almost close enough to touch.
45
Our next stop was St Michael’s Cave, located in the Upper Rock Nature Reserve. It is one of 150 caves in the Rock of Gibraltar and is over 300 metres above sea level. These days St Michael’s Cave is a tourist destination and concert venue. When we visited it, it was being set up for an evening DJ party.
©
50
VA
St. Michael’s Cave
N
35
The Great Siege Tunnels
55
From the cave, we headed back underground to the Great Siege Tunnels. The tunnels were carved out of the Rock by the Merchant Marines to defend Gibraltar during the Great Siege of 1779 to 1783. The Siege was Spain and France’s attempt to take The Rock back from Britain during the American War of Independence.
Gibraltar’s Barbary Macaques
three hundred and thirty-three
60
Finally the time had arrived to drive to the very Top of the Rock – home to Gibraltar’s colony of Barbary Macaques. Although they are often called Barbary apes or rock apes because they don’t have tails, the Macaques are actually monkeys.
UNIT 8:
THE WORLD AT MY FEET
333
HOME
NEWS
TOPICS
POPULAR
Gibraltar’s Macaques are closely monitored by the Gibraltar Ornithological and Natural History Society (GONHS) and each one is tattooed and micro-chipped. They are fed, watered and given regular health checks. Each of the monkeys is photographed and catalogued and an annual census is taken to monitor the population.
65
Legend has it that as long as the Macaques are on Gibraltar, it will remain under British rule. During WWII, the population dwindled to seven monkeys so Sir Winston Churchill ordered more be brought in from Africa.
70
75
On the top of the Ape Den look-off we watched the monkeys play, groom each other and relax in the sun.
80
IN
The taxi drivers and monkeys have developed a symbiotic relationship, over the years, and drivers can recognize most of the Macaques by name. The drivers know which young monkeys are safe to interact with and arrange photos with the macaques for those who want to hold them. Boy did I!
Adapted from: www.cheeseweb.eu
Read the text in detail and answer the questions.
VA
4
N
After our monkey safari we headed back down to the city and bid our driver farewell. He pointed us in the direction of our last stop – because when in Britain, you can’t not have Fish and Chips. Gibraltar may be weird, but we sure liked it that way.
a Why is Gibraltar weird according to the author? Find 3 reasons in the text.
©
b What are the 2 queues the girl talks about in the text? Explain.
three hundred and thirty-four
334
UNIT 8:
THE WORLD AT MY FEET
READING
c What are the possible means of transport to get to ‘The Top Of The Rock’? Find an advantage and a disadvantage for each.
5
Means of transport
Advantage
Disadvantage
Compile a fact file about Gibraltar. Before you start, read the Strategy on how to find information on the internet in the Summary of this unit, p. 338.
READING WRITING
IN
a Look for information in the text to complete the fact file about Gibraltar in blue.
b Look up the missing information on the internet. Add the information you find in green. FACT FILE: (name place) Country
VA
N
Flag
National day
Anthem
Monuments (in capital city)
©
Spoken languages
Area
Monarch
three hundred and thirty-five
CHECK 2, p. 344
UNIT 8:
THE WORLD AT MY FEET
335
HOW TO express ability
Modal auxiliary verbs ‘can’ and ‘could’ Joe can run very fast now. He couldn’t when he was young.
Tobias can’t run very fast.
IN
GRAMMAR
SUMMARY
N
USE
In English, modal auxiliary verbs are special helping verbs that can express a certain meaning.
VA
– We use the modal verb ‘can’ when we want to talk about ability in the present. e.g. Wim can survive very cold temperatures. – We use the modal verb ‘cannot’ or ‘can’t’ when we want to talk about inability in the present. e.g. Marilu cannot survive cold temperatures. – When we talk about (in)ability in the past, we use ‘could’ and ‘could not’. e.g. Michel Lotito could eat anything! He couldn’t run very fast. FORM
Subject
Negative (-)
Questions (?)
I can sing. You can sing. He/she/it can sing. We can sing. You can sing. They can sing.
I can’t sing. You can’t sing. He/she/it can’t sing. We can’t sing. You can’t sing. They can’t sing.
Can I sing? Can you sing? Can he/she/it sing? Can we sing? Can you sing? Can they sing?
