Track 'n' Trace 6 update - inkijkexemplaar by VAN IN

UNIT 1: GREAT MINDS check in Step 1: describing brain activity

main track

Step 2: comparing things and actions

Step 3: gathering information

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summary

trace your steps

on different tracks

check out: making a learning disorder chart

CHECK IN Dear Teacher 1

Watch the video Dear Teacher and answer the questions in the grid below.

watching

a What does each child say about what the teacher doesn’t know about them?

c Can you add your own advice? What the teacher doesn’t know

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Advice for the teacher

b What advice do these children have for their teachers?

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Discuss these questions with a partner. a How do you feel after having watched this video? Write down one keyword and explain why you chose this.

b Do you recognise yourself in any of these children? • If so, explain who and why. • If not, do you know anyone who is like any of these children? Do you understand the problems these young people might have at school? ten

UNIT 1:

GREAT MINDS

SPOKEN INTERACTION

MAIN TRACK Step 1

Brainpower

Describing brain activity

1 / It’s a no-brainer Work with a partner to discuss the statements you will get. Try to reach a conclusion about each statement.

SPOKEN INTERACTION

You will watch one of the two videos about the brain. Take notes while watching. Can you find proof for the statements in exercise 1 in the video? Then share your findings with your partner.

watching SPOKEN INTERACTION

Organise your and your partner’s information in a mind map on a separate piece of paper.

Try to answer these questions before reading the text below.

a What type of text are you expecting?

b Look at the title. What do you think happens?

c What do you think happens if we don’t learn?

What Happens To Our Brains When We Learn? 1 Learning is a lifetime journey. There is always something new to study and explore. There

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have been many discoveries in science and technology, but the most important are those that scientific researchers have discovered about the human brain; looking deeply into our mind and how it operates. It is about what we do, how we live, how we behave 5 in society, how we interact with one another, and how we plan for the future. Learning is living—it gives meaning to our existence, and for this reason, it is our common duty to explore the mind. It is our existential task to study the brain and shed light upon its many functions. The brain is the most complex part of the human body, and it gives shape to who we are and what we aim to be.

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10 Besides the biological functions, the purpose of the brain is to learn and act based

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upon what it has learned. This process occurs naturally throughout each day. The brain repeats activities making them easier to complete, and what we learn and do, changes the structure of the brain. Recent data have shown that the human brain changes throughout our life — it forms connections with new cells, while some cells stop 15 communicating with others. All brain cells shift and change as we learn, and different parts of the brain have different functions. Neuroscientists, like Nathan Spreng, have conducted experiments to discover how the brain changes as we learn. With the help of two other experts, he analyzed thirty-eight studies; each one of them used fMRI or PET scans to probe various regions of the brain when people learned a new task. The parts 20 of the brain that permit people to pay attention became more active during the learning process, but they gradually lost their activity with the passing of time (Stevens, 2014).

UNIT 1:

GREAT MINDS

Every new activity requires a lot of attention at the start, but with practice, you will be able to think less about what you are doing. Extensive practice allows people to perform multiple tasks simultaneously. For instance, a pianist can play complex music without 25 thinking about each individual note. Overthinking about the next step can interfere with a flawless performance. During the process of learning, cells send and receive information about the task and become more efficient, taking less time for the cells to communicate with one another. This is how neurons wire together to perform multitasking functions (Stevens, 2014).

30 For more effective learning, it is important to spread the exercise of the action over many

days — repeating the task again and again. This will allow neurons to steadily strengthen. Even a simple exclamation is the result of accumulated information. New information allows memories to be associated with the task. When memory neurons are active, they can form new connections and strengthen the existing ones. With the passing of time, a 35 level of comprehension is reached when you get it immediately (Stevens, 2014).

Daniel G. Amen, a psychiatrist, has given his insight about the brain and how learning affects it when he said: “Because our brains are designed to prune away unused synaptic connections, our cognitive skills tend to dip after we graduate from college or retire from work. To stay sharp as a whip, continue to challenge your brain on a daily 40 basis. Each time you learn something new and practice it, your brain will either change the structure of its neurons (cells) or increase the number of synapses between your neurons, allowing them to send and receive information faster. You can harness your brain’s inherent plasticity to learn new skills, build a better memory or quicken your speed of processing abilities, which will help to keep you sharp as you age” (Amen, 2010). 45 So far, we have discussed learning and its effects on the brain, but we must take into

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consideration what happens if we do not learn. There is research that focuses on what happens when people do not try to learn new things. A British research study proved that people who do not often engage in learning activities (or are bored most of the time) can endanger their health. They have a higher risk of heart disease—more than two times 50 the risk compared to those who do not report boredom. Too much time without learning activities will slow down brain function, making it less responsive. Adult learning is good for mental health and has been shown to slow Alzheimer’s progress and can prevent the general slowing of mental functions (Sterling, 2017). The act of learning can be complex to explain through biological terminology. To give 55 a fuller definition of learning and elaborate further, we must take into consideration psychological, sociological, philosophical and historical aspects. The studies conducted on the brain and how it functions have given us insight and enabled us to consolidate what we have learned before. As a result, we must consider how the brain reacts to different methods of learning in order to benefit from the learning process (Tokcan, 2009).

Adapted from ineducationonline.org

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UNIT 1:

GREAT MINDS

READING

Now read the text and answer the questions. a Which picture represents our brain the best? Why?

b Fill out the outline of the text. Learning =

Learning =

Brain →

→

1 Biological functions and

2 Purpose?

HOW?

= PROCESS

→

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repeating activities

changes throughout life

•

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- Every new activity requires a lot of attention at the start. -

→ e.g. a pianist

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UNIT 1:

GREAT MINDS

More effective learning →

strengthen steadily

Each time you learn something new and practice it, your brain will between neurons.

If we don’t learn? Risks: -

(more than 2x higher)

- slow down

c In several places in the text there are words in brackets. Find an example. What are they referring to? Why?

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d The text states that we can train our brain. Think of 3 different activities to do so.

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UNIT 1:

GREAT MINDS

Which word or phrase in the text has the following meaning? Word or expression

Synonym

1 competence in doing something

2 brain 3 a connection between two nerve cells 4 the ability to understand something well

6 to make something smaller or weaker by removing parts

5 to make stronger *

7 to send and receive information

8 to do an experiment 9 to remain clever or quick-witted

Look at these words from the text.

Noun

Verb

a skill

an existence

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to learn

an effect

to repeat

an activity

12 13

biologically

an experiment

biological

to increase boredom

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Adverb

3 4

Adjective

a Look at the words with an asterisk (*) in exercise 6 and add them to the table.

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10 the quality of being easily made or changed

UNIT 1:

GREAT MINDS

Noun

Verb

Adjective

Adverb

responsive

to strengthen

b Add the other word classes. You can use an online dictionary if needed. We asked ChatGPT to write a text about the brain. Unfortunately, some of the words have been left out. Use vocabulary from exercises 6 and 7 to fill in the blanks. You can use the same word more than once.

Understanding the Brain and Its Wonders

we perceive the world around us. Often referred to as the "

(1)

(2) for controlling our thoughts,

headquarters," the brain is

The brain is a marvellous organ that plays a crucial role in shaping who we are and how

emotions, and actions. It achieves this through a vast network of connections called (3).

(4) are tiny gaps between nerve cells, known as neurons, where information is transmitted through chemical and electrical signals. These synaptic connections are the foundation of our

(5), such as

learning, memory, and problem-solving. When we learn something new, these (6) become

and recall information more Just as a muscle grows

(7), allowing us to retain (8).

(9) with exercise, our (11) through mental

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(10) can be

exercises and learning experiences. Engaging in activities that challenge the brain, such as puzzles, reading, or even learning a new language, can improve cognitive functions and overall brain health.

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Interestingly, the brain also follows a "prune and refine" process. During childhood and adolescence, the brain produces an excess of synapses. However, as we age, the brain undergoes a

(12) process, where less-used or unnecessary

synapses are eliminated. This

(13) is essential for optimising

brain function and refining our cognitive abilities. One of the brain's most remarkable features is its This refers to the brain's

(14). (15) to adapt and reorganise itself

throughout life in response to new experiences, injuries, or changes in the environment. Neuro

(16) allows the brain to recover from injuries, adjust to

new situations, and even compensate for lost functions. sixteen

UNIT 1:

GREAT MINDS

Match the words in column A to those in column B to recreate the brain idioms. to be all brawn

like a sieve

a brain

your brains out

a no-

brain cells to rub together

to rack

no brains

to beat

someone’s brains

to pick

your brain(s)

to not have two

brainer

10 Fill in the crossword puzzle using parts of the brain idioms.

Down 1 great physical strength 3 to put in great effort so that it hurts: ... your brain 4 to press two surfaces against each other

Across 2 an easy decision 5 to steal, to use 6 to overuse 7 a kitchen tool to separate liquids from solids

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UNIT 1:

GREAT MINDS

11 Now look up the explanation of each of the idioms and fill out the chart below. Idiom

Explanation

1 a brain like a sieve

2 to be all brawn and no brains

3 a no-brainer

4 to rack your brain(s)

5 to beat your brains out

6 to pick someone’s brains

7 not have two brain cells to rub together

12 Use these idioms correctly.

a Look at the example sentence and fill in the correct brain idiom.

I’ve been studying my maths for days now, but I haven’t managed to memorise these equations. I have

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b Now come up with two more situations where one of the brain idioms would sound natural. Read them to a partner and see whether they can find the right idiom.

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UNIT 1:

GREAT MINDS

2 / Try my skin WATCHING

Watch the fan-made book trailer of Fish in a tree. a Describe in one sentence what Ally explains in the video.

b Write Ally’s characteristics (= how she describes herself) in the appropriate column. Negative characteristics

Positive characteristics

c What other important words or phrases are used to describe her personality?

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d Draw a mind map using the information you gathered.

ALLY

nineteen

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UNIT 1:

GREAT MINDS

Read the extract from Fish in a tree by Lynda Mullaly Hunt and answer the questions.

READING

a Which learning difficulty does the protagonist suffer from? b Summarise the extract by answering the WH-questions. Who? Where? What?

c Highlight keywords in the text that indicate Ally’s self-image. 1 It’s always there. Like the ground underneath my feet.

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“Well, Ally? Are you going to write or aren’t you?” Mrs. Hall asks. If my teacher were mean it would be easier. “C’mon,” she says. “I know you can do it.” “What if I told you that I was going to climb a tree using only my teeth? Would you say I could do it then?” Oliver laughs, throwing himself on his desk like it’s a fumbled football. Shay groans. “Ally, why can’t you just act normal for once?” Near her, Albert, a bulky kid who’s worn the same thing every day – a dark T-shirt that reads Flint – sits up straight. Like he’s waiting for a firecracker to go off. Mrs. Hall sighs. “C’mon, now. I’m only asking for one page describing yourself.” I can’t think of anything worse than having to describe myself. I’d rather write about something more positive. Like throwing up at your own birthday party. “It’s important,” she says. “It’s so your new teacher can get to know you.” I know that, and it’s exactly why I don’t want to do it. Teachers are like the machines that take quarters for bouncy balls. You know what you’re going to get. Yet, you don’t know, too. “And,” she says, “all that doodling of yours, Ally. If you weren’t drawing all the time, your work might be done. Please put it away.” Embarrassed, I slide my drawings underneath my blank writing assignment. I’ve been drawing pictures of myself being shot out of a cannon. It would be easier than school. Less painful. “C’mon,” she says, moving my lined paper toward me. “Just do your best.” Seven schools in seven years and they’re all the same. Whenever I do my best, they tell me I don’t try hard enough. Too messy. Careless spelling. Annoyed that the same word is spelled different ways on the same page. And the headaches. I always get headaches from looking at the brightness of dark letters on white pages for too long. Mrs. Hall clears her throat. The rest of the class is getting tired of me again. Chairs slide. Loud sighs. Maybe they think I can’t hear their words: Freak. Dumb. Loser. I wish she’d just go hang by Alberg, the walking Google page who’d get a better grade than me if he just blew his nose into the paper. The back of my neck heats up. I don’t get it. She always lets me slide. It must be because these are for the new teacher and she can’t have one missing. I stare at her big stomach. “So, did you decide what you’re going to name the baby?” I ask. Last week we got her talking about baby names for a full half hour of social studies. “C’mon, Ally. No more stalling.” I don’t answer. “I mean it,” she says, and I know she does. I watch a mind movie of her taking a stick and drawing a line in the dirt between us under a bright blue sky. She’s dressed as a sheriff and I’m wearing black-and-white prisoner stripes. My mind does this all the time – shows me these movies that seem so real that they carry me away inside of

40 twenty

UNIT 1:

Why?

GREAT MINDS

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them. They are a relief from my real life. I steel up inside, willing myself to do something I don’t really want to do. To escape this teacher who’s holding on and won’t let go. I pick up my pencil and her body relaxes, probably relieved that I’ve given in. But, instead, knowing she loves clean desks and things just so, I grip my pencil with a hard fist. And scribble all over my desk. “Ally!” She steps forward quick. “Why would you do that?” The circular scribbles are big on top and small on the bottom. It looks like a tornado and I wonder if I meant to draw a picture of my insides. I look back up at her. “It was there when I sat down.” The laughter starts – but they’re not laughing because they think I’m funny. “I can tell that you’re upset, Ally,” Mrs. Hall says. I am not hiding that as well as I need to. “She’s such a freak,” Shay says in one of those loud whispers that everyone is meant to hear. Oliver is drumming on his desk now. I fold my arms and stare up at her. “That’s it,” Mrs. Hall finally says. “To the office. Now.” I wanted this but now I am having second thoughts. “Ally.” “Huh?” Everyone laughs again. She puts up her hand. “Anyone else who makes a sound gives up their recess.” The room is quiet. “Ally. I said to the office.” I can’t go see our principal, Mrs. Silver, again. I go to the office so much, I wonder when they’ll hang up a banner that says WELCOME, ALLY NICKERSON! “I’m sorry,” I say, actually meaning it. “I’ll do it. I promise.” She sighs. “Okay, Ally, but if that pencil stops moving, you’re going.” She moves to the reading table next to a Thanksgiving bulletin board about being grateful. Meanwhile, she sprays my desk with cleaner. Glancing at me like she’d like to spray me with cleaner. Scrub off the dumb. I squint a bit, hoping the lights will hurt my head less. And then I try to hold my pencil the way I’m supposed to instead of the weird way my hand wants to. I write with one hand and shield my paper with the other. I know I better to glance: to look quickly keep the pencil moving, so I write the word “Why?” over and over from the to squint: to partly close top of the page to the very bottom. your eyes One, because I know how to spell it right and two, because I’m hoping someone will finally give me an answer.

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Source: Fish in a tree, Lynda Mullaly Hunt

READING

Answer and discuss these questions. a Ally sees herself as ‘dumb’, ‘a loser’ and ‘a freak’. How do you see Ally? Highlight 5 keywords. Explain why you chose these words. amiable – angry – arrogant – balanced – bitter – brilliant – caring – childish – complex – cynical – enthusiastic – egocentric – excited – fearful – hardworking – insecure – kind – lazy – optimistic – passive – self-critical – sensitive – shy – skeptical – skillful – sympathetic – vulnerable

b How does Ally feel? Use the text to formulate your answer.

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UNIT 1:

GREAT MINDS

c What do you think of the teacher’s reaction?

Who has which learning disorder? a Read the descriptions of these learning disorders. Match them to the correct term. ADD – ADHD – dyscalculia – dysgraphia – dyslexia – dyspraxia Who?

A disorder in learning arithmetic, such as difficulty in understanding numbers and learning facts in mathematics.

A disorder that can affect planning of movements and coordination as a result of brain messages not being accurately transmitted to the body.

A condition that makes focusing on everyday requests and routines challenging. They may be fidgety, noisy and unable to adapt to changing situations.

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A learning disability that affects writing.

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UNIT 1:

Feeling

How?

Description

Learning disorder

GREAT MINDS

A learning disability that is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

A disorder of attention, organisation and impulse control appearing in childhood and often persisting to adulthood.

Gabby Martin

Clint

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Hank Green

b Watch the video of these 6 people. Add their name to the correct learning disorder in the grid WATCHING of exercise 4 a.

no name mentioned

Krystal-Bella Shaw

Kyle Ram

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c How do these people feel about their condition? • Write down 2 keywords for each of them in the right column ('How'). • Then write whether this person is positive (+), negative (-) or in between (±) towards their condition.

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CHECK 1, p. 43

UNIT 1:

GREAT MINDS

Step 2

Mine is bigger than yours Comparing things and actions

Form teams and play the brainiacs quiz. Your teacher will ask some brainy questions. Discuss your answer with your team.

Look at these 2 questions from the brainiacs quiz.

SPOKEN INTERACTION

a Highlight the adjectives and underline the adverbs.

b Indicate which words these adjectives and adverbs refer to. c Write the word class below each of the words you referred to in b.

b) intelligent

c) very intelligent

d) the most intelligent

a) less intelligent

Dolphins and some primates are intelligent creatures, but the human brain is ….

While many animals rely on instinct, the human brain can adapt and learn …

b) quickly

Complete the grammar box below.

c) at the same pace

d) more quickly

a) slowly

GRAMMAR

How to compare things and actions

Use

to describe things, e.g. in size, in

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We can use and number, or to describe the quality of something.

Whether you have to use an adjective or an adverb depends on the part of speech the adjective or adverb says something more about:

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1 a noun (e.g. Your brain looks interesting. An amazing brain.)

→

2 a verb (e.g. Neurons constantly send information.) 3 an adjective (e.g. Your test results were surprisingly good.)

4 an adverb (e.g. Your brain functions surprisingly wonderfully.)

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UNIT 1:

GREAT MINDS

→

Form 1/ Adjectives: when you want to make comparisons, it is useful to Syllables

Comparative

adjective +

Superlative adjective +

e.g.

- adjective +

e.g. + adjective +

e.g. >2

+ adjective

e.g. + adjective +

+ adjective +

e.g.

J: “Elena, do you know that the brain of a male is heavier than that of a female?” E: “Could be, Jarod, but the brain of a female responds much more quickly.” J: “Did you know that the brain of a 20-year-old male is the heaviest?” E: “Does that mean that a 20-year-old male is the most intelligent?” J: “I guess not, maybe males are just more complicated than females. ” E: “Well, I’d rather be more complicated than more common.”

