ex e
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ki
In aa
pl
m
r
ex e
jk
ki
In aa
pl
m
r
r
track m
pl
aa
'n trace
In
ki
jk
ex e
6
Els De Clercq Lies Alen Peter Koeck Manuel Lehmann Evelyne Stappaerts Leen Temmerman Ann Vandemaele
ex e
jk
ki
In aa
pl
m
r
CONTENTS 1 ALIVE AND KICKING
9
3 WHEELS OF STEEL
115
Check In
10
Check In
116
Main Track Step 1: describing injuries and health Step 2: visiting the doctor’s surgery and giving advice Step 3: reading and writing information leaflets
11 11
Main Track Step 1: talking about cars and car parts Step 2: using prepositions of place and movement Step 3: describing what happened using past tenses
118 118
Summary Grammar – HOW TO make assumptions and give advice Vocabulary – Injuries and treatments – Medical professions Useful Expressions – HOW TO have a conversation with your doctor – HOW TO give advice
31 31 31 33 33 34 36 36 37 38 38
Check Out: checking into the hospital
59
43 49
62 63 63 70 77
Summary Vocabulary – General words – Types of learning disorders Strategy – HOW TO read a text more effectively – HOW TO summarize a text – HOW TO find information on the internet – HOW TO take Cornell notes
88 88 88 88 89 89 90 91 92
ki
jk
Main Track Step 1: describing learning disorders Step 2: summarizing a text Step 3: doing research
In
On Different Tracks Check 1: describing learning disorders Check 2: summarizing a text Check 3: doing research
93 93 101 109
Check Out: making a learning disorder chart 112
r 140 140 140 142 144 144 145 146 146 147 147 148
Check Out: reporting an accident
4 LOVE AT FIRST SWIPE
165 167
Check In
168
Main Track 170 Step 1: imagining the ideal night out 170 Step 2: describing a person’s character 180 Step 3: reading and writing informal messages 185 Summary 194 Grammar 194 – HOW TO talk about possibilities and conditions 194 Vocabulary 196 – Adjectives describing personality 196 Strategy 199 – HOW TO write an informal mail or message 199 On Different Tracks Check 1: imagining the ideal night out Check 2: describing a person’s character Check 3: r eading and writing informal messages
200 200 209
Check Out: designing a dating profile
222
215
three
61
135
On Different Tracks 149 Check 1: t alking about cars and car parts 149 Check 2: u sing prepositions of place and movement 155 Check 3: d escribing what happened using past tenses 159
ex e
2 GREAT MINDS Check In
Summary Grammar – HOW TO say where things are (going) – HOW TO talk about past events Vocabulary – Types of vehicles – Car parts – On the road – Car features – Safety features – Actions, accidents and damages – Numbers and data
m
On Different Tracks Check 1: describing injuries and health Check 2: visiting the doctor’s surgery and giving advice Check 3: reading and writing information leaflets
129
aa
21
pl
17
Contents
T'n'T 6
3
5 ON A SHOESTRING
227 227 239 246
Summary Grammar – HOW TO talk about the future Vocabulary – Idioms – Money – Travel (transport, accommodation, activities) Useful Expressions – HOW TO write and say the date
256 256 256 259 259 260 261 263 263
On Different Tracks Check 1: talking about money Check 2: discussing travel budgets Check 3: using future tenses
264 264 269 275
Check Out: planning and presenting a trip
284
6 GLOBAL CHALLENGES
287 288
Main Track Step 1: discussing global challenges Step 2: structuring texts Step 3: speaking more fluently
289 289 304 310
m
Check In
aa
Main Track Step 1: talking about money Step 2: discussing travel budgets Step 3: using future tenses
pl
226
r
225
Check In
317 317 317 319 321 321 322 324 324 325 327 327 328
On Different Tracks Check 1: discussing global challenges Check 2: structuring texts Check 3: speaking more fluently
329 329 334 341
Check Out: holding a debate
346
In
ki
jk
ex e
Summary Grammar – HOW TO build new words – HOW TO structure sentences and texts Vocabulary – Large numbers – Word list Strategy – HOW TO listen actively – HOW TO give a presentation Useful Expressions – HOW TO paraphrase people’s words – HOW TO express your opinion
four
4
T'n'T 6
Contents
STARTEN MET TRACK 'N' TRACE Welkom in Track ‘n’ Trace. We leggen graag even uit hoe je met dit boek aan de slag gaat.
1 / Op weg met Track ‘n’ Trace Het leerwerkboek bestaat uit zes units en elke unit is op dezelfde manier opgebouwd.
r
Op de voorpagina van elke unit vind je terug wat je zult leren om de taak aan het einde van de unit, de Check Out, goed uit te voeren. Deze voorpagina toont je de weg die je zult afleggen.
UNIT 1: ALIVE AND KICKING
main track
aa
check in Step 1: describing injuries and health
Step 3: reading and writing information leaflets
Step 2: visiting the doctor’s surgery and giving advice
In de Check In maak je kennis met het thema van de unit.
summary
1
You will get a role card with interview questions about health. Work with a partner and ask each other your questions. Be prepared to report to the class afterwards.
SPOKEN INTERACTION
2
Watch the video about hospital consultations and answer the questions.
listening
pl
trace your steps
CHECK IN
I feel fine. I think.
on different tracks
a What is the first man’s problem?
check out: checking into the hospital
b What does the doctor suggest?
c Do you think he means it?
d What is the second man waiting for?
De Main Track is opgebouwd uit verschillende Steps. In elke Step leer je een afzonderlijke bouwsteen om de taak aan het einde van de unit te kunnen maken.
e How does the doctor know the man didn’t give a sample of his own urine?
MAIN TRACK f
What are 3 possible reasons not to give a sample of your own urine according to the doctor?
Date night
m
Step 1
Imagining the ideal night out
1 / Worst. Date. Ever.
3 1
Write down the words that you know to describe pain. Work with a partner. Interview each other using the questions on your role card. Afterwards, report back to the class.
2
Look at the pictures below. What kind of (first) dates do you recognize?
2
ex e
1
3
Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks. In On ON DIFFERENT TRACKS Different Tracks ga je na of je de bouwsteen al onder de knie hebt.
10
4ALIVE AND KICKING
UNIT 1:
5
6
7
8
Describing sports
Check 1
Voor je start met On Different Tracks is er een Summary: een overzicht van de 1 grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen. 1
#
CHECK 1, p. 98
What sport is described?
SUMMARY
READING
jk
In 1
Read the text and answer the questions. a Complete the text with the given words. Mind, there are more words than you need! borrow – curbing – deposit – discount – expenses – frugal – generic – haggle – marked down – name brand – overdraft – purchases – retail therapy – thrifty – trimming – withdraw
1
Super savvy woman saves £ 15,000 and even buys a house after collecting coupons Savvy Clair Hughes, started researching ways to save money as a way of getting out of her £ 3,500 . During her search, Clair, from Bury, Greater Manchester, stumbled upon a
5
'couponing' community online – and was hooked.
READING
HOW TO say where things are (going)
UNIT 4:
LOVE AT FIRST SWIPE
Prepositions of place and movement
The sport of paddling in a light canoe Prepositions of place in1which the part where you sit is USE covered To say whereover. things are.
above
4 3
5
below under
behind
to the left of on the left
to the right of on the right
The sport of riding a strong bicycle which can be used for riding on rough ground.
A game played by 2 teams of 11 players, using a round ball which players kick up and down the playing field.
The sport of balancing on a rope that is fixed above the ground.
6
next to beside by
The activity of moving through a city in inside near by running, jumping and climbing under, around and through things in a way that is as elegant as possible.
in front of
between
on on top of
7 Je leerkracht zal je zeggen wanneer je de Check, die bij een bepaalde Step hoort, kunt maken in On Different Tracks. Afhankelijk van je 8 resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.
Clair now estimates she’s saved “easily over £ 15,000” – and even managed to put down a to buy a three-bed semi-detached house with her partner, Shane Byrne. Revealing how she never an item for a full price anymore, Clair, who works in a local school, said: “It’s become a running joke with my friends. Every time we
10
2
go out, they’ll ask if I have a voucher – and I always do. It might seem as if I am , but
A sport involving the performance of exercises that need a lot of balance, strength, flexibility and control. The artistic events are most known and for women they include vault, uneven bars, balance beam and floor exercises.
one hundred and forty
Talking about money
170
ki ON DIFFERENT TRACKS
#
This typical American sport is played by 2 teams of 11 players, using an oval ball which players kick, throw, or carry. Teams try to put the ball over the other team’s line.
GRAMMAR
a Read the descriptions below and find the matching sports.
Check 1
SPOKEN INTERACTION
140
outside
among
opposite
against
A racquet sport played using racquets to hit a shuttlecock across a UNIT 3: W HEELS OF STEEL net, usually played one on one.
b Choose 1 of these sports that you have already done and describe what you thought of it and how it went. Write 2 sentences (or about 20 words).
I just don’t want to spend unnecessary money, like why go for the labels if you could also just buy ?” “Discounts are always there to be had, it’s just a matter
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. Aan de hand van de handige scorewijzers weet je meteen welke oefeningen je moet maken. of being organised. Before I started this, I thought it’d be so much work, but now I’m so used to
15
Clair’s mind first turned to money saving back in 2010, when she moved in with Shane. Having
recently graduated from University, she’d maxed out her £ 3,500 student overdraft – and felt the interest repayments were just lost money.”
After taking to the web for advice, she tried out a few clever money saving tricks like switching her
Score
<6
6–8
≥8
Next exercise
ex. 2
ex. 3
ex. 4
pagenumber
my that it’s automatic to me.”
overdraft to a zero-interest account. Then, a few years later, she came across an online community
20
for “couponers” and decided to give it a go. She started spending hours trawling the web for money
off vouchers or discount codes, printing them all out to take with her whenever she went shopping. “It would initially take a couple of hours to get organised,” she said. “I’d go on supermarket websites
to look through what I’d need in a shop or anything I had a coupon for. I cannot be picky, I just make a note of anything that is . Eventually though, it becomes second nature
25
UNIT 5:
GO PRO
and you can do it in around half an hour.”
255
Over the years, the coupon queen has managed to nab some impressive hauls. Two lamps worth £ 140 cost her just £ 35, and because she learnt buying in bulk is usually cheaper, she scored six
months worth of dog food for her Pomeranian Puppy for a mere £ 9. Around two years ago, Clair
also began using cashback apps and websites where you are given money back on items ranging
30
from beers to toiletries. ”To me, couponing is a bit like , I feel so much better after buying things in discount.”
Source: www.mirror.co.uk # UNIT 5:
ON A SHOESTRING
five
264
Starten met Track 'n' Trace
T'n'T 6
5
Als je alle bouwstenen in de Main Track hebt doorlopen en ze voldoende hebt ingeoefend in On Different Tracks, dan ben je zeker CHECK OUT:Out HOLDING A DEBATE klaar voor de Check , de taak aan het einde van de unit. Hier kun je Orientation alles wat je geleerd hebt in de unit toepassen.
CHECK OUT: HOLDING A DEBATE Orientation You will be given one of the Sustainable Development Goals. You will share your opinion on what is necessary to achieve this goal and debate with the other students. OR You will make up a top 3 of sustainable goals that you think have priority. You will share your opinion on why these have priority, indicate what is necessary to achieve these goals and debate with the other students.
Preparation 1
Read the poster on your subject. Make sure you understand most of the information that is on the poster. Look up words you don’t understand.
2
Think about an opening statement in which you formulate your opinion on the theme.
3
Write down some keywords to help you through the debate.
You will be given one of the Sustainable Development Goals. You will share your opinion on what is necessary to achieve this goal and debate with the other students. OR You will make up a top 3 of sustainable goals that you think have priority. You will share your opinion on why these have priority, indicate what is necessary to achieve these goals and debate with the other students.
Action
Elke Check Out gebruikt de OVUR-strategie:
Sit together with 3 other students and discuss. • Use linking words to clarify your statements. • Be an active listener! • Ask questions if necessary.
Preparation
5
Orientation
Reflect on the task by filling in the checklist.
Reflection Checklist: debate
Yes I think so
No
1 Preparation • I read the information on my theme. • I formulated an opening statement. • I wrote down keywords about my theme.
3 Reflect on your task by filling in the checklist. 2 Content • I discussed my priority list. • I gave my opinion on someone else’s priority list. • I indicated when I agreed or disagreed. • I asked questions.
Preparation
Checklist: describing your holiday 3 Language use • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I minded my pronunciation.
1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft first.
1
Read the poster on your subject. Make sure you understand most of the information that is on the poster. Look up words you don’t understand.
2
Think about an opening statement in which you formulate your opinion on the theme.
3
Write down some keywords to help you through the debate.
Action
Yes
4
three hundred and forty-six
Reflect on the task by filling in the checklist.
We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit 3 Language use feedback. • I used the correct vocabulary to describe the activities and the
Checklist: debate
2 Content • I discussed my priority list. • I gave my opinion on someone else’s priority list. • I indicated when I agreed or disagreed. • I asked questions.
Feedback
C D
2 / Nuttig voor onderweg E
GLOBAL CHALLENGES
ex e
F
I
UNIT 6:
m
A B
H
Trace your steps on diddit.
346
Which damages do you see in each picture in exercise 1?
G
No
Ten slotte kun je na elke unit je online portfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten.
Trace your steps on diddit.
3
3 Language use • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I minded my pronunciation. three hundred and forty-six
Feedback
Yes I think so
1 Preparation • I read the information on my theme. • I formulated an opening statement. • I wrote down keywords about my theme.
weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.
2
• Use linking words to clarify your statements. • Be an active listener! • Ask questions if necessary.
Reflection
2 Content 5 • I wrote about 75 words. GLOBAL CHALLENGES • I included all the necessary elements. • I respected the rules for writing an informal note or postcard. Trace your steps on diddit.
UNIT 6:
I think so No Reflection
Sit together with 3 other students and discuss. • You will get 10 minutes to discuss. • State your priorities and explain. • Indicate what/who you agree and disagree with.
Feedback
346
Action
r
Reflection
aa
• You will get 10 minutes to discuss. • State your priorities and explain. • Indicate what/who you agree and disagree with.
pl
4
Look at the sentence below and answer the questions.
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. a Mark the verb forms in the sentence.
e.g. Terry was parking his brand-new car in front of a noodle shop, when all of a sudden a giant Nike football crashed into his car.
b Action: watch the video a second time and summarize it using the outline.
b Which 2 tenses are they?
Title:
c Do you remember when to use these 2 tenses? Fill in the grammar grid below.
WHAT?
GRAMMAR
How to talk about past events Tense 1:
Tense 2:
= (shorter or single) completed actions in the past
= longer actions going on in the past.
e.g. A weird object destroyed Terry's new car.
e.g. Terry was enjoying all the features of his new car.
difficulty reading Past simple and past continuous
HOW TO talk about past events
.
e.g. Terry was parking his car in front of the noodle shop, when a giant Nike football crashed into it.
Combine the 2 tenses if you want to make clear something happened while you were in the
jk
middle of a longer action going on. This longer action was happening
See p. 142
1 Past simple
W HEELS OF STEEL
UNIT 3:
UNIT 4:
OFF W E W ENT
FORM
Subject
Positive (+)*
Negative (-)
Questions (?)
1st p. sing.
I crashed.
I didn’t crash.
Did I crash?
2nd p. sing.
You crashed.
You didn’t crash.
Did you crash? CONCLUSION
3rd p. sing.
He/She crashed.
He/She didn’t crash.
Did he/she crash?
1st p. plur.
We crashed.
We didn’t crash.
Did we crash?
2nd p. plur.
You crashed.
You didn’t crash.
Did you crash?
3rd p. plur.
They crashed.
They didn’t crash.
Did they crash?
Rule:
Subject + base form of the verb + (e)d
Subject + didn’t / did not + base form of the verb
Did + subject + base form of the verb?
EFFECTS
HELP?
).
USE
(Shorter or single) completed actions in the past. e.g. He crashed his car in January 2017.
UNIT 3:
STRATEGY
72
Check the strategy in the Summary on p. 89 if you are still experiencing difficulties.
HOW TO read a text more effectively 1
Before reading
See p. 89
STRATEGY
one hundred and forty-two
In
= difficulty mathematics
Keep in mind: – Mind the spelling of regular verbs like ‘try’ (tried), ‘stop’ (stopped), ‘arrive’c (arrived), Reflection: sit with a partner and compare your summaries. Did you fill in the same ‘travel’ (travelled) in the positive form. information? Revise if necessary. – In the negative, the auxiliary can have a long or short form: e.g. He didn’t visit = He did not visit. to read a text more effectively – 'To be' is a special verb: there is no ‘did (not)’ for negative sentences andHow questions. e.g. The car wasn't new. e.g. Were you happy with the service you received? In Track 'n' Trace 3 and Track 'n' Trace 5 you learned how to read a text more effectively.
Omdat leerstrategieën ontzettend belangrijk zijn, vind je die ook in de Main Track terug wanneer je ze nodig hebt. Elke leerstrategie kun je via een handig schema of overzicht nog eens rustig bekijken in de Summary, ook als je er later nog eens gebruik van wilt maken. 142
* Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see
seventy-two
ki
pagenumber
one hundred and thirty-six
226
EFFECTS
Keywords:
WHAT?
=
difficulty writing
Keywords:
136
EFFECTS
I was driving down the street when all of a sudden that tree hit my car.
Grammaticale regels staan in de Main Track altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken. WHAT?
=
The basics Look at the picture(s).
UNIT 2:
GREAT MINDS
W HEELS OF STEEL
Read the title(s) first. Who wrote this?
Who is the text meant for?
Why did he/she write it?
Ask yourself What do you need to do with the text? Why do you have to read it?
What type of questions will you get?
2 While reading Global reading Try to answer the WH-questions: who / what / where / how / why / when?
Reading for details Look for context clues. Look for numbers if a year, an amount or a date is asked for.
e Go back to each of the 5 classmates and tell them what you understood from their opinion using your own sentences and the useful expressions below. Make corrections if necessary. How to paraphrase people’s words So, what you mean is ... In other words ... I understand. You’re saying that ... Oh, I see. You want to say that ...
5
Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.
USEFUL EXPRESSIONS
I get it. You mean … Let me see if I understand you correctly … What I think you’re saying is that ... If I’m hearing you correctly ...