©
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Positive (+)
three hundred and thirty-six
336
Keep in mind: – Modal auxiliary verbs only have 1 form (never add -s, -ed or -ing!). – Modal auxiliary verbs are always followed by the base form of a verb. – To form questions with ‘can/could’, you use inversion. e.g. Can you run very fast? – To form the negative of ‘can’, you write ‘cannot’ or ‘can’t’. ‘Can’ is the only verb in English where you attach the ‘not’ to the verb. e.g. Marilu cannot run in the cold.
UNIT 8:
THE WORLD AT MY FEET
Egypt
Hungary
Argentinian
Brazilian
Canadian
Egyptian
Hungarian
Australia
Belgium
Germany
India
Italy
Australian
Belgian
German
Indian
Italian
Morocco
Russia
South Africa
The USA
Moroccan
Russian
South African
American
China
Japan
Chinese
Japanese
Portuguese
Ireland
Poland
Scotland
Spain
Sweden
Irish
Polish
Scottish
Spanish
Swedish
Turkey
The UK
Turkish
British
*
France
Greece
The Netherlands
New Zealand
Switzerland
French
Greek
Dutch
New Zealander
Swiss
Portugal
UNIT 8:
THE WORLD AT MY FEET
three hundred and thirty-seven
-ISH
IN
Canada
©
-ESE
Brazil
N
-AN
Argentina
VA
-IAN
VOCABULARY
COUNTRIES AND NATIONALITIES
337
STRATEGY
HOW TO find information on the internet 1
2
Use a search engine
Enter keywords
e.g. Google, Bing, Yahoo
Keep it simple!
Use the search suggestions. gibraltar
3
gibraltar gibraltar airport gibraltar map
Add search items if you don’t find what you are looking for
gibraltar weather Press Enter to search
1st try: Gibraltar
4 Use the tabs
Start with important words only.
IN
2nd try: Gibraltar information
5
Filter results
e.g. by size, colour, image type …
VA
N
e.g. looking for images, news articles, videos and much more
©
6
Refine your search
– U se quotation marks to look for an exact phrase. e.g. ‘Gibraltar monkeys’
– Word order matters. Google ranks the first word higher than the second, the second more than the third, etc. – U se site: to look on specific sites. e.g. gibraltar: guardian g site of The Guardian three hundred and thirty-eight
– U se a plus sign (+) or a minus sign (-) to include or exclude words in your results. e.g. Gibraltar -monkeys g will search Gibraltar except for the monkeys.
338
UNIT 8:
– U se OR to include multiple keywords. e.g. Gibraltar OR monkeys g will give you results for 1 of the 2 terms.
THE WORLD AT MY FEET
Report offensive query
ON DIFFERENT TRACKS Check 1 1
Discussing countries and nationalities
Look at the photos and the caption. a Match a country or city to a photo in column A. China – Egypt – Moscow – The Netherlands – Northern Ireland – Paris – Spain b Write a complete sentence about what you can do there in column B. c Write down the nationality of the people who live in that country in column C. B VISIT THE PYRAMIDS
N
C
IN
A
VA
WALK ALONG THE GIANT’S CAUSEWAY
©
WALK IN THE RED SQUARE
three hundred and thirty-nine
EAT PAELLA
UNIT 8:
THE WORLD AT MY FEET
339
A
B
C
CLIMB THE EIFFEL TOWER
WALK ALONG THE GREAT WALL
IN
N
VA
SEE A LOT OF TULIPS
d Write 6 sentences about things you can and cannot do in 2 of the places mentioned above. Write at least 3 negative sentences.
©
In In
three hundred and forty
340
UNIT 8:
Score
< 12
12 – 16
> 16
Next exercise
ex. 2
ex. 6
ex. 5
THE WORLD AT MY FEET
WRITING
2
Look at these flags and the information about these famous people. a Write down the country they live in. b Add their nationality and/or their language.