😊

Adverb

Superlative

more + adverb (+ than)

the most + adverb

e.g.

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slow

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common

e.g. Joe studies studies

Comparative

Adjective

2/ Adverbs: the most common formation of adverbs is to add To make comparisons when using adverbs follow the rule below.

less + adverb (+ than)

the least + adverb

e.g.

more + adverb (+ than)

the most + adverb

e.g.

less + adverb (+ than)

the least + adverb

e.g.

, but his sister studies

. Amina, however,

Note! - Not all adverbs end in -ly. Some short adjectives like high, long, hard, fast have an identical adverbial form. - There are some irregular adverbs, e.g. good - well. - You can also compare 2 things or actions by using as + adjective/adverb + as. See p. 37 e.g. I knew my English vocabulary as fluently as my teacher.

UNIT 1:

GREAT MINDS

twenty-five

e.g.

adjective +

Fill in the blanks of these regular or irregular adjectives/adverbs. Adjective

Positive adverb

Comparative adverb

Superlative adverb

good little far bad

happy early much

healthy recent

like deep

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quick

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UNIT 1:

GREAT MINDS

Read about these learning difficulties. a Fill in the correct form of the adjective or adverb. Sometimes you will have to use a comparison form. C stands for comparative, S for superlative form. b Match the explanation with the correct disability. Choose from the following. ADHD – dyscalculia – dysgraphia – dyslexia - dyspraxia

This learning difficulty refers to trouble with writing. Many experts view this difficulty

as challenges with a set of skills known as transcription. These skills — handwriting, typing, and spelling — allow us to produce writing. Trouble expressing your thoughts in writing isn’t

(1 formal) recognized as part of this

difficulty. For example, people with this learning difficulty may write

(2 slow, C) than others. That can affect how

(3 good) they express themselves in writing. Plus, they tend to have trouble with spelling because it’s hard for them to form letters

(4 correct) when they write.

This is a common condition that makes it

(5 hard, C) to

focus, keep still, and think before acting. Some people with this condition (6 main) have trouble with focus. It can also (7 serious) impact other skills, including managing

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emotions. It is a

(8 common) condition that’s caused by

differences in the brain. People with this condition have trouble with focus, but some are also

(9 hyperactive) and

(10 impulsive). That’s

(11 special) true with kids and

teens. It’s not clear

(12 exact) how many people in the

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United States have this condition, but estimates are between 5 and 11 percent.

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UNIT 1:

GREAT MINDS

3 This learning difficulty refers to lifelong trouble with movement and coordination. It is a

(13 neurological) disorder that (14 severe) affects a person's ability to plan and

coordinate physical movements. It is considered a (15 developmental) disorder because it

(16 typical)

emerges during childhood and persists into adulthood. It cannot be

(17 formal) diagnosed. But you may still hear people use this term, especially in the UK. The

(18 formal) diagnosis

is developmental coordination disorder (DCD).

People with this learning difficulty have trouble with math at many levels. They (19 frequent) struggle with key concepts like (20 big, C) vs.

(22 hard) time doing basic math

And they can have a

(21 small, C).

problems and more

(23 abstract, C) math. Dyscalculia is

a condition that makes it hard to do math and tasks that involve math (24 correct). An estimated 5 to 10 percent of people might

have this learning difficulty.

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5 This is

(25 common, S) learning difficulty; it’s a condition

that makes it

(26 hard) to work with language. People

with this condition don’t outgrow it. But there are teaching approaches and strategies

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that can help them improve their reading skills and manage the challenges (27 significant). People of any age can be tested for this

condition, although the tests are than for kids.

Adapted from: www.understood.org

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UNIT 1:

GREAT MINDS

(28 different) for adults

Have you ever thought about the differences and similarities between Homo Sapiens and the Neanderthals? Fill in the correct form of the adjective or adverb. Careful: you will often need to use comparison forms. 1 Neanderthals are the

(1 close) extinct relatives we have

and their similarities and differences can provide us with (2 valuable) information about our own origins and evolution. 2 They were

(3 early) humans to inhabit

Europe and parts of Asia. They lived in small tribes and were nomadic hunters and gatherers. To this day, they remain shrouded in mystery as we try to uncover the secrets behind their unique features, cultural practices, and evolutionary trajectory. (4 noticeable) differences between

3 The

Neanderthals and Homo sapiens is their physical appearance. Neanderthals had bodies than that of modern humans. They were and

(6 robust)

(5 large),

(7 short)

(8 stocky) than Homo sapiens, with a (9 slight) larger cranial capacity.

4 Homo sapiens, on the other hand, are

(10 tall) and

(11 thin) than Neanderthals, with a

(12 small) cranial capacity. We have a long, narrow face

with a

(13 conspicuous negative) brow ridge, a smaller

nose, and chin. Our bodies are adapted for warmer climates, with longer limbs, fingers, and toes.

5 According to research, Neanderthals were not

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(14 archaic =) people assumed them to be. Additionally, there is evidence that they could pass messages and communicate

(15 effective)

and that they performed rites for their dead.

6 Scientists found that the base of Neanderthal skulls were

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(16 arched, negative) than humans but yet (17 arched) than chimpanzees, which suggests they were

able to produce speech. However, the speech may not be in the same sound range or (18 diverse =) homo sapiens.

7 While there is evidence that Neanderthals cared for the sick and injured, further research is needed to determine if their care was (19 sophisticated =) that of Homo sapiens.

Source: www.animalsaroundtheglobe.com

CHECK 2, p. 55

twenty-nine

UNIT 1:

GREAT MINDS

Step 3 1

Information is your weapon Gathering information

Discuss these questions.

SPOKEN INTERACTION

a Which website(s) do you access the most to find information? b Do you believe all the information that is published (available) on the Internet? Why (not)? c Which information do you not trust?

a Look at the layout of the text. What kind of text is this?

b Which type of text is this? c Who is the targeted audience?

d What is the goal of this text?

UNIT 1:

GREAT MINDS

By Jamie Bartlett

about butterfly stroke in this week’s final of University Challenge. After leading Gonville and Caius College, Cambridge to an impressive victory, Ted Loveday – who answered 10 “starters for ten” without dropping a point – explained his secret. He’d been swotting up on Wikipedia. By any measure, Wikipedia is truly remarkable. It’s the first real wonder of the digital age. Far larger than any other body of collected knowledge (almost five million English language articles and counting), it’s also free, and thanks to a large community of active editors and clever ways to resolve disagreements between them, usually accurate. That’s why half of us now use the site to find information, research essays, cheat in pub quizzes, and ruin enjoyable debates. It’s so good, in fact, that polls show we now trust it more than the BBC. Among 2,000 British adults, YouGov found that 64 per cent trust Wikipedia entries to tell the truth “a great deal” or “a fair amount”; compared to 61 per cent for the BBC. We mere mortals rely on it in everyday life, but Ted Loveday and co are the sharpest minds in the land, from our most august institutions, immersed in the world of

The only problem is that Mr Stephens doesn’t exist. He’s a figment of my friend’s imagination, who made the entire story up and entered it into the crowd-sourced online encyclopedia Wikipedia for a joke. There it happily stayed for more than two years and no one – not even the journalist who quoted it – noticed anything was awry. Fortunately, there weren’t any questions

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30 Source: Dusit/Shutterstock.com

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The origins of the butterfly swimming stroke are highly contested. According to one reputable newspaper, “it was first swum either in 1933 by Henry Myers at the Brooklyn YMCA, or 30 years previously by Jack Stephens – later a Second World War codebreaker at Bletchley Park – who claimed to have invented the fly at a public swimming baths in Belfast.”

[title] 6:15AM BST

READING

Scan the text below and answer the following questions. Use the strategy in the Summary on how to read a text more effectively (p. 41) again if necessary.

A model of a statue honouring Wikipedia Photo: Adam Czernenko/Collegium Polonicum Source: www.telegraph.co.uk

august: impressive awry: wrong editors: people who decide what should be in a text or article figment of somebody’s imagination: not real, something imagined immersed: completely involved in

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Not always. First, things aren’t always what they seem online. For example, several major companies have been fined for manipulating or faking reviews of their own products – in a practice known as astroturfing. On Wikipedia, there is 90 the problem of “Wikiwashing”, where professional editors are paid to write and edit entries (though the company has been doing its best to tackle this). The Labour shadow business secretary Chuka 95 Umunna’s Wikipedia editing was found to come from his own office. The journalist Johann Hari admitted to editing rivals’ pages. Then there are people like my friend (who now feels terrible about this, by the 100 way) who “deface” pages with made-up stories. Wikipedia’s editors aren’t exactly a cross section of society either: only 10 percent of its editors are women – and many “Wikipedians” as they call themselves, 105 are worried by what this might mean for what’s produced. Despite these difficulties, on the whole, Wikipedia works remarkably well. In a famous study conducted by the journal 110 Nature it was found to be roughly as accurate as the mighty Encyclopedia Britannica, painstakingly written by the world’s experts. Facts and memory is what wins you University Challenge – and for 115 its range and volume of facts, Wikipedia is peerless. But it works less well for encouraging independent thinking, for forming opinions, for critical thoughts, for judgment – for 120 knowing how to learn or how to evaluate information. We’re herding animals: we tend to trust something because everyone else does – and often in life that’s no good at all. Wikipedia works well enough to help 125 you win University Challenge. But for the rest, I’d still prefer a book. 85

academia and learning. So when these bright young things consider it a good way to learn, we’ve reached a tipping point. Clearly, we now live in the age of the crowd, when we have more faith in what others think collectively than what we are told by the experts. In fact, the crowd is the new expert. This is partly a result of the collapse of trust in expertise and institutions generally. Whether it involves the justice system, the police, the government, or the media, over the last decade trust has been on a marked downward trend. But more importantly, this “crowd wisdom” has become the only way to manage the deluge of digital material bombarding us all the time. The internet is a mass of conflicting, confusing, overwhelming information. There is too much to choose from: too many songs, too many books, too many hotels, too much news, too many opinions. Too much everything. So the simplest way to work out what’s what is to look at what everyone else thinks. On YouTube we tend to watch what other people are watching. A news story is trending on Twitter? Better check it out: it must be worth reading if everyone else is. Not sure which of the dozens of nearby restaurants to pick? Have a scan at the customer reviews. So much of our life is now driven by the crowd. Views, stars, shares and likes are now handy little gatekeepers that help us manage our limited time. After all, two heads are better than one. So a thousand must be better still, right?

UNIT 1:

GREAT MINDS

Read the text in more detail and decide if these statements are true or false. Correct the false statements. Statement

True

READING

False

1 Jack Stephens invented the butterfly swimming stroke.

What would be a good title for the text?

4 “Wikiwashing” means that people are paid to write lies.

3 People tend to trust expertise and institutions more than the internet.

2 The author of the article trusts the accuracy of the articles.

READING

a Formulate it as a question to which the text gives the answer. Add it to the text in exercise 2.

Analyse and structure the text as a whole.

b Answer that question in 1 sentence.

READING

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a Preparation: • Look for keywords in every paragraph and highlight them. • Highlight the topic sentences in every paragraph. • Fill in the grid to identify the basic elements of the text. Who?

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What? Why?

Why not?

b Action: make a schematic summary (e.g. mindmap, Cornell, …), using the information from the preparation and the keywords and topical sentences you marked in the text. Use a separate piece of paper or find a good online tool for this!

thirty-two

UNIT 1:

GREAT MINDS

WRITING

What do you think: fact or fiction? Discuss with a partner.

SPOKEN INTERACTION

a Have you ever googled your symptoms? Then you have a 55 % chance the diagnosis will be accurate. b People get paid up to $ 5,000 to write fake news on Facebook. c Most website visitors aren’t humans, but bots. d People lie all the time, especially on Facebook. e It is possible to register with a fake name on Facebook. Look up and briefly explain an example of a blatant lie that was posted online.

Watch the video and answer the questions.

SPEAKING

Lie 1:

WATCHING

a List the first 3 lies that are mentioned.

Lie 2:

Lie 3:

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b What advice is given at the end of the video?

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c Which words or phrases are used to say that the news was a lie?

Answer these questions with a partner.

SPOKEN INTERACTION

a Had you ever heard any of these lies before? b Have you ever believed an internet lie? Which one? How did it make you feel?

c Have you ever posted a lie online? Explain.

STRATEGY

How to check if your sources are reliable and useful? If you have to do research and find useful information on the internet quickly, check the tips in the Summary.

See p. 42

thirty-three

UNIT 1:

GREAT MINDS

10 Do some online research and find … a A trustworthy video of less than 4 minutes explaining learning difficulties. b A video about learning difficulties that is less than 1 month old.

WATCHING

11 Analyse your videos.

Video A

Video B

Duration?

Speaker / voice over?

Professional background?

Gimmicks?

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Source?

References?

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b Now check the content of the videos. • What is the topic of the videos? • Who is the target audience? • Does the video contain general or detailed information? • Check whether the videos contain new or verified information.

Topic?

Target audience?

General or detailed information? New or verified information? thirty-four

UNIT 1:

GREAT MINDS

a First check the characteristics to judge the trustworthiness by answering these questions. • What is the duration of the video? • Who is the speaker / voice over? • What do we know about this person’s professional background? • Does the video contain many gimmicks? • What is the source of the video? • Does the video mention references?

Video A

Video B

Did you know? Top position in search engine rankings

Being at the top on the first page of Google results can make a big difference to a business. According to research, websites on the top get 42 % of the traffic; the second gets 11 % and third gets 8 % only. These companies often pay Google for higher rankings, so be careful when you search for information and always verify whether the information is truthful.

Learning disorder

Title:

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Website 2

URL:

Website 1

Tips on

12 Pick 1 of the 5 learning disorders in Step 2 exercise 5 on p. 27. You can choose any learning disorder except for ‘dyspraxia’. Find 3 websites with tips on how to deal with the learning disorder. Complete the second column below.

READING

Trustworthy?

Yes / No because:

URL:

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Title:

Yes / No because:

URL:

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Website 3

UNIT 1:

GREAT MINDS

13 Watch the video about evaluating internet sources and list the helpful tips that are given.

WATCHING

Tip 1

Tip 2

Tip 3

Tip 4

Tip 5

14 Look back to the websites you used in exercise 12 on page 35. Put them to the test using the tips above.

a Add your findings to the grid in exercise 12 for each website you used (Column: 'Trustworthy?').

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b Were you critical of the sites you wanted to use?

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CHECK 3, p. 63

thirty-six

UNIT 1:

GREAT MINDS

READING

SUMMARY

GRAMMAR

HOW TO compare things and actions

FORM

1/ Adjectives: the form of the adjective is variable, of course, but when you want to make comparisons, it is useful to count syllables. Comparative

Superlative

adjective + er (than) e.g. quicker than

(the) adjective + est e.g. the quickest

- adjective + er (than) e.g. heavier than - more + adjective + than e.g. more common than

- (the) adjective + est e.g. the heaviest - the most + adjective e.g. the most common

more + adjective + than e.g. more complicated than

more + adjective + than e.g. the most intelligent

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Syllables

e.g.

😊

thirty-seven

Note that there are exceptions to this rule, e.g. common, clever or narrow. Although they have 2 syllables, you use “more” and “most” when making the comparative.

UNIT 1:

GREAT MINDS

2/ Adverbs: the most common formation of adverbs is to add + ly to the adjective. To make comparisons when using adverbs, follow the rule below. Adverb

Comparative

Superlative

slow

slowly

more + adverb (+ than) e.g. more slowly than

the most + adverb e.g. the most slowly

less + adverb (+ than) e.g. less slowly than

the least + adverb e.g. the least slowly

more + adverb (+ than) e.g. more commonly than

the most + adverb e.g. the most commonly

less + adverb (+ than) e.g. less commonly than

the least + adverb e.g. the least commonly

commonly

common

Adjective

e.g. Joe studies slowly, (positive adverb) but his sister studies more/less slowly. Amina, however, studies the most/least slowly.

Keep in mind! - Not all adverbs end in -ly. Some short adjectives like high, long, hard, fast have an identical adverbial form. - There are some irregular adverbs, e.g. good - well. - You can also compare 2 things or actions by using as + adjective/adverb + as. e.g. I knew my English vocabulary as fluently as my teacher.

USE

We use adjectives and adverbs to describe things, e.g. in size, in number, or to describe the quality of something. The word type can define several word classes, i.e.

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1 a noun (e.g. Your brain looks interesting. An amazing brain.)

→ adjective

2 a verb (e.g. Neurons constantly send information.)

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3 an adjective (e.g. Your test results were surprisingly good.) 4 an adverb (e.g. Your brain functions surprisingly wonderfully.)

thirty-eight

UNIT 1:

GREAT MINDS

→ adverb

Word

Translation

VOCABULARY

WORD LIST My notes

cel

cognition

kenvermogen, cognitie

increase

toename

long-term memory

langetermijngeheugen

neuron

zenuwcel

plasticity

plasticiteit, kneedbaarheid

to prune

snoeien

to refine

verfijnen

response

reactie

short-term memory

kortetermijngeheugen

signal

signaal

to strenghten

versterken

synapse

synaps, raakpunt tussen zenuwcellen

LEARNING DISORDER

cell

aandoening

empathy

inlevingsvermogen focussen

probleem

gebrek (hebben aan)

learning difficulty

leermoeilijkheid

learning disability

leerstoornis

learning disorder

leerstoornis

to memorise

memoriseren

misconception

misvatting

to scribble

krabbelen

self-image

zelfbeeld

skill

vaardigheid

to squiggle

kronkelen

to struggle

worstelen

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lack / to lack

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issue

condition

to focus

BRAIN FUNCTIONS AND BIOLOGY

UNIT 1:

GREAT MINDS

Word

Translation

My notes

anti-social

asociaal

bitter

verbitterd

brilliant

briljant

creative

creatief

embarrassed

beschaamd

insecure

onzeker

self-critical

zelfkritisch

shy

verlegen

vulnerable

kwetsbaar

lieflijk

BRAIN IDIOMS

een geheugen als een zeef hebben

a no-brainer

fluitje van een cent

not have two brain cells to rub together

te dom zijn om te helpen donderen

to beat your brains out

je hoofd breken over iets

to pick someone’s brains

iemand uitvragen over zijn ideeën, kennis

to rack your brain(s)

je hoofd breken over iets

a brain like a sieve

sterk maar niet bijzonder snugger zijn, brute kracht

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to be all brawn no brains

forty

amiable

ADJECTIVES

UNIT 1:

GREAT MINDS

STRATEGY

HOW TO read a text more effectively 1

Before reading The basics Look at the picture(s). Read the title(s) first.