See p. 327
Talk to yet another classmate about the opinions you heard today. Use your paraphrases and mind how to correctly report what someone said. Check the Summary on diddit if you don’t remember how to use indirect speech.
listening
Watch the video about oral presentations. Write down what goes wrong.
six
6
6
Fill in the grid below with information from exercise 5.
T'n'T 6
Starten met Track 'n' Trace
How to give a presentation
STRATEGY
• Speak at a : not too slow, not too fast. • naturally.
• without using interjections or filler words such as like or umh. • Watch your listener’s reactions. • If you make a mistake: stop, breathe and or .
See p. 325
After reading
Look for keywords, synonyms or related words. Use a highlighter or a pencil to flag up the information you need.
3
Check your understanding If possible, reread difficult passages. Have you understood the main points?
Have you completed the task?
What would you do differently next time?
#
f
SPEAKING
UNIT 2:
GREAT MINDS
89
black eye blauw oog
sprained ankle verzwikte enkel
concussion
burn
hersenschudding
brandwonde
to have a fracture
Word
bloeduitstorting
ointment
syrup
zalf
siroop
ON DIFFERENT TRACKS eye drops oogdruppels
Check 1
gauze
pil
painkiller
gaasverband
pijnstiller
Describing injuries and health thermometer
thermometer
1
pill
test tube proefbuisje
syringe
bandage
spuitje
What is 'Cooper’s Hill Cheese Rolling'?
Translation
verband
ache
pijn
to analyse
diagnosticeren, analyseren
analysis
analyse
to come down with a cold
een verkoudheid krijgen
cure
geneesmiddel, remedie
cut
snijwonde
to diagnose
diagnosticeren, analyseren
diagnosis
diagnose
diet
eetpatroon, dieet
disease
ziekte
to dress a wound
een wonde verzorgen
ER (=Emergency Room)
spoed
to examine
onderzoeken
to feel dizzy
duizelig zijn
to feel someone's pulse
iemands pols voelen
to feel sore
zich stijf voelen
to have a headache
hoofdpijn hebben
to have a heart attack
een hartaanval krijgen
to have a runny nose
een snotneus hebben
to have a temperature
koorts hebben
to heal
genezen
ill
ziek
illness
ziekte
injury
letsel, kwetsuur
(information) leaflet
bijsluiter
remedy
geneesmiddel, remedie
sick
misselijk, ziek
sore muscles
pijnlijke spieren
to sprain
verstuiken
suffer from stomach cramps a Read the article and decide what the main idea of this competition totois. take care of scissors
brace
stethoscope
My notes
INJURIES AND TREATMENTS
bruise
een breuk hebben
De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen toe te voegen.
2 OTHER WORDS
VOCABULARY
1 INJURIES AND TREATMENTS
maagkrampen hebben verzorgen, behandelen
READING
to take someone's temperature iemands temperatuur meten
plaster cast/cast
schaar brace Gloucester stethoscoop gipsverband A roll of Double cheese is rolled down the hill andto treat people chasebehandelen, down verzorgen treatment
behandeling
wound
wonde
triage triage, volgorde van behind it. The first to the bottom of the hill (or to grab the cheese) wins, and gets to behandeling
thirty-three UNIT 1:
ALIVE AND KICKING
34
33
allergist
allergoloog
anaesthesiologist
anesthesist
UNIT 1:
r
MEDICAL PROFESSIONS
oxygen mask zuurstofmasker
thirty-four
krukken
ALIVE AND KICKING
Cooper’s Hill Cheese Rolling
aa
keep the cheese. crutches
Vaardigheden zijn Location: Cooper’s Hill, Broc kworth,een Englandbelangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, reading, 1 You may have thought the most dangerous thing about cheese was the mould, but,then you’ve probably speaking spoken interaction, writing. never stood atop Cooper’s Hill. The premise is simple: a handmade, seven-pound circle of Double Gloucester cheese is rolled down the hill and a gaggle of people chase down behind it. The first to 10 the bottom of the hill (or to grab the cheese) wins, and gets to keep the cheese. Which does nothing to explain the mud, the slippery grass, the slope and the injury toll. 15 This is a cheesy event, but it draws around 5000 spectators and an international cast of competitors, with Australians and Kiwis seeming to do particularly well. The idea may be to run after the cheese but for most it means falling, rolling and tumbling down the hill, and even if you catch up to the bloody thing, it’s a whole other matter to grab it. Each year competitors are injured – sprains, strains, broken bones – with the toll 20 even reaching 33 wounded in 1997 (police cancelled the 1998 event in response). And yet runners return, competing year after year, suggesting this particular style of cheese shopping is addictive.
READING
SPEAKING
Source: Dave Farrance
listening
25 also to check your health Step 2 wantTravelling on insurance. a budget
Discussing travel budgets
Adapted from www.telegraph.co.uk
What is your money worth?
UNIT 1:
ALIVE AND KICKING
1
Imagine your parents want to move to another city or country. Somehow you manage to convince your parents to let you stay at a friend’s house for a couple of months. What would you do with all this freedom?
Wanneer er moeilijke woorden voorkomen in het READING 2 Read the blurb of Sarah Mlynowski’s Ten Things We Did and predict what will happen at each of the numbers mentioned. authentieke tekstmateriaal, worden die uitgelegd #1 in de glossary.
gaggle: an often noisy or disorderly group or gathering mould: a furry growth of minute fungi occurring typically in moist warm conditions, especially on food or other organic matter. a premise: a statement, a fact
#3 #4
SPOKEN INTERACTION
#7
a Take a guess: put the following amounts of money on the scale from lowest to highest.
#8
£ 1,500 – CAN $ 2,500 – YEN 50,000 – € 5,000 – US $ 2,500
Soms krijg je extra uitleg bij een boek, eenHigh auteur of Low een film.
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.
jk
b How can you correct this exercise? What (website) do you need?
c Did you make any mistakes? What surprised you about the amounts?
In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie. 3 Read the extract from the novel and answer the questions.
Did you know?
Source: www.goodreads.com
ki
Currency is a system of money in general use in a particular country. The US Dollar ($), the Euro (€), the Japanese Yen (¥), the Great British Pound (£) and the Canadian Dollar (C$) are the 5 most popular currencies.
READING
a Sum up the rules April’s father has set for her.
April can stay with her friend, Vi, if she… p.m.
Source: www.investopedia.com
b April gets a $ 1,000 per month to ‘survive’ that 6-month period. What is she supposed to use it on?
READING
Read this tip about currencies and fill in the correct word.
In
2
SPOKEN INTERACTION
converter – exchange – fl uctuates – interest rates – wobble
De volgende iconen helpen je ook nog een eind op weg.
c What else is April getting? d Discuss with a partner. • Do these rules sound fair to you, yes or no? Why (not)? • Do you think April will stick to these rules? Why (not)?
Watch the daily ‘interbank’ rates on a money app on your chosen
SPOKEN INTERACTION
Het luisterfragment dat hierbij hoort, vind je ook online terug.
currency so you know what makes a good rate. Currency
constantly, so the price you get will never be the same from day to #
day. Many things cause travel money to , from employment figures to
174
UNIT 4:
LOVE AT FIRST SWIPE
Het beeldfragment dat hierbij hoort, vind je ook online terug.
economic forecasts to , which continues to have an impact on the pound to Euro exchange rate. Source: www.skyscanner.net
#
Als je dit icoon ziet, moet je iets online opzoeken of vind je extra materiaal terug op diddit. UNIT 5:
ON A SHOESTRING
239
seven
thirty-eight
38
1 / Watch the exchange rates! 1
2 / Just another typical Friday night out
ex e
Essentials: to compete on Cooper’s Hill you must be at least 18 years of age. You might
WRITING
m
3 / Fijn en handig voor onderweg
SPOKEN INTERACTION
pl
5
Starten met Track 'n' Trace
T'n'T 6
7
het onlineleerplatform bij Track ‘n’ Trace Leerstof kun je inoefenen op jouw niveau.
aa
r
Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.
m
Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.
pl
Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.
Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.
ex e
Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.
Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier ook nog eens verzameld.
jk 2 WORD LIST
Translation
rekenschap afleggen
accountability
verantwoordelijkheid
accountable
verantwoordelijk
to achieve
bereiken
to afford
veroorloven
affordability
betaalbaarheid
affordable
betaalbaar
prefix root word suffix
1 Prefixes are sets of letters that are added to the beginning of another word. They change the meaning of the word.
agricultuur, landbouw
IN SPEAKING
availability
beschikbaarheid
1 Use an (informal) expression
beschikbaar
conservation
bewaring, behoud
to conserve
bewaren
to consume
verbruiken, consumeren
consumption
consumptie
degradation
achteruitgang, degradatie
to degrade
verslechteren, afbreken
root word
prefix
new word
degraded
verarmd
appear
dis-
disappear
degrading
vernederend
to develop
ontwikkelen
developable
ontwikkelbaar
like
dis-
dislike
correct
in- *
incorrect
complete
in-
incomplete
real
un-
certain
un-
developing
uncertain
development
ontwikkeling
disability
beperking
disproportionate
niet naar verhouding, onevenredig
UNIT 6:
GLOBAL CHALLENGES
three hundred and seventeen
unreal
e.g. immature, impossible, imbalance e.g. illegal, illegible e.g. irresponsible, irregular, irrelevant
317
three hundred and twenty-two
In
*in- changes to: – im- before words starting with m, p and b – il- before words starting with l– ir- before words starting with r-
322
HOW TO paraphrase people’s words
available
ki
agriculture
UNCOMFORTABLE
My notes
ontwikkelings-
ecosystem
ecosysteem
effective
effectief
to employ
aannemen, tewerkstellen
employment
werkgelegenheid
to empower
kracht geven
empowering
krachtiger makend, kracht gevend, emanciperend
empowerment
emancipatie
to ensure
verzekeren
UNIT 6:
• • • • • • • •
So, what you mean is ... In other words ... I understand. You’re saying that ... Oh, I see. You want to say that ... I get it. You mean … Let me see if I understand you correctly … What I think you’re saying is that ... If I’m hearing you correctly ...
USEFUL EXPRESSIONS
Word
to account for
STRATEGY
Prefixes and suffixes
GRAMMAR
HOW TO build new words
IN WRITING 2 Use a reporting verb
strong verbs • argue • assert • admit • insist • deny • claim • emphasize
Type What kind of presentation are you going to listen to? What do you already know about this topic?
2 While listening
e.g. Julia explained in her speech that she always recycles. e.g. Jorge emphasized how important it is to recycle. e.g. What Jana implies is that if you don’t recycle you are contributing to the waste problem.
Focus on the speaker Make eye contact. Tilt your head sideways a little bit. Mind your facial expressions.
3 Use a linking word to conclude
• In conclusion, … • Concluding, … • In short, … • To summarize, …
Mimic the speaker’s body language.
Pay attention
e.g. In conclusion, it is very important to recycle all your waste.
Show your understanding Nod or shake your head. Confirm verbally. e.g. ‘I see.’ – ‘OK.’ – ‘Is that right?’ – ‘Sure.’
4 Combine a linking word and a reporting verb
e.g. Concluding, the writer believes that it is better to recycle as much as possible.
GLOBAL CHALLENGES
Confirm non-verbally. e.g. uh-uh, mh-mh.
GLOBAL CHALLENGES
327
Avoid interruptions
After listening
3
Check youron understanding Focus the speaker Have you understood the main points?
three hundred and twenty-four
eight
DIDDIT
1 Topic
inference verbs • imply • suggest • think
324
T'n'T 6
Before listening
What do you know about the speaker and the topic?
neutral verbs • say • note • declare • explain • report • believe • point out • remark
UNIT 6:
8
HOW TO listen actively
three hundred and twenty-seven
SUMMARY
Do you have any extra questions?
Focus onAsk thequestions speaker Show your interest. Wait until the speaker has finished.
UNIT 6:
GLOBAL CHALLENGES
UNIT 1: ALIVE AND KICKING check in
r
Step 1: describing injuries and health
Step 2: visiting the doctor’s surgery and giving advice
ex e
Step 3: reading and writing information leaflets
m
pl
aa
main track
trace your steps
In
ki
jk
summary
on different tracks check out: checking into the hospital
CHECK IN I feel fine. I think. 1
You will get a role card with interview questions about health. Work with a partner and ask each other your questions. Be prepared to report to the class afterwards.
SPOKEN INTERACTION
2
Watch the video about hospital consultations and answer the questions.
listening
r
a What is the first man’s problem?
aa
b What does the doctor suggest?
d What is the second man waiting for?
pl
c Do you think he means it?
m
e How does the doctor know the man didn’t give a sample of his own urine?
ex e
f What are 3 possible reasons not to give a sample of your own urine according to the doctor?
Write down the words that you know to describe pain.
3
In
ki
jk
ten
10
UNIT 1:
ALIVE AND KICKING
MAIN TRACK Just what the doctor ordered!
Step 1
Match the synonyms in this exercise. A to heal
2 to be ill
B ache
3 an illness
C a wound, a bruise or a fracture
4 to cure
D to take care of
5 to treat
E to be sick
6 a diagnosis
F an analysis
7 an injury
G a remedy
8 a treatment
H a disease 4
5
aa
3
6
7
8
Match the drawings to the expressions of illness. to have a temperature to have a pain in your back to have a headache to feel dizzy
E F G H
to suffer from stomach cramps to have a black eye to sprain your ankle to have a fracture
I J K L
to have a concussion to have a burn to come down with a cold to have a heart attack
eleven
In
ki
jk
A B C D
m
2
2
pl
1
r
1 pain
ex e
1
Describing injuries and health
UNIT 1:
  ALIVE AND KICKING
11
3
Read the sentences and choose the right course of action. Note that not all the phrases are used. a bandaged arm – diagnoses an illness – dress the wound – examine the patient – feel your pulse – fitted a cast / put a cast on it – get a flu shot – have a blood test – prescribes medicine – take someone to the hospital – take your temperature – undergo an operation 1 I fell and fractured my arm. The doctor … 2 I think you might be suffering from high blood pressure. Let me …
4 The doctor … with most of his sick patients. 5 The nurse brought the patient into the examination room so the doctor could … 6 When the doctor …, you can get it at the pharmacy.
pl
7 When the wound is bleeding heavily, you should …
aa
r
3 If you want to be sure, you can always …
8 When you want to avoid getting the flu, you can …
10 You look very ill; you should … 4
m
9 When your condition is serious, you sometimes have to …
Match these medical professionals with their job descriptions.
A specializes in imaging tests (X-ray, etc.)
ex e
1 an allergist
B a mental health specialist
3 a cardiologist
C specializes in the body’s movement
4 a dentist
D a doctor specializing in children and their diseases
5 a dermatologist
E helps women deliver babies
6 a gynaecologist
F a doctor who treats cancer
7 a midwife
G a doctor’s assistant
8 a neurologist
H a tooth specialist
9 a nurse
I deals with eye diseases
10 an oncologist
J a doctor skilled in the treatment of women's diseases, especially those of the reproductive organs
ki
jk
2 an anaesthesiologist
K a skin specialist
12 a paediatrician
L a medical doctor who specializes in treating diseases of the nervous system (brain, spinal cord, nerves)
In
11 an ophthalmologist
13 a physical therapist
M a heart specialist
14 a psychiatrist
N provides pain prevention during surgery
15 a radiologist
O treats allergies, asthma and immune deficiency disorders
1
2
3
4
twelve
12
UNIT 1:
ALIVE AND KICKING
5
6
7
8
9
10
11
12
13
14
15
5
Match the medical equipment and the medicine to the right picture. bandage – brace – crutches – eye drops – gauze – ointment – oxygen mask – painkiller – pills – plaster cast or cast – scissors – stethoscope – syringe – syrup – test tubes – thermometer
6
9
ex e
8
7
m
pl
5
4
10
12
13
14
15
16
In
ki
jk
11
thirteen
3
r
2
aa
1
UNIT 1:
ALIVE AND KICKING
13
6
Time to practise!
SPOKEN INTERACTION
a Preparation: become a patient or a doctor. Look at the example on the bingo card below. b Action: walk around the classroom and make sure you get at least 2 treatments for every injury as a patient and give at least 4 different treatments as a doctor.
BINGO put a cast on
physical therapist
derma tologist
ointment
aa
r
go to the hospital
You should probably go to the hospital to have it checked out. You can take a painkiller for the pain, and you should walk on crutches until it gets better.
jk
ex e
m
I fell down the stairs when I came home from work. I think I might have sprained my ankle. I can’t stand on it.
get an injection
pl
crutches painkiller
eye drops
c Reflection: fill in the checklist for yourself and your third practice partner.
ki
Checklist: how can I help you?
In
1 Content and structure • We had at least 3 conversations. • We used the information on the role card. 2 Language • We used one or more expressions from the list. • We used the appropriate vocabulary. • We minded our pronunciation. Feedback
fourteen
14
UNIT 1:
ALIVE AND KICKING
Me Yes I think so
My classmate No
Yes I think so
No
7
Look at the underlined words in the example in exercise 6. What kind of verbs did you use to describe possible treatments?
8
Look at the grammar box below to refresh your memory. Fill in the missing words.
GRAMMAR
How to make assumptions and give advice
Modal auxiliary verbs are special verbs that can express a certain meaning:
aa
r
– We use the modal verb 'should' when we want to give . e.g. You should drink lots of water.
– We can use the modal verb ' ' as part of a second conditional sentence to give advice or to make suggestions. e.g. I wouldn't worry too much about this rash, if I were you.
pl
– We use some modal verbs when we want to what happened to a person or when we believe something is certain, probable or possible.
m
– They can refer to the present or future: • modal + base of the verb: e.g. She must be in pain. • modal + be + ing-form of the verb e.g. He could be having a heart attack.
9
e.g. He may have come down with a cold. e.g. They can’t have been coughing all night! See p. 31
ex e
– They can refer to the past: • modal + have + past participle • modal + have been + verb-ing
Fill in an appropriate modal auxiliary verb. Make sure to use the correct form of the main verb too. 1 My dad is hopping around on one leg. He
(to stub) his toe on the coffee table. That really looks painful. (80 % certain)
jk
2 Ilham is walking around with dark circles under her eyes. She
(to study) all night. (50 % certain)
ki
3 'I often get a headache when I watch TV.' 'Well, I think you
(to sit) so
close to the TV.' (advice – negative)
4 Jonah looks pale and weak. He
(to eat) anything for a while!