© DFree / Shutterstock.com
5
He was
Billie Eilish is from
4
She is
Ed Sheeran is from
Nelson Mandela was from
© Reuters/CORBIS
He was
Liam Hemsworth is from He is
6
HolaSoyGerman is from
He is
He speaks
N
and he speaks
7
2
IN
© Kathy Hutchins / Shutterstock.com
3
Albert Einstein was from
© DFree / Shutterstock.com
© Hulton-Deutsch Collection/CORBIS
1
Mona Lisa is Lisa del Giocondo. She is from
VA
8
Lionel Messi is from He is
She is
Justin Bieber is from
Jackie Chan is from
He is
He is
© 11
10
The Manneken Pis is a statue in Brussels. Brussels is the
12
capital of
She is © Onur
It is
Beren Saat is from
Score
< 20
≥ 20
Next exercise
ex. 3
ex. 4 three hundred and forty-one
9
UNIT 8:
THE WORLD AT MY FEET
341
3
Complete the sentences. 1 Belgian people come from 2 people come from Brazil. 3 British people come from 4 people come from Germany. 5 A Hungarian comes from 6 people come from India. 7 People from Mexico are 8 Moroccan people come from 9 people come from Poland.
Score
IN
10 A comes from Russia.
<8
≥8
Next exercise
Look at the grid and write sentences about these people’s abilities.
N
4
ex. 4
a Write 4 sentences about what these people can and cannot do. Use the linking words ‘and’ or ‘but’ in your sentences.
VA
b Write 1 sentence about yourself.
The ringmaster
My parents
Henri
Rin
to speak Spanish
+
+
+
+
to understand Russian
+
–
+
+
to walk on a tightrope
–
–
+
–
to walk on stilts
–
–
–
+
©
1
2
3 4 5 three hundred and forty-two
342
Score
<7
Next exercise
UNIT 8:
THE WORLD AT MY FEET
≥7 Check 2, p. 344
I
READING WRITING
5
Fill in: ‘can’, ‘can’t’, ‘could’ or ‘couldn’t’. 1 you swim when you were 10? 2 I open the window. I think it is stuck. 3 We be there on time yesterday because the train was late. 4 He speak 5 languages, including Chinese. 5 She’s 7 years old but she read yet. Her parents are getting her extra lessons. 6 I lift this box. It is too heavy. 7 Jake play chess very well. 8 My grandmother use a smartphone when she was young because they didn’t exist yet.
IN
9 Julie play golf when she was only 11. 10 No one in my family is very musical, but I sing really well! <7
≥7
Next exercise
ex. 4
ex. 6
What can and can’t you do?
WRITING
N
6
Score
Ability in the past
Inability in the past
©
Me
Inability in the present
VA
Ability in the present
Person 1
Person 2
UNIT 8:
THE WORLD AT MY FEET
three hundred and forty-three
a Preparation: complete the grid with information about your abilities and the abilities of at least 2 other people you know.
343
b Action: use the information from exercise a to write a paragraph about people’s (special) abilities. Use modal auxiliary verbs correctly.
IN
c Reflection: check your text by filling in the checklist. Checklist: writing about abilities
Yes
I think so
No
N
1 Content and structure • I filled in the grid about people’s abilities. • I talked about my own abilities (past and present). • I talked about the abilities of at least 2 other people (past and present). • My text is about 50 words.
VA
2 Language • I used the modal auxiliary verbs ‘can’ and ‘could’ correctly. • I used correct spelling and punctuation. Feedback
<8
≥8
Next exercise
ex. 4
Check 2
©
Score
Check 2 1
Finding links with the UK READING
Look at the text on the next page. a Before you read, answer these questions.
three hundred and forty-four
1 Why is this text written? to entertain to inform
344
2 What is it about? 3 Who is it meant for?
UNIT 8:
THE WORLD AT MY FEET
to persuade
Hello, did you know that about 30% of the world’s people live in the Commonwealth? That’s nearly two and a half billion adults and children!
The people of the Commonwealth are a diverse group. Some live in very small islands like Nauru in the Pacific, and some live in big countries like India in Asia.
Introducing the
Commonwealth
The Commonwealth is a vibrant family of 53 countries spread across every continent and ocean.
Commonwealth people work together by sharing ideas and experiences, skills and knowledge.
All countries in the Commonwealth are independent and equal nations.
Diversity and unity
in the Commonwealth
N
The people of the Commonwealth are from many races and religions.
Some large countries like Australia, which has a population of more than 24 million, are sparsely populated.
Hundreds of languages are represented in this community of 53 countries.
IN
1
It is about friendship and respect between individuals and nations.