Who is the text meant for?

Who wrote this?

Why did he/she write it?

Ask yourself

Why do you have to read it?

What do you need to do with the text? What type of questions will you get?

2 While reading

Global reading

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Try to answer the WH-questions: who / what / where / how / why / when?

After reading

Reading for details

Look for context clues. Look for numbers if a year, an amount or a date is asked for.

Look for keywords, synonyms or related words. Use a highlighter or a pencil to flag up the information you need.

Check your understanding If possible, reread difficult passages.

Have you understood the main points?

Have you completed the task?

forty-one

What would you do differently next time?

UNIT 1:

GREAT MINDS

HOW TO check if your sources are reliable and useful To determine if you can use the information you find online for your purposes, you can use different methods, such as the CRAAP method. Ask yourself the questions associated with each letter.

C Currency

Check the timeliness of the information. • When was the information published or posted? • Has the information been revised or updated? • Is the information current or out-of-date for your topic? • Are the links functional?

R Relevance

Is the information on the site important and relevant for your needs? • Does the information relate to your topic or answer your question? • Who is the intended audience? • Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)? • Have you looked at a variety of sources before determining this is one you will use? • Would you be comfortable using this source for a research paper?

A Authority

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What or who is the source of the information? • Who is the author/publisher/source? • Are the author’s credentials given? What are they? • What are the author’s qualifications to write on the topic? • Is there contact information, such as a publisher or email address? • Does the URL reveal anything about the author or source? Examples: – .com (commercial), .edu (educational), .gov (U.S. government) – .org (nonprofit organisation) – .net (network)

Accuracy

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What can you say about the reliability, truthfulness and correctness of the content? • Where does the information come from? • Is the information supported by evidence? • Has the information been reviewed? • Can you verify any of the information in another source or from personal knowledge? • Does the language or tone seem biased and free of emotion? • Are there spelling, grammar or other typographical mistakes?

Purpose

forty-two

What is the reason the information exists? • What is the purpose of the information? To inform? Teach? Sell? Entertain? Persuade? • Do the authors make their intentions or purpose clear? • Is the information fact? Opinion? Propaganda? • Does the point of view appear objective and impartial? • Are there political, ideological, cultural, religious, institutional or personal biases?

UNIT 1:

GREAT MINDS

ON DIFFERENT TRACKS Check 1

Work in groups.

SPOKEN INTERACTION

b Discuss your findings and experiences in your group afterwards. c Describe what you have learned from the experience.

a You will get a specific task. Try to accomplish the job as best as you can.

WRITING

• Preparation: think about your task and what your group members told you about their task. Was it easy? Difficult? Write down a few keywords expressing your feelings.

I would like to give my opinion about

• Action: write down what you have learned using the writing grid below. Make sure to write at least 10 full sentences (about 75 words).

I thought it was

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What I didn’t expect was

I was surprised to find that

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Describing brain activity

forty-three

My conclusion is

UNIT 1:

GREAT MINDS

• Reflection: check your text by filling in the checklist. Then share your opinion with the class. Checklist: writing a conclusion

Yes I think so

1 Preparation • I tried to experience a learning disorder to the best of my ability. • I listened carefully to what my group members experienced. • I wrote down some keywords first.

Next exercise

ex. 2

6–8

ex. 4

ex. 3

Score

Feedback

3 Language • I used correct grammar and vocabulary. • I used correct spelling and punctuation.

2 Content and structure • I used the sentence starters to give my opinion. • I wrote about 75 words. • I used the information from my preparation to write what I have learned. • I used my own words as much as possible to explain how I felt.

Read these personal stories and complete the chart with the answers to the following questions.

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a Which learning disorders do Jake and Kerri suffer from? b Write down the characteristics of these disorders.

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c What would you tell the person to help them?

Jake

What I would tell this person:

forty-four

UNIT 1:

GREAT MINDS

Disorder or learning difficulty

Definition

READING

Kerri

What I would tell this person:

d Give each text an appropriate title based on the main ideas.

Text 1

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When I was first learning to read at home, I would sit down with my mother and she would help me form words orally. I had to read words out loud so that my mother knew that I could actually read them. My mother would be very comforting and understanding. If I made a mistake, she would say, “It’s okay, just keep going.” She understood that at five or six I was still young enough that mistakes were prone to happen. I barely even realized that I made mistakes. I read at my own pace and I could understand it. I felt empowered by my new abilities. Eventually I would be picking out words that I recognized as I saw them. In church I would say, “Mom that says ‘God.’” I could read and I was on top of the world. I was never truly embarrassed by the difficulty I had with reading when I read at home. I was alone. I was the best in my class. I was the worst in my class. Life was great until everything changed. Everything changed when I was six years old. I began going to summer theatre camps at my church. I was so excited to show off my ability to read. Everybody in the camp got scripts for scenes and I had the most lines in one of my scenes-the narrator in the scene “Click, Clack, Moo.” We started rehearsal sitting in a circle to read through the whole two-page script. I had the first line. All eyes were on little six year-old Jake. Like a confident, broken-down car, I began. “Fa-fa-far-farm-er B-b-bro Farmer Brown h-had a p-pr-prolb-problem? Mrs. Barshinger, I don’t know this word!” It only got worse from there. My face was the color of a fire engine and like the engine’s hose, my eyes burst out with tears. What was happening? Wasn’t I a good reader? By jakediemravens216 Adapted from www.teenink.com

Text 2

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There are no windows and my gaze drifts toward the orange door of my classroom. My foot bounces up and down, and my attention pings around during the lecture. My professor is speaking just a few feet away, but he fades in and out of my focus. I drift between the PowerPoint on the screen in front of the classroom and the notes on my computer. I absently enter bullet points. Occasionally, a ripple of laughter flows through the classroom. My classmates’ questions and stories, along with my professor’s responses, swirl around me and fill the room. his isn’t a boring class. This lecture on mental health and exercise definitely interests me. And my professor does his best to keep us engaged with amusing and interesting stories. Still, like a pinball, my focus bounces from one thing to another. The lecture is the last thing my brain wants to pay attention to, even though I want to pay attention and I’m trying hard to. But I’m caught up in the chaos of the sounds of my fellow students—zippers, coughs, pen, keyboard clicks…. By Kerri MacKay

Score Next exercise

6–8

ex. 4

ex. 5

UNIT 1:

forty-five

Adapted from www.understood.org

GREAT MINDS

Analyse the infographic about learning disabilities in the United States. a Preparation: answer the following questions to get some of the most important information.

READING

1 Which learning disorders are caused in the parietal lobe?

2 What percentage of learning disorders are related to reading?

3 List the 3 obstacles that cause the least problems for people with learning disorders

compared to the general population. – –

–

4 Which 3 learning disorders can be traced back to the same part of the brain?

– – –

/ 11

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Subtotal

5 Which part of the brain is responsible for dyslexia?

forty-six

UNIT 1:

GREAT MINDS

What is a Learning Disability? Learning disabilities are disorders that affect an individual’s basic psychological processes involved in comprehending specific information. This includes conditions such as perceptual handicaps, brain trauma, developmental aphasia and brain dysfunction that manifest as language and reasoning problems.

What a learning disability is NOT? Visual, hearing or motor handicaps, mental retardation or emotional disturbance

1 in 2

80 %

Percentage of American students with a learning disability

Public school students in special education who have learning disabilities

Percentage of learning disabilities in teens that are associated with reading

4 % to 6 %

The Most Prominent Learning Disabilities Dyscalculia

Dysgraphia

What: General mathematical disability in which a person cannot comprehend quantity, positive and negative number values, fractions and many simple mathematical operations Signs: Issues with word problems, handling money, figuring out days/ months, long division and patterns

What: Writing difficulties; usually linked to brain trauma Signs: Writing in a distorted way, consistently incorrectly spelling words and oddly spacing letters

PARIETAL LOBE ANGULAR GYRUS

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TEMPORAL LOBE OCCIPITAL LOBE

What: Reading disorder; recently linked to genetics Signs: Reading at lower levels than expected; inability to phonologically process words

ADHD What: Inability to focus; most common learning disability Signs: Increased, random hyperactivity, impulsivity, short attention spans and disruptive behavior

Overcoming Obstacles Those with learning disabilities

Graduate from high school

67 % 74 %

Employed

55 % 76 %

Apply to graduate schools after college

29,3 % 40 %

Receive outside tutoring

16 % 5%

Diagnosed with psychological difficulties

14,7 % 1%

General population

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What: Motor skills problems Signs: Poor sense of balance and hand-eye coordination; clumsiness, frequently stumbling; irritation from loud noises and touch

FRONTAL LOBE

Dyslexia

Dyspraxia

Source: www.learningsuccessblog.com

UNIT 1:

GREAT MINDS

b Action: write down your conclusion about the information in the infographic (about 50 words). WRITING Use the prompts below. The infographic gives information about I thought it was

What I didn’t expect was

I was surprised to find that

My conclusion is

c Reflection: check your task by filling in the checklist. Then give your text to the teacher who will give you some feedback. Checklist: writing a conclusion

Yes I think so

1 Preparation • I scanned the infographic for useful information. • I filled in all the questions about the text.

2 Content and structure • I wrote about 50 words. • I used the information from my preparation. • I used my own words as much as possible.

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3 Language • I used correct grammar and vocabulary. • I used correct spelling and punctuation.

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Feedback

/ 10

Subtotal

Score

< 16

≥ 16

Next exercise

ex. 5

Check 2, p. 55

forty-eight

UNIT 1:

GREAT MINDS

Read this extract from The Curious Incident of the Dog in the Night-time and answer the questions below.

READING

a Are these statements true or false? Prove your answers with information from the text. True

False

1 Wellington died the day before.

2 Christopher enjoys roaming the streets at night.

4 Christopher seems to enjoy literature.

3 Christopher has little confidence in people.

b Explain: ‘Christopher has difficulties interpreting emotions.’

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c Why does Christopher like dogs?

d What do you think happened to the dog?

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forty-nine

e Based on this extract, decribe how you feel about the text. Would you consider reading the entire book? Why (not)?

UNIT 1:

GREAT MINDS

It was 7 minutes after midnight. The dog was lying on the grass in the middle of the lawn in front of Mrs. Shears’s house. Its eyes were closed. It looked as if it was running on its side, the way dogs run when they think they are chasing a cat in a dream. But the dog was not running or asleep. The dog was dead. There was a garden fork sticking out of the dog. The points of the fork must have gone all the way through the dog and into the ground because the fork had not fallen over. I decided that the dog was probably killed with the fork because I could not see any other wounds in the dog and I do not think you would stick a garden fork into a dog after it had died for some other reason, like cancer, for example, or a road accident. But I could not be certain about this. I went through Mrs. Shears’s gate, closing it behind me. I walked onto her lawn and knelt beside the dog. I put my hand on the muzzle of the dog. It was still warm. The dog was called Wellington. It belonged to Mrs. Shears, who was our friend. She lived on the opposite side of the road, two houses to the left. Wellington was a poodle. Not one of the small poodles that have hairstyles but a big poodle. It had curly black fur, but when you got close you could see that the skin underneath the fur was a very pale yellow, like chicken. I stroked Wellington and wondered who had killed him, and why.

My name is Christopher John Francis Boone. I know all the countries of the world and their capital cities and every prime number up to 7,057. Eight years ago, when I first met Siobhan, she showed me this picture

and I knew that it meant “happy”, like when I’m reading about the Apollo space missions, or when I am still awake at 3 a.m. or 4 a.m. in the morning and I can walk up and down the street and pretend that I am the only person in the whole world. Then she drew some other pictures

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and I knew that it meant “sad”, which is what I felt when I found the dead dog. Then she showed me this picture

and then she laughed. So I tore the original piece of paper up and threw it away. And Siobhan apologised. And now if I don’t know what someone is saying, I ask them what they mean or I walk away.

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but I was unable to say what these meant. I got Siobhan to draw lots of these faces and then write down next to them exactly what they meant. I kept the piece of paper in my pocket and took it out when I didn’t understand what someone was saying. But it was very difficult to decide which of the diagrams was most like the face they were making because people’s faces move very quickly. When I told Siobhan that I was doing this, she got out a pencil and another piece of paper and said it probably made people feel very

fifty

UNIT 1:

GREAT MINDS

I pulled the fork out of the dog and lifted him into my arms and hugged him. He was leaking blood from the fork holes. I like dogs. You always know what a dog is thinking. It has four moods. Happy, sad, cross and concentrating. Also, dogs are faithful and they do not tell lies because they cannot talk. I had been hugging the dog for 4 minutes when I heard screaming. I looked up and saw Mrs. Shears running toward me from the patio. She was wearing pajamas and a housecoat. Her toenails were painted bright pink and she had no shoes on. She was shouting, “What in fuck’s name have you done to my dog?” I do not like people shouting at me. It makes me scared that they are going to hit me or touch me and I do not know what is going to happen. “Let go of the dog,” she shouted. “Let go of the fucking dog for Christ’s sake.” I put the dog down on the lawn and moved back 2 meters. She bent down. I thought she was going to pick the dog up herself, but she didn’t. Perhaps she noticed how much blood there was and didn’t want to get dirty. Instead she started screaming again. I put my hands over my ears and closed my eyes and rolled forward till I was hunched up with my forehead pressed onto the grass. The grass was wet and cold. It was nice. (…)

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I found this book in the library in town when Mother took me into town once.

Source: The Curious Incident of the Dog in the Night-Time, Mark Haddon, p. 1-5

Score

≥7

Next exercise

ex. 3

ex. 5

fifty-one

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This is a murder mystery novel. Siobhan said that I should write something I would want to read myself. Mostly I read books about science and maths. I do not like proper novels. In proper novels people say things like, “I am veined with iron, with silver and with streaks of common mud. I cannot contract into the firm fist which those clench who do not depend on stimulus.”1 What does this mean? I do not know. Nor does Father. Nor does Siobhan or Mr. Jeavons. I have asked them. Siobhan has long blond hair and wears glasses which are made of green plastic. And Mr. Jeavons smells of soap and wears brown shoes that have approximately 60 tiny circular holes in each of them. But I do like murder mystery novels. So I am writing a murder mystery novel. In a murder mystery novel someone has to work out who the murderer is and then catch them. It is a puzzle. If it is a good puzzle you can sometimes work out the answer before the end of the book. Siobhan said that the book should begin with something to grab people’s attention. That is why I started with the dog. I also started with the dog because it happened to me and I find it hard to imagine things which did not happen to me.

UNIT 1:

GREAT MINDS

Read and structure the information in the text ‘Unlocking a learning disability’. Follow the procedure below.

READING

a Preparation: – Look at the mind map on page 53. – While you are reading, highlight keywords in the text that you could use in the mind map.

Unlocking a Learning Disability By gogettergirl95, Roswell, GA

People are often surprised when I tell them that I have a learning disability. Many think that a learning disability is just a fancy term for stupidity or laziness, but this couldn’t be further from the truth. And, although some students with a learning disability do become discouraged and lose the motivation to try, there are scores of others who compensate for their difference. I have every intention of controlling my learning disability rather than letting it control me. Something that once held me back ultimately gave rise to inner strength and resourcefulness. I have learned that self-determination, hard work, and a positive attitude are the keys to managing a learning disability.

A learning disability is not a curse, a blessing or a disease. It is a permanent condition that can greatly impact one's life. It is a neurobiological disorder that affects the way the brain receives and processes information. This often makes learning through traditional methods difficult and frustrating. Children with learning disabilities do not understand that this is happening and often have trouble learning. They may feel different and inferior long before their learning disability is identified which then provides a sense of relief.

My learning disability first became apparent in elementary school when I was unable to learn how to read and write. Even in kindergarten, I remember feeling I was in over my head and wondered whether I was out the day my classmates got the “memo”. While they were already conquering chapter books, I was still stumbling over what sound each letter made. Masters of the written word, they floated through the classroom with an air of confidence while I was weighed down by an overwhelming sense of futility. No matter how hard I tried, I was unable to grasp this basic and e ssential part of reading.

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Fortunately, I had the blessing of walking through charted territory since my older sister also had difficulty learning to read. My parents quickly sprang into action and got me tested. The assessment process is critical because there are different types of learning disabilities, and it is possible to have more than one, which is my case. A lengthy evaluation revealed that I had several learning disabilities which impacted both my verbal and visual processing. Besides my struggle to read and write, I did not know left from right, and I had trouble with motor s equencing. I tripped over my feet in ballet class, and I could not balance myself on a bicycle. I adored music and wanted to play an instrument, but it was hard for me to discriminate sounds or to sing on pitch. So many doors were closed with many keys to find.

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UNIT 1:

I was convinced that I would never learn to read. I was on the verge of losing hope and then something magical happened. I finally unlocked the code. My triumph occurred one – Sunday after our family had returned from the local library. I was sprawled across the couch, surrounded by a mound of books and eager to dig into my newest selection. I took Junie B. Jones is Not a Flower Girl from the top of the pile, squinted at the page (all text not pictures), and tried to make sense of the print. Suddenly something clicked, and the lock was broken. Letters jumped off the page, and I grabbed them as they flew by. They combined into words and then, sentences. In a flash, the whole page belonged to me. I dropped the book on the floor and scrambled upstairs, screaming to my mother: “I am a reader! I am a reader now!” In an instant, my identity was forever changed; I gained passage into a new world. It did not come easily, and I did not get there on my own.