In
(99 % certain)
5 Marc and Deborah were spotted fighting in the cafeteria this morning. They
(not to be) together anymore. (50 % certain) (to go) to the hospital for an X-ray.' (advice)
6 'I can't move my ankle at all.' 'You
7 Ludo was cursing in the garage. He
(to hit) his finger with the
hammer again. He is so clumsy. (99 % certain) 8 I’m sorry you failed your test today. If I were you I
(to let) myself get distracted by my classmates fifteen
next time. I definitely
(to study) really hard
again. (suggestion: positive and negative) UNIT 1:
ALIVE AND KICKING
15
10 Choose one of the injuries or illnesses below and write down 2 different treatments you could apply if this happened to one of your friends.
r
aa
pl
m
ex e
Did you know?
The spelling of certain medical professions isn’t the same in British and in American English. American English
anaesthesiologist paediatrician gynaecologist
anesthesiologist pediatrician gynecologist
jk
British English
ki
Note that in America a gynecologist is also known as an ob-gyn.
In
CHECK 1, p. 38
sixteen
16
UNIT 1:
WRITING
  ALIVE AND KICKING
Step 2
What seems to be the problem?
Visiting the doctor’s surgery and giving advice
1
Work with a partner and ask each other the questions on your interview card. Try to answer as honestly and completely as possible.
SPOKEN INTERACTION
2
Listen to the doctor-patient conversation and indicate the correct answers. Sometimes more than one answer is correct.
listening
5 What does the doctor advise the patient to do? Take something for the fever. Take painkillers. Stay home from work. Sleep a lot. Go work out a lot. Get up early. Drink water and tea. Drink lots of coffee. Don’t go to school.
2 The patient has: a fever a cough a runny nose a rash
6 What does the doctor mean by: ‘let the disease run its course’? It has to continue naturally until it has finished. It has to be treated urgently so it passes more quickly. His nose will become very runny.
ex e
m
3 Put the actions into the correct order: Take temperature. Sit on the examiner’s table. Open shirt. Feel glands. Cough.
pl
aa
r
1 The patient’s name is: Mr Pierce Mr Hughes Mr Peas
4 What feels sore according to the patient? neck muscles glands arms and legs
A B C D E F G H I J K
Can I go to work? Can you point out the area that hurts? Do you have any other symptoms? How bad is it? How long do I have to take this medicine? How long has this been going on for? I don’t feel well. I feel very sick. I have a … I have a sore … I have hurt my …
In
Doctor
L M N O P Q R S T U V
listening
I will prescribe you some … I will take a look at … Let me take your temperature. My … hurts. Take no more than … a day. This looks like… What seems to be the problem? When did this start? You’ll feel better soon! On a scale of 1 to 10, how bad is the pain? Should I be worried? Patient
seventeen
jk
What does the doctor say and what does the patient say? Sort the expressions into the correct column.
ki
3
UNIT 1:
ALIVE AND KICKING
17
4
Act out a conversation at the doctor’s.
SPOKEN INTERACTION
a Preparation: choose one of the conditions in Step 1, exercise 2. Check the strategy on how to have a conversation with your doctor in the Summary on page 36 and the useful expressions on how to give advice on page 37. Practise with your neighbour first. b Action: find another partner to act out the conversation.
aa
r
c Reflection: evaluate yourself using the checklist below. Checklist: what seems to be the problem?
Yes I think so
No
pl
1 Content and structure • I practised the conversation first. • We used the structure of the conversation in the Summary. • Our conversation was fluent.
m
2 Language • I used correct vocabulary to explain my condition or to give advice for treatment. • I minded my pronunciation.
ex e
Feedback
5
Watch the video in which Dr Mike (who was voted sexiest doctor alive!) gives advice to some of his patients. a Sort the conditions and the advice accordingly. Choose from the box below.
In
ki
jk
1 Wisdom teeth taken out 2 What do you recommend for people with IBS? 3 Treatment depends on the type of IBS so go see your doctor. 4 Stop smoking! 5 Sprained ankles 6 Keep area clean and free from infection. 7 IBS (irritated bowel syndrome) 8 How can I strengthen my ankles when I play sports? Injury/problem
PATIENT 1 PATIENT 2 PATIENT 3
eighteen
18
UNIT 1:
ALIVE AND KICKING
Question
9 He has huge holes in his gums. How can they heal faster? 10 For extra exercises go see your physical therapist. 11 / 12 Don’t smoke! 13 Don’t do them right after the injury. 14 Dietary adjustments, Fodmap diet 15 Approve proprioception.
Dos
Don’ts
Extras
listening
b Answer these questions about the video. 1 What types of IBS does Dr Mike list? 2 What is proprioception?
r
3 How does Dr Mike make his patients feel at ease?
aa
4 How does Dr Mike formulate his advice? 5 What verbs does he use? Give a few examples.
When you check into a hospital or even a doctor’s surgery you have to fill in a patient form. Watch the video and complete Ron’s hospital form.
listening
m
6
pl
Referral/Physician Orders Home Health Care and Hospice
ex e
HOSPITAL 1 Patient name 2 Date of birth
3 Weekly alcohol consumption 4 Exercise
5 History of mental illness
jk
6 Allergies
ki
7 Sexual history
Obviously, Ron is not very serious. What information do you think should really be on a hospital form? Complete these categories with specific items.
In
HOSPITAL
WRITING
Referral/Physician Orders Home Health Care and Hospice
1 Personal details 2 Contacts 3 Injury report 4 Medical history 5 Lifestyle
nineteen
7
UNIT 1:
ALIVE AND KICKING
19
8
Consult a doctor at the hospital.
SPOKEN INTERACTION
a Preparation: fill out the hospital form you will get, according to the injury you receive. The teacher will arrange the injuries from most to least urgent. Check the useful expressions for visiting the doctor, in the Summary on page 36. b Action: consult a first doctor about your problem. Then get a second opinion by seeing a second doctor. c Reflection: evaluate yourself both as a patient and a doctor! Yes I think so
2 Language • I used correct vocabulary to explain my condition. • I minded my pronunciation.
m
Checklist: doctor’s advice
pl
Feedback
1 Content and structure • I listened to the patient. • I have given good and correct advice.
ex e
2 Language • I used correct vocabulary to suggest treatment. • I used modal auxiliary verbs correctly. • I minded my pronunciation. Feedback
In
ki
jk
CHECK 2, p. 43
twenty
20
UNIT 1:
ALIVE AND KICKING
aa
1 Content and structure • I explained my problem correctly. • My form was clear enough for a diagnosis.
No
r
Checklist: hospital form
Yes I think so
No
What doesn’t kill you …
Step 3
Reading and writing information leaflets
1 / Fit or fat? 1
Discuss these questions.
SPOKEN INTERACTION
a Which crazy diets do you know or have you heard of? b Have you ever tried any of these diets?
Women’s Health magazine has made a summary of 'All the Crazy Ways People Have Tried to Lose Weight Throughout History'. Watch the video and answer the questions. a Match the diet to the right era. 1 1820
A Arsenic pills
B Atkins diet
pl
2 19th century
C Cabbage soup diet
3 1903 4 Early 20th century
D Low-carb diets
5 1925
E Sanford Siegal cookies diet
F Sleeping beauty diet
m
6 1930s-1950
G Smoking instead of eating
7 1930s
H Sylvia of Hollywood diet
8 1960s 9 1972
I Tapeworm pills
ex e
10 1975
J The Masticator diet
11 1990s
K The Corset diet
12 2000
L The Master Cleanse
13 2006
M Vibrator diet
14 2013
N Vinegar and water diet
2
3
4
5
6
7
8
9
10
11
12
13
14
jk
1
listening
aa
2
r
c Do you feel they are all healthy? Why (not)?
ki
arsenic: toxic mineral a fad: a trend a tapeworm: a parasite ('lintworm') vinegar: sour liquid
In
b Which one of these diets would you consider trying (if any!)? Why (not)? Arsenic pills Atkins diet Cabbage soup diet Low-carb diets Sanford Siegal cookies diet
Sleeping beauty diet Smoking instead of eating Sylvia of Hollywood diet Tapeworm pills The Masticator diet
The Corset diet The Master Cleanse Vibrator diet Vinegar and water diet None of the above
twenty-one
UNIT 1:
ALIVE AND KICKING
21
c Which one would be more dangerous to your health? Why do you say so? Arsenic pills Atkins diet Cabbage soup diet Low-carb diets Sanford Siegal cookies diet Sleeping beauty diet
Smoking instead of eating Sylvia of Hollywood diet Tapeworm pills The Masticator diet The Corset diet The Master Cleanse
Vibrator diet Vinegar and water diet None of the above All of the above
r
d Which dietary gurus are mentioned in the video? Montignac Sylvia of Hollywood Horace Fletcher
Lucky Strike Halle Berry Lord Byron
pl
Dr. Atkins Beyoncé Sanford Siegal
aa
e What is the name of the famous opera singer who ingested live tapeworms?
m
f What advice does Women’s Health magazine give to its readers when it comes to diets?
You have seen the possible side effects of taking arsenic pills in the video. Where do you usually find these warnings?
ex e
3
4
Read the information leaflet for arsenic trioxide on p. 23 and answer the questions.
jk
a Mark modal auxiliary verbs that suggest advice, possibility, prohibition or probability. b Which sentence is used to encourage patients to ask advice when taking this medicine?
ki
c What is arsenic trioxide actually used for?
In
d What is the structure of this information leaflet?
twenty-two
22
UNIT 1:
ALIVE AND KICKING
READING
e What is the tone of the leaflet?
Arsenic Trioxide
Uses of Arsenic Trioxide:
How is this medicine (Arsenic Trioxide) best taken? this medicine as ordered by your doctor. Read all information given to you. Follow all instructions closely. It is given as an infusion into a vein a period of time.
60 over
What do I do if I miss a dose?
• Call your doctor to find out what to do.
What are some side effects that I to call my doctor about right away?
65 need
ex e
WARNING/CAUTION: Even though it may be rare, some people may have very bad and sometimes deadly 70 side effects when taking a drug. Tell What are some things I need to your doctor or get medical help right know or do while I take Arsenic away if you have any of the following Trioxide? signs or symptoms that may be related to a very bad side effect: 30 • Tell all of your health care 75 • Signs of an allergic reaction, providers that you take this like rash; hives; itching; red, medicine. This includes your swollen, blistered, or peeling skin doctors, nurses, pharmacists, with or without fever; wheezing; and dentists. tightness in the chest or throat; 35 • You may have more chance of trouble breathing or talking; getting an infection. Wash hands 80 unusual hoarseness; or swelling often. Stay away from people of the mouth, face, lips, tongue, with infections, colds, or flu. or throat. • You may bleed more easily. Be • Signs of infection like fever, chills, careful and avoid injury. Use a 40 very bad sore throat, ear or sinus 85 soft toothbrush and an electric pain, cough, more sputum or razor. change in color of sputum, pain • This medicine may add to the with passing urine, mouth sores, chance of getting some types of or wound that will not heal. cancer. Talk with the doctor. 45 90 • Signs of bleeding like throwing • If you have high blood sugar is used to treat a type of leukemia. Talk with the doctor.
In
ki
jk
25 It
r
pl
55 Use
up blood or throw up that looks like coffee grounds; coughing up blood; blood in the urine; black, red, or tarry stools; bleeding from 95 the gums; vaginal bleeding that is not normal; bruises without a reason or that get bigger; or any bleeding that is very bad or that you cannot stop. 100 • Signs of kidney problems like unable to pass urine, change in how much urine is passed, blood in the urine, or a big weight gain. • Chest pain or pressure or a fast 105 heartbeat. • A heartbeat that does not feel normal. • Swelling. • Very bad dizziness or passing 110 out. • Very bad headache. • Feeling very tired or weak. • Low mood (depression). • Seizures. 115 • A burning, numbness, or tingling feeling that is not normal. • Blurred eyesight. • Shakiness. • Shortness of breath. 120 • Fast breathing.
aa
(diabetes), talk with your doctor. This medicine may raise blood sugar. 50 • If you are 65 or older, use arsenic trioxide with care. You could have more side effects.
m
• This medicine may cause a very bad and sometimes deadly type of heartbeat that is not normal. The chance may be 5 raised if you have low potassium or magnesium levels, or if you have heart failure. Talk with your doctor. • You need an ECG before starting 10 arsenic trioxide and during treatment. Talk with your doctor. • You need to have your blood work checked before starting this medicine and during treatment. 15 Talk with your doctor. • This medicine may cause a very bad and sometimes deadly health problem called retinoicacid-APL syndrome. Call your 20 doctor right away if you have fever, shortness of breath or trouble breathing, or sudden weight gain. 1
These are not all of the side effects that may occur. If you have questions about side effects, call your doctor. Call your doctor for 125 medical advice about side effects. You may report side effects to the FDA at 1-800-FDA-1088. You can also report side effects at http:// www.fda.gov/medwatch. 130 If
OVERDOSE is suspected:
If you think there has been an overdose, you should call your poison control center or get medical care right away. Be ready to tell or 135 show what was taken, how much, and when it happened.
Adapted from www.drugs.com
Complete this information leaflet for paracetamol using correct modal auxiliary verbs. can – cannot – could – may – might – must – should twenty-three
5
UNIT 1:
ALIVE AND KICKING
23
Paracetamol depending on their age or weight –
40
paracetamol. Ask a pharmacist or
used medicine that (1)
check the packet or leaflet, or
help treat pain and reduce a high
ask a pharmacist or doctor for
temperature (fever).
advice. For very young children,
It's typically used to relieve
paracetamol liquid is given using
Side effects from paracetamol are rare
a measuring spoon or an oral
but (15) include:
syringe.
• an allergic reaction, which could
45
as headaches, toothache or sprains, and reduce fevers caused by illnesses
Paracetamol (6) start to
such as colds and flu.
work within an hour and the effect
10 It
usually lasts several hours. Don't take
(2) be sold under the
name paracetamol, or under various
50 more
isn't relieving your symptoms.
brand names.
You (7) contact your
Who can take paracetamol
safely, including:
Side effects of paracetamol
• flushing, low blood pressure and a fast heartbeat – this
(16) sometimes happen when paracetamol is given in
hospital into a vein in your arm.
90
• blood disorders, such as
thrombocytopenia (low number of
or last more than three days despite 55 taking
paracetamol.
platelet cells) and leukopenia (low number of white blood cells).
You (8) use other
• breastfeeding women,
medications that contain paracetamol
• children over two months
as an ingredient (such as some cold
take too much (overdose) – this
of age – lower doses are
and flu remedies) while you're taking
(17) be fatal in severe
ex e
m
• pregnant women,
recommended for young children.
20
95
Taking paracetamol with other
paracetamol, check the leaflet that
Speak to a pharmacist or doctor if you
paracetamol.
unpredictably with certain other
65 medications.
jk
take paracetamol
develop any troublesome side effects that you think could be caused by
Paracetamol (9) react
or doctor for advice. 25 How to
100
medicines, food and alcohol
comes with it or ask your pharmacist
• liver and kidney damage, if you
cases.
60 paracetamol.
If you're not sure whether you can take
Overdoses of paracetamol
This (10)
Taking too much paracetamol, known
affect how well either medicine works,
directed on the label or leaflet, or as
and (11) increase the risk
instructed by a health professional.
of side effects.
very dangerous.
It (12) not be safe to take
It (19) be helpful to
ki
Make sure you take paracetamol as
How much you can take depends
30 on
your age, your weight, the type of
70 paracetamol
paracetamol you're taking and how
105
In
as an overdose, (18) be
take any remaining medicine and the
at the same time as:
box or leaflet with you to the hospital if
• other products containing
you (20) . Some people feel
strong it is. For example:
paracetamol – including
• Adults (4) usually
combination products where
sick, vomit or have abdominal
paracetamol is one of the
(tummy) pain after taking too much
ingredients.
paracetamol, but often there are no
take one or two 500 mg tablets every 4-6 hours, but shouldn't
35
You (13) check the leaflet
tablets) in the space of 24 hours.
that comes with your medicine to see
twenty-four
(5) take a lower dose, Adapted from www.nhs.uk
UNIT 1:
75
take more than 4 g (eight 500 mg
• Children under 16
24
cause a rash and swelling.
85
doctor if your symptoms get worse
Most people (3) take 15 paracetamol
than the recommended dose if it
doctor if you're not sure.
r
mild or moderate pain, such
80
aa
5
Paracetamol is a commonly
pl
1
ALIVE AND KICKING
if it (14) be taken with
110
obvious symptoms at first.
6
WRITING
If you could invent the perfect diet, what would it be? a Preparation: what diet doesn't exist yet and would be the perfect diet? Go back to exercise 2 if you need some inspiration. b Action: fill out the guidelines for your imaginary diet so patients know how to use and follow it. • Use the grid below to write a draft. • Type out a neat version and add visual aids.
r
Name of the diet
aa
Basic idea
ex e
Need to know
m
Use of the diet
pl
Celebrity followers
How to use
jk
Side effects
ki
Overdose
c Reflect on your writing task by filling in the checklist. Checklist: writing diet
Yes I think so
No
In
1 Content and structure • I wrote about 75 words. • I used the structure provided. 2 Language • I used modals to formulate advice, prohibition, etc. • I used correct grammar. • I used the correct words. • I used correct spelling and punctuation. twenty-five
Feedback
UNIT 1:
ALIVE AND KICKING
25
2 / Battle of the bulges 1
One way to a healthier life is exercise. Discuss these questions.
SPOKEN INTERACTION
a Which current fitness trends do you know of? b Have you ever tried a fitness trend before? If so, which one?
pl
aa
r
c What are the main reasons people take a fitness class or work out?
2
Watch the video and then read the article about exercising during World War II. Answer the questions.
m
a Do you think there was a lot of time to exercise during WWII?
ex e
b Why do you think women were encouraged to exercise and look good during WWII?
c What battle do the women of WWII have to win according to the commentator?
jk
d What will exercising on these machines bring you according to the male speaker?
ki
e Do you think the ladies enjoyed working out on these machines? Prove with a line from the text.
In
f What is so strange about their gym outfit? g Do you think these machines would have worked? Why (not)? twenty-six
26
UNIT 1:
  ALIVE AND KICKING
listening READING
How to win the 'Battle of the Bulges': British video shows how WWII women toned up with bizarre mechanical 'streamliner' devices By Amy Oliver for The Mail on Sunday
Gals, want to look like a 'sea nymph' on her way to health and happiness?
r
1
5
aa
Better log on to that new-fangled YouTube to see how women like you kept trim in wartime then.