Thirty-one Commonwealth countries are ‘small states’ – usually with populations of less than 1.5 million.
5
Helping
©
Commonwealth countries The Commonwealth has many programmes that assist member countries.
For example, the Commonwealth Secretariat helps countries look for solutions to economic and environmental problems. This includes climate change, which causes rising sea levels, violent storms and widespread devastation.
The Commonwealth also encourages member countries to care about human rights, which means ensuring that people are treated fairly and enjoy basic freedoms.
Commonwealth countries also have many things in common. Most use the English language, have similar laws and support democracy as a form of government.
The Commonwealth Secretariat gives small countries the opportunity to make contributions to global meetings and conversations about big issues like the world economy and trade.
It makes special efforts to improve education for all, and to support women and young people to start and run their own businesses. It also helps to improve health services.
Every two years, Commonwealth Heads of Government meet to discuss shared challenges and suggest possible solutions.
In 2020, Commonwealth leaders will meet in Kigali, the capital of Rwanda
6
Adapted from: http://1kpdtd23w3sx4f1qma2kfg24.wpengine.netdna-cdn.com
UNIT 8:
THE WORLD AT MY FEET
three hundred and forty-five
VA
Some smaller countries like Bangladesh, where over 160 million people live, are very densely populated.
345
b Now read the text in full. Explain what the Commonwealth is in your own words. Complete the fact file. FACT FILE What is it?
Who is in it?
countries on every
Such as …
Country
Population
large
small
small countries
What do we know about the members?
What do they have in common? Name 3 things.
What are the main topics/programmes for helping one another?
Helping countries to look for solutions to
N
IN
How do they help each other?
– economic problems.
– problems.
VA
e.g. causes => => => widespread devastation
To care about =
©
– –
How often do they come together?
Score
< 18
≥ 18
Next exercise
ex. 2
ex. 4
three hundred and forty-six
346
UNIT 8:
THE WORLD AT MY FEET
2
READING
Read the text about Bermuda and answer the questions. a Explain that Bermuda provides you with the best of both worlds. b Give an example of activities for both. c Complete the fact file.. FACT FILE Country
Capital
Climate
IN
= spring/fall:
= winter: (with low humidity)
Because the country is so small, it’s divided into three separate towns. Each of these towns can be seen in only a few days. It takes only seven minutes to drive from the airport to the old capital of St. George, and it takes only 15 minutes to Hamilton – the capital and largest city.
©
10
N
5
An overview of Bermuda tourism It can be tough choosing a tropical vacation destination. There are so many different islands to choose from in the Caribbean and Atlantic. Are you looking for a relaxing getaway with peaceful beaches? Or, are you looking for a unique and exciting adventure? Luckily you don’t have to choose between the two. Bermuda tourism gives you the best of both worlds. This island has something for the whole family. From the beautiful pink sand beaches and gorgeous scenery, to the underwater caves and world-class golf courses – there is truly something here for everyone.
VA
1
A trip to this small island paradise should be well planned out. You should get a sense of what to expect and what to prepare for.
20
Climate The climate here is considered to be ‘subtropical’. From spring through fall there is hot and humid weather. In the wintertime there are temperature lows of 42F and daytime temperatures of around 60F. The water is also cooler in the wintertime. One advantage of visiting in the wintertime is that the humidity levels are much lower. The subtropical climate can be attributed to The Gulf Stream, despite the fact that it’s far north. three hundred and forty-seven
15
Source: https://bermudatourism.org
Score Next exercise
<6
≥6 ex. 3
UNIT 8:
THE WORLD AT MY FEET
347
3
watchING
Watch the video and complete the summary. There are that live in the Commonwealth Nations. That is nearly of the world’s . They live across , the Caribbean, , , South and North America (= ) and . The smallest country is . The biggest country is . of the people are years old. They support , and . Score
< 11
≥ 11
Next exercise
IN
READING
Look at the map. Go to diddit and answer the questions. Find the countries on the map and write the corresponding number on it next to the descriptions below.
N
4
All done!
1
VA
2
3
4
6
©
5
7 8
Number Description This was the first of many African countries to join the new Commonwealth of Nations. three hundred and forty-eight
What country has the biggest population in the Commonwealth?
348
What is the smallest country in the Commonwealth?