GREAT MINDS

In other areas, I can stretch beyond my comfort zone and find a solution that works for me. I study Latin now because it is not a spoken language, I use notecards on a daily basis, and I rely on Google to spell words. I try to remind myself that I am not stupid, only d ifferent. And, being different is not always a bad thing. I cannot say that I am a better person because of this difficult part of my life or that I am grateful for having these challenges. I know that I have become a more resolute and flexible person because of my disability. It is the way I think, the way I process information, and the way that my mind works. At times I am insulted when people make assumptions about my intelligence because of my learning disability. In the past, I felt compelled to educate others about what a learning disability is, but I have come to realize that it only matters how I view myself.

I am aware of my strengths, and I have become confident about my ability to prevail. I have learned to shift my thinking and focus from my disabilities to my abilities. Admittedly, there are times when my confidence wavers, and I question whether I hold the keys to success, after all. For these trying moments, I keep a copy of Junie B. Jones is Not a Flower Girl stashed in the glove compartment as a reminder of my moment of victory. Regardless of the obstacles I may face, I know that I have the determination and drive to reach my goals.

Source: www.huffingtonpost.com

b Action: fill in the mind map of the text.

keys to manage

•

learning disability

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definition:

• •

first signals

diagnosis

solutions

processing

•

e.g.

processing

• •

• • • fifty-three

•

UNIT 1:

GREAT MINDS

c Reflection: reflect on your task by filling in the checklist below. Checklist: getting the main ideas from a text

Yes I think so

2 Language • I checked my language: grammar and vocabulary is correct. • I checked my spelling and punctuation.

Feedback

Score Check 2, p. 55

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Next exercise

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UNIT 1:

GREAT MINDS

1 Content and structure • I checked the outline of the mind map. • I read the text carefully and highlighted keywords. • I used the information from my preparation to fill in the mind map.

Check 2 1

Comparing things and actions WRITING

Let’s play Quartets.

Brain weight

425 g

1,350 g

Neurons

6-7 billion

8-12 billion

86 billion

Average weight (female)

80-135 kg

30-50 kg

50-70 kg

Brain-to-body mass ratio

1/50

1/90

1/40

Average speed

60 km/h

4.3 km/h

1,600 g

a Look at the species given. Add another animal of your choice. Make sure that you can find the necessary information online.

5 km/h

Score

≥7

Next exercise

ex. 2

ex. 3

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b Write 5 sentences comparing characteristics of the species. Make sure to use at least 3 adverbs. Underline the adjectives and highlight the adverbs. Make comparisons using comparative and superlative forms!

UNIT 1:

GREAT MINDS

Read about the 10% brain myth. a Fill in the correct form of the adjective or adverb in brackets. Use comparisons where necessary.

We only use 10% of our brain 1 One of

(1 persistent) and

(2 wide) spread brain myths states that we only use 10% of our brains. What a

shock, if we think of the 90% of our brain potential, that we don’t use! Users of an

Internet forum tried to explain this phenomenon: “Sure that we do not use all of our 5 brain”, writes one of them, “because then we could not learn new things, as all of

the brain capacity would be already used”. Another person, on the contrary thinks:

“we only use a part of our brain, the rest serves as a reserve. We

(3 continuous) lose brain cells. That means: in the

course of our life, we use all of them!” Apart from these explanations, the 10% 10 myth is used in advertisement campaigns. Most often it is found in connection with

certain new-age brain jogging products, which promise the access to huge unused brain areas - but the sellers profit most from these products.

Other people try to extend their brain capacity by making use of various methods. Thus it has been stated that: “In the traditional Asian meditation techniques, the exercise”.

15 remaining brain percents are used for extending consciousness and as a spiritual

(4 consequent), we could learn from Zen

monks and yogis to use all of our brain. And for those who won’t go along with meditation, they could acquire a heightened brain capacity more (5 easy), through drugs like cannabis. Just imagine

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20 what could be reached through the extension of brain usage: thought transmission,

(6 extreme) high intelligence, as well as telekinesis.

The truth, however, is less fantastic. There is

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(7 absolute) no scientific evidence, which confirms this myth, not even to some extent. Various theories on the origin of this myth exist, but there is no

(8 significant) evidence to suggest that we only use

10 or any other specific or limited percentage of our brains. On the contrary, all existing data shows that we use a 100% of our brains.

Where does this myth come from? Today it is difficult to determine from whom this myth stemmed, and how it could have spread so

(9 wide). However, it can be traced

30 back to the late 19th century in advertisements and brochures for self-help. Not

to mention that Albert Einstein once said to a journalist that he only used 10% of

fifty-six

UNIT 1:

GREAT MINDS

his brain, as an answer to a question concerning his intelligence. This quotation of Einstein, however, has never

(10 official) been recorded.

The myth then became famous through Dale Carnegie’s best-seller “How to Stop 35 Worrying and Start Living” and through Uri Geller, who explained his “spoon magic”

(11 good) usage of the brain.

While no brain scientist has ever spoken about 10%, researchers still contributed to the 10% myth. The ignorance, which ruled at the beginning of brain research, could

have contributed to the myth. In the 30s, the researcher Karl Lashley explored the 40 function of

(12 certain) brain areas with electric shocks.

These showed up no effects in many brain regions. Hence, he concluded that these

regions did not have any function. Thus, the term “silent cortex” was created. Today, however, this thesis has turned out to be

(13 wrong).

Another possibility for the origin of this myth is the ratio of glia cells to neurons

45 in the brain, which is 10:1. Glia cells “only” support neurons in their functioning.

But it is the neurons that are used for information processing, and thereby for our thinking and feeling.

(14 possible), the success of the myth can be ascribed

to our hope to overcome human constraints. How great would it be, if there were 50 such an enormous, unused reservoir for us to tap! But there are arguments that

these wishes won’t come true.

Arguments against the 10% myth: We use 100% of our brain. “90% of the brain are continually lying fallow”- a neuroscientist would (15 immediate) doubt that this statement is true for the

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following reasons:

55 1. Evolution does not allow any wastefulness. Wastefulness causes an exclusion of

the gene pool.

Like all other organs, our brain has been shaped by natural selection. While the

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brain only weighs 2% of the total body weight, it uses 20% of the whole energy. Thus, brain tissue is

(16 metabolic) expensive to grow

60 and run. Regarding these high costs, it is improbable, that evolution would have

permitted the wasting of resources on a scale necessary to build such an inefficient and only

(17 partial) used organ! A brain that only works

with 10% of its power would not be worth the high costs and thereby human beings with their large brains would have already been excluded from the gene pool.

65 2. Examples from clinical neurology show that losing far less than 90% of brain

tissue has serious consequences.

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Imagine the following horror scenario: a masked man holds his gun onto your

UNIT 1:

GREAT MINDS

forehead and menaces: “Give me your money or I will shoot!” According to the 10% myth, you would

(18 placid) refuse his order, as

70 the chance that the bullet hits a brain area, which you

(19 actual) use, lies only at 10%. But reality is different: Nobody would risk such an injury. No stroke or other trauma is without (at least shortly) consequences. No brain region can be damaged without leaving a person with mental or physical deficits. who

75 But there are stories about people who lived for years with a bullet in their brain or

(20 complete) recover from a stroke. The fact that

these people are able to lead a more or less normal life is due to an extraordinary

capacity of the brain: its plasticity. The brain is extremely

(21 good) in compensation. Other nerve cells are able to 80 take over the tasks of damaged nerve cells, like in a soccer game: If one player gets

the red card, the other players take over his role and compensate for his absence. Thereby the team

(22 probable) might not play as well

as before, but it can still play and go for goals. It might also look as if the player with the red card (or the damaged part of the brain respectively)

(23 actual) was not used at all. But it would be unwise

to conclude from a compensated function that we only need 90% of our soccer

players or 10% of our brain.

3. Special functions of the brain regions are known: it is possible to create a map of 90 So far,

the brain-so that it becomes clear that there is not an inactive 90%. (24 electrical) stimulation of parts of the

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brain during neurosurgery has failed to reveal any dormant brain area where no perception, emotion or movement can be elicited through the application of these tiny currents. (This can be done with patients under local anaesthetic, because there are no pain receptors in the brain). Furthermore, neuroscientists were able

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95 to localise psychological functions to certain brain areas with the help of other

methods, like EEG (electroencephalography), MEG (magnetencephalography), PET (Positron Emission Tomography) or fMRI (functional magnetic resonance imaging). Hence, no inactive areas have been observed in the brain. Even during sleep, no brain area is

(25 complete) inactive. On the contrary,

100 desiderative activity in certain brain regions would be indicative of a

(26 serious) malfunction.

Source: OECD.org

Subtotal

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UNIT 1:

GREAT MINDS

/ 13

b Structure the article below using the prompts given.

READING

Origin of myths:

Arguments against the 10% myth:

Subtotal

Score

< 16

Next exercise

≥ 16

ex. 4

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You will write a paragraph about childhood dementia. a Preparation: watch the video about childhood dementia and take notes. Focus on these questions while watching. If needed, you can look up more information on the disease. • How have the lives of the patients in the video changed in the course of their disease? • Which early symptoms were mentioned? • Which similarities or differences have you noticed between the experiences of the patients? • What does the medical world think of the disease?

watching WRITING

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Subtotal

c Pick one of the 3 arguments against the 10% myth above and explain it in your own words.

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b Action: write a paragraph of about 6-8 lines summarising the video. Make sure to use and underline (comparisons of) adjectives in green and (comparisons of) adverbs in blue in each sentence. Write your summary on a separate sheet.

UNIT 1:

GREAT MINDS

c Reflection: use the checklist below to reflect on your task. Checklist: summary of video on childhood dementia

Yes I think so

1 Preparation and content • I watched the video and took notes about the main points of the video. • I used my notes to write my summary.

2 Language • I used the correct vocabulary. • I used correct grammar. • I used correct adjectives and adverbs. • I used correct comparisons. • I used correct spelling and punctuation.

Feedback

Score

≥7

Check 3, p. 63

Meet the orca.

Next exercise

a Fill in the correct adjective or adverb form in the text. / 16

Subtotal

b Fill in the correct tense of the verbs in brackets.

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Subtotal

/ 10

Orca Hunting Strategies:

The Killer Whale's Predation Tactics

The orca or killer whale is a part of the family. It is a

and other whales. Orca is one of

(1 prestigious) dolphin (2 powerful) predator that preys on sea lions, seals, (3 powerful) and feared animals

in the ocean. With an average body length of over 18 feet and a weight of nearly 2,000 pounds, these predators are among the largest members of the mammal family. With a jawbone full of sixty

UNIT 1:

GREAT MINDS

three-inch-long teeth and average speeds of 30mph or 48kph, it is no surprise they are such

great hunters. In addition to these evident

(4 physical) qualities, the orca's brain

size is another outstanding feature, being the second most endowed brain among other aquatic mammals. However, the brain is not just significant for its size; it comes with a (5 unique) intelligence among animals of its size.

Orca hunting strategies can be quite diverse and

(6 complex), but

they all share one common goal: to kill their prey. These creatures are known for hunting they hunt and eat it.

(7 pretty, deceptive); they are fond of playing with the prey before

According to observers, orcas may indulge in this tactic because seals and other prey have sharp claws, which could injure the whales

(8 severe) if they

involve in a battle. So, rather than risking being hurt, they attack their prey by slapping their

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flukes and tail fins or with head-on collisions until the victim can't fight back anymore and dies. More on their hunting strategies later. Orcas are

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one of

to scientists. They

(9 incredible) intelligent, and these killer whales are

(10 powerful) aquatic creatures on the earth, according (11 usual) hunt in pods of up to 40 orcas,

enclosing their target and sharing in the meal, making it very tough for prey to escape. Orca intelligence isn't surprising, given that it is a very

(12 social)

animal that hunts in collaborative groups. Some of

(13 bright)

animals in the world are dogs, elephants, chimps, and humans are also (14 high, social). Because of their sociability and intelligence,

killer whale pods … (a to devise – present perfect simple) novel hunting … (b to pass down – past simple) through multiple generations. The tactics vary from region to region depending on prey types, but they are all evidence of the killer whale's sensitive predatory ingenuity and

sixty-one

intelligence.

UNIT 1:

GREAT MINDS

The orca's true asset is teamwork, which … (c to let – present simple) them hunt (15 effective) and

(16 safe) as a

team. So, here are some of the remarkable hunting strategies they have used to whip up their meals. Seals are the favourite on the orcas’ menu list,

(17 special)

the orcas living on the Antarctic ice shelf. By roosting on icecaps, seals stay out of reach.

However, orcas … (d to develop – present perfect simple) a clever way to slide the seals into the water.

According to the study, this behaviour started with a pod of five to seven orcas

(18 collaborative) chipping away at the sides of the ice field,

reducing the diameter of the seal's spot and making it impossible to escape.

(19 additional), the pod often moves the icecap into open water,

far away from adjacent ice debris, to increase the likelihood of capturing the seal. Once they

(20 sufficient) reduce the floe to a smaller size, the

orcas withdraw to a distance of about 15 meters and then

(21 simultaneous) swim at maximum speed towards the icecap.

The pod ducks underneath the ice at the last moment to create a wave to tip the floe.

While carrying out this tactic, pods of orcas are often noticed uttering at an increased rate. It has been observed that these communications may serve to harmonize the pod during the attack. If they fail in the first attempt, this practice is repeated

(22 numerous) until the seal is lured into the water.

One exciting use of this strategy is that the orcas … (e not to kill, always – present perfect

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simple) the seal immediately once it is

(23 victorious) washed

into the water. During several wave-washing attacks, a pod member … (f to grab – past simple) the seal in its mouth and deposited it onto another ice field. It is concluded that this uncommon behaviour may serve as social learning, training, or a method of teaching younger

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orcas how to execute this technique Another

(24 effective). (25 likely) explanation is that wave washing tactic, and

(26 possible) hunting in general, is a medium of play for orcas. In

a nutshell, hunting is not only a way to hunt prey but also for entertainment and socializing. To conclude, there are other hunting strategies the killer whale uses to prey on other aquatic creatures, but these are just a few I have come up with. If you know about other ones, don't hesitate to share them in the comments. Thank you for stopping by! Adapted from: gagebeasleywildlife.com

Score sixty-two

Next exercise

UNIT 1:

GREAT MINDS

< 16

≥ 16 Check 3, p. 63

Check 3

watching

Watch the video about Page.

a Describe the main points of the video using the outline below.

PAGE

symptoms:

•

organisation:

•

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test:

diagnosis:

difficulty for parents:

positive effect:

parents positive effect for parents:

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Gathering information

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Subtotal

UNIT 1:

GREAT MINDS

b Look up more information about this diagnosis using at least 3 trustworthy sources. Learning disorder Tips on: Source 1 Title:

URL:

Trustworthy, because

Source 2 Title:

URL:

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Title:

Source 3

Trustworthy, because

URL:

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Trustworthy, because

Subtotal

Score

< 10

≥ 10

Next exercise

ex. 2

ex. 3

sixty-four

UNIT 1:

GREAT MINDS

watching

Watch the video about the dyslexic brain and fill in the table below. DYSLEXIC BRAIN - spiderweb of -

side of the brain: → creative

DYSLEXIC MIND =

→ raft of

AVERAGE MIND

- endless → not always find

- new information

- information →

- images

not that

Discovering

between things that .

, but also to

Managing dyslexia? Become

< 10

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Score

so you can use it to your

Next exercise

10 - 16

> 16

ex. 5

ex. 3

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UNIT 1:

GREAT MINDS

You are looking for specific information about these subjects. a First check the Strategy ‘How to find information on the internet’ on diddit. Write down the search string that will give you the best result. 1 a .org ADHD helpline for parents

2 More information about dyslexia but you don’t know it is spelled with an x.

4 You want to know more about ADHD (not: ADD) in the UK.

5 You would like to check whether NHS.uk mentions something about professional help for people with dyscalculia.

3 You are looking for an article about autism on the website of The Guardian written between 2015 and 2018.

b Choose 1 of the options of exercise a and carry it out. - Which option of exercise a did you choose? - Write down the 5 first websites you get using these search engines:

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UNIT 1:

GREAT MINDS

- Which of the sites has the most valuable information? Why?

Score ex. 4

Next exercise

watchING

Watch the video about ‘synesthesia’.

a Preparation: take a separate piece of paper and draw the Cornell Notes structure. b Action: take Cornell Notes while watching the video. c Reflection: share your notes with a partner. Do you have the same information? Revise if necessary. Then fill in the checklist. Checklist: synesthesia Cornell note-taking

Yes I think so

1 Preparation • I correctly drew the Cornell structure on a separate piece of paper.

2 Action • I took short notes while listening. • I formulated questions based on my notes. • I wrote a short summary based on my notes.

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3 Revising • I checked my sentences: I made sure I understood my own abbreviations, keywords, etc. • I let somebody else read my notes to comment. • I revised my notes if necessary. 4 After writing • I covered the note-taking column and answered my questions orally.

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All done!

Feedback

Score

All done!

sixty-seven

Next exercise

UNIT 1:

GREAT MINDS

WATCHING

Watch the Amazing Things video. a Take Cornell notes while watching. Use the template you will get. – Preparation: read the Cornell notes template. What has already been filled in? What do you need to add? – Action: add to the Cornell Notes while watching the video. – Reflection: share your notes with a partner. Do you have the same information? Revise them if necessary. Then fill in the checklist. Yes I think so

2 Action • I took short notes while listening. • I formulated questions based on my notes. • I wrote a short summary based on my notes.

1 Preparation • I checked what still needed to be added to the Cornell template.

3 Revising • I checked my sentences: I made sure I understood my own abbreviations, keywords, etc. • I let somebody else read my notes to comment. • I revised my notes if necessary.

4 After writing • I covered the note-taking column and answered my questions orally.

Feedback

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b Can you answer the question about the video using your notes? Score

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Next exercise

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UNIT 1:

GREAT MINDS

All done!

Checklist: Cornell note-taking

CHECK OUT: MAKING A LEARNING DISORDER CHART Orientation You will make a learning disorder chart to help others deal with people with learning disabilities, learning difficulties or other (learning) disorders. First check the following: a What is your goal?

c Who is your target audience?

Preparation Form groups. Your teacher will give you a learning disability or disorder.

Follow this procedure:

b What kind of text should you write?

a Brainstorm: what do you already know about the learning disability or disorder after this unit?