They may not have had today's cross trainers or Power Plates, but as this Battle of the Bulges video from Pathé shows, they made do with machines that were equally as terrifying.
Ladies were encouraged to keep trim by using bizarre toning machines that pumped their lumps and bumps as this British Pathé reel from 1941 shows.
m
10
pl
A male voiceover then informs us 'gals' that after 'we've helped to win the war, we'll have another battle on our hands ... and legs and things. The battle of the bulges'.
He goes on to say how women will board the 'streamliner' machine 'and away you'll go to health and happiness.'
The ladies in the video tried to look like they were enjoying being prodded and squeezed by machines but as this woman shows, their smiles were more of a grimace.
ki
25
In
30
Perhaps most bizarre though is the preferred gym kit. Although the girls' hairstyles and swimsuits are very typical of the era, they are all working out in high heels.
35
arguably: doubtfully a bulge: a bend, a lump eye candy: slang for someone or something that is visually attractive a grimace: a facial expression, often ugly or contorted, that indicates disapproval, pain, etc. gym kit: supplies and things needed in the gym new-fangled: of a new kind or fashion to prod: to poke, to press, to push a streamliner: a machine that shapes something into a pleasant form toned: fit, muscled, slim
A spokesman from Pathé said: ‘Battle of the Bulges is a great clip, although we’re pretty sure those machines would have had little effect on the body, if any! Arguably the tombola machine is a predecessor to the vibration plates that take pride of place in gyms today, but undoubtedly Pathé would have cast glamour girls who were already nicely toned.'
Adapted from www.dailymail.co.uk
UNIT 1:
ALIVE AND KICKING
twenty-seven
The film was likely made to offer some light relief during the war years, but as many were shown in military and RAF camps, it would no doubt have provided some 'eye candy' for soldiers as well.
jk
20
Before joking how there's 'a tum and place for everything if the tum isn't the right place' and how Eve 'certainly moves with the times – and she's making sure her moves will be graceful ones.'
ex e
15
27
Watch the video about the Velform Sauna Belt and compare it to the video of The Battle of the Bulges.
Models look
Expressions used
ex e
aa
Promises
Sales tactics
In
ki
Probability of injuries (your opinion)
twenty-eight
28
UNIT 1:
  ALIVE AND KICKING
jk
Probability of success (your opinion)
Velform Sauna belt
pl
Muscles trained
Battle of the Bulges
listening
r
Criteria
m
3
4
Based on the videos, adjust the sales tactics and promised results and replace them with more probable results. Write at least 2 for every clip. Use modal auxiliary verbs correctly. Battle of the Bulges
WRITING
Velform Sauna belt
e.g. You could sweat out some toxins.
5
aa
r
e.g. You might get a nice massage.
Fitness trends keep getting crazier. Read the following article and answer the questions.
READING
a Read the title and the first paragraph of the article. What could be attractive about this new fitness trend?
pl
c What is axe throwing good for?
ex e
m
b Where is the first hatchet-throwing centre opening? New York New Jersey Newfoundland
d What is the difference between an axe and a hatchet?
e What are some of the safety prescriptions you should take into account before throwing an axe? Always do it outside.
jk
Always wear closed toed shoes. Always use a wooden target.
If you are watching a friend do it, make sure you give them plenty of space.
ki
Make sure no one is around you before raising the axe: no one in your line of sight, behind you, or beside you. Make sure you have a beer nearby during your exercise.
In
f Why will you be sore in the morning?
twenty-nine
UNIT 1:
  ALIVE AND KICKING
29
This Ridiculous-Looking Fitness Trend Is Surprisingly Effective
aa
r
It’s the best way to build abs while simultaneously drinking a beer
In April, the first indoor hatchet-throwing center opened in the United States—Stumpy’s Hatchet House in Eatontown, New Jersey. Think of it as the new bowling, or darts: Get together with friends, work on a new skill, compete with each other, and have a good time (Stumpy’s is BYOB). And, oh yeah, build up your lats, shoulder muscles, and core.
5
“You can throw it with two hands or one,” says Stuart Josberger, co-owner of Stumpy’s, “and no two people throw the exact same way.”
pl
1
But first, the boring safety stuff: “Make sure no one is around you before raising the axe,” says Josberger. “And if you’re watching a friend do it, make sure you give them plenty of space.”
ex e
10
m
Chucking the hatchet (basically an axe with a shorter handle) with all your might gets you nowhere, Josberger adds. “It’s all about finesse.”
“No one around you” means no one in your line of sight, behind you, or beside you. Seriously. This is rule number one. Don’t get lazy with it. 15
And at Stumpy’s, “if your toes are showing, you’re not throwing.” No, that’s not to keep your toes from being chopped off. Closed-toe shoes protect you from splinters that split off the wooden target as you retrieve the axe over and over.
jk
Now that we’ve got that out of the way, are you ready to get your testosterone pumping? Start with two hands, and once you get comfortable, you can try one. And prepare to sweat. “It’s definitely a physical activity,” says Josberger. “You’re throwing a pound-anda-half steel hatchet 12 feet at a target. You’ll be sore.” And be patient: It takes most people 30 to 45 minutes to master the one-handed technique, Josberger says.
ki
20
In
Source: www.menshealth.com
CHECK 3, p. 49
thirty
30
UNIT 1:
ALIVE AND KICKING
Look at her, she’s crying. She must be very sad.
You should take your allergy pill or an ointment to help with the sneezing.
I’m not so sure about that! She could just be suffering from allergies.
Modal auxiliary verbs
Or, you could just stay indoors!
r
HOW TO make assumptions and give advice
m
pl
aa
GRAMMAR
SUMMARY
ex e
FORM
In
ki
jk
Modal auxiliary verbs are special helping verbs that can express a certain meaning such as obligation, permission, advice and probability: could, may, should, must, and can.* – They have only one form (never add -s, -ed, or -ing!). – They are always followed by the base form of a verb: e.g. You must go to the headmaster! – To form the negative: add 'not' after the modal verb. e.g. You should not show off. – To form questions: use inversion. Don't use do/does/did. e.g. Can I borrow a pen? – They can refer to the present or future: • modal + base of the verb: e.g. She must like ice cream. • modal + 'be' + ing-form of the verb e.g. He could be getting ready. – They can refer to the past: • modal + have + past participle e.g. He may have gone home. • modal + have been + ing-form of the verb e.g. I can’t have been dreaming! USE
thirty-one
1 Giving advice – We use some modal verbs when we want to give advice or suggestions: e.g. ‘I'm so tired!’ ‘You should get some sleep.’ e.g. I wouldn't worry too much about this rash, if I were you. 2 Making assumptions – We use some modal verbs when we want to guess what happened or make assumptions. – They are used to show that we believe something is certain, probable or possible.
UNIT 1:
ALIVE AND KICKING
31
How certain are you? Positive (+)
100 %
Negative (-) Can’t / cannot e.g. My foot can't be broken: I can still stand on it.
Must e.g. That looks like a deep cut: it must hurt a lot!
Mustn’t / must not e.g. You mustn’t / must not be feeling well if you're skipping breakfast ...
aa
r
Could e.g. Careful! That rash could be contagious.
May not e.g. You may not feel the effect of that painkiller right away. It takes some time to be effective.
Might e.g. Don't scratch! You might make it worse.
Might not e.g. A bandage might not suffice for such a wound.
pl
May e.g. You may be better off without a boyfriend like that, if he doesn’t make you happy.
m
< 50 %
In
ki
jk
ex e
*The same modal can have different meanings: e.g. must • for obligation e.g. You must go to the doctor! = I think it is important that you do this. • for deduction e.g. I'm sneezing the whole time, it must be my allergies. = I think this because I see evidence of that: the sneezing.
thirty-two
32
UNIT 1:
ALIVE AND KICKING
black eye
to have a fracture
bruise
eye drops
thermometer
jk
In
scissors
gauze
test tube
ki
ex e
pill
bandage
stethoscope
crutches
painkiller
syringe
brace
syrup
plaster cast/cast
oxygen mask
thirty-three
ointment
m
burn
pl
concussion
aa
r
sprained ankle
VOCABULARY
1 INJURIES AND TREATMENTS
UNIT 1:
  ALIVE AND KICKING
33
2 OTHER WORDS Word
Translation
My notes
to analyse
diagnosticeren, analyseren
analysis
analyse
to come down with a cold
een verkoudheid krijgen
cure
geneesmiddel, remedie
cut
snijwonde
to diagnose
diagnosticeren, analyseren
diagnosis
diagnose
diet
eetpatroon, dieet
disease
ziekte
to dress a wound
een wonde verzorgen
ER (=Emergency Room)
spoed
to examine
onderzoeken
to feel dizzy
duizelig zijn
to feel someone's pulse
iemands pols voelen
to feel sore
zich stijf voelen
to have a headache
hoofdpijn hebben
to have a heart attack
een hartaanval krijgen
m
ex e
to have a runny nose
een snotneus hebben
to have a temperature
koorts hebben
to heal
genezen
ill
ziek
illness injury
ziekte
letsel, kwetsuur bijsluiter
remedy
geneesmiddel, remedie
jk
(information) leaflet
misselijk, ziek
sore muscles
pijnlijke spieren
to sprain
verstuiken
to suffer from stomach cramps
maagkrampen hebben
to take care of
verzorgen, behandelen
ki
sick
In
to take someone's temperature iemands temperatuur meten to treat
behandelen, verzorgen
treatment
behandeling
triage
triage, volgorde van behandeling
wound
wonde
MEDICAL PROFESSIONS thirty-four
34
allergist
allergoloog
anaesthesiologist
anesthesist
UNIT 1:
  ALIVE AND KICKING
aa
pijn
pl
ache
r
INJURIES AND TREATMENTS
cardioloog
dentist
tandarts
dermatologist
dermatoloog
GP / General Practitioner
huisarts
gynaecologist
gynaecoloog
midwife
vroedvrouw
neurologist
neuroloog
nurse
verpleger / verpleegster
oncologist
oncoloog
ophthalmologist
oogarts
paediatrician
kinderarts
physical therapist
kinesist
psychiatrist
psychiater
radiologist
radioloog
thirty-five
In
ki
jk
ex e
m
pl
aa
r
cardiologist
UNIT 1:
  ALIVE AND KICKING
35
1 Starting the conversation What seems to be the problem? How may I help you today?
I don’t feel well.
3 Getting all the details How long has this been going on?
ex e
When did this start?
m
I feel very sick. I have hurt my … I have a ... I have a sore … My … hurts.
pl
2 Explaining the problem
aa
r
USEFUL EXPRESSIONS
HOW TO have a conversation with your doctor
Can you point out the area that hurts?
On a scale of 1 to 10, how bad is the pain? I will take a look at … Let me take your temperature.
jk
4 Getting a diagnosis This looks like …
It has been going on for a few weeks now. I have been feeling it on and off for a while. The pain is very bad/mild/ok/unbearable. My knee/elbow/wrist hurts the most. The pain is in my stomach/head/lower back.
How long do I have to take this medicine? Can I go to work? How bad is it? Should I be worried?
In
ki
I will prescribe you some … Take no more than … a day.
It started last week/yesterday/this morning.
5 Finishing the conversation You’ll feel better soon! You will have to let the disease run its course. Nothing to worry about: it will pass.
thirty-six
36
UNIT 1:
ALIVE AND KICKING
Thank you, doctor. I hope I feel better soon. Thank you for the advice.
HOW TO give advice
I have a problem with … If I were you I would …
What do you advise? What do you suggest? What would you do? Do you have any suggestions?
r
aa pl
I’m afraid I can’t help you with that. That’s really not my area of expertise. I wouldn’t know what to advise you. I wish I could help you. I wish I had better advice. I wish I could suggest something.
thirty-seven
In
ki
jk
ex e
What else could I do?
m
Any other suggestions?
I advise you to ... You should really … You could try … It might be a good idea to … Have you thought about … If you ask me, I would …
UNIT 1:
ALIVE AND KICKING
37
ON DIFFERENT TRACKS Check 1 1
Describing injuries and health
What is 'Cooper’s Hill Cheese Rolling'?
READING
a Read the article and decide what the main idea of this competition is.
r
aa
pl
Cooper’s Hill Cheese Rolling
m
Location: Cooper’s Hill, Brockworth, England
ex e
jk
In
ki
Source: Dave Farrance
You may have thought the most dangerous thing about cheese was the mould, but then you’ve probably never stood atop Cooper’s Hill. The 5 premise is simple: a handmade, seven-pound circle of Double Gloucester cheese is rolled down the hill and a gaggle of people chase down behind it. The first to 10 the bottom of the hill (or to grab the cheese) wins, and gets to keep the cheese. Which does nothing to explain the mud, the slippery grass, the slope and the injury toll. 15 This is a cheesy event, but it draws around 5000 spectators and an international cast of competitors, with Australians and Kiwis seeming to do particularly well. The idea may be to run after the cheese but for most it means falling, rolling and tumbling down the hill, and even if you catch up to the bloody thing, it’s a whole other matter to grab it. Each year competitors are injured – sprains, strains, broken bones – with the toll 20 even reaching 33 wounded in 1997 (police cancelled the 1998 event in response). And yet runners return, competing year after year, suggesting this particular style of cheese shopping is addictive. 1
Essentials: to compete on Cooper’s Hill you must be at least 18 years of age. You might 25 also want to check your health insurance. Adapted from www.telegraph.co.uk thirty-eight
38
UNIT 1:
ALIVE AND KICKING
gaggle: an often noisy or disorderly group or gathering mould: a furry growth of minute fungi occurring typically in moist warm conditions, especially on food or other organic matter. a premise: a statement, a fact
listening b Watch the video about this event and answer the questions below. 1 Put at least 5 injuries you have seen in the left column. 2 What type of doctor should you consult for these injuries? Write this in the middle column. 3 What treatment would this doctor suggest? Write your suggestion in the right column. Doctor needed
Treatment
m
pl
aa
r
Injuries
1 2 3
ex e
c Choose at least 3 injuries and write a full sentence for each in which you suggest what type of treatment could help.
d Would you consider participating? Why (not)?
jk
< 12
12 – 15
> 15
Next exercise
ex. 2
ex. 3
ex. 5
ki
score
Fill in an appropriate modal auxiliary verb. Use modal verbs that express: certainty, possibility, obligation, prohibition and advice.
In
2
a When you are feeling dizzy you … need to sit down and rest for a while. b If you cut your finger, you … dress the wound, otherwise it … get infected. c If you don’t want to catch the flu, you … get a flu shot in time.
thirty-nine
d When you sprain your ankle, you … have to walk with crutches for a few weeks.
UNIT 1:
ALIVE AND KICKING
39
e If someone gets a burn, they … hold it under cold running water. f To make a black eye heal faster, you … put some ice on it. g Experiencing back pain? You … try a relaxing massage or some hot pads! h In the case of a concussion, you … keep the patient in a dark room. You … expose them to heavy lighting.
Next exercise
6 – 8 ex. 3
Compare your grid in exercise 1 with a partner.
3
aa
< 6
> 8
ex. 4
pl
Score
r
i When you suffer from stomach cramps, it … be food poisoning. A visit to the bathroom … do wonders for your bowels.
SPEAKING
a Discuss the grid by guessing what injuries these people could have sustained.
m
b Check if your neighbour made 5 assumptions about the injuries. They will do the same for you.
Score
ex e
c If you each make the same assumption, find a new one together. e.g. One of them could be dizzy. He might need a doctor and some rest. < 6
Next exercise 4
≥ 6
Check 2, p. 43
What if your best friend were to participate in the cheese rolling contest? a Preparation: think of the possible dangers and injuries they might sustain.
jk
b Action: write a paragraph (50 - 75 words) to warn your friend and to give them some advice. Write about at least 3 injuries and use modal auxiliary verbs correctly.
ki
In
forty
40
UNIT 1:
ALIVE AND KICKING
WRITING
c Reflect on your writing by filling in the checklist. Then give your text to the teacher who will give you some feedback too. Checklist: writing advice and warnings
Yes
I think so No
1 Content and structure • I have written at least 3 useful warnings. • I wrote about at least 3 injuries. • My text is 50 - 75 words.
< 7
≥ 7
Next exercise
ex. 3
Check 2, p. 43
pl
5
Score
aa
Feedback
r
2 Language • I used correct vocabulary to suggest treatment. • I used modal auxiliary verbs correctly. • I used correct spelling and punctuation.
Answer these questions about the article ‘Crocodile attacks backpacker in Australia’.
m
a Read the title of the article and look at the photograph. What might have happened here? Make some assumptions.
ex e
READING
b Read the article and answer the questions.
1 Where is Novon Mashiah from and what was he doing in Australia?
2 What was Novon trying to do?
jk
3 What went wrong?
ki
4 What does the ‘saltie’ refer to?
In
5 Who took the picture?
forty-one
UNIT 1:
ALIVE AND KICKING
41
Crocodile attacks backpacker in Australia
15
20
r © News Ltd / Newspix
aa
jk
25
pl
10
m
5
A backpacker in Australia got the fright of his life when a massive crocodile he was "teasing" suddenly exploded from the water and nearly sank its teeth into him. The 16 foot-long saltwater crocodile came within an arm’s length of inflicting serious damage to the tourist, if not killing him. Novon Mashiah, 27, an Israeli backpacker, spotted the big crocodile during a fishing trip in the Northern Territory. Determined to have a picture taken of himself with the crocodile, he posed while leaning out of the back of his fishing boat, pointing towards the predator. "I began playing with it for a photo,'' Mr Mashiah said. "I was pointing at it when it suddenly jumped up at me – I didn't realise that crocs were so aggressive.'' The "saltie" – which experts believe probably approached the boat in search of a free feed of fish – propelled itself out of the water with terrifying speed. After narrowly missing its prey, it smashed into the side of the small metal boat before plunging back into the water. "I was shocked – the animal clearly wanted to kill me,'' Mr Mashiah, from Tel Aviv, told the Northern Territory News. "One minute I was leaning over the boat teasing it for a picture. The next minute it burst out of the water with incredible speed ... its jaws fully open. I was shaking,'' he said. Mr Mashiah's friend and fishing companion, Doron Aviguy, 22, captured the near-fatal attack from a nearby boat. The two men were working as fishermen after completing their national service in the Israeli army when they came face-to-face with the crocodile on Friday.
ex e
1
Source: www.telegraph.co.uk
ki
c Make a flyer with tips that you could hand out at the airports and tourist attraction sites in Australia.
