Issuu

2 Track 2â€ƒ

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

GO! 2 uur

Â©

Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers

UNIT 1: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions

main track

Step 3: giving advice

Step 2: using adjectives

ÂŠ

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

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.

To make a prairie it takes a clover and one bee, One clover, and a bee, And revery. The revery alone will do,

If bees are few.

- Emily Dickinson (1830-1886)

b c

D © kavzov / Shutterstock.com

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

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?

Dear Annie,

Help

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.

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

Match the emotions from exercise 2 with their opposites.

Underline the ‘feeling’ words in the letters, and then match them with these illustrations.

joyful pleased/satisfied

hopeful

glad

hateful

cheerful

listening

Listen to these people reacting to some situations. How are they feeling?

1 2 3 4 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

Happy

Sad

Angry

Satisfied

Worried

Confident

Shocked

UNIT 1:

LIFE IS A ROLLERCOASTER

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

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.

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.

; I don’t want the

10 Oh dear, I forgot my maths homework! I’m so teacher to be angry at me.

UNIT 1:

LIFE IS A ROLLERCOASTER

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.

SPOKEN INTERACTION

a Preparation: fill in the list with questions for yourself (= your answer).

Your answer:

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

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

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.

Feedback

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

How are you?

UNIT 1:

LIFE IS A ROLLERCOASTER

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

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

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

And I’m so , don’t know what

All your imperfections

My head’s underwater

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

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

you, oh

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

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

Cause I give you all of me And you give me all of you

You’re my downfall, you’re my muse

My distraction, my rhythm

I give you all of me

and blues

And you give me all of you, oh

sixteen

UNIT 1:

LIFE IS A ROLLERCOASTER

All your imperfections

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?

d Is it possible to use them with verbs as well?

Use the information from exercise 3 to fill in the grammar box.

GRAMMAR

How to describe people and things

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

UNIT 1:

LIFE IS A ROLLERCOASTER

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

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

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.

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

UNIT 1:

LIFE IS A ROLLERCOASTER

Synonym or antonym?

READING

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.

Watch the video ‘Paintings come alive’ and describe what you see.

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

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).

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

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

UNIT 1:

LIFE IS A ROLLERCOASTER

Yes I think so

Classmate No

Yes I think so

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’,

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.

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.

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.

– – – – – –

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

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

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.

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)

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.

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

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?

f Who is Annie? g What is letter B about?

graciejace@outlook.com annie@advice.com

i Do you agree? Why (not)?

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

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!

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.

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.

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

UNIT 1:

LIFE IS A ROLLERCOASTER

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.

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??? 

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

UNIT 1:

LIFE IS A ROLLERCOASTER

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.

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

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

UNIT 1:

LIFE IS A ROLLERCOASTER

See p. 32

Write a letter of advice yourself.

writtEN INTERACTION

a Preparation: read these letters and choose one you want to respond to.

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

Hey Terra

Source: anniefox.com

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

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

CHECK 3, p. 43

UNIT 1:

LIFE IS A ROLLERCOASTER

Me Yes I think so

Classmate No

Yes I think so

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.

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

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!

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

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

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

ÂŠ

upset

miserable

My notes

Translation

Word

VOCABULARY

EMOTIONS

UNIT 1:

â€‚ LIFE IS A ROLLERCOASTER

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?

Will you write a formal or informal message?

2 While writing

Be polite

When in doubt always use a formal register.

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

Use spell check. Hit the send button. UNIT 1:

LIFE IS A ROLLERCOASTER

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!

Describing emotions

Antonym pairs: <7

7–9

Next exercise

ex. 2

ex. 3

ex. 4 thirty-three

Score

UNIT 1:

LIFE IS A ROLLERCOASTER

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!

TURNING 50? WON’T YOU BECOME GREY, WRINKLED AND OLD?

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

Next exercise thirty-four

UNIT 1:

LIFE IS A ROLLERCOASTER

≥5 ex. 3

READING

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

sad

writtEN INTERACTION

hopeful

Score

≥6

Next exercise

ex. 4

Check 2, p. 38

thirty-five

happy

UNIT 1:

LIFE IS A ROLLERCOASTER

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.

Score

Next exercise

thirty-six

UNIT 1:

LIFE IS A ROLLERCOASTER

≥5 Check 2, p. 38

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:

Artist:

Feeling:

Feeling: Feeling:

Reason:

FILE B

FILE C

Title:

Artist:

Feeling:

Reason:

VA FILE B

FILE C

Title:

Artist:

Feeling:

Title:

Reason:

thirty-seven

FILE A Title:

Title:

FILE A

UNIT 1:

LIFE IS A ROLLERCOASTER

c Reflection: check your task, and then tell a classmate about your paintings. Do they agree? Checklist: describing paintings

Yes

I think so

SPEAKING

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.

Feedback

Score

Check 2

Using adjectives

On the next page you will find the opening pages from the book Matched by Ally Condie.

ex. 3

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:

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.

‘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.

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.

‘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.

‘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.

‘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.

‘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.

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

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).

3 Reflection: check your text, and then give it to the teacher for some feedback.

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 – 12

> 12

Next exercise

ex. 3

ex. 2

ex. 4

forty

UNIT 1:

LIFE IS A ROLLERCOASTER

I think so

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.

c Reflection: check your text by filling in the checklist. Checklist: writing a greeting card

Yes

I think so

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 Check 3, p. 43

forty-one

Score

UNIT 1:

LIFE IS A ROLLERCOASTER

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

b Highlight all adjectives. < 10

≥ 10

Next exercise 4

ex. 4

Song lyrics search.

Title:

FILE B

FILE C

FILE A

a Preparation: browse the Internet for song lyrics that express positive feelings.

Artist:

Title:

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

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

1 Preparation • I found a ‘positive’ song. • I filled in the fact file about the song.

2 Action • I found 5 adjectives and their opposites/antonyms. • I changed 3 sentences. Feedback

Next exercise

ex. 2

Check 3 1

≥8

Check 3

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

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?

Hayden Source: anniefox.com

b Action: write an answer to Hayden. Use the strategy ‘How to write a (formal) letter or email’. Write about 75 words.

forty-four

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

Feedback

Score

9 – 12

> 12

Next exercise

ex. 2

ex. 3

ex. 5

Read the letters on the next page and answer the questions.

READING

a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c What is the problem?

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

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

Terra@anniefox.com GoodGuy@GoodGuymail.com Re: This amazing girl

Dear Good Guy,

Source: anniefox.com

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.

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

UNIT 1:

LIFE IS A ROLLERCOASTER

Read these letters to ‘agony aunt’ Annie Fox and answer the questions.

READING

a Write down how these people are feeling.

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…

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.

WRITING

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

Next exercise

ex. 4

All done!

forty-seven

UNIT 1:

LIFE IS A ROLLERCOASTER

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

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)?

b What advice does he give the reader?

I accidentally vaporized my pre-algebra teacher

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

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.

– Reflection: check your letter, and then ask your teacher for some feedback. Checklist: a letter of advice

Yes

I think so

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

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

1 Preparation • I underlined the feeling words in the letters.

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.

fifty

UNIT 1:

LIFE IS A ROLLERCOASTER

Yes

I think so

writtEN INTERACTION

2 Track 2â€ƒ

ISBN 978-90-306-9717-6

594958

9 789030 697176

vanin.be

GO! 2 uur