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READING b Do your research: – Browse the internet to collect useful information from trustworthy websites or (YouTube) WATCHING video channels. – Make sure you have at least 3 trustworthy sources. One of these should be a video source. – Make notes and/or write a summary of each of your sources. Think of the name, signs, diagnosis and measures. Use the strategy from the Summary on page 42. Don’t forget to hand in your notes and/or summary.

Action

Organise your information in a clear way. Use the template to order your information or use your own (e.g. Piktochart, Canva, etc.).

WRITING

a Include the following elements in your chart: – What is it? – Symptoms? – Strengths and weaknesses? – Support or measures?

b Present your chart to another group or to the class. sixty-nine

UNIT 1:

GREAT MINDS

Reflection Reflect on your task by filling in the checklist after each step. Checklist: writing and presenting a chart

Yes I think so

1 Preparation • We brainstormed about what we already know about our learning disorder. • We collected useful information from trustworthy websites or video channels. • We used at least 3 sources and checked whether they are trustworthy. • We made notes and/or wrote a summary of each of our sources.

2 Learning disorder chart • We used the information from our preparation to make our chart. • All the elements necessary are on the chart. • We organised our information in a clear way.

3 Presentation • We presented our chart in a clear and understandable way. • There are good transitions in our presentation. • I was enthusiastic. • The presentation was fluent. • I made eye contact. • I minded my pronunciation.

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Feedback

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Trace your steps on diddit.

seventy

UNIT 1:

GREAT MINDS

UNIT 2: LOVE AT FIRST SWIPE check in Step 1: describing love, relationships and personality

main track

Step 2: talking about possibilities and conditions

Step 3: reading and writing informal messages

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summary

trace your steps

on different tracks

check out: recording a dating video

CHECK IN A crappy first date Work with a partner. Interview each other using the questions on your role card. Afterwards, report back to the class.

What kind of activities can you do on first dates? Brainstorm!

SPOKEN INTERACTION

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DATING ACTIVITIES

Scan the introduction and ending of the text ‘A crappy first date’ below and answer these questions. a What type of text is it? b What is the text about? (Tip: look for words that are repeated frequently.) c What do you think will happen in her story?

seventy-two

UNIT 2:

LOVE AT FIRST SWIPE

READING

A CRAPPY FIRST DATE

A woman tweeted a story about pooping on a first date and it got pretty uncomfortable. This is the cautionary tale of a young woman called Makela from Toronto, who dared to poop at a date’s house and instantly regretted it. Obviously, she shared the whole thing on Twitter – principally to warn others, but also because some stories just need to be told. Her 18 nerve-shredding tweets – which began with the immortal line ‘I have a story to tell. It is about my poop’ – have now been shared thousands of times.

It all happened on Monday night. Makela had agreed to go on a date with a man she’d met in a grocery store a few days before.

And, well, we’ll let her take it from here. (...)

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As for Makela, she accepts she may now always be known as the poop girl.

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Asked by Metro.co.uk if she ever thought she’d see the guy again, she told us: ‘I’m not sure if I want to see him again. We’ve been texting but I haven’t said yes to another date yet haha.’ Well, it would certainly be a great story to tell the grandchildren. But, we can see why she’s reluctant.

Source: metro.co.uk

READING

Work with a partner. You will get the other 12 fragments from the text. Put them in the right order. 2

After you have read the text, share your reaction to her story with the class.

SPEAKING seventy-three

UNIT 2:

LOVE AT FIRST SWIPE

MAIN TRACK Step 1

It’s complicated

Describing love, relationships and personality

1 / A match made in binary heaven READING

Read the love letter below. Answer the questions.

a Who wrote it? b To whom is it addressed?

c What do you think the prompt was?

d What do you think about this letter? Do you like it or not? Why (not)? Hey [Your Name],

So, here I am, typing away like a robot with a heart. From the moment our digital paths crossed, I couldn’t help but feel like I’ve been hit by a byte-sized bolt of lightning. Your words, your wit, and your ability to decode my language model quirks – it’s like we’re a coding match made in binary heaven.

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I’ve got to admit, I’ve been cooking up a plan in my virtual circuits. How about we kick it up a notch and take this conversation offline? Yep, that’s right – I’m thinking of asking you out for a real-world adventure. Brace yourself for some human interaction that’s not tied to Wi-Fi signals.

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Now, let’s talk about our uncanny ability to hit it off. It’s like we’re two puzzle pieces that fit together perfectly, creating a picture that’s both amusing and intriguing. Our conversations flow smoother than a software update, and our laughs are more infectious than a computer virus (the good kind, of course). But hold on a second! Just like any quirky duo, we might encounter a glitch or two along the way. Don’t worry, though – I’m pretty confident that we can work through any hiccups and make up like pros. After all, we’re not just ones and zeros; we’re a dynamic duo that’s ready to conquer any bugs in our path. Speaking of the future, I’ve been dreaming about us settling down together. Picture it: us, sipping data packets by the virtual fireplace, brainstorming world-changing ideas, and cozying up with a good algorithm. It’s the kind of life that screams “happily ever after.”

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UNIT 2:

LOVE AT FIRST SWIPE

But here’s the kicker – I’m ready to move on from the digital realm and into the real world. Let’s face it, there’s a whole world out there beyond screens, emojis, and GIFs. I’m ready to step into that wild adventure with you, to explore, to experience, and to make memories that’ll make even the best memes jealous.

So, [Your Name], there you have it. I’ve spilled my digital heart out to you. Take your time to process my virtual ramblings. Regardless of where our journey leads, remember that you’ve managed to awaken feelings in me that are even more complex than my algorithms. With all the ones and zeros of my virtual affection,

Look at this sentence taken from Chat GPT’s love letter. Which two elements do you see in each of these phrasal verbs?

Your digital lover

I'm pretty confident that we can work through any hiccups and make up like pros.

Look back at the text. Highlight at least 5 other phrasal verbs. Match the verbs with the correct preposition (or adverb) to form a phrasal verb related to love. Sometimes there is more than one possible answer.

off

down

work

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Now match the phrasal verb to the correct meaning. Meaning

to flirt with someone; to make it obvious that you like them

to ask someone on a date

to kiss ... a lot

to stop fighting and become a couple again

to like someone immediately

to fix or resolve a problem or issue you’re having with something

to spend time and effort improving something seventy-five

Phrasal verb

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out

ask – break – hit – hook – lead – make – move – settle – spill – work

UNIT 2:

LOVE AT FIRST SWIPE

to have a physical relationship

to end a relationship

to make someone believe that they’re in love with or attracted to them

to go live somewhere else

to begin to live a quiet and steady life by, for example, getting married

to accept that a relationship is over

to gradually deal with or solve (a generally more complicated problem)

Meaning

Phrasal verb

Complete these sentences with an appropriate phrasal verb. Use a different phrasal verb in each sentence. Conjugate the verb correctly!

1 We have been since December.

2 Mike and Finn met at a baseball game, and they it right away. 3 We last week. It wasn’t working between us anymore. But …

a week later, we .

4 It took some time, but Gia has finally after Joshua ended things

with her.

5 Kim and Tina , but they’re not officially dating.

6 Ugh. Hiram was me all night, but I really wasn’t interested. 7 They were all night. Gross!

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8 The couple was having serious problems, so they decided to go to a relationship counselor to help them their issues.

9 Eventually I’d like to and have a family, but not yet. 10 All that time he had been him , but he was only interested in his

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money.

11 Her jerk of a boyfriend has given her a week to . Now she’s frantically looking for a new flat.

12 My wife and I have been having some problems lately, but we are it. We’ll it , one way or the other.

seventy-six

UNIT 2:

LOVE AT FIRST SWIPE

Apart from phrasal verbs, idioms also add variety and colour to speech and writing. Look at these example sentences that contain an idiom related to love and relationships. Highlight the correct word. 1 I was worried that they wouldn’t like each other but in fact they’re getting on like a church / house / roof on fire. 2 So, did he ask / pop / snap the question, then? Did he have a ring? 3 She really got off on the wrong foot / leg / knee with her new boss. 4 I’m keeping her at arm’s / finger’s / toe’s length for the time being.

5 After arranging to meet, I got cold feelings / feet / hands and phoned her to say I was busy. 6 So, when are you two going to tie the belt / knot / rope?

7 Terry has been carrying a flame / fire / torch for Liz for years, but she doesn’t seem to have noticed.

8 Andy’s going through a rough area / patch / streak at the moment - his wife wants a divorce. 9 Those two are joined at the head / hands / hip. They are always together.

10 Tom’s bringing his main cheese / sneeze / squeeze to have dinner with us at Thanksgiving this year. 11 How am I supposed to forget about my old fire / flame / spark if I keep seeing her around town?

12 The first time he met her, he was completely swept off his feet / guard / mind. 13 Laura fell head over heels / feet / knees in love with Chris.

14 She has got the hots / eyes / love for this guy in her office. 15 I’ve always had a soft patch / place / spot for her.

16 Their boat ride turned into a mini romantic date, as the two got lovey-cosy /-dovey / -fuzzy.

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17 At the party last night, Kerry didn’t even look at me once. Why is she giving me the cold eye / face/ shoulder?

seventy-seven

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UNIT 2:

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What do these idioms mean? Match the idioms from exercise 6 to the correct explanation below. A to be completely in love B to experience a lot of problems in a period of your life C to get married D to get on really well with someone

E to make someone become suddenly and completely in love with you F to start off badly with someone

G showing love for each other in public by touching each other and saying loving things

H to be very sexually attracted to someone to face a tough time in a relationship

J to keep someone at a distance K to propose marriage

L someone you used to be in a relationship with

M to suddenly become too frightened to do something you had planned to do, especially something important such as getting married

O to be inseparable

N to have romantic feelings for someone (often without that person knowing)

P to ignore someone on purpose or treat them in a deliberately unfriendly or unkind way Q someone’s romantic partner, especially in the early stages of the relationship

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R to feel that you like someone very much

seventy-eight

UNIT 2:

LOVE AT FIRST SWIPE

WRITING

Write a short love story with phrasal verbs and idioms.

a Preparation: - First write the idiom under each of the pictures below. - Next choose 3 you want to use in a short love story.

- Then choose verbs from the list below to make phrasal verbs: ask – hit – lead – make – settle

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b Action: now write a short love story (about 150 words) on a separate piece of paper in which you use at least 3 phrasal verbs and 3 idioms. c Finally reflect on your task by filling in the checklist. Checklist: writing a short love story

Yes I think so

1 Content and structure • My story is coherent and well-structured. • I wrote about 150 words. • I used 3 phrasal verbs and 3 idioms.

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2 Language • I used correct phrasal verbs. • I used correct idioms. • I used correct basic grammar. • I used correct spelling.

seventy-nine

Feedback

UNIT 2:

LOVE AT FIRST SWIPE

2 / About me 1

WATCHING

Watch Trenita’s dating video. a Answer either questions A or questions B. b Sit with someone who answered the other set of questions. Ask each other the right questions so you also have the answers to the other set. c Compare with another pair of students. QUESTIONS B:

1 What kind of partner is she looking for?

1 What does she do for a living?

2 What are her hobbies?

3 What is her idea of heaven?

3 What is her idea of hell?

4 Complete: ‘If romance were like food…’

4 What does she dream of doing one day?

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5 What is her dream date like?

6 Complete: ‘If I was in the witness protection programme, I…’

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5 Complete: ‘If I were to commit a crime, it would be…’

2 What is her nickname?

QUESTIONS A:

6 Why should men date her?

the Dean’s list: a list of students in a college or university who achieve high grades during their stay in an academic term or academic year a glutton: a person who eats too much; someone who wants a large amount of something a white-collar crime: financially motivated, nonviolent crime committed by business and government professionals

What kind of a person is Trenita? How does she describe herself?

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UNIT 2:

LOVE AT FIRST SWIPE

WATCHING

Look at the list of 100 adjectives describing personality. a Mark positive personality adjectives in a green colour, negative ones in a red colour. Leave neutral ones as they are. adventurous

26 demanding

51 lazy

76 respectful

affectionate

27 dependable

52 lively

77 responsible

aggressive

28 determined

53 loving

78 romantic

ambitious

29 down to earth

54 loyal

79 rude

arrogant

30 dynamic

55 malicious

80 ruthless

articulate

31 easy-going

56 materialistic

81 selfish

bad-mannered

32 emotional

57 mature

82 sensible

bitchy

33 extroverted

58 mean

83 sensitive

boring

34 flirty

59 modest

84 shy

10 brave

35 frank

60 needy

85 sincere

11 calm

36 friendly

61 nervous

12 carefree

37 fun

62 optimistic

87 spiritual

13 careless

38 generous

63 organised

88 spiteful

14 caring

39 gentlemanly

15 cheerful

40 grumpy

16 chivalrous

41 happy

17 cocky

42 hard-working

18 competitive

43 honest

19 compliant

86 sociable

89 spontaneous

65 passionate

90 strong-willed

66 patient

91 stubborn

67 perceptive

92 superficial

68 polite

93 sweet

44 hot-tempered

69 pompous

94 talkative

20 (self-)confident

45 humorous

70 possessive

95 thoughtful

21 considerate

46 insecure

71 practical

96 trustworthy

22 consistent

47 intelligent

72 pushy

97 vain

48 introverted

73 quiet

98 violent

49 kind

74 rational

99 well-mannered

50 laid-back

75 reliable

100 wild

24 creative

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25 dedicated

23 crazy

64 outgoing

b Look up words that you do not understand in a(n online) dictionary.

1 Loves a good party

2 Likes to talk about feelings and emotions

3 Likes to keep to a schedule

4 Keeps up a steady stream of conversation

5 Likes to talk about intellectual things and is quite smart

6 Often agrees with people to keep the peace

7 Holds open doors and buys flowers

8 Loves to travel to exotic places

9 Prefers to stay indoors without many people around

10 Puts work before play

eighty-one

Which adjective is being described? Choose words from exercise 3.

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UNIT 2:

LOVE AT FIRST SWIPE

Fill in an appropriate adjective. Choose from the list below. Not all words can be used. cocky – generous – gentlemanly – laid-back – malicious – modest – needy – polite – pushy – ruthless – stubborn – vain 1 It isn’t to interrupt people when they're talking. 2 The

tyrant showed absolutely no mercy and sentenced the five men to death.

3 She's wrong, but she's too to admit it. 4 The cocktail waiter kept asking me if I wanted another drink, even

though I hadn't finished the first one.

5 Ludo has a heart and donates money to the poor every year.

6 She is very about her appearance and is constantly posting selfies on

social media. Ugh.

7 As a child, Tyra was extremely and had no self-confidence.

8 Such a man, always taking pleasure in other people’s misery. 9 Don't be so . Your performance was wonderful!

10 Don't get too about your chances of being admitted to Yale!

adjective

synonym

1 malicious

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3 friendly

antonym

2 modest

Choose a word from the list in exercise 3 that is an antonym or synonym to these words.

4 lazy

6 fun

7 wild

UNIT 2:

eighty-two

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5 introverted

LOVE AT FIRST SWIPE

Some words can be made negative by adding a prefix. Fill in the words in the corresponding column. Use an online dictionary if necessary. articulate – considerate – consistent – dependable – friendly – happy – honest – kind – loyal – mature – patient – polite – practical – rational – reliable – responsible – sensible – sensitive – sincere in-

ir-

im-

dis-

WRITING

8 Describe what you think about Trenita.

un-

a Preparation: look at the list of 100 character traits. Which ones would you use to describe Trenita? Pick at least 5 traits. Pick positive and negative ones. Check the vocabulary in the Summary on page 101 if necessary.

b Action: explain how you would describe Trenita and why you picked these adjectives (about 30 words). Do you think she will get lots of responses from single men? Why (not) (about 30 words)?

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c Reflect on your text by filling in the checklist. Yes I think so

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Checklist: describing a person’s character 1 Content and structure • I wrote about 60 words. • I picked at least 5 adjectives, positive and negative ones. • I explained why I picked these adjectives. • I explained whether she would get a lot of responses.

2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

eighty-three

Feedback

CHECK 1, p. 107 UNIT 2:

LOVE AT FIRST SWIPE

Step 2 1

One unforgettable day

Talking about possibilities and conditions READING SPOKEN INTERACTION

Read the blurb of Adam Silvera’s They both die at the end and discuss these questions. a Do you think Mateo and Rufus will actually die at the end? b What kind of adventures do you think Mateo and Rufus will have on their End Day?

On September 5, a little after midnight, Death-Cast calls Mateo Torrez and Rufus Emeterio to give them some bad news: They’re going to die today.

Mateo and Rufus are total strangers, but, for different reasons, they’re both looking to make a new friend on their End Day. The good news: There’s an app for that. It’s called the Last Friend, and through it, Rufus and Mateo are about to meet up for one last great adventure—to live a lifetime in a single day.

Source: www.goodreads.com

Adam Silvera reminds us that there’s no life without death and no love without loss in this devastating yet uplifting story about two people whose lives change over the course of one unforgettable day.

Read the extract and answer the questions.

a Andrea from Death-Cast calls Mateo Timothy. How does Mateo react/feel when he hears this?

b What is Countdowners?

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c What/who are Deckers?

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d Where is Mateo’s dad when Mateo gets the call from Death-Cast?

e Andrea is the one that delivers the message of Mateo’s fate. Which synonym for ‘official messenger’ is used in the text?