In
– Preparation: use the information in the article as an example. If necessary, look up some additional advice in the text provided by your teacher. – Action: make your list with tips in the form of a handy flyer. Write out some clear advice to other backpackers going to Australia and wanting to photograph a crocodile. Include some worst case scenarios to stress the importance of your advice: e.g. You could lose a leg, you might end up in the hospital, etc.
forty-two
42
UNIT 1:
ALIVE AND KICKING
WRITING
– Reflection: check your task by filling in the checklist. Share your tips with a partner. Checklist: flyer travel advice Australia
Yes I think so
No
1 Content and structure • I gave at least 4 pieces of advice. • I wrote about at least 3 possible injuries. • My text is 75 - 100 words. 2 Language • I used modal auxiliary verbs correctly. • I used correct spelling and punctuation.
Feedback
< 15
15 – 20
Next exercise
ex. 4
Check 2, p. 43
Act out a doctor's visit.
ex e
1
Visiting the doctor’s surgery and giving advice
m
Check 2
pl
Score
aa
r
3 Flyer • My flyer looks appealing and stands out.
SPOKEN INTERACTION
a Preparation: find a partner. Choose one of the patients on the role card you will get and write out a dialogue of how the doctor’s visit should go. b Action: perform this dialogue in front of another pair in class and score each other’s dialogues. Then switch roles. c Reflect on your conversation by filling in the checklist.
jk
Checklist: patient
Me
Yes I think so
Partner No
Yes I think so
No
ki
1 Content and structure • I explained my problem correctly. • I used at least 3 useful expressions.
In
2 Language • I used correct vocabulary to explain my condition. • I minded my pronunciation.
forty-three
Feedback
UNIT 1:
ALIVE AND KICKING
43
Me
Checklist: doctor’s advice
Yes I think so
Partner No
Yes I think so
No
1 Content and structure • I listened to the patient. • I have given good and correct advice.
r
2 Language • I used correct vocabulary to suggest treatment. • I used modal auxiliary verbs correctly. • I minded my pronunciation.
< 12
12 – 15
Next exercise
ex. 2
ex. 3
> 15
ex. 6
pl
Score
aa
Feedback
Listen to the following conversation between a patient and a doctor, and answer the questions.
2
ex e
b Name 3 complaints she has.
m
a What is the name of the patient?
c Where is her pain situated?
d How does the doctor check this?
jk
ki
e What is the diagnosis? Tick of the right one. Stomach flu Inflamed stomach or abdomen Flu Indigestion
f Does Mrs Jensen have any additional questions? Write them down here.
In
g What does the doctor answer to her questions?
h Does the doctor have any more advice? Score Next exercise
forty-four
44
< 6
UNIT 1:
ALIVE AND KICKING
6 – 8
> 8
ex. 3
ex. 4
listening
3
Listen to the conversation between a patient and a doctor and complete the missing phrases. listening Check the useful expressions on how to have a conversation with your doctor in the Summary on page 36 if you need help. Doctor
Mr Addison, please?
Mr Addison Yes, Doctor. Doctor
Follow me to my .
Mr Addison Thank you, Doctor. Doctor
Robbie, I ?
Mr Addison Well, I have been . That is, up until last weekend.
Doctor
Tell me all about it then. What ?
aa
r
Mr Addison I was playing soccer with the boys, thinking I was still 20-something, but before I knew it, I was . Doctor
Oh we’ve all been there,
Mr Addison I felt a really sharp pain in my I tried to pretend I
and tried to walk it off, but it’s been
pl
when I hit the ground.
non-stop for two days now. Doctor
I will take a look at it. Have you been ?
Mr Addison Yes Doctor, just a painkiller before work and before I went to bed – Doctor
Does this hurt?
m
just .
Mr Addison Aaaaauw. Yes, that was quite . Can you move your arm like this?
ex e
Doctor
Mr Addison I don’t think so, Doctor. Doctor
On a scale of 1 to 10, ?
Mr Addison I’d say about ! Doctor
Can you use your arm at work?
Mr Addison Oh no, Doctor, I can ! Doctor
This looks like bad . to
jk
I will prescribe an anti-inflammatory reduce .
Mr Addison Can I still go to work? You can, provided that you .
You need to rest it until .
ki
Doctor
If it hurts when you walk around you can wear a to of your arm.
In
Mr Addison Thank you, Doctor. Doctor You’ll in no time!
Mr Addison I sure hope so. Just make sure to avoid those tackles next time!
Score Next exercise
≤ 15
> 15 ex. 5 forty-five
Doctor
UNIT 1:
ALIVE AND KICKING
45
4
listening
Watch the video and answer the questions. a What is Anna’s problem? b Why isn’t her inhaler working? c Look at the pictures below. Based on the drawings write out some clear and polite advice on how Anna should use her inhaler.
WRITING
1
r
2
aa
3 4 5 6
pl
7
jk Checklist: doctor’s advice
Yes I think so
ki
1 Content and structure • I have followed the steps in the image for my advice. • I have used at least 3 useful expressions in my advice.
In
2 Language • I used correct vocabulary to suggest treatment. • I used modal auxiliary verbs correctly. • I used correct spelling and punctuation. Feedback
Score
< 8
8 – 10
Next exercise
ex. 5
Check 3, p. 49
forty-six
46
UNIT 1:
ALIVE AND KICKING
© 2018 The StayWell Company, LLC
ex e
m
8
No
Watch the video and match the following information to the correct patient. An answer may be chosen more than once. 8 can’t get contacts out
15 constipated
2 contact lenses are not in eyes
9 eyes are red
16 feeling sick a lot
3 get some vitamin B12
10 hangover
17 incontinent
4 leak in gas line or an addiction
11 learn to live with it, dress it up, arrange playdates with 18 legs hurt other parasites
5 loose joints
12 needs doctor’s note for school
6 nitrous oxide poisoning
13 no more coke in the afternoon
7 parasite
14 run two miles less Problem
Diagnosis
aa
Patient
19 new shoes
r
1 ask the dentist
listening
20 numbness in limbs
21 running too much to fit into her wedding dress Solution
pl
5
1 2
m
3 4
Score
ex e
5 < 12
12 – 15
Next exercise
ki
jk
Check 3, p. 49
Watch the video in which Doctor Mike has some very useful and interesting advice and then answer the questions.
listening
a Which drugs does Dr Mike mention in the video?
In
Weed Cocaine Narcotics Heroine
Uppers Hashish Vicodin Percocet
MDMA Lean Xanax
b Which rapper talks about Molly Percocets? c What are 2 other names for Molly?
forty-seven
6
UNIT 1:
ALIVE AND KICKING
47
d Why is the combination of Molly and Percocets so dangerous? Molly increases the pain relieving effect of the Percocet. The stimulating properties of Molly increase the sedative properties of Percocet. The stimulating properties of Molly decrease the sedative properties of Percocet. Molly decreases the pain relieving effect of the Percocet. You can get serotonin syndrome. You don’t know how much you are actually taking so you can easily overdose. You lose the ability to speak so you can’t say what’s wrong. You get very sleepy.
r
e Which rapper has openly discussed his addiction to Xanax in his songs?
aa
f Give 2 synonyms for ‘Lean’ Lil’ Wayne uses. g What do codeine and promethazine depress?
h Complete this overview: Medicinal component oxycodone
alprazolam
highly addictive / severe respiratory problems
> 17
ex. 5
ex. 7
Make an informational poster on one of the drugs in exercise 6.
ki
7
≤ 17
jk Next exercise
addictive / mortal
cough syrup nausea
‘Lean’
score
Dangers
severe short term pain
ex e
‘Molly’
Used for
m
Drug
pl
In
a Preparation: check what your poster should include: • Two different kinds of drugs that you want to warn students about. • Need-to-know information about these drugs. • At least 3 risks to your health and safety. • A catchy slogan in the centre of your poster. • Advice on why people should not use them. • An address or phone number they can use if they are in trouble or have questions.
b Action: use the template your teacher will give you to make the poster.
forty-eight
48
UNIT 1:
ALIVE AND KICKING
WRITING
c Reflection: check your poster before sharing it with the class. Checklist: poster on drug prevention
Yes I think so
No
1 Content and structure • I have given relevant information on drugs. • My poster meets the required elements. • I have given good and correct advice.
r
2 Language • I used correct vocabulary. • I used modal auxiliary verbs correctly. • I used correct spelling and punctuation.
Score
< 12
12 – 15
Next exercise
pl
m
Reading and writing information leaflets
Check 3
READING
Read the text about the sauna belt and answer the questions.
ex e
1
Check 3, p. 49
aa
Feedback
a Look at the title of the text. Will the author focus on the positive or negative aspects of the sauna belt?
b How many side effects do you think will be explained? Why do you say this?
jk
c What does the picture refer to?
ki
d What do the following words in the text mean? Be careful: not all definitions will have to be used. Use the context to help you.
In
dehydration – increased – perspiration – profusely – proponents – rash definition
words in text
1 people who are against something 2 a lot 3 a little 4 a condition of the blood
forty-nine
5 the act of sweating
UNIT 1:
ALIVE AND KICKING
49
6 people who are in favour of something 7 becoming bigger in size 8 when your body has too many fluids 9 a condition of the skin 10 when your body doesn't have enough fluids 11 becoming smaller in size
r
e What does the sauna belt claim to do?
aa
f What dangers does the increased heat pose for users of the belt?
pl
g How can you avoid burns?
m
h What is the advice given while wearing the sauna belt?
ex e
i How are muscle cramps related to the use of the sauna belt?
Sauna Belt Side Effects
The weight-loss industry has introduced a nearly countless assortment of gadgets promising fast weight loss. The sauna belt resembles a long heating pad that fits around your waste. Once 5 turned on, the sauna belt causes perspiration around the midsection. Proponents of the device believe that sauna belts can improve health and speed weight loss. While the short-term weight loss may be encouraging, the sauna belt can also cause 10 side effects that may make you think twice before wearing one.
In
ki
jk
1
by DAVID BENJAMIN
Increased Body Temperature
The sauna belt causes increased perspiration by holding in your body heat. While this heat may cause the desired effect, it also prevents your body 15 from cooling off as efficiently as it should. If you are using the sauna belt in high temperatures or with warm clothes, a sauna belt can increase your risk of heat-related illnesses such as heat exhaustion and heat stroke. Skin Conditions 20 During use, the sauna belt holds perspiration
against your skin while preventing fresh air from reaching you. Long sessions in a sauna belt can result in the development of rashes and acne. Burns Direct contact with the sauna belt can cause burns 25 to the skin. Sauna belt manufacturers recommend
wearing a shirt under the belt to provide a barrier between you and the belt. Using the sauna belt for more than 45 minutes is not recommended.
fifty
50
UNIT 1:
ALIVE AND KICKING
Dehydration
Electrolyte Imbalances Sweating can result in an electrolyte imbalance. If
The sauna belt can cause you to sweat profusely,
35 you begin to experience muscle cramps, stop using
the belt and drink an electrolyte-containing sports drink.
the sauna belt can result in dehydration. On days when you use the belt, drink plenty of water. Be sure to sip water continuously during sauna belt use.
< 10
≥ 10
Next exercise
ex. 3
ex. 2
You work at a company that sells sauna belts (exercise 1). To avoid angry customers or returns you will need to include a clear and correct information leaflet on how to use the sauna belt.
aa
2
Score
r
30 pulling water out of your system. Overexposure to
ex e
m
pl
a Preparation: review the video about the Velform Sauna belt for inspiration. Write down some listening key words in the grid. If there is no information in the video, use your own imagination.
jk
Description of the product and what it does
ki
Detailed description of how to use it
In
Dos and don’ts
Side effects
fifty-one
Dangers and misuses
UNIT 1:
ALIVE AND KICKING
51
b Action: write out a text based on the grid and add the information that is missing. Follow the structure of the grid in your text (75 - 100 words).
WRITING
r
aa
pl
c Reflect on your writing by filling in the checklist.
m
Checklist: writing an information leaflet for a Sauna belt
Yes I think so
No
ex e
1 Content and structure • I wrote 75 - 100 words. • I used the information from the text and video properly. • I used the grid to structure my text. 2 Language • I used modals to formulate advice, prohibition, etc. • I used correct grammar. • I used the correct words. • I used correct spelling and punctuation.
jk
Feedback
< 6
6 – 8
> 8
Next exercise
ex. 4
ex. 5
ex. 6
ki
Score
3
Read the text about fad diets and dangers and answer the questions.
In
a What do you think 'fad' diets are?
b Do you know any fad diets that are hot and happening right now?
c What could be the dangers of fad diets?
fifty-two
52
UNIT 1:
ALIVE AND KICKING
READING
d Match these subtitles to the correct paragraph in the text. False hope and certain failure. A new fad diet is like an addiction. Harmful to your emotional and physical health. Quick fixes become the only answer. You lose sight of hunger cues.
5 Dangers of Fad Diets
m
5
Marketers of fad diets know how to target your weaknesses and play on your desires to lose weight. Despite the pressure, it is important to remember that these fad diets are not the answer to achieving good health. In some cases, they can be downright dangerous. When you feel the lure of the next fad diet, keep yourself on the right track by remembering these key points:
pl
1
aa
r
– – – – –
10
ex e
1
For chronic dieters, starting a new diet provides a euphoric high that encompasses the hopes, motivation, and drive to get your life back on track and lose the weight for good. When the programme fails, dieters look for hope, and will often find promise in the next diet. Thus, the downward spiral of diet addiction continues.
2
jk
Many diet claims are so convincing that your sense of reason is blinded by the false hope that this is the magic bullet you need. When you find that you can barely function on cabbage soup, or by completely cutting out a food group, the first thought is that you failed. You blame yourself and your self-esteem plummets. Constant feelings of deflated self-worth lead you straight back to the core of your weight issues – emotional eating.
20
25
3
Losing more than a couple pounds a week can be unhealthy. Slow and steady is the best approach. Weight loss is never completely effortless; it takes time to plan healthy meals, grocery shop, exercise, and focus on internal cues. The most effective and healthy path to long-term weight loss and maintenance is through lifestyle changes. While your co-workers may temporarily surpass your weight loss by going on a fad diet, three months down the line you'll be 12 pounds lighter, and they'll be looking for the next new diet.
fifty-three
In
ki
15
UNIT 1:
ALIVE AND KICKING
53
4
The process of cycling through diets eventually leads to decreased metabolism, weight gain, frustration, negative body image, cravings and binges, and distrust in your innate ability to monitor food intake. These consequences increase the likelihood of developing an eating disorder.
30
5
35
aa
r
Contrary to what the claims may say, most fad diets are too low in calories and you will be hungry. Ultimately you will have to return to regular eating. Chances are you will overcompensate with extra calories to satisfy feelings of intense hunger combined with the stress of feeling like you failed. When you are stuck in a pattern of ignoring hunger pains followed by binge eating, you eventually lose your ability to recognize true hunger and fullness.
Source: www.myfooddiary.com
pl
e Check the underlined words in the text and match them with the correct meaning. Use the context of the words to help you discover their meaning. Use a dictionary if the context doesn’t help you. A a strong desire or hunger for something
2 downright
B a person is feeling or acting worse and worse
3 lure
C without any effort, work or force
4 chronic
D very low self-esteem or confidence
5 euphoric high
E do or be better than ever before
6 encompasses
F a magic solution or answer
7 downward spiral
G very much, extremely
8 magic bullet
H to drop or fall really fast
9 plummets
I something that seduces or is used to seduce, bait
10 deflated self-worth
J the capability, talent or gift you were born with
11 core
K a feeling of great happiness
12 effortless
L the act of caring for, keeping up with something
jk
ex e
m
1 marketer
M a person or company that advertises or promotes something N the way your body transforms food into energy doesn’t work very well or works very slowly
13 internal cue
ki
14 maintenance 15 surpass
O surround or hold on the inside
16 decreased metabolism
P the centre or the most important part Q a period of over the top behaviour, especially in drinking alcohol or eating fast food
18 binge
R going on for a long time or keep happening over and over
19 innate ability
S to reward too much in relation to the work/effort that it took
20 overcompensate
T a hint or signal your body or brain gives you
In
17 craving
1
fifty-four
54
UNIT 1:
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20
Score
≤ 14
> 14
Next exercise
ex. 4
ex. 2
ALIVE AND KICKING
4
Fad diets and the promises they make. Watch the video about fad diets and answer the questions.
listening
a Indicate the correct answers. Sometimes more than one answer is possible. 1 Fad diets are designed to ... be quick fixes. claim to help people feel better about themselves. be detrimental to one’s health. give great results without risks.
aa
r
2 During the master cleanse you can also ... drink diet soda. drink water. drink salt water when you go to bed. have a cup of tea before you go to sleep.
extremely unhealthy because you don’t eat enough calories. causing memory loss and speech defects.
4 Cotton balls ... are bleached and full of chemicals. stop people from being hungry.
block your intestines. can cause choking.
m
pl
3 The 5-bite diet is ... extremely unhealthy because you eat too many calories. weakening your immune system.
wants you to reduce your food to a liquid state. was invented by John Fletcher.
ex e
5 Fletcherism ... wants you to enjoy your food by chewing on it longer. is more of a job than a diet.
to help you get enough nutrients. that you can feast on food in the evening.
7 The grapefruit diet is structured ... around eating lemons and drinking coffee. around eating grapefruit and drinking coffee.
so that you can eat all you want for 12 days. to cause extreme nutritional imbalance.
jk
6 The caveman diet promises ... to help you lose weight and reconnect with your spirit. to make you return to an animalistic state.
doesn’t cost you any effort or money. allows you to drink water.
fifty-five
In
ki
8 The air diet ... is the most ridiculous fad diet out there. tries to trick your brain into eating food.
UNIT 1:
ALIVE AND KICKING
55
b Based on the information in the video, write a description of what fad diets are, using the writing frame. Fad diets are diets that promise you quick results. They are actually a kind of quick fix for a serious problem. Some people think fad diets What I know about fad diets is I learned a few things about fad diets here; namely
r
They can also cause Most people don’t realize
pl
Nevertheless, fad diets remain popular because
In my opinion, fad diets
ex e
m
Another reason for this is
aa
Fad diets are dangerous because
Checklist: writing about fad diets
1 Content and structure • I used the information from the text and video properly. • I used the grid to structure my text.
jk
2 Language • I used correct grammar. • I used the correct words. • I used correct spelling and punctuation.
ki
Feedback
Score
< 14
In
Next exercise
fifty-six
56
UNIT 1:
ALIVE AND KICKING
14 – 18 All done!