UNIT 8:
THE WORLD AT MY FEET
9
Country
What 3 other countries joined the Commonwealth in 1931 besides Australia?
In what year did the first African country join the Commonwealth? Which of these countries had to leave the Commonwealth at one point but returned in 1994? What was the first country that was never governed by Britain to join the Commonwealth? Where is the Commonwealth Secretariat’s official home? Which country is the last member of the Commonwealth? < 15
≥ 15
Next exercise
ex. 5
All done!
IN
5
Score
Look at the images and answer the questions.
READING
a What is the purpose of these texts: to inform, to entertain, to persuade, to tell a story or a combination?
1
©
VA
N
2
Source: https://diplomatie.belgium.be
Source: www.tijdschriftenenzo.nl
three hundred and forty-nine
3
Source: www.breakingtravelnews.com
UNIT 8:
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349
4
5
Source: www.youtube.com
Source: www.lonelyplanet.com
6
N
IN
When 17-year-old Ginny receives a bequest – a packet of mysterious envelopes – from her favourite aunt Peg, she leaves New Jersey to crisscross Europe on a whirlwind tour and scavenger hunt that transforms her life.
VA
Source: www.npr.org
©
b Link an image to an explanation. Note: not all explanations can be used. A a magazine that covers different aspects of travelling B a vlog about a trip someone makes to a popular holiday destination C a website from the government which provides information for Belgian people travelling abroad D the top 10 things you should do when you go to a certain country E a young adult book about a girl who travels the world with a mission F a website that can help you to look for interesting things to do/to see/to visit/ … when you plan your holiday G an advert to invite people to click on it and go to their website to customize the holiday of their dreams to … 1
2
UNIT 8:
4
Score
<7
≥7
Next exercise
ex. 3
All done!
three hundred and fifty
350
3
THE WORLD AT MY FEET
5
6
CHECK OUT: COMPILING A COUNTRY FACT FILE Orientation You will compile a fact file about a country of the Commonwealth of Nations.
Preparation 1
Choose one of the countries from the Commonwealth of Nations.
2
Gather your information from sources provided by the teacher and your own sources.
3
Think of a good way to present the information.
Action Complete the fact file. Make sure you include the following information: – – – – – – –
the link to the UK/date of independence 3 important dates in the history of this country traditional clothes national dishes/food 2 famous inhabitants 2 important monuments or landmarks things you can do there
IN
– country – nationality – population – flag – national anthem – national symbol – spoken languages
N
4
READING
Find a map to situate it in the world.
6
Include 3 things you can do at some of the most famous places in the country.
7
Add all the information to the fact file below.
VA
5
WRITING
FACT FILE
Country
Nationality
©
Population Flag
National anthem National symbol three hundred and fifty-one
Spoken languages Link to the UK Date of independence
UNIT 8:
THE WORLD AT MY FEET
351
History: 3 important dates and what happened (use your own words!)
– – –
Traditional clothes
National dishes/food
2 famous inhabitants (and what they (can) do)
2
2 important monuments or 1 landmarks (where are they, 2 what do they stand for?) Things you can do there
1
IN
1
Sources used
N
2
VA
8
Include the sources you used to make the fact file.
9
Present your fact file in a creative way: poster, Powerpoint, Prezi, drawing, etc.
Reflection
10 Fill in the checklist to reflect on your work.
©
Checklist: compiling a fact file 1 Content and structure • I filled in the fact file with all the necessary information. • I coloured in the flag or printed the flag. • I looked up a map of the country. • I used my own words to describe the historical facts. • I included the sources I used.
three hundred and fifty-two
352
2 Language • I used the modal auxiliary verbs ‘can’ and ‘could’ correctly. • I used basic grammar correctly. • I used correct vocabulary. • I used correct spelling and punctuation. Feedback
Trace your steps on diddit.
UNIT 8:
THE WORLD AT MY FEET
Yes
I think so
No
2 Track 2 
Ontdek het onlineleerplatform: diddit! Vooraan in dit boek vind je de toegangscode, zodat je volop kunt oefenen op je tablet of computer. Activeer snel je account op www.diddit.be en maak er een geweldig schooljaar van!
ISBN 978-90-306-9717-6
594958
9 789030 697176
vanin.be
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