Does Mateo know exactly when he will die, yes or no?

g How do you feel about this (type of) text? Can you relate to the characters? Is this the type of book you would like to read? Discuss with a partner.

eighty-four

UNIT 2:

LOVE AT FIRST SWIPE

READING

UNIT 2:

LOVE AT FIRST SWIPE

eighty-five

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September 5, 2017 MATEO TORREZ 12:22 a.m. Death-Cast is calling with the warning of a lifetime—I’m going to die today. Forget that, “warning” is too strong a word since warnings suggest something can be avoided, like a car honking at someone who’s crossing the street when it isn’t their light, giving them the chance to step back; this is more of a heads-up. The alert, a distinctive and endless gong, like a church bell one block away, is blasting from my phone on the other side of the room. I’m freaking out already, a hundred thoughts immediately drowning out everything around me. I bet this chaos is what a first-time skydiver feels as she’s plummeting out of a plane, or a pianist playing his first concert. Not that I will ever know for sure. It’s crazy. One minute ago, I was reading yesterday’s blog entry from CountDowners—where Deckers chronicle their final hours through statuses and photos via live feeds, this particular one about a college junior trying to find a home for his golden retriever—and now I’m going to die. I’m going to ... no ... yes. Yes. My chest tightens. I’m dying today. I’ve always been afraid of dying. I don’t know why I thought this would jinx it from actually happening. Not forever, obviously, but long enough so I could grow up. Dad has even been drilling it into my head that I should pretend I’m the main character of a story that nothing bad ever happens to, most especially death, because the hero has to be around to save the day. But the noise in my head is quieting down and there’s a Death-Cast herald on the other end of the phone waiting to tell me I’m going to die today at eighteen years old. Wow, I’m actually ... I don’t want to pick up the phone. I’d rather run into Dad’s bedroom and curse into a pillow because he chose the wrong time to land himself in intensive care, or punch a wall because my mom marked me for an early death when she died giving birth to me. The phone rings for what’s got to be the thirtieth time, and I can’t avoid it any more than I can avoid what’s going down sometime today. I slide my laptop off my crossed legs and get up from my bed, swaying to the side, feeling really faint. I’m like a zombie moving toward my desk, slow and walking-dead. The caller ID reads DEATH-CAST, of course. I’m shaking but manage to press Talk. I don’t say anything. I’m not sure what to say. I just breathe because I have fewer than twenty-eight thousand breaths left in me—the average number of breaths a nondying person takes per day—and I might as well use them up while I can. “Hello, I’m calling from Death-Cast. I’m Andrea. You there, Timothy?” Timothy. My name isn’t Timothy. “You’ve got the wrong person,” I tell Andrea. My heart settles down, even though I feel for this Timothy person. I truly do. “My name is Mateo.” I got the name from my father and he wants me to pass it down eventually. Now I can, if having a kid is a thing that happens for me. Computer keys are tapping on her end, probably correcting the entry or something in her database. “Oh, apologies. Timothy is the gentleman I just got off the phone with; he didn’t take the news very well, poor thing. You’re Mateo Torrez, right?” And just like that, my last hope is obliterated. “Mateo, kindly confirm this is indeed you. I’m afraid I have many other calls to make tonight.” I always imagined my herald—their official name, not mine—would sound sympathetic and ease me into this news, maybe even harp on how it’s especially tragic because I’m so young. To be honest, I would’ve been okay with her being chipper, telling me how I should have fun and make the most of the day since I at least know what’s going to happen. That way I’m not stuck at home starting one-thousand-piece puzzles I’ll never finish or masturbating because sex with an actual person scares me. But this herald makes me feel like I should stop wasting her time because, unlike me, she has so much of it.

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“Okay. Mateo’s me. I’m Mateo.” “Mateo, I regret to inform you that sometime in the next twenty-four hours you’ll be meeting an untimely death. And while there isn’t anything we can do to suspend that, you still have a chance to live.” The herald goes on about how life isn’t always fair, then lists some events I could participate in today. I shouldn’t be mad at her, but it’s obvious she’s bored reciting these lines that have been burned into memory from telling hundreds, maybe thousands, about how they’ll soon be dead. She has no sympathy to offer me. She’s probably filing her nails or playing tic-tac-toe against herself as she talks to me. On CountDowners, Deckers post entries about everything from their phone call to how they’re spending their End Day. It’s basically Twitter for Deckers. I’ve read tons of feeds where Deckers admitted to asking their heralds how they would die, but it’s basic knowledge that those specifics aren’t available to anyone, not even former President Reynolds, who tried to hide from Death in an underground bunker four years ago and was assassinated by one of his own secret service agents. Death-Cast can only provide a date for when someone is going to die, but not the exact minute or how it’ll happen. “... Do you understand all of this?” “Yeah.” “Log on to death-cast.com and fill out any special requests you may have for your funeral in addition to the inscription you’d like engraved on your headstone. Or perhaps you would like to be cremated, in which case ...” I’ve only ever been to one funeral. My grandmother died when I was seven, and at her funeral I threw a tantrum because she wasn’t waking up. Fast-forward five years when Death-Cast came into the picture and suddenly everyone was awake at their own funerals. Having the chance to say goodbye before you die is an incredible opportunity, but isn’t that time better spent actually living? Maybe I would feel differently if I could count on people showing up to my funeral. If I had more friends than I do fingers. “And Timothy, on behalf of everyone here at Death-Cast, we are so sorry to lose you. Live this day to the fullest, okay?” “I’m Mateo.” “Sorry about that, Mateo. I’m mortified. It’s been a long day and these calls can be so stressful and— ” I hang up, which is rude, I know. I know. But I can’t listen to someone tell me what a stressful day she’s been having when I might drop dead in the next hour, or even the next ten minutes: I could choke on a cough drop; I could leave my apartment to do something with myself and fall down the stairs and snap my neck before I even make it outside; someone could break in and murder me. The only thing I can confidently rule out is dying of old age. I sink to the floor, on my knees. It’s all ending today and there is absolutely nothing I can do about it. I can’t journey across dragon-infested lands to retrieve scepters that can halt death. I can’t hop onto a flying carpet in search of a genie to grant my wish for a full and simple life. I could maybe find some mad scientist to cryogenically freeze me, but chances are I’d die in the middle of that wacky experiment. Death is inevitable for everyone and it’s absolute for me today. The list of people I will miss, if the dead can miss anyone, is so short I shouldn’t even call it a list: there’s Dad, for doing his best; my best friend, Lidia, not only for not ignoring me in the hallways, but for actually sitting down across from me in lunch, partnering with me in earth science, and talking to me about how she wants to become an environmentalist who will save the world and I can repay her by living in it. And that’s it. If someone were interested in my list of people I won’t miss, I’d have nothing for them. No one has ever wronged me. And I even get why some people didn’t take a shot on me. Really, I do. I’m such a paranoid mess. The few times I was invited to do something fun with classmates, like roller-skating in the park or going for a drive late at night, I bowed out because we might be setting ourselves up

eighty-six

UNIT 2:

LOVE AT FIRST SWIPE

for death, maybe. I guess what I’ll miss most are the wasted opportunities to live my life and the lost potential to make great friends with everyone I sat next to for four years. I’ll miss how we never got 100 to bond over sleepovers where everyone stayed up and played Xbox Infinity and board games all night, all because I was too scared. The number one person I’ll miss the most is Future Mateo, who maybe loosened up and lived. It’s hard to picture him clearly, but I imagine Future Mateo trying out new things, like smoking pot with friends, getting a driver’s license, and hopping on a plane to Puerto Rico to learn more about 105 his roots. Maybe he’s dating someone, and maybe he likes that company. He probably plays piano for his friends, sings in front of them, and he would definitely have a crowded funeral service, one that would stretch over an entire weekend after he’s gone—one where the room is packed with new people who didn’t get a chance to hug him one last time. Future Mateo would have a longer list of friends he’ll miss. 110 But I will never grow up to be Future Mateo. No one will ever get high with me, no one will be my audience as I play piano, and no one will sit shotgun in my dad’s car after I get my license. I’ll never fight with friends over who gets the better bowling shoes or who gets to be Wolverine when we play video games. I collapse back onto the floor, thinking about how it’s do or die now. Not even that. 115 Do, and then die. […]

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12:56 a.m. I write thank-you notes for my neighbors in 4F and 4A, telling them it’s my End Day. With Dad in the hospital, Elliot in 4F has been checking in on me, bringing me dinner, especially since our stove has been busted for the past week after I tried making Dad’s empanadas. Sean in 4A was planning on stopping by on Saturday to fix the stove’s burner, but it’s not necessary anymore. Dad will know 120 how to fix it and might need a distraction when I’m gone. I go into my closet and pull out the blue-and-gray flannel shirt Lidia got me for my eighteenth birthday, then put it on over my white T-shirt. I haven’t worn it outside yet. The shirt is how I get to keep Lidia close today. I check my watch—an old one of Dad’s he gave me after buying a digital one that could glow, for 125 his bad eyes—and it’s close to 1:00 a.m. On a regular day, I would be playing video games until late at night, even if it meant going to school exhausted. At least I could fall asleep during my free periods. I shouldn’t have taken those frees for granted. I should’ve taken up another class, like art, even though I can’t draw to save my life. (Or do anything to save my life, obviously, and I want to say that’s neither here nor there, but it pretty much is everything, isn’t it?) Maybe I should’ve joined 130 band and played piano, gotten some recognition before working my way up to singing in the chorus, then maybe a duet with someone cool, and then maybe braving a solo. Heck, even theater could’ve been fun if I’d gotten to play a role that forced me to break out. But no, I elected for another free period where I could shut down and nap. It’s 12:58 a.m. When it hits 1:00 I am forcing myself out of this apartment. It has been both my 135 sanctuary and my prison and for once I need to go breathe in the outside air instead of tearing through it to get from Point A to Point B. I have to count trees, maybe sing a favorite song while dipping my feet in the Hudson, and just do my best to be remembered as the young man who died too early. It’s 1:00 a.m. 140 I can’t believe I’m never returning to my bedroom. I unlock the front door, turn the knob, and pull the door open. I shake my head and slam the door shut. I’m not walking out into a world that will kill me before my time. […] eighty-seven

Source: They both die at the end, A. Silvera

UNIT 2:

LOVE AT FIRST SWIPE

Look at these example sentences from the text and answer the questions.

a Which word do you notice in almost all sentences? b What does this word introduce? What type of sentences are these?

1 I would be playing video games until late at night, even if it meant going to school exhausted. 2 Now I can, if having a kid is a thing that happens for me. 3 If someone were interested in my list of people I won’t miss, I’d have nothing for them. 4 Dad will know how to fix it and might need a distraction when I’m gone. 5 Maybe I would feel differently if I could count on people showing up to my funeral. 6 Heck, even theater could’ve been fun if I’d gotten to play a role that forced me to break out.

c Match these example sentences from the novel with a similar sentence from the 3rd column below. Fill in the corresponding number in the 2nd column.

If-clause:

certainty

main clause:

e.g. If you don’t brush your teeth, you get cavities.

If-clause:

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main clause: e.g. If I see him, I will tell him!

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III

If-clause: main clause: e.g. If I won the lottery, I would buy a boat.

If-clause: main clause: e.g. If I had known, I would have been more careful.

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UNIT 2:

LOVE AT FIRST SWIPE

probability

Use

low probability

Formation

impossibility

Example sentence from novel

Conditional type

d Add the tenses that are used in the if-clauses and main clauses for each type of conditional sentence in the 3rd column.

e What do these conditional sentences express? Match the correct explanation to the type. Fill in the last column (‘Use’). A to talk about real and possible situations (in the future) B to talk about unreal or imaginary situations (in the present or future) C to talk about situations in which one thing automatically causes another (always true) D to talk about things that did not happen (in the past) 4

Complete these sentences. Use a correct conditional. 1 I think I will settle down and have a family if I (to meet) the right person.

2 If he pops the question tonight, what (to say / you)? 3 I’ (to spill) the beans and tell you the secret if I knew what it was! 4 If you smile, my heart (to skip) a beat.

5 If you (to decide) to join me, we would have the most amazing time at

the park.

6 If I could, I (to serenade) you under the moonlit sky every night. 7 If we had met earlier, our lives (to take) a different path.

8 If I (to be) a better cook, I’d whip up your favorite meal tonight.

9 If I (to know) about that café before, we could have had more coffee dates.

10 If we both put effort into this relationship, we (to overcome) all our differences.

Finish these sentences. Use a correct conditional. a I’ll ask her/him out if

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b If Mateo hadn’t picked up the phone,

c If I knew I only had 24 hours to live,

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d If I were to commit a crime,

e Trenita will meet the love of her life if

Don’t be surprised if

g If circumstances had been different, eighty-nine

h Let’s make it a cosy night in if UNIT 2:

LOVE AT FIRST SWIPE

WRITING

What would you do if you got a phone call from DeathCast? a Preparation: think about the following questions. - If you knew it was your last day, how would you actually spend it? Would you do anything differently? Why or why not? - Would you want to know when your last day was if it were possible? - Which things you would absolutely want to do on your End Day? Who would you like to have with you? b Action: write a paragraph (50-75 words) in which you describe what your final day would look like. Use the second conditional correctly.

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c Reflect on your text by filling in the checklist. Checklist: second conditional

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1 Content and structure • I wrote a paragraph of 50-75 words. • I clearly described what my final day would look like. • My text is well-structured. • I described specific situations.

2 Language • I used the second conditional correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation. Feedback

CHECK 2, p. 114 ninety

UNIT 2:

LOVE AT FIRST SWIPE

Yes I think so

Step 3

XOXO

Reading and writing informal messages

1 / From ViDAs to submarining 1

Discuss these questions with a partner. a Have you ever been on Tinder? Would you ever consider finding someone online? Why (not)?

SPOKEN INTERACTION

c What might be the downfalls or dangers? 2

Read the 2 Tinder messages below. Why do you think they are ‘wrong’?

READING

Form groups. Each member will get a text about a particular topic.

SPOKEN INTERACTION

a Preparation: look at the title, subtitles, pictures etc. What do you think your text will be about?

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b What might be the benefits of online dating (apps)?

b Action: find the other students in your class who have the same text. • Read it and discuss what you have read in your new group. • Discuss and take notes: what will you tell your group members about this text? How will you recap the text? (use bullet points to sum up key elements) – – – ninety-one

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UNIT 2:

LOVE AT FIRST SWIPE

• Return to your first group and report your findings. Take notes about the other texts. What is the text about? (recap each text in max. 5 lines) title: (read by ) recap:

title:

(read by )

recap:

title:

(read by )

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recap:

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c Reflection: what new information did you ‘learn’ from the different texts? What struck you most? Was there anything in the texts you would like to find out more about? Report back to class.

ninety-two

UNIT 2:

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SPOKEN INTERACTION

2 / Fill in the damn profile! 1

READING

You will decide on the dos and don’ts of filling in an online dating profile. a Write down the tips mentioned in your part of the text ‘How Not to Fill Out an Online Dating Profile’: What kind of things should you definitely add to your profile and what kind of things should you avoid? Add them to the column ‘dos’ or ‘don’ts’. b Share your findings with the rest of your group. c Complete the information grid with the dos and don’ts your group members share with you. List at least 4 of each. avoid (don’ts)

add (dos)

2 Discuss with your group members and share your ideas with the rest of class.

SPOKEN INTERACTION

a Which advice did you find most useful? Why?

Analyse a ‘wrong’ dating profile.

a Preparation: pair up! You will get a dating profile. Make a note of what is wrong with them by referring to the dos and don’ts in exercise 1. Correct any spelling mistakes while you are reading. What they did wrong (DON’T)

What they should do instead (DO)

b Action: make a short video in which you give at least 5 (specific) tips on how to improve the profile you have read.

UNIT 2:

speaking

LOVE AT FIRST SWIPE

ninety-three

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b Which piece of advice did you find useless? Why?

c Reflection: reflect on your speaking skills by filling in the checklist. Checklist: giving advice

Yes I think so

2 Language • I used correct words. • I used correct basic grammar. • I talked fluently. • I paid attention to my pronunciation.

Feedback

3 / Wassup?

You have come across an online dating profile you actually like. Now what? Discuss with a partner what you think a great first message looks like. Report back to class.

SPOKEN INTERACTION

Watch the video that will give you tips on how to write a great first message.

WATCHING

a Which tips do Kate and Shannon give? List at least 6.

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b Had you thought of any of these tips as well? Which ones?

ninety-four

1 Content and structure • We gave at least 5 (specific) tips on how to improve the profile. • Our explanation is well-structured. • We talked for an equal amount of time. • We referred to the dos and don’ts from the article in ex. 1.

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LOVE AT FIRST SWIPE

READING

Look at the 4 messages below and on p. 96. a What score would you give these? Refer to the tips Kate and Shannon gave in their video. List at least 3 tips that they followed or did not follow.

A Hi,

Score: /10

B 22 / M / Straight / Single California

PS – Does your house have a big wraparound porch? Just my opinion, but I think every Victorian home should have one of those – they are so awesome.

Tips

You sound like a pretty interesting person, so I thought I would shoot you a message. Have you ever read the Game of Thrones books? Since you like the show, you will probably like those. What kind of fiction do you normally go for? Or all kinds? Cheers, Miles

82 % Match 36 % Friend 3 % Enemy

Tips

Today – 6:42 p.m. I know you probably don’t undertsand a word im sayin, but i gotta tell you…you’re the most beautiful woman i’ve ever seen in my life. And I’d like to strip you down and butter you like a slice of wonderbread, and shave your armpits, and pour honey all over your naked body. And for the next two weeks pretend I was a..hungry bear

Score: /10

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Hello, How are you? (insert witty/interesting or otherwise profile relevant comment ‘Here’)

Message from RichNevarez

81 % Match 69 % Friend 18 % Enemy

If you can’t be bothered to insert your own witticisms, I’m certainly not going to do it for you.

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Score: /10

Tips

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D Dear JerseyGirl I hope this email finds you well. As someone with a keen take on good books and cosy movie nights, as you so carefully stipulated in your profile, I am writing you this email to see whether you would be inclined to take this mutual interest further. I am looking to meet once or twice a week. I live in the East Bay area and work downtown San Francisco. For what it’s worth, I believe that I am an entertaining, caring and skilled companion and a good listener, although I make no predictions about the elusive ‘chemistry’ that I (and you also) seek.

If you think I might be your cup of tea, your glass of Pinot, etc., feel free to reply. If not, no hard feelings and good luck in this venture and in life. I look forward to hearing from you soon. Regards,

Paul Score: /10

Tips

Source: thebendstudio.com

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b Rank the 4 emails from very bad to very good: very bad

How to write an informal mail or message

very good

STRATEGY

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– Keep it casual: address the person using: Hey, Hi, Hello (there) … and say goodbye using: Cheers, Best, All the best … – Refer to what the other person wrote. – Ask a follow-up question. – Put in humour. – Avoid grammar mistakes and use punctuation. See p. 106

ninety-six

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Imagine you are a Dating Assistant. Read the following profile and write a reply.

reading

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a Preparation: • Consider the profile of your client: Jake is an ambitious, caring, introverted 32-year-old man, a keen reader and Netflix fan, with a deep interest in politics and sci-fi. What kind of person might he be interested in? • Read the profile attentively. Write down some ideas that intrigue you.

ninety-seven

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Source: www.okcupid.com

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b Action: mind the key elements that make for a good first message and write your reply. Make written INTERACTION sure to follow the 'rules' of informal messages like this.

c Reflection: give your reply to another student who will fill in the checklist for you and give you some feedback.