Yes
I think so No
5
listening
You will watch a video about signs and symptoms of prescription drug abuse. a What do you think 'prescription drug abuse' might be? b Can you think of a type of medicine that could be used for this type of abuse?
– –
aa
Symptoms of alcohol or marijuana abuse
r
c Watch the video and complete the grid.
– Common symptoms of prescription drug abuse
–
Visible symptoms with users of opioids and depressants
–
– – –
ex e
Visible symptoms with users of stimulant abuse
m
–
pl
–
– –
Behaviour patterns
– – –
jk
– –
ki
–
In
Clues in the home
– – – – – –
d What are the risks to your health if you abuse prescription drugs?
fifty-seven
UNIT 1:
ALIVE AND KICKING
57
e What advice is given if a person is unresponsive?
6
Score
< 20
20 – 25
Next exercise
ex. 4
All done!
You work at a pharmacy and an elderly lady comes in for some advice on her medicine.
aa
m
c Reflection: check your conversation after you are done.
pl
b Action: find a partner and tell them what advice you will give. Read the checklist before you start. Then switch roles.
r
a Preparation: read the prescriptive text you will get and highlight the important elements. Write down a few notes on what advice you could give this elderly person. How and when should she use the medicine?
Checklist: giving advice on prescription medication
ex e
1 Content and structure • I gave correct and clear advice. • I provided correct information.
2 Language • I used modals to formulate advice, prohibition, etc. • I used correct grammar. • I used the correct words. • I minded my pronunciation.
jk
Feedback
< 9
9 – 12
Next exercise
ex. 5
All done!
In
ki
Score
fifty-eight
58
UNIT 1:
ALIVE AND KICKING
SPOKEN INTERACTION
Yes I think so
No
CHECK OUT: CHECKING INTO THE HOSPITAL Orientation You have engaged in one of the silly fitness trends or diet fads covered in the unit and have suffered an injury or illness as a result. You will report your injuries to an ER doctor after filling out a check-in form.
Preparation Choose a crazy fitness or diet trend.
2
When you arrive at the hospital you are asked to fill out the check-in form. This will make the WRITING triage go faster. Fill in all the necessary information on the form: – Note which injuries you have sustained in this accident. – Describe how, where and when the accident happened. – Try to diagnose your injuries in the bottom box.
Action
pl
aa
r
1
Based on your check-in form you will now talk to a doctor. Practise and then act out this dialogue in class afterwards.
4
Switch roles.
SPOKEN INTERACTION
fifty-nine
In
ki
jk
ex e
m
3
UNIT 1:
ALIVE AND KICKING
59
Reflection 5
Check your work using the checklists below. Checklist: filling out a hospital form
Yes I think so
No
1 Content and structure • I explained my problem correctly. • My form was clear enough for a diagnosis.
r
2 Language • I used correct vocabulary to explain my condition. • I minded my pronunciation.
aa
Feedback
Yes I think so
1 Content and structure • I listened to the patient. • I gave good and correct advice.
pl
Checklist: doctor’s advice
ex e
Feedback
m
2 Language • I used correct vocabulary to suggest treatment. • I used modal auxiliary verbs correctly. • I minded my pronunciation.
In
ki
jk
Trace your steps on diddit.
sixty
60
UNIT 1:
ALIVE AND KICKING
No
UNIT 2: GREAT MINDS check in
r
Step 1: describing learning disorders
Step 2: summarizing a text
ex e
Step 3: doing research
m
pl
aa
main track
trace your steps
In
ki
jk
summary
on different tracks check out: making a learning disorder chart
CHECK IN Dear Teacher listening
Watch the video Dear Teacher and answer the questions in the grid below.
1
a What does each child say about what the teacher doesn’t know about them? b What advice do these young people have for their teachers?
1
pl
2
Advice for the teacher
aa
What the teacher doesn’t know
r
c Can you add your own advice?
m
3
ex e
4
5
jk
6
In
ki
7
2
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.
sixty-two
b Do you recognize 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?
62
UNIT 2:
GREAT MINDS
SPOKEN INTERACTION
MAIN TRACK Step 1 1
Try my skin
Describing learning disorders listening
Watch the fan-made book trailer of Fish in a tree.
Negative characteristics
aa
Positive characteristics
r
a Write Ally’s characteristics (= how she describes herself) in the appropriate column.
b What other important words or phrases are used to describe her personality?
pl
m
ALLY
sixty-three
In
ki
jk
ex e
c Draw a mind map using the information you gathered.
UNIT 2:
  GREAT MINDS
63
Read the extract from Fish in a tree by Lynda Mullaly Hunt and answer the questions.
2
READING
a Which learning difficulty does the protagonist suffer from? b Summarize the extract by answering the WH-questions. Who? Where? What? When?
aa
r
Why?
c Highlight keywords in the text that indicate Ally’s self-image. 1
It’s always there. Like the ground underneath my feet. 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?”
m
5
pl
“Well, Ally? Are you going to write or aren’t you?” Mrs. Hall asks.
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.”
ex e
10
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.” 15
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.
jk
“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.”
20
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.
ki
“C’mon,” she says, moving my lined paper toward me. “Just do your best.”
In
25
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.
30
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.
sixty-four
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.
64
UNIT 2:
GREAT MINDS
35
“C’mon, Ally. No more stalling.” I don’t answer. “I mean it,” she says, and I know she does.
40
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 them. They are a relief from my real life.
r
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.
45
aa
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?”
50
pl
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.
m
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.
ex e
55
“That’s it,” Mrs. Hall finally says. “To the office. Now.” I wanted this but now I am having second thoughts. “Ally.” “Huh?” 60
Everyone laughs again. She puts up her hand.
jk
“Anyone else who makes a sound gives up their recess.” The room is quiet. “Ally. I said to the office.”
ki
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!
65
“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.”
In
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.
75
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 keep the pencil moving, so I write the word “Why?” over and over from the top of the page to the very bottom. One, because I know how to spell it right and two, because I’m hoping someone will finally give me an answer. sixty-five
70
to glance: to look quickly to squint: to partly close your eyes
Source: Fish in a tree, Lynda Mullaly Hunt
UNIT 2:
GREAT MINDS
65
3
READING
Answer and discuss these questions. a How does Ally see herself? 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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aa
c What do you think of the teacher’s reaction? Who has which learning disorder?
pl
4
a Read the descriptions of these learning disorders. Match them to the correct term.
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ADD – ADHD – autism – dyscalculia – dysgraphia – dyslexia – dyspraxia Learning disorder
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.
jk
2
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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3
A learning disability that affects writing.
5
A disorder of attention, organization and impulse control appearing in childhood and often persisting to adulthood.
In
4
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UNIT 2:
Who?
ex e
1
Description
GREAT MINDS
How?
Feeling
listening
6
A learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
Gabby Martin
Clint
no name mentioned
pl
Hank Green
m
aa
r
b Watch the video of these 6 people. Add their name to the correct learning disorder in the grid of exercise 4 a.
Krystal-Bella Shaw
Kyle Ram
5
ex e
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.
listening
Watch the 2 videos and answer the questions.
a Write down the name of the main characters. Then compare their behaviour. Atypical
ki
jk
X+Y
In
Name
Behaviour
b Both characters have the same disorder. Can you guess which one? Add it to the grid. UNIT 2:
GREAT MINDS
sixty-seven
Disorder
67
6
Work in groups.
SPOKEN INTERACTION
a You will get a specific task. Try to accomplish the job as best as you can. b Discuss your findings and experiences in your group afterwards. 7
WRITING
Describe what you have learned from the experience in exercise 6. a 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.
r
aa
b 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 would like to give my opinion about
What I didn’t expect was
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I was surprised to find that
jk
ki
My conclusion is
In
sixty-eight
68
UNIT 2:
m
I thought it was
pl
GREAT MINDS
c Reflection: check your text by filling in the checklist. Then share your opinion with the class. Checklist: writing a conclusion
Yes I think so
No
sixty-nine
In
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jk
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CHECK 1, p. 93
m
Feedback
pl
3 Language • I used correct grammar and vocabulary. • I used correct spelling and punctuation.
aa
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.
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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.
UNIT 2:
GREAT MINDS
69
Keep it short
Step 2 1
Summarizing a text READING
Read the personal story below. a Look at the grid and highlight the words in the text that refer to the keywords in the grid.
Who
–
Early symptoms
–
r
b Fill in the grid with the information you highlighted.
aa
– – – – –
Diagnostic procedure: steps
– – – – –
ex e
Diagnosis
Poetry / Fiction / NonFiction / Reviews
COUNTLESS
Search
I told the waitress at the diner that I was six and a penny. She stared at me, more than slightly confused. “She means six and a quarter,” my mom quickly explained. The waitress smiled, laughed, and called me cute. I smiled back, but was more focused on the words jumbling about in my brain. Penny, quarter, dime, nickel— what did any of it have to do with my age?
ki
5
In
This is the story my parents always come back to when looking for the roots of my disorder. That, and the fact that they had a meeting with my kindergarten teacher solely about my inability to count to 10.
10
“We should have known that you had dyscalculia then,” they’ll tell me. I shake my head. How could they have known? It’s not a nationally known disorder. A kid has trouble reading? Dyslexia. They can’t sit still? ADHD. But, they’re bad at math? Who isn’t! They’ll pick it up eventually. If only it were that simple.
seventy
70
UNIT 2:
GREAT MINDS
Login Subscribe
By BriJacobs, Demarest, NJ
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1
m
Diagnostic procedure: duration
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–
Submit
Forum
35
40
r
Getting diagnosed with dyscalculia wasn’t a simple process. It took months of testing from different school psychologists to determine what I already knew. That was months of puzzles to test my attention to detail, months of counting forwards and backwards, and months of comparing my English and mathematical skills. Eventually, we got the results—I had dyscalculia. By the time the results came in, I was 17, well into my college applications, and well out of my high school math career. I opted not to take the subject my senior year, knowing that it would only hurt me. I loved the humanities and wanted to spend my time taking the AP classes I had looked forward to since my freshman year. I’m happy I know why I couldn’t learn maths like my peers and I’m relieved to know it wasn’t my work ethic or because I was stupid—because I know I’m smart and I know I tried. However, I was disadvantaged for years by not being able to understand how my brain works—because, it works just fine, just slightly differently.
jk
45
aa
30
At first I stumbled upon the disability as a joke. I googled math disorders simply to see if one existed and to self-diagnose myself with it, not really meaning anything by it. But then I read the symptoms, read the struggles people suffered with, and read their stories. They sounded all too familiar. Bad at telling time as a kid? Check. Trouble with learning simple addition and subtraction? Yes. Mixed up numbers? 6 and 9 were always the death of me. Still count on your fingers? Always. I sent the link to my parents and they agreed. There was definitely something there.
pl
25
m
20
What brought my attention to dyscalculia (dys·cal·cu·li·a, from the Greek dys and the Latin calculare literally translating to counting badly) was my complete inability to conquer math. I’m not a Renaissance girl by any means, but when I set my mind to something I can usually become at least passable at it. I’m not musically talented, but I learned how to play the guitar. Am I a naturally good artist? No. But give me a couple of hours and a pencil and I can learn how to draw a mighty good flower. The point is, I had 12 years, 12 different teachers, and hundreds of YouTube tutorials yet I still couldn’t figure out maths. So, naturally, I figured that I couldn’t be this bad at something without there being a medically valid reason. Enter dyscalculia.
ex e
15
I only wish I knew that when I was six and a penny.
ki
Source: www.teenink.com
How to listen and watch effectively
STRATEGY
In
In Track 'n' Trace 3, 4 and 5 you learned how you can listen and watch more effectively. Check the strategy on diddit if you are still experiencing difficulties. See
listening
2 Watch the video about learning disorders. a Prepare yourself while listening: write down keywords that help you to understand the story.
seventy-one
UNIT 2:
GREAT MINDS
71
b Action: watch the video a second time and summarize it using the outline. Title: WHAT?
WHAT?
difficulty reading
difficulty writing
= difficulty mathematics
EFFECTS
EFFECTS
EFFECTS
=
aa
pl
m
ex e
r
=
WHAT?
jk
CONCLUSION
HELP?
ki
In
c Reflection: sit with a partner and compare your summaries. Did you fill in the same information? Revise if necessary.
How to read a text more effectively
seventy-two
72
STRATEGY
In Track 'n' Trace 3 and Track 'n' Trace 5 you learned how to read a text more effectively. Check the strategy in the Summary on p. 89 if you are still experiencing difficulties. See p. 89
UNIT 2:
  GREAT MINDS
3
READING
Read the article below. a Highlight the topic sentences (= the sentences with the most important information).
Research confirms that seeing the world in ‘a different way’ sparks unique ideas
15
aa
“We speculate that it may be because they are approaching things very differently. It goes a way towards explaining how some people with what is often characterised as a disability exhibit superior creative talents in some domains.” Though some celebrities, including actress Daryl Hannah, have spoken about their autism, the findings – published in the Journal of Autism and Developmental Disorders – should act as a wake-up call to the creative industries, said actor Cian Binchy, who is performing his muchpraised show The Misfit Analysis at the Edinburgh festival this week. “There just aren’t any people with learning disabilities – in this field I’m the only one. It’s because people with learning disabilities may need a bit of extra support, and a lot of theatre companies and performers can’t be bothered – it’s too challenging for them. It’s time people with autism and other learning difficulties are seen as people first. I want to educate people without learning disabilities that I’m not all that different to them, and I want people who do have learning disabilities to feel better about themselves by showing my problems. They are not alone.” After working as an autism consultant on the National Theatre’s The Curious Incident of the Dog in the Night-Time, Binchy trained with Access All Areas, an award-winning theatre company that supports adults with learning disabilities to work in the arts, and runs the country’s only professional training programme for the creative arts for people with learning disabilities.
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20
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10
Scientists found that people with the developmental condition were far more likely to come up with unique answers to creative problems despite having traits that can be socially crippling and make it difficult to find jobs. The co-author of the study, Dr Catherine Best from the University of Stirling, said that while the results, from a study of 312 people, were a measure of just one aspect of the creative process, it revealed a link between autistic traits and unusual and original ideas.
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5
A new study showing that people with autism display higher levels of creativity has been welcomed by campaigners, who say it helps debunk a myth about people with learning disabilities.
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1
Tracy McVeigh
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In
Source: Denis Makarenko/Shutterstock.com
Patrick Collier of Access All Areas said: “It’s not about helping someone with autism or Down’s syndrome play Hamlet, although if they want to that’s fantastic – it’s about finding their own voice and to have that heard.
30
People do need support to navigate the industry, but as this research shows, the creativity is there to be enabled.”
35
Autism is a lifelong disorder which affects 1 in 100 in the UK, changing the way they communicate and
Actress Daryl Hannah says she has had autism since childhood
UNIT 2:
GREAT MINDS
seventy-three
25
73
experience the world, and varying greatly from person to person. Jolanta Lasota, chief executive of the charity Ambitious about Autism, said lack of creativity is one of many autism myths. She welcomed the study for suggesting that seeing the world in a different way can be a positive trait.
40
She said: “There are many misconceptions and myths about autism, the biggest one including being antisocial and having a lack of empathy. However, what people with autism struggle with is fitting their feelings of sympathy and caring into everyday interactions. “While it is true that some people with autism can have very specific interests and may struggle with abstract concepts, this research helps to highlight the fact that seeing the world in a different way can be a positive trait too. We find time and again that many of our pupils in our TreeHouse School and Ambitious College are very creative, whether that be through art, music, film or photography. It is great to see research continued in this area to help dispel more autism myths.”
aa
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45
50
55
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Lasota has been campaigning for employers to consider people with learning disabilities when they’re hiring, and hopes that studies like this will help. “With the right support, planning and opportunities from parents and employers, many people with autism have the ability to work. Despite this, recent figures show that only 15 % crippling: seriously damaging someone of people with autism are in full-time paid to debunk: to show that something is wrong employment – 79 % of those polled who are not to enable: to make something possible in employment would like to be.” to exhibit: to show
Source: www.theguardian.com
ex e
What:
m
b Fill in the outline of the text. Can you find all the necessary information in the topic sentences you highlighted?
Some facts: – – – –
jk
–
Positive
In
ki
Misconceptions
c Think of a good title for this text.
seventy-four
74
UNIT 2:
GREAT MINDS
Result:
Did you know? What makes a good title?
aa
r
A good title stimulates you to read the article. It makes you curious without giving away too much. When you are choosing your title, think of the following: – Start with a working title. The first draft of your article is never the same as your final version either. – Be accurate. You want to set clear expectations for your reader, not trick them, or you will lose your readers. This means: avoid clickbait and don't tell lies! – Make it catchy. Have fun with words, e.g. why not use alliteration in your title? – Keep it short: headlines between 8 and 12 words get the most Twitter shares. – Always write your article first and your title last! Source: blog.hubspot.com
WRITING
Summarize the article.
pl
4
a Preparation: check the highlighted information and the outline you made in exercise 3.
m
b Action: write your summary in fluent sentences. Use the strategy in the Summary on how to summarize a text on page 90. Give your summary an appropriate title.
jk
ex e
ki
In
seventy-five
UNIT 2:
GREAT MINDS
75
c Reflect on your task by filling in the checklist. Checklist: summarizing a text
Yes I think so
No
2 Writing • I used the information from my preparation to summarize the text as a whole. • I wrote fluent sentences. • I used my own words as much as possible.
aa
3 Revising • I let somebody else read my summary to comment on it. • I checked my language: grammar and vocabulary is correct. • I checked my spelling and punctuation.
r
1 Preparation • I read the text carefully and highlighted the topic sentences. • I checked the outline in exercise 3. • I checked the strategy of how to summarize a text.
In
ki
jk
ex e
CHECK 2, p. 101
m
pl
Feedback
seventy-six
76
UNIT 2:
GREAT MINDS
Information is your weapon
Step 3
Doing research
1 / In Wikipedia we trust? 1
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)?
aa
r
c Which information do you not trust?
Scan the text below and answer the following questions. Use the strategy in the Summary on how to read a text more effectively, p. 89 again if necessary. a Look at the layout of the text. What kind of text is this? b Which type of text is this?
pl
c Who is the targeted audience?
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.”
10
15
20
25
30 Source: Dusit/Shutterstock.com
In
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jk
5
By Jamie Bartlett
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1
m
d What is the goal of this text?
[title] 6:15AM BST
READING
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
35
40
45
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 UNIT 2:
GREAT MINDS
seventy-seven
2
77
70
75
In
ki
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80
A model of a statue honouring Wikipedia Photo: Adam Czernenko/Collegium Polonicum Source: www.telegraph.co.uk
seventy-eight
78
UNIT 2:
100
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aa
65
95
pl
60
90
105
m
55
85
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 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 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 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, 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 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 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 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 you win University Challenge. But for the rest, I’d still prefer a book.
110
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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?
GREAT MINDS
115
120
125
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
3
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. 2 The author of the article trusts the accuracy of the articles.
r
aa
3 People tend to trust expertise and institutions more than the internet.
What would be a good title for the text?
m
4
pl
4 “Wikiwashing” means that people are paid to write lies.
READING
a Formulate it as a question to which the text gives the answer. Add it to the text in exercise 2. b Answer that question in 1 sentence.
5
ex e
WRITING
Summarize the text as a whole.
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.
jk
Who?
What?
ki
Why?
Why not?
In
b Action: summarize the article using the information from your preparation. seventy-nine
UNIT 2:
GREAT MINDS
79
r
6
aa
Reformulate the answer in exercise 4 in your own words. What is the message of the text?
pl
2 / Too Googly to be true 1
m
What do you think: fact or fiction? Discuss with a partner.
SPOKEN INTERACTION
ex e
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.
jk
2
SPEAKING
ki
3
Watch the video and answer the questions.
In
a List the first 3 lies that are mentioned. Lie 1:
Lie 2: eighty
80
UNIT 2:
GREAT MINDS
listening
Lie 3: b What advice is given at the end of the video? c Which words or phrases are used to say that the news was a lie?
4
r
Answer these questions with a partner.
SPOKEN INTERACTION
aa
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.
READING
Do some (online) research. Use the instructions your teacher gives you.
pl
5
a How much time did you need to complete the list?
minutes.
m
b Compare your answers with a partner. What information is the same / different?
STRATEGY
How to find information on the internet
6
ex e
If you have to do research and find useful information on the internet quickly, check the tips in the Summary.
See p. 91
Use your research skills to answer these questions. What search string gave you the best result?
READING
a What is the name of the president of the American Psychological Association?
jk
Search string used:
b How many people suffer from dyslexia?
ki
Search string used:
In
c List 4 specific types of learning disorders that you can find on the website of the Learning Disabilities Association of America.
eighty-one
Search string used:
UNIT 2:
GREAT MINDS
81
Did you know? Top position in search engine rankings
aa
Pick one of the 4 specific learning disorders in question 6 c on page 81 and find 3 websites with tips on how to deal with the learning disorder. Fill in column 2 below.
Tips on Website 1 Title:
ex e
URL:
Website 2 Title:
READING
Trustworthy?
m
Learning disorder
pl
7
r
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.
Yes / No because:
Yes / No because:
URL:
Website 3 Title:
Yes / No because:
Watch the video about evaluating internet sources and list the helpful tips that are given.
ki
8
jk
URL:
Tip 1
In
Tip 2
Tip 3
Tip 4 Tip 5 eighty-two
82
UNIT 2:
GREAT MINDS
listening
9
Look back to the websites you used in exercise 7 on p. 82. Put them to the test using the tips above.
READING
a Add your findings to the grid in exercise 7 for each website you used (Column: 'Trustworthy?'). b Were you critical of the sites you wanted to use?
3 / How to take notes
r
Watch the video and use the sheet to copy the structure of the Cornell method of note-taking. listening
aa
Cue Column
THE CORNELL NOTES Note-taking Column
1 RECORD 2 QUESTIONS
ex e
m
3 RECITE
pl
1
5 REVIEW
6 [SUMMARY] eighty-three
In
ki
jk
4 REFLECT
UNIT 2:
  GREAT MINDS
83
STRATEGY
How to take Cornell notes A proven method to take notes accurately and clearly is the Cornell method. It can be used for any kind of listening, including taking notes in class.
2
See p. 92
listening
Watch the video about dyslexia. a Preparation: take a separate piece of paper and draw the Cornell structure.
r
b Action: take Cornell notes while you are watching. Watch again if necessary.
Checklist: dyslexia Cornell note-taking
aa
c Reflection: compare your notes with a partner. Fill in the checklist.
Yes I think so
No
1 Preparation • I drew the Cornell structure on a separate piece of paper.
pl
2 Writing • I took short notes while listening. • I formulated questions based on my notes. • I wrote a short summary based on my notes.
m
3 Revising • I checked my sentences: I made sure I understood my own abbreviations, keywords, etc.
ex e
4 After writing • I covered the note-taking column and answered my questions orally. Feedback
3
READING
Work with a partner. Read Isabelle’s story and give her some advice. a What do you think will help Isabelle? Make a list with advice you can give her.
jk
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In
b Sit with your partner and compare your advice. Add advice to your list if necessary. c Go online and find at least 3 trustworthy websites to help Isabelle.
Site 1
Site 2
eighty-four
Site 3
84
UNIT 2:
GREAT MINDS
Title
URL
d Decide which of the 3 websites has the most useful information. Use one of the methods from this unit to summarize your information: Topic sentences and summary
Cornell notes
D-Y-S-L-E-X-I-A: a learning disorder characterized by difficult reading. At least that's what safari says. I look at it differently, considering I’m someone who has suffered from dyslexia.
aa
1
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e Use your advice and your notes to write a list with short and useful instructions in the imperative form. Use the template provided.
The way I see it, the words are the same, but with a little extra color. They pop off of the pages like springs, the letters mix together like soup, and they're spaced super far apart.
A lot of the kids at school make fun of me for my special talents. They are always looking at me weirdly as if I have some kind of contagious disease. What they don't understand is that I'm a normal kid, with normal hobbies, a normal family, normal foods on my table, normal clothes, and normal values. I just have some superpowers that they don't have. I consider myself very lucky to have these. I have more to work at, I strive to learn and soak in new information like a sponge. I'm one of the most determined people you will ever meet. I will overcome dyslexia one day and prove to the bullies, my doctors and nurses, my family and friends, that they are all wrong about me.
10
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5
15
I was 8 when I was diagnosed with dyslexia. I started having a lot of trouble with my reading and writing. The words always appeared to be backward and they would get really blurry sometimes. I told my parents and they took me to a doctor immediately. That's when I found out. The doctor said to me “Isabelle, don't ever be afraid. You are strong and you can overcome dyslexia. I know it.” Although his words were calming, I was afraid. What would this mean for my future? Would I still be able to get into a college? Would people treat me differently or not want to be friends with me? Those were all unanswered questions, clogging my brain like a sewage pipe. I wish I knew how to stop it but I couldn't.
jk
20
ex e
So, I'm Isabelle and this is my story.
ki
I got a tutor for school and a speech therapist who helped me with my delivery and pronunciation. She was the only one who truly understood my condition. She was my inspiration. Her name was Caroline. Caroline had dyslexia when she was 14 and overcame it by age 16. With hard work and perseverance, she was able to overcome any obstacles. She told me that it's difficult but you have to use it to your advantage. “Picture it as having a super power,” she said. “You use it to fly to clog: to block high over all the other superheroes, stop the villains from contagious: something that is spread to other teasing the good guys, turn the world good again.” This people was the key to my recovery. Belief. sewage pipe: a pipe that carries waste matter My family members were the most supportive during my tutor: a private teacher diagnosis. They comforted me when I was sad. They laughed with me when I was happy. They let me cry to them when I was angry. My older brother Kyle said to me, “Izzy, you're a rockstar. You can pull through.” My parents both treated me like a princess who ran her own kingdom. I am ever so grateful to have such amazing people in my life.
30
eighty-five
In
25
Source: www.teenink.com
UNIT 2:
GREAT MINDS
85
What is it?
Name + definition
How many people have it?
What signs are there?
aa
r
Symptoms?
How is it diagnosed?
pl
m
Strengths and weaknesses?
Special talents (= strengths)?
Difficulties (=challenges)?
ex e
jk
Support or measures?
List of tips for the person List of tips for the environment with the disorder (e.g. in the classroom, for the teacher,
ki
In
eighty-six
86
UNIT 2:
for friends and family)
GREAT MINDS
f Check your work by filling in the checklist. Checklist: Learning Disorder Chart
Yes I think so
No
eighty-seven
In
ki
jk
ex e
CHECK 3, p. 109
pl
Feedback
m
3 Language • I used the imperative form. • I used correct vocabulary and grammar. • I used correct spelling and punctuation.
aa
2 Content and structure • I used the information from my preparation to write my instructions. • I formulated my instructions in a short way. • I used the information from my preparation to write what I have learned. • I used the template provided.
r
1 Preparation • I carefully read Isabelle’s story. • I made a list with advice for her and compared with a partner. • I found at least 3 trustworthy websites and decided which is the most useful. • I summarized the information on the website.
UNIT 2:
GREAT MINDS
87
Word
Translation
GENERAL WORDS aandoening
empathy
inlevingsvermogen
to focus
focussen
font
lettertype
issues
problemen
lack / to lack
gebrek / gebrek hebben aan
learning difficulty
leermoeilijkheid
learning disability
leerstoornis
learning disorder
leerstoornis
to memorize
memoriseren
misconception
misvatting
to scribble
krabbelen
self-image
zelfbeeld
skill
vaardigheid
to struggle
worstelen
ADHD autism dyscalculia dysgraphia dyspraxia
aa
aandachtsstoornis met hyperactiviteit autisme
dyscalculie dysgrafie dyslexie
dyspraxie
ADJECTIVES
lieflijk
anti-social
asociaal
bitter
verbitterd
brilliant
briljant
creative
creatief
embarrassed
beschaamd
insecure
onzeker
self-critical
zelfkritisch
shy
verlegen
vulnerable
kwetsbaar
In
ki
amiable
eighty-eight UNIT 2:
pl
aandachtsstoornis
jk
dyslexia
ex e
ADD
r
condition
TYPES OF LEARNING DISORDERS
88
My notes
m
VOCABULARY
SUMMARY
  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?
r
Who wrote this?
aa
Why did he/she write it?
Ask yourself
What type of questions will you get?
m
Why do you have to read it?
pl
What do you need to do with the text?
ex e
2 While reading Global reading
Try to answer the WH-questions: who / what / where / how / why / when?
Reading for details
ki
jk
Look for context clues.
Use a highlighter or a pencil to flag up the information you need.
3
Check your understanding If possible, reread difficult passages.
Have you understood the main points?
Have you completed the task?
What would you do differently next time? eighty-nine
In
After reading
Look for numbers if a year, an amount or a date is asked for.
Look for keywords, synonyms or related words.
UNIT 2:
  GREAT MINDS
89
HOW TO summarize a text Before writing
1
Read the text 1st time: skim the text.
r
• who, what, where, when?
m
pl
• Take notes. • Highlight main ideas in general and by section. • Look for topic sentences. = the most important sentence of a paragraph = often the first sentence or last sentence. The rest of the paragraph is a further explanation and/or example.
aa
2nd time: read in detail.
2 While writing
ex e
Write your summary
1st draft: reconstruct the text in your own words. • Start with the topic sentences. • Add the most important facts or examples.
In
ki
jk
2nd draft: check these aspects of your text: • Check your language. • Check the type of work, title, author, main point. • Did you summarize as a whole? • Does your summary follow the logic of the original article? • Is your summary neutral? (Don’t give your opinion!) • Is your text not too long (about ¼ of the original)?
After writing
3
Complete your summary Let someone else read the summary. Can they understand the sense of the text? Hand in your summary.
ninety
90
UNIT 2:
GREAT MINDS
HOW TO find information on the internet 1
2
Use a search engine
Enter keywords
e.g. Google, Bing, Yahoo
Keep it simple!
Use the search suggestions.
3 Add search items if you don’t find what you are looking for
aa
learning disability learning disability definition learning disorders learning disability test
1st try: learning disorders
Press Enter to search
2nd try: learning disorders characteristics
Report offensive query
Start with important words only.
pl
3rd try: characteristics of learning disorders in students
4 Use the tabs
5
m
e.g. looking for images, news articles, videos and much more
Filter results
e.g. by size, colour, image type …
ex e
characteristics of learning disorders in students
r
learning dis
All Images News Videos Shopping More Settings
Tools
characteristics of learning disorders in students Tools
jk
All Images News Videos Shopping More Settings
ki
6
Refine your search
In
– Use quotation marks to look for an exact phrase. e.g. "learning disabilities associations in America" – Word order matters. Google ranks the first word higher than the second, the second more than the third, etc.
– Use site: to look on specific sites. e.g. learning disabilities site: apa.org g will only search the site of the APA – Use OR to include multiple keywords. e.g. learning disabilities OR learning disorders g will give you results for one of the 2 search strings
UNIT 2:
ninety-one
– Use a plus sign (+) or a minus sign (-) to include or exclude words in your results. e.g. learning disorders –dyslexia g will search for learning disorders except dyslexia
GREAT MINDS
91
HOW TO take Cornell notes
Cue Column
Note-taking Column 1
r
Record 2 Questions 3
Recite
pl
Cover the note-taking column with a sheet of paper. Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.
Reflect
m
– Formulate questions based on the notes in the right-hand column. – Writing questions helps to clarify meanings, reveal relationships, etc.
aa
Use the note-taking column using telegraphic sentences.
4
ex e
Reflect on the material by asking yourself questions. e.g. What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them?
5
Review
In
ki
jk
Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam.
ninety-two
92
UNIT 2:
GREAT MINDS
6
[SUMMARY]
ON DIFFERENT TRACKS Describing learning disorders
Check 1 1
Analyze the infographic about learning disabilities in the United States.
1 Which learning disorders are caused in the parietal lobe?
aa
READING
r
a Preparation: answer the following questions to get some of the most important information.
2 What percentage of learning disorders are related to reading?
compared to the general population. – –
m
–
pl
3 List the 3 obstacles that cause the least problems for people with learning disorders
4 Which 3 learning disorders can be traced back to the same part of the brain? –
ex e
– –
5 Which part of the brain is responsible for dyslexia?
/ 11
ninety-three
In
ki
jk
Score:
UNIT 2:
GREAT MINDS
93
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
aa
r
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
pl
m
ex e
What: Motor skills problems Signs: Poor sense of balance and hand-eye coordination; clumsiness, frequently stumbling; irritation from loud noises and touch
PARIETAL LOBE
FRONTAL LOBE
Dyslexia
Dyspraxia
ANGULAR GYRUS
TEMPORAL LOBE
OCCIPITAL LOBE
ki
jk
What: Reading disorder; recently linked to genetics Signs: Reading at lower levels than expected; inability to phonologically process words
Overcoming Obstacles
In
Those with learning disabilities
ninety-four
94
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 %
Source: www.learningsuccessblog.com
UNIT 2:
GREAT MINDS
General population
ADHD What: Inability to focus; most common learning disability Signs: Increased, random hyperactivity, impulsivity, short attention spans and disruptive behavior
b Action: write down your conclusion about the information in the infographic (about 50 words). WRITING Use the grid below. The infographic gives information about I thought it was What I didn’t expect was
r
aa
I was surprised to find that My conclusion is
pl
c Reflection: check your task by filling in the checklist. Then give your text to the teacher who will give you some feedback.
m
Checklist: writing a conclusion
Yes I think so
No
1 Preparation • I scanned the infographic for useful information. • I filled in all the questions about the text.
ex e
2 Content and structure • I used the sentence starters to write my conclusion. • I wrote about 50 words. • I used the information from my preparation. • I used my own words as much as possible.
jk
3 Language • I used correct grammar and vocabulary. • I used correct spelling and punctuation.
ki
Feedback
Score:
Score
< 12
12 – 15
> 15
Next exercise
ex. 2
ex. 5
ex. 3
In
Read these personal stories and complete the grid with the answers to the following questions.
READING
a Which learning disorders do Jake and Kerri suffer from? b Write down the characteristics of these disorders. c What would you tell the person to help them?
ninety-five
2
/ 10
UNIT 2:
GREAT MINDS
95
Disorder or learning difficulty
Definition
Jake
What I would tell this person:
Text 1
aa pl
What I would tell this person:
r
Kerri
In
ki
jk
ex e
m
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-prolbproblem? 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
ninety-six
96
UNIT 2:
Adapted from www.teenink.com
Text 2 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.
GREAT MINDS
This 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
< 5
5 – 6
> 6
Next exercise
ex. 4
ex. 5
ex. 3
aa
3
Score
r
Adapted from www.understood.org
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.
pl
true
1 Wellington died the day before.
m
false
2 Christopher enjoys roaming the streets at night.
ex e
3 Christopher has little confidence in people.
4 Christopher seems to enjoy literature.
jk
b Explain: ‘Christopher has difficulties interpreting emotions.’
ki
In
c Why does Christopher like dogs?
d What do you think happened to the dog? ninety-seven
UNIT 2:
GREAT MINDS
97
2
10
pl
15
r
5
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.
aa
1
3
m
20
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
jk
25
ex e
and I knew that it meant “sad”, which is what I felt when I found the dead dog. Then she showed me this picture
ki
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
In
30
35
and then she laughed. So I tore the original piece of paper up and threw it away. And Siobhan apologized. And now if I don’t know what someone is saying, I ask them what they mean or I walk away.
ninety-eight
98
UNIT 2:
GREAT MINDS
5
pl
50
r
45
aa
40
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. (…)
7
60
m
ki
jk
65
ex e
55
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.
In
1 I found this book in the library in town when Mother took me into town once.
Score
< 5
6 – 7
Next exercise
ex. 5
Check 2, p. 101
ninety-nine
Source: The Curious Incident of the Dog in the Night-Time, Mark Haddon, p. 1-5
UNIT 2:
GREAT MINDS
99
Watch the video and indicate the symptoms the girl has. Then formulate your diagnosis. limited concentration never grasps any of the maths concepts not listening when talked to often loses things necessary for school pencil grip is unusual reads and rereads with little comprehension time management trouble with writing or copying unable to deal with money unusually high or low tolerance for pain
aa
daydreamer difficulty adding difficulty paying attention difficulty with depth perception difficulty with directions difficulty with subtracting division and multiplication are difficult inability to form relationships with other children forgetful in daily activities
listening
r
4
First name:
Score
< 7
7 – 10
Check 2, p. 101
ex e
Next exercise
m
pl
Diagnosis:
Watch the video about the theatre production of The Curious Incident of the Dog in the Night- listening Time.