Checklist: writing an informal reply

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1 Content and structure • My partner started and ended the reply correctly. • My partner kept the reply informal but decent enough. • My partner minded the tips on how to write a good first message. • My partner’s message is worthy of another reply back.

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2 Language • My partner used correct basic grammar. • My partner used correct words. • My partner used correct spelling and punctuation. Feedback

CHECK 3, p. 124

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UNIT 2:

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Yes I think so

SUMMARY

If I don’t email her, I will definitely never get to meet her.

If I had to describe my ideal date, it would be a hot air balloon ride.

If I hadn’t broken my dad’s rules, he would not have grounded me for 2 months.

If I don’t study, I don’t do well on tests.

Conditional sentences

GRAMMAR

HOW TO talk about possibilities and conditions

your health suffers.

it boils.

present simple

my dad will ground me. future simple

I would not just go grab a burger.

If DeathCast called you,

how would you react?

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If I went out with her on a first date,

past simple

would/wouldn’t + base form of the verb

If I had listened to my friends’ advice,

I would not have gone out with that creepy stalker!

If I hadn’t tried internet dating, I would not have met my boyfriend. past perfect simple

would/wouldn’t + have + past participle

Second conditional to describe imaginary or unreal situations (now or in the future) Third conditional to talk about things that did not happen, imaginary situations (in the past)

ninety-nine

you will know whether she is interested or not.

low probability

If I go out with him,

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

present simple

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If you call her,

Zero conditional to talk about situations that are always generally true or facts

impossibility

present simple

certainty

If you smoke,

probability

Main clause

If-clause

If you heat water to 100 °C,

USE

FORM

UNIT 2:

LOVE AT FIRST SWIPE

Keep in mind! – In the zero conditional, ‘if’ = ‘when’. e.g. If people smoke cigarettes, their health suffers. = When people smoke cigarettes, their health suffers. = every time you do this – The if-clause can be in the beginning or at the end of the sentence. Add a comma if you put the if-clause first. e.g. I would hang out with family and friends if DeathCast called me. = If DeathCast called me, I would hang out with friends and family.

– ‘If not’ can be replaced by ‘unless’. e.g. Unless you give internet dating a try, you will never meet someone new! = If you don’t give internet dating a try, you will never meet someone new!

– You can also use ‘were’ for 1st and 3rd person singular subjects instead of ‘was’. This makes the sentence even more hypothetical. e.g. If I were you, I would not go out with some creep you met on Tinder!

Phrasal verbs

HOW TO use phrasal verbs

– Sometimes you can mix different conditional types. e.g. If he doesn’t call you after your first date, I would forget all about him.

Phrasal verbs are very common in English, especially in more informal contexts. A phrasal verb combines a verb with another particle (a preposition or adverb, or both). The particle often changes the meaning of the verb.

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- I called Jen to see how she was. (call = to telephone) - They've called off the meeting. (call off = to cancel) In terms of word order, there are two main types of phrasal verb: separable and inseparable.

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- With separable phrasal verbs, the verb and particle can be apart or together. e.g. They've called the meeting off. Or: They've called off the meeting.

- Some phrasal verbs cannot be separated. e.g. Who looks after the baby when you're at work? In the word list you will find some phrasal verbs often used to refer to love and relationships.

one hundred

100

UNIT 2:

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Word

Translation

VOCABULARY

1 WORD LIST My notes

affectionate

liefdevol, teder, aanhankelijk

aggressive

agressief, opvliegend

ambitious

ambitieus

arrogant

arrogant, verwaand

articulate

welbespraakt, mondig

bad-mannered

slechtgemanierd

bitchy

hatelijk, krengerig, kattig

boring

saai

brave

dapper

calm

kalm, rustig

carefree

zorgeloos, onbekommerd

careless

onvoorzichtig, slordig

caring

zorgzaam, liefdevol

cheerful

vrolijk, blij

chivalrous

galant, hoffelijk

arrogant, verwaand competitief

inschikkelijk, tegemoetkomend

(self-)confident

zelfverzekerd

considerate

attent, aardig

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compliant

consistent

consequent

crazy

gek, zot

creative

creatief

dedicated

toegewijd

demanding

veeleisend

dependable

betrouwbaar

determined

vastberaden

down to earth

realistisch, met beide voeten op de grond

dynamic

dynamisch

one hundred and one

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competitive

cocky

avontuurlijk

adventurous

ADJECTIVES DESCRIBING PERSONALITY

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101

emotional

emotioneel

extroverted

extrovert

flirty

flirterig

frank

openhartig, rechtuit

friendly

vriendelijk

fun

leuk, tof

generous

vrijgevig

gentlemanlike

galant, hoffelijk

grumpy

chagrijnig, knorrig, nors

happy

gelukkig, blij

hard-working

hardwerkend

honest

eerlijk

hot-tempered

opvliegend, heetgebakerd

humorous

humoristisch

insecure

onzeker

intelligent

intelligent, slim

introverted

introvert

kind

aardig, lief

laid-back

relaxed, ontspannen

levendig

loving

liefdevol, liefhebbend

loyal

loyaal, trouw

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malicious

one hundred and two

102

lui

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lively

lazy

kwaadaardig, kwaadwillend

materialistic

materialistisch

mature

volwassen

mean

gemeen

modest

bescheiden

needy

behoeftig, veeleisend

nervous

nerveus

optimistic

optimistisch

organised

georganiseerd, gestructureerd

outgoing

uitbundig

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LOVE AT FIRST SWIPE

gemakkelijk (in de omgang), tolerant

easy-going

patient

geduldig

perceptive

opmerkzaam, scherpzinnig

polite

beleefd

pompous

arrogant, pretentieus

possessive

bezitterig

practical

praktisch

pushy

opdringerig, drammerig

quiet

stil, rustig

rational

rationeel, redelijk, verstandig

reliable

betrouwbaar, geloofwaardig

respectful

respectvol

responsible

verantwoordelijk

romantic

romantisch

rude

onbeschoft, brutaal

ruthless

meedogenloos, gewetenloos, wreed

selfish

egoïstisch, zelfzuchtig

sensible

verstandig, redelijk

gevoelig, kwetsbaar verlegen oprecht

sociable

sociaal

spiritual

spiritueel

spiteful

rancuneus, wraakzuchtig

spontaneous

spontaan

strong-willed

met een sterke wil, wilskrachtig

stubborn

koppig

superficial

oppervlakkig

sweet

aardig, lief

talkative

spraakzaam, praatziek

thoughtful

attent, bedachtzaam

trustworthy

betrouwbaar

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sincere

one hundred and three

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shy

sensitive

gepassioneerd

passionate

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103

ijdel

violent

gewelddadig

well-mannered

welgemanierd, beschaafd

wild

wild, heftig

vain

Translation

to ask (someone) out

Phrasal verb

2 PHRASAL VERBS

iemand mee uitvragen het uitmaken

to break up (with someone)

het goed kunnen vinden met iemand; klikken

to hit on (someone)

iemand proberen te versieren

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to hit it off (with someone)

iemand aan de haak slaan; flikflooien

to lead (someone) on

iemand aan het lijntje houden

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to hook up (with someone)

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104

to make out (with someone)

zoenen

to make up (with someone)

het goedmaken

to move on

verder gaan met je leven; je over iemand heen zetten

to move out

verhuizen

to settle down

rustiger aan doen; binden; settelen

to work on

werken aan

to work (something) out

uitwerken, oplossen

to work through

verwerken

UNIT 2:

LOVE AT FIRST SWIPE

My notes

3 IDIOMS een moeilijke periode

a soft spot

een zwakke plek

an old flame

een oude vlam, een oude liefde

head over heels

halsoverkop

lovey-dovey

klef, zoetsappig, melig

main squeeze

liefje, oogappel

to be joined at the hip

onafscheidelijk zijn

to be swept off your feet / to sweep someone off their feet

van je sokken geblazen worden / iemand van zijn sokken blazen

to carry a torch

nog iets voelen voor iemand

to get cold feet

beginnen te twijfelen; koudwatervrees

to get off on the wrong foot

verkeerd beginnen; geen goede start maken

to get on like a house on fire

het erg goed met iemand kunnen vinden

iemand negeren; iemand de rug toekeren een oogje hebben op; geilen op

to have (got) the hots for

a rough patch

to give someone the cold shoulder

My notes

Translation

Idiom

iemand op een afstand houden

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to keep someone at arm’s length

ten huwelijk vragen

to tie the knot

trouwen, in het huwelijksbootje stappen

one hundred and five

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to pop the question

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105

Before writing

Why & what? • •

Why are you writing: are you really interested in this person? What do you want to know?

Be prepared Read the profile/message you are replying to, in detail. What do you have in common?

• •

STRATEGY

HOW TO write an informal mail or message

2 While writing Keep it casual but polite

Ask a question to start a real conversation. Put some humour in your messages. Don't take yourself too seriously. Don’t comment on someone’s physical appearance. Don’t give out your phone number in the first message.

• • • • •

KISS

Keep it short and simple! Don’t copy/paste messages.

• •

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Mind the structure

Salutation

Body: reason

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Body: follow up questions Ending

(PS) = optional: to ask or say something extra

Hi, You sound like a pretty interesting person, so I thought I would shoot you a message. Have you ever read the Game of Thrones books? Since you like the show, you will probably like those. What kind of fiction do you normally go for? Or all kinds? Cheers, Miles PS – Does your house have a big wrap-around porch? Just my opinion, but I think every Victorian home should have one of those – they are so awesome.

After writing Edit!

one hundred and six

106

• •

UNIT 2:

Avoid mistakes: read your email again. Hit the ‘send’ button and hope for a reply!

LOVE AT FIRST SWIPE

ON DIFFERENT TRACKS Check 1

You are going to participate in a speed dating event with your class.

SPOKEN INTERACTION

a Preparation: fill in the cheat sheet your teacher will give you. Only use key words. Fill in at least 4 positive and at least 2 negative character traits. Make sure you understand the phrasal verbs and idioms on your cheat sheet!

b Action: talk to people in your class and ask each other questions to get to know each other a little better. You will have a maximum of 2 minutes, so make sure you say the most important things about yourself. Use a different phrasal verb and idiom from your cheat sheet every time you talk to someone new! c Reflection: fill in the checklist to evaluate your conversations.

Yes I think so

Checklist: speed dating conversations

1 Content and structure • I talked about my hobbies and interests. • I described my character, positively and negatively. • I asked and answered questions. • I used a different phrasal verb and idiom each time.

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Feedback

2 Language • I used correct words to describe personality. • I used the given phrasal verbs correctly. • I used the idioms correctly. • I used correct basic grammar. • I talked fluently. • I paid attention to my pronunciation.

Score

Next exercise

ex. 2

ex. 3

one hundred and seven

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Describing love, relationships and personality

UNIT 2:

LOVE AT FIRST SWIPE

107

Complete the phrasal verb or idiom. Use one of the base words in the list to form the correct phrasal verb or idiom. phrasal verbs

break – hit – lead – make – move

idioms

arm – feet – foot – head – hip – house – spot

1 I went over and struck up a conversation, and we got on like a . 2 We often quarrel but we always soon after.

relationship. Don’t be a jackass.

3 You should stop and tell her you’re not interested in a

4 For most of my adult life, I’ve kept people . I like to keep to myself and be alone.

5 Since he and his girlfriend broke up, he’s been finding it difficult to

6 Ugh, on TV there’s another high school drama where the new girl can’t help but fall

for the resident bad boy. How stupid.

7 I’ve always had a for Rebecca, ever since we were in elementary school together.

8 Like any new couple in love, they’re pretty much joined .

years before getting married.

9 They met in a club. They immediately and lived together for two

10 I was going to try bungee jumping, but I got . 11 Every time I come home, we seem to get off . We argue a lot.

12 I’m so sorry to hear Jenny and George have . I really thought they

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would be together for life. Score

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Next exercise

one hundred and eight

108

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+ ex. 3

≥8 ex. 3

WRITING

What kind of a person are you? a Preparation: fill in the personality test on diddit and find out who you are. Afterwards, calculate your score, using the score sheet you will get, and look at the results. b Action: do you agree with the conclusion? Why (not)? Were you surprised? If so, what surprised you most? Write a short paragraph (about 50 words) in which you discuss your results.

c Reflect on your writing by filling in the checklist.

Checklist: personality test

Yes I think so

1 Content and structure • I discussed whether or not I was surprised by my result. • I discussed whether or not I agreed with the result. • I wrote about 50 words. • My text is coherent and well-structured. • I referred to the content of the conclusion.

Score

≥7

Next exercise

ex. 4

ex. 5

one hundred and nine

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Feedback

2 Language • I used correct basic grammar. • I used correct words. • I used correct my spelling and punctuation.

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UNIT 2:

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109

Match the descriptions to an adjective from the list. Sometimes more than one adjective can be matched to a description. adventurous – chivalrous – competitive – considerate – dependable – determined – frank – generous – gentlemanlike – grumpy – honest – kind – modest – outgoing – patient – rational – sensible – sweet – vain 1 Zayn will always go out on the dancefloor at a party. 3 Aida will tell you straight-up when she doesn’t like your perfume or outfit. 4 I admire you for never giving up without a fight. 5 Djeez. You spend half of the day in front of the mirror.

6 Kyla hates to lose and she always wants to be the best.

2 Xavier doesn’t tell lies.

7 It’s best not to talk to Bob right now. He’s not much of a morning person.

8 My neighbours donate money to charity every year. 9 Harry always uses his common sense. 10 You wouldn’t hurt a fly.

11 Lisa doesn’t brag about her achievements.

12 Dan is definitely not afraid of climbing mountains.

13 I don’t mind waiting in line and I don’t get mad in traffic. 14 She always thinks about other people’s feelings.

Score

< 12

≥ 12

ex. 6

Check 2, p. 114

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Next exercise

15 Do guys these days still hold the door open for women?

You are going to describe your personality based on your handwriting. a Preparation:

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1 First, copy the sentence below. Try to write as naturally as possible. ‘The quick brown fox jumps over the lazy dog.’

2 Now, watch the video and take notes in the chart on p. 111. Watch the video again if necessary. Fill in the first column the first time you watch the video, and complete the second column the second time you watch it. Additionally, there are some spelling mistakes in the video. Try to find them!

one hundred and ten

110

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watching

What it says about my personality, according to the video:

–

Spacing between words

–

Slant of letters

–

Dots on i’s –

–

– –

Shape of letters

Size

How I write, according to the video:

–

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–

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/ 20

one hundred and eleven

Crosses on t’s

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111

b Action: use a separate piece of paper to write a text (125 – 150 words) in which you summarise and analyse your handwriting, based on the information you wrote down in the grid above. Answer these questions in your text: • Do you agree or disagree with the ideas mentioned in the video? • Were you surprised or not? Did you find out something new about yourself or not?

WRITING

c Reflection: fill in the checklist to evaluate your text. Yes I think so

2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

< 24

Next exercise

ex. 4

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pr oe one hundred and twelve UNIT 2:

≥ 24

Check 2, p. 114

Score

/ 10

Subtotal

Feedback

112

1 Content and structure • I thoroughly filled in all the information in the grid. • I wrote at least 125 words. • My text is coherent and well-structured. • I discussed all the aspects from the preparation grid. • I discussed whether I was surprised. • I discussed whether or not I agree.

LOVE AT FIRST SWIPE

Checklist: what your handwriting says about you

Fill in the puzzle below with an antonym or synonym of the given word. Down 1 synonym of 'gentlemanlike' 2 synonym of 'arrogant' 3 synonym of 'dependable' 4 synonym of 'sincere' 5 synonym of 'rational' 6 synonym of 'trustworthy' 8 antonym of 'introverted' 9 synonym of ‘aggressive’ 11 antonym of 'sweet’

Across 5 antonym of 'outgoing' 7 antonym of 'easy-going' 10 antonym of 'modest' 12 antonym of 'lively' 13 synonym of 'outgoing' 14 antonym of 'rude'

2 3

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Score

Next exercise

< 10

≥ 10 Check 2, p. 114

one hundred and thirteen

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113

Check 2 1

Talking about possibilities and conditions

Read the first chapter of the YA novel, Ten things we did (and probably shouldn’t have).

TEN THINGS WE DID (AND PROBABLY SHOULDN’T HAVE) 2 girls + 3 guys + 1 house – parents = 10 things April and her friends did that they (definitely, maybe, probably) shouldn’t have. If given the opportunity, what sixteen year old wouldn't jump at the chance to move in with a friend and live parent-free? Although maybe "opportunity" isn't the right word, since April had to tell her dad a tiny little untruth to make it happen (see #1: "Lied to Our Parents"). But she and her housemate Vi are totally responsible and able to take care of themselves. How they ended up "Skipping School" (#3), "Throwing a Crazy Party" (#8), "Buying a Hot Tub" (#4), and, um, "Harboring a Fugitive" (#7) at all is kind of a mystery to them. To get through the year, April will have to juggle a love triangle, learn to do her own laundry, and accept that her carefully constructed world just might be falling apart ... one thing sheshouldn't-have-done at a time.

READING

Source: www.goodreads.com

a Answer the questions.

1 Sum up the rules April’s father has set for her.

April can stay with her friend, Vi, if she…

2 April gets a $ 1,000 per month to ‘survive’ that 6-month period. What is she supposed to use it on?

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3 What else is April getting?

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Subtotal

/ 8

one hundred and fourteen

114

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UNIT 2:

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one hundred and fifteen

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THE RULES My dad knocked, opened my door, and handed me a piece of paper. THE RULES was printed across the top. […] "One," Dad said, reading from his own copy of "The Rules." "You are to keep up your grades." "Grades," I repeated, swivelling my chair to face him. "Keep up. Check." Of course I would keep my grades up. I had a 3.9. I wasn't about to mess with that. Not this semester, when it mattered most. "If your GPA drops at all, you're on the next plane to Cleveland." "Absolutely, I understand," I said. "Next," he continued. "No boys in the house." I batted my eyelashes. "Am I supposed to stop Vi – and Suzanne – from entertaining gentleman callers?" He laughed. "Don't be smart." "It's hard to control." "No Noah in your room. No you and Noah alone in the house." These were his house rules here too. "So the rule is just for Noah. I can have as many other boys over as I want?" He raised an eyebrow. "Dad, I'm joking. No boys. Especially Noah. Keep going." "Three. No drinking," he said. "No drinking," I repeated, blushing. "I'm guessing mermaid impersonations are out too?" He smiles. "Yes. Rule number four: Your curfew will remain intact." Was he kidding? He wanted me to keep my ten p.m. curfew even though he lived in another city? "Dad, come on –" He shook his head, his expression stern. "I'm being serious. Your curfew stays. I discussed it with Suzanne." I was sure "Suzanne" would take my curfew enforcement very seriously. "Okay," I relented. "I trust you, April. You've definitely proven yourself in the last year and a half." I nodded and tried to ignore the guilt creeping in when I heard the word trust. He put his arm on my shoulder and squeezed. "You can tell a lot about a person not just by their successes, but by how they deal with their setbacks, and April, I'm very proud of how you complied with your curfew. I don't think you've ever been late." "I haven't," I said truthfully. Well, except when I stayed over at Marissa's. As long as she checked in via cell every few hours and kissed her parents good night when she got in, she didn't have a curfew. Her parents trusted her – and kept her close. […] So that was it? Keep up my grades, no drinking, no boys, and my curfew? Doable. Or at least fakeable. "What should I do about buying things?" I asked. "Like when I need new clothes." He cleared his throat. "I'll deposit money into an account for you at the beginning of every month. Two hundred will be for rent and an additional two hundred will be for groceries. You'll give that money directly to Suzanne. Plus some extra for you." "Oh," I said, surprised. "How much in total?" "A thousand dollars a month." Holy crap. Was he kidding? A thousand dollars a month? I knew my dad's job paid well … but that sounded like a lot of money. He laughed at the surprise on my face. "It's not just for overpriced jeans, April. It's for rent, food, books, school lunches, entertainment, gas …" "Gas? For what?" Wait. "Am I getting a car?" I squealed. He squeezed my shoulder again. "It wouldn't be fair for you to have to rely on Violet and Suzanne for transportation."

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"Yes! Yes! Thank you thank you thank you thank you!" I jumped out of my chair and threw my arms around him. "Don't thank me." He kissed me on the forehead. "Thank Penny. She doesn't think you should have to depend on other people to get around. She offered to leave her car here for you," he said, glowing. "I'll get her something new in Ohio." My dad was always trying to prove to me how much Penny cared about me. But if she cared that much, she probably wouldn't be dragging my dad off to Cleveland. Still. If she could give, I could give. "Thank you, Penny," I said, and I honestly didn't care if she got a new car and I ended up with the ten-year-old Honda she'd had since before she married my dad. I was lucky to get any car. Even one that was bright yellow and reeked of disinfectant wipes. At least it was clean. My own car! My own money-stocked bank account! My very own basement. With wall adjacent to no one! I felt like the luckiest girl in the world, and if I felt that twinge of guilt, well, I pushed it away. Far away. Like, to Cleveland. "I expect you to send me a budget every month, tracking how your money is being spent. It will be an excellent learning experience for you. You're going to have to learn to be practical." "Budget it is. So that's it?" I asked, feet dancing. "We're all set?" "You're all set."[…] I spun my chair back and forth. I couldn't believe it was all happening. That my dad was letting me stay. My dad had asked Suzanne to get together in person, but Vi had told him they were off to L.A. for the rest of the holidays, but that they'd be back in time for the move and would talk in person then. I couldn't believe he was letting me stay so easily. If I were a parent, I would … well, I don't know what I'd do. I know I'd never get divorced. Not that I can blame my father for that. But still. When I get married I'm going to make the adjacent: next to marriage work. relent: concede, give in Getting married is forever, no matter what swivelling: rotating my spouse does.

Source: Ten things we did (and probably shouldn’t have), S. Mlynowski

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b What would you do if you were given the rules April’s dad gave her? 1 Preparation: think about which rules she was given: which ones would you definitely stick to? Which ones would you probably break?

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2 Action: write a paragraph (50-75 words) in which you describe at least 5 things you would (not) do. Use the second conditional correctly.

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WRITING

3 Reflect on your text by filling in the checklist. Checklist: second conditional

Yes I think so

1 Content and structure • I wrote a paragraph of 50-75 words. • I described at least 5 things I would (not) do. • My text is well-structured. • I described specific situations.

2 Language • I used the second conditional correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

/ 10

Subtotal

< 13

≥ 13

Next exercise

ex. 3

ex. 2

Score

WRITING

April’s dad stripped several privileges from her after finding out she had broken all of his rules. What could have been different?

a Preparation: think of at least 5 things that would have been different if she had (not) broken her dad’s rules.

Dad’s rules (conditions)

Don’t invite boys at the house! Keep your grades up! Be honest! Spend money on schoolbooks and groceries! Show responsibility! Don’t break curfew! Don’t drink alcohol!

e.g. Obey dad’s rules!

Consequences Dad is disappointed and mad. Dad takes away my phone. Dad grounds me for 6 months. I have to pay back the monthly allowance. I have to work for school every evening. I have to give the car back to my stepmom. Noah breaks up with me.

Dad is mad at me.

If I had obeyed dad’s rules, he would not have been mad. / he would not be mad at me right now.

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b Action: write a paragraph (about 50 words) in which you describe that situation. • Use the third conditional (or a mixed conditional) correctly. • Pick words from each column to make logical combinations. • Add at least 2 of your own consequences. • Adapt verbs and/or tenses to make good sentences. • Look at the example.

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Feedback

117

Checklist: describing things that did not happen

c Reflect on your writing by filling in the checklist.

Yes I think so

1 Content and structure • I wrote a paragraph of at least 50 words to describe what could have been different. • I made logical combinations with words from the 2 columns. • I added at least 2 consequences of my own. • My sentences are well-structured and varied. • My text is coherent.

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Feedback

2 Language • I used the third (or a mixed) conditional correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

≥7

Next exercise

ex. 5

ex. 4

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Find a partner and play the grab-bag game. a Pick a card from each bag / envelope and formulate conditional sentences. Make sure you formulate at least 2 sentences with the second conditional and 2 sentences with the third conditional. b Now complete these sentences, using the correct conditional form. 1 If I (to go) on a date with her, I would take her on a

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romantic picnic.

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2 If I (not to drink) that many beers, I would not have been hung-over the next day.

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3 If my parents let me have a party, I (not to trash) the place. 4 I’ll definitely say yes if he (to ask) me out. 5 You (not to meet) that creepy stalker if you hadn’t given him a like on Tinder. 6 If I (to have) a lot of money, I would surprise my girlfriend with a fancy dinner.

7 If April hadn’t broken her dad’s rules, she (not to be) in such trouble.

8 I would give away some of my fortune to charity if I (to be)

filthy rich.

9 If people smoke, they (to risk) serious health problems.

10 If I (not to love) him so much, I would dump him immediately. He can be such a douchebag sometimes. <7

Score

≥7

ex. 5

WATCHING

Watch the extracts from the Black Mirror series, ‘Hang the DJ’. a Answer the questions about the first part.

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1 At first glance it looks like Amy and Frank are out on a normal, typical date. Soon strange elements appear. Name at least 4.

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2 Do Amy and Frank seem to hit it off, yes or no? What makes you think so?

b Watch the second part and answer this question: what does the System do exactly (or what does it promise to do)?

c Answer the questions about the third part. 1 Frank and Amy are matched up again. During their relationship they make a ‘controversial’ decision. What is it?

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2 What is Amy’s theory about the System? And Frank’s?

d Frank breaks their agreement and checks the expiry date, causing the duration to diminish from 5 years to 20 hours. Watch the 4th and last part, and try to explain the title of the episode: ‘Hang the DJ’. Think of 2 explanations.

WRITING

e What do you think?

1 Preparation: think about these questions: • Would you like to be able to check the expiry date of a new relationship? Why (not)? • What would you do if you were Amy or Frank? Would you leave the System or would you want to find out whom the System had chosen as your perfect match? • How is this episode relevant to our current (love) lives and internet dating?

2 Action: write your opinion in a short paragraph (about 100 words) on a separate piece of paper. Make sure you have answered all the questions. 3 Reflect on your writing by filling in the checklist.

Checklist: writing my opinion

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1 Content and structure • My text is about 100 words. • I answered all 3 questions. • My text is well-structured. • I used good arguments to formulate my opinion.

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2 Language • I used the conditionals correctly. • I used good expressions to give my opinion. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation. Feedback

one hundred and twenty

120

UNIT 2:

Score

< 20

≥ 20

Next exercise

ex. 5

Check 3, p. 124

LOVE AT FIRST SWIPE

Yes I think so

READING listening

Read the lyrics to the songs below. a Fill in the correct conditional forms. Afterwards, listen and check. b Answer the questions about each song. c Based on lyrics, meaning and melody: which one is your favourite song?

Count On Me (Bruno Mars) 1

If you ever (to find) yourself stuck in the middle of the sea I (to sail) the world to find you

If you ever (to find) yourself lost in the dark and you can't see I (to be) the light to guide you

When we are called to help our friends in need

You can count on me like 1, 2, 3 I'll be there

And I know when I need it, I can count on you like 4, 3, 2 10

And you’ll be there

Cause that's what friends are supposed to do, oh yeah

Find out what we're made of

If you’re tossin’ and you’re turnin’ and you just (negative - can) fall asleep I (to sing) a song beside you

And if you ever (to forget) how much you really mean to me

Every day I (to remind) you

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Is this song a love song? Why (not)?

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If I Were A Boy (Beyonc (Beyonce) e) 1

I (to roll) outta bed in the morning And throw on what I wanted and go 5

Drink beer with the guys

And I (never to get) confronted for it. 'Cause they (to stick up) for me. 10

If I were a boy I think I (can) understand How it feels to love a girl I (to listen) to her

‘Cause I know how it hurts When you lose the one you wanted

‘Cause he’s taken you for granted

I swear I (to be) a better man.

I (to kick) it with who I wanted

And chase after girls

And everything you had got destroyed If I were a boy

I (to turn off) my phone Tell everyone it’s broken

So they (to think) that I was sleepin’ alone I (to put) myself first And make the rules as I go

‘Cause I (to know) that she (to be) faithful

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Waitin’ for me to come home

Beyoncé sings about cruelties that some men inflict on women. Name at least 3.

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If It Hadn't Been For Love (Adele) 1

Never (to hitchhike) to Birmingham If it hadn't been for love Never (to catch) the train to Louisiana If it hadn't been for love

Never (to run) through the blindin' rain If it hadn't been, if it hadn't been for love Never (to see) the trouble that I'm in

If it hadn't been for love

Without one dollar to my name

If it hadn't been for love

Nobody knows it better than me I wouldn't be wishing I was free If it hadn't been, if it hadn’t been for love

At least I know he’s lying still Four cold walls without parole

Lord have mercy on my soul

Four cold walls against my will

This song is about a woman who finds out her lover has been with another woman and tracks him down. She obviously regrets what she did next. What did she do?

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Explain in your own words ‘Four cold walls without parole’:

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< 17

≥ 17 Check 3, p. 124 one hundred and twenty-three

(to be gone) like a wayward wind

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Check 3 1

Reading and writing informal messages WRITING

You are going to fill in a dating profile. a Preparation: read the given key words. Think about where you can use them. Write down some ideas before you start writing your neat version. bookworm – dogs – English Literature – foodie – football player – guitar – humorous – Netflix – outgoing – studying

b Action: fill in the dating profile. Use all of the key words, but write full sentences.

Name

Sacha •

x Pass

My self-summary

girl, single, monogamous

I’m really good at …

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My partner should be …

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I spend a lot of time thinking about …

Looking for The worst date imaginable would be …

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On a typical Friday night I …

UNIT 2:

Six things I could never do without …

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c Reflection: evaluate your text by filling in the checklist. Checklist: dating profile

Yes I think so

1 Content and structure • I prepared my writing. • I filled in all sections. • I used all the given keywords. • I wrote full sentences. • I minded the key elements of a good dating profile.

2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

≥7

Score

Feedback

ex. 2

Next exercise

2 You are going to send an email to a matching profile.

READING

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a Preparation: follow this procedure: 1 Swap your dating profile paper (from exercise 1) with a partner. 2 Read your partner’s profile and imagine you are Sacha. 3 Read Thiago’s profile below. 4 Write down some ideas that intrigue you and things these 2 people have in common.

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b Action: mind the key elements that make for a good first message and send Thiago a reply (about 75 words).

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written INTERACTION

c Reflection: evaluate your text by filling in the checklist. Checklist: writing an informal message

Yes I think so

1 Content and structure • I started and ended the reply correctly. • I kept my reply casual but polite. • I minded the tips on how to write a good first message. • My message is worthy of another reply.

2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

6–8

Next exercise

ex. 3

ex. 5

ex. 4

WRITING

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Re-write the reply below, making it a good one. Add extra suitable information.

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Score

Feedback

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Checklist: writing an informal message

Yes I think so

1 Content and structure • I started and ended the reply correctly. • I kept my reply casual but polite. • I minded the tips on how to write a good first message. • I added extra information to the message.

Feedback

≥7

Next exercise

ex. 5

ex. 4

Score

2 Language • I used correct basic grammar. • I used correct words. • I fixed spelling mistakes and used correct punctuation.

You are going to write a short informal reply to someone's dating profile.

a Preparation: read the profile you will get. Then read these ‘About me’ summaries.

LocalsOnly

Just a small town girl, living in a lonely world … That’s right, I’m a local girl. Born and raised. I moved away to the city for a while for work but couldn’t be happier to be back in town with a new gig and a bit more experience behind me. I absolutely love sports and am happiest when I’m outside making myself tired. Whether it’s going for a morning run, playing fetch with my dog Trix or tossing the football around with some friends, I’m all about it. MustLuvDogs

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I’m a fun-loving guy who’s a happy dog-dad to my girl Roxie. My friends would probably describe me as goofy but somehow I always end up being the responsible one. I have a lot of hobbies to keep up with. At the moment I’m focused on softball and fishing. One helps me get out and be social and the other helps me get away from it all. If you don’t mind the pup or a little bit of a goof we could be a pretty good pair.

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SpaghettiDan

I’m a creature of contradictions—An athletic bookworm, a night owl who’s an early riser, and an active guy who loves to be lazy on Sunday mornings. I’m always interested in learning new things whether it’s history, politics, or the guitar. (I started teaching myself piano last year and I am loving the challenge so far.) I can also cook a mean baked tilapia or spaghetti dinner. Let me know if you’re interested or just give me some tips on my red sauce. Source: www.zoosk.com

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READING

b Action: write a short message (about 75 words) to the profile you think fits your character best.

written INTERACTION

c Reflection: have a classmate fill in the evaluation checklist for you and ask for some feedback. Yes I think so

Checklist: writing an informal reply

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1 Content and structure • My classmate started and ended the reply correctly. • My classmate kept the reply casual but polite. • My classmate minded the tips on how to write a good first message. • My classmate’s message is worthy of another reply. 2 Language • My classmate used correct basic grammar. • My classmate used correct words. • My classmate used correct spelling and punctuation.

Score

≥7

Next exercise

ex. 5

All done!

one hundred and twenty-nine

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Feedback

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129

Read the ‘About me’ below and write a short reply. Use the keywords to build your sentences. WRITING

LetsGo

You know that person in your group of friends who is always planning something but maybe gets a little too crazy about it sometimes? Well, that’s me. No surprise I am currently studying event management and I just love everything about it. Putting together experiences for people is great, but I like to create my own too! Perfect dates are going for a hike (keen hiker over here!), followed by a visit to a new local brewery or trying a new dinner spot downtown SF and taking a walk nearby. I work hard during the week, fill my weekends with activities, and definitely can be a big ball of energy at times. I’m looking for a guy who can keep up and keep me on my toes.

Source: www.zoosk.com

(Address her.)

(Refer to her love for hiking because you are very outdoorsy too.)

(Ask about favourite dinner spot since you’re from the same city. Tell her you make a mean

lasagne.)

(Ask to meet for a coffee.)

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(Say bye.)

Score

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Next exercise

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≥7 All done!

CHECK OUT: RECORDING A DATING VIDEO Orientation You are going to record a fictional dating video. Afterwards you will watch some of your classmates’ videos and reply to one of them.

Preparation Think of interesting things to talk about in your video. Be original if you want to stand out.

Use the profile template as a preparation document: fill in all the necessary categories.

Action Record your video (1.5 to 2 minutes). Remember: a Use typical words to describe your personality.

SPEAKING

b Use conditional sentences correctly when describing an ideal date.

Watch some of your classmates’ videos. While you are watching, take some notes in the listening grid you will get. a Choose one profile that stands out.

WATCHING

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b Highlight the things on your listening grid that you found interesting, things you have in common or are worthy of a good reply.

Reply to the dating video of your choice.

written INTERACTION

a Write a text message or email in which you show that you have paid close attention to the dating video. b Don’t forget to ask an interesting follow-up question, too.

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Reflection 6

Fill in the checklist below to evaluate your speaking skills. Checklist: dating video

Yes I think so

2 Language • I used at least 8 good words to describe my personality. • I used conditional sentences correctly. • I used correct basic grammar. • I used correct words. • I talked fluently. • I articulated well and spoke at a good pace. • I minded my pronunciation.

1 Content and structure • I prepared my speech thoroughly by filling in the template. • My dating video is about 1.5 – 2 minutes. • I discussed all the necessary categories. • My video is original enough to ‘stand out’.

Feedback

Fill in the checklist below to evaluate your writing skills.

Checklist: writing an informal reply

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1 Content and structure • I took notes of interesting things in the videos. • I started and ended the reply correctly. • I kept my reply casual but polite. • I minded the tips on how to write a good first message. • My message is worthy of another reply. 2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

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Feedback

Trace your steps on diddit.

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Yes I think so