5
a Are these statements true or false? Correct if false. Statement
jk
1 Mickey Rowe is playing the part of someone with autism, but he isn’t autistic himself.
ki
2 Mickey is taking part in a professional theatre production.
In
3 It’s the first time The Curious Incident of the Dog in the Night-Time has been played in a theatre.
4 Mickey Rowe finds the lights and noises disturbing in theatre. one hundred
100
UNIT 2:
GREAT MINDS
true
false
b Answer these questions in full sentences. 1 What does Mickey mean by stating that he has been an actor all his life to pass as neurotypical?
r
2 Why isn’t Mickey particularly fond of the breaks in between the rehearsals?
Score
5 – 6
pl
< 5
Next exercise
Summarizing a text
Read and summarize the text ‘Unlocking a learning disability.’ Follow the procedure below.
ex e
1
Check 2, p. 101
m
Check 2
aa
READING
a Preparation: – Look at the mind map on page 103. – While you are reading, highlight keywords in the text that you could use in the mind map.
jk
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.
ki
1
10
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.
UNIT 2:
GREAT MINDS
one hundred and one
In
5
101
35
40
r
aa
30
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.
pl
25
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.
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.
m
20
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.
ex e
15
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.
ki
jk
45
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.
In
50
55
Source: www.huffingtonpost.com one hundred and two
102
UNIT 2:
GREAT MINDS
b Action – Fill in the mind map of the text. keys to manage • •
learning disability
•
first signals
aa
diagnosis
pl
r
definition:
m
solutions
processing
•
•
processing
e.g.
ex e
•
• • • •
jk
– Use this information to summarize the text as a whole.
ki
In
one hundred and three
UNIT 2:
GREAT MINDS
103
c Reflection: reflect on your task by filling in the checklist below. Yes I think so
aa
1 Preparation • I checked the outline of the mind map. • I read the text carefully and highlighted keywords. • I checked the strategy of how to summarize a text.
pl
2 Writing • I used the information from my preparation to summarize the text as a whole. • I wrote fluent sentences. • I used my own words as much as possible.
m
3 Revising • I let somebody else read my summary to comment on it. • I checked my language: grammar and vocabulary is correct. • I checked my spelling and punctuation.
Score
ex e
Feedback
< 12
12 – 16
> 16
ex. 2
ex. 3
ex. 5
In
ki
jk
Next exercise
one hundred and four
104
UNIT 2:
GREAT MINDS
No
r
Checklist: writing a summary
READING
2 Read the article and answer the questions. a Highlight the topic sentences in every paragraph. b Fill in the outline of the text. Who?
Disorder?
r
What?
c Summarize the article as a whole in your own words.
pl
aa
Why?
m
ex e
ADHD being missed in girls because they are not as 'disruptive' Nice warns ADHD is being missed in girls because they tend not be as badly behaved as boys, new NHS guidance suggests. The National Institute of Health and Care Excellence (Nice) said girls and women are going undiagnosed because they were less likely to have “classic” symptoms of the disorder. Around five per cent of school-age children are thought to suffer from ADHD – a condition which is commonly diagnosed as a result of restlessness and impulsive behaviour, often leading to disruption in the classroom.
jk
1
ki
5
In
Nice said girls tended to have symptoms which did not suggest hyperactivity – such as difficulties concentrating, forgetfulness and poor organisational skills – which were more likely to go 10 unnoticed. Dr Gillian Baird, professor of children's neurodisability at Guy's and St Thomas' NHS Foundation Trust and chairwoman of the Nice guideline committee, said that around half of all cases were likely to be going undiagnosed, with cases in girls more likely to be missed. "Among the possibilities are that boys present with more obviously disruptive behaviour," she said.
Score
< 7
7 – 10
Next exercise
ex. 4
ex. 3
one hundred and five
Source: www.telegraph.co.uk
UNIT 2:
GREAT MINDS
105
listening
r
Watch the video about Page. Summarize the video using the outline below.
PAGE
symptoms: •
aa
3
organization:
•
pl
m
test:
ex e
diagnosis:
difficulty for parents:
positive effect for parents:
In
ki
jk
positive effect:
Score
< 6
6 – 8
Next exercise
4
Check 3, p. 109
one hundred and six
106
UNIT 2:
parents
GREAT MINDS
4
listening
Watch Annie’s video and answer the questions below. a Are these statements true or false? Correct if false. Statement
true
false
1 Annie usually posts 1 video per month. 2 Annie’s brother made fun of how dirty her room was.
r
3 Annie’s medication has been a major help.
aa
b Fill in the outline of the text. learning disorder?
pl
stands for?
m
problem:
3 examples? • •
jk
ex e
•
Score Next exercise
< 5
one hundred and seven
In
ki
5 – 6 Check 3, p. 109
UNIT 2:
GREAT MINDS
107
5
READING
Read the poem below and answer the questions. a Which learning disorder could this poem be about? Write it in the title. b Summarize the message of this poem in 1 sentence. c Was the writer of this poem able to make that message a reality? Explain your answer.
r
aa
d What could ‘grieve’ mean in line 36? Check the context.
The Gift (of )
15
And now as I write With that pen in my hand My goals are in sight I am in command
30
jk
20
My pen never faltered When I was brought down My dreams never altered In my goals, I stayed sound
10
For my message to be heard For my dreams to be realized For someone to read every word As the poetry I’ve idealized
m
5
Obstacles are made, To be overcome Don't let dreams fade When you can be someone!
For those with no voices To let their words ring My whole being rejoices I could join them and sing
ex e
1
pl
My dream was to write For others aspiring, do the same Now when my chest grows tight It is without trace of shame
ki
35
If you have a dream, fight Why let anything hold you back? I’ll show you how to take flight And get you right back on track Because we can achieve We will not be ashamed can grieve Because we overcame.
25
In
No shame for the battle I’ve worked so hard to win As you listen to me prattle, Hear my heart sing from within
Source: www.teenink.com
one hundred and eight
108
UNIT 2:
Score
< 4
4 – 5
Next exercise
3
Check 3, p. 109
GREAT MINDS
Check 3 1
Doing research
You are looking for specific information about these subjects. Write down the search string that will give you the best result. 1 a .org ADHD helpline for parents
r
2 More information about dyslexia but you don’t know it is spelled with an x.
aa
3 You’re looking for an article about autism on the website of The Guardian written between 2015 and 2018. 4 You want to know more about ADHD (not: ADD) in the UK.
< 4
Next exercise
2
4 – 5
m
2
Score
pl
5 You’d like to check whether NHS.uk mentions something about professional help for people with dyscalculia.
3
READING
Choose 1 of the options of exercise 1 and carry it out.
ex e
a Which option of exercise 1 did you choose?
b Write down the 5 first websites you get using these search engines:
1
jk
2 3
ki
4 5
In
c Which of the sites has the most valuable information? Why? one hundred and nine
UNIT 2:
GREAT MINDS
109
d Write down 3 important pieces of information from your most trusted website. Try to rewrite the information in the form of instructions. Use the imperative form of the verb. 1 2
r
< 7
7 – 10
Next exercise
3
Watch the video about ‘synesthesia’.
3
pl
Score
aa
3
listening
ex e
m
a Take Cornell notes while watching. – Preparation: take a separate piece of paper and draw the Cornell Notes structure. – Action: take Cornell Notes while watching the video. – 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
1 Preparation • I correctly drew the Cornell structure on a separate piece of paper.
jk
2 Action • I took short notes while listening. • I formulated questions based on my notes. • I wrote a short summary based on my notes.
ki
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.
In
4 After writing • I covered the note-taking column and answered my questions orally. Feedback
one hundred and ten
110
UNIT 2:
GREAT MINDS
Yes I think so
No
b Can you answer the questions your teacher will give you about the video using your notes? Score
< 6
Next exercise 4
6 – 8
> 8
ex. 5
ex. 4
READING
Gather and structure information.
Score
–
+
Next exercise
pl
5
All done!
aa
r
Collect 1 page with general information about learning disabilities or learning disorders. Include: – Title and URL of at least 3 trustworthy sources. – A very brief and general summary of what can be found in these sources (max. 3 sentences or 25 words per source).
Watch the Amazing Things video.
listening
m
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.
ex e
Checklist: Cornell note-taking
Yes I think so
No
1 Preparation • I checked what still needed to be added to the Cornell template.
jk
2 Action • I took short notes while listening. • I formulated questions based on my notes. • I wrote a short summary based on my notes.
ki
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.
In
4 After writing • I covered the note-taking column and answered my questions orally. Feedback
Score Next exercise
< 7
one hundred and eleven
b Can you answer the questions about the video using your notes? > 7 – 10 All done!
UNIT 2:
GREAT MINDS
111
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? b What kind of text should you write?
aa
r
c Who is your target audience?
Preparation 1
Form groups of 3. Your teacher will give you a learning disability or disorder.
2
Follow this procedure:
READING listening
pl
a Brainstorm: what do you already know about the learning disability or disorder after this unit?
ki
jk
ex e
m
b Do your research: – Browse the internet to collect useful information from trustworthy websites or (YouTube) 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 (p. 114). Think of the name, signs, diagnosis and measures. Use the strategy from the Summary on page 92. Don’t forget to hand in your notes and/or summary.
In
Action 3
a Include the following elements in your chart: – What is it? – Symptoms? – Strengths and weaknesses? – Support or measures?
one hundred and twelve
112
Organize your information in a clear way. Use the template to order your information or use your own (e.g. Piktochart, Canva, etc.).
b Present your chart to another group or to the class.
UNIT 2:
GREAT MINDS
WRITING
Reflection Reflect on your task by filling in the checklist after each step. Checklist: writing and presenting a chart
Yes I think so
No
aa
1 Preparation • We brainstormed 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.
r
4
2 Learning disorder chart • We used the information from our preparation to make our chart. • All the elements necessary are on the chart. • We organized our information in a clear way.
ex e
Feedback
m
pl
3 Presentation • We presented our chart in a clear and understandable way. • We introduced the chart in a good way. • There are good transitions in our presentation. • I was enthusiastic. • The presentation was fluent. • I made eye contact. • I minded my pronunciation.
one hundred and thirteen
In
ki
jk
Trace your steps on diddit.
UNIT 2:
GREAT MINDS
113
Notes
ex e
m
pl
aa
r
Cue
In
ki
jk
SUMMARY
one hundred and fourteen
114
UNIT 2:
  GREAT MINDS
UNIT 3: WHEELS OF STEEL check in
r
Step 1: talking about cars and car parts
m
Step 2: using prepositions of place and movement
ex e
Step 3: describing what happened using past tenses
pl
aa
main track
trace your steps
In
ki
jk
summary
on different tracks check out: reporting an accident
CHECK IN Road madness 1
Discuss these questions.
SPOKEN INTERACTION
a Do you know what a dash cam is? Why do people have them? b Have you ever witnessed a (car) accident? What happened? Look at the pictures and predict what will (probably/surely/certainly) happen next. Choose one prediction for each picture.
aa
r
2
Video 1
What will happen next?
pl
The white car on the right could crash into the lorries parked at the right side of the road.
m
lorry
The dash cam car will probably hit the white car on the right which is trying to join the traffic.
A moped could cross the road. My prediction:
Video 2
ex e
What will happen next?
ki
jk
pedestrians
The white car will certainly crash into the lorry. The black car on the right will probably try to avoid the pedestrians and will drive into a lamp post. My prediction:
In
Video 3
Maybe a van will overtake the white car and crash into an oncoming lorry. The white car will probably slip, roll over and end up in the ditch. The car with the dash cam may change lanes and hit the white car.
one hundred and sixteen
116
What will happen next?
My prediction:
UNIT 3:
  W HEELS OF STEEL
3
Watch the video to check if your predictions were right. Describe what really happened. Use the correct (past) tense.
listening
SPEAKING
r
Read the situations below. How certain are you that these things will happen to you? Choose 3 situations, write down 3 sentences and then tell a partner about it. buy an electric car buy my first car as soon as I have my driver’s licence go on a road trip by car try to live without a car use my bike or public transport to go to work
jk
ex e
m
pl
• • • • •
aa
4
ki
In
one hundred and seventeen
UNIT 3:
W HEELS OF STEEL
117
MAIN TRACK Pimp my ride
Step 1
Talking about cars and car parts
1 / Find the right car for you Look at these ads for second-hand cars and answer the questions.
READING SPOKEN INTERACTION
r
1
aa
a Mark the interior and exterior design features in one colour and the safety features in another colour.
c Which car would be your favourite? Why?
cruise control rear park assist black leather sports seats leather steering wheel and gear lever with steering wheel mounted radio/phone controls front fog lights 19’’ tyres and high quality hubcaps knee air bag
ex e
Source: UggBoy
m
ALFA ROMEO SPIDER CONVERTIBLE – £ 9,950
pl
b Which car would be best suited for: • a family of 4? • a minister with a personal driver? • a small business owner?
Overview
Convertible
60,000 miles
2.2L
Manual
Petrol
2 doors
2 seats
jk
2008 (08 reg)
Source: Art Konovalov/Shutterstock.com
In
ki
FORD RANGER PICKUP TRUCK – £ 19,995 manual gear box – 6 gears touch-screen colour sat nav (satellite navigation) with voice control 78.5 ft³ boot pedestrian warning collision mitigation braking system extensive first aid kit in glove compartment spare tyre, spanner and jack built-in in boot floor 80 liters petrol tank
Overview one hundred and eighteen
118
UNIT 3:
2017 (17 reg)
Pickup
19,000 miles
3.2L
Manual
Diesel
4 doors
5 seats
W HEELS OF STEEL
r
automatic gear box white roof and mirrors white bonnet stripes white indicator red and white striped seatbelts leather steering wheel front and rear parking distance control speedometer in centre of dashboard manual air conditioning height adjustment on driver’s seat manually adjustable headrests for all seats remote central locking 2 Mini safety vests
aa
Source: Grisha Bruev/Shutterstock.com
MINI COOPER 3-DOOR HATCHBACK – £ 14,980
Overview Hatchback
Automatic
Diesel
2.0L
4 seats
m
3 doors
tyre pressure monitoring display spare wheel – full size front side airbags third brake light automatic headlights front fog lamps rear folding seat
ex e
Source: Art Konovalov/Shutterstock.com
JEEP WRANGLER 4x4 – £ 25,980
14,463 miles
pl
2015 (15 reg)
Overview
SUV
jk
2016 (66 reg) Automatic
Diesel
16,000 miles
2.8L
2 doors
4 seats
2 back captains’ seats swivel round fuel saving system good tyres roof rails height adjustable driver's seat folding rear seats alloy wheels
Overview 2015 (15 reg)
MPV
Automatic
Diesel
55,000 miles
2.0L
UNIT 3:
W HEELS OF STEEL
one hundred and nineteen
In
Source: BoJack/Shutterstock.com
ki
VW CARAVELLE MINIVAN – £ 26,000
119
cruise control electric windows (front) leather electric heated seats xenon headlights very economical diesel engine in immaculate condition
r
Source: Art Konovalov/Shutterstock.com
BMW 525d ESTATE – £ 2,800
aa
Overview Estate
183,800 miles
2.5L
Automatic
Diesel
5 doors
5 seats
NISSAN PRESIDENT 4.5 – £ 16,900
pl
2006 (55 reg)
ex e
m
high exterior finish with chrome windscreen wipers and door handles satellite navigation 3x3 point rear seat belts front and back heated seats rear entertainment screen soft closing doors rear electric adjustable seats electric boot
Overview
Saloon
Automatic
Petrol
25,000 miles
4.5L 5 seats
jk
2007 (07 reg)
ki
Did you know?
Imperial system of measurement
In
Lots of people in the UK still use the imperial system of measurement instead of the metric system. Length: 1 inch = 2.54 cm 1 foot = 30.48 cm 1 mile = 1.6 km
one hundred and twenty
In the United States the imperial system is also used. When you get gas in the US (or petrol in the UK), you will see the price per gallon. But careful, there are some difference between the US and the UK imperial system. 1 US gallon = 3.79 l 1 UK gallon = 4.55 l
120
UNIT 3:
W HEELS OF STEEL
2
Which of the features mentioned in the ads in exercise 1 corresponds with the descriptions below?
READING
1 You don’t really need to put your key in the door’s keyhole to open it. All doors open as you press a button when you’re approaching the car. 2 You don’t have to shift gears manually.
4 You can choose just how high you want to sit. 5 This option gives the car’s exterior a real racecar look! 6 An on-board computer tells you how you can reach your destination or where exactly you are.
m
pl
7
aa
r
3 There are sensors in the car that indicate with a sound just how far you are from an obstacle.
jk
ex e
8
In
ki
9
10 If I need to replace a flat tyre, I need to lift the car with this tool. one hundred and twenty-one
11 To remove the screws from the tyre, I need this tool. 12 Although most cars just run on 4 wheels, a lot of cars have a fifth wheel in the boot, just in case … 13 Space in the dashboard where you keep your sunglasses, paper tissues and your car wash fidelity card. UNIT 3:
W HEELS OF STEEL
121
3
Combine the models below with the correct name. Choose from the following words. convertible – estate – hatchback – (mini)van – pickup truck – saloon – SUV
Write the numbers next to the correct car parts in the list. bonnet
headlight
roof
boot
hubcap
brake light
mirror
bumper
number plate
window
door
petrol tank
windscreen
door handle
rearview mirror
windscreen wiper
pl
indicator tyre
m
4
r
aa
2
3
4
ex e
1
5
6
7
14 15
jk
8
17
16
10
9
11
12
ki
18
13
There are some differences between British and American English when it comes to car vocabulary. Write the British English words for the following American English words:
In
5
American English
one hundred and twenty-two
122
American English
1 hood
7 license plate
2 trunk
8 windshield
3 station wagen
9 gas tank
4 truck
10 tire
5 transmission
11 turn signal / blinker
6 gear shift
UNIT 3:
British English
W HEELS OF STEEL
British English
6
Look at the list with car items.
SPOKEN INTERACTION
a Mark 5 essential items in a car. b Discuss them with a classmate. Why do you think these are necessary? c Would you add anything? If so, what and why?
r
a personalised number plate a powerful engine safety systems, such as pedestrian warning and collision mitigation a speedometer
Find a car for these people. What type of car do they need? Is there a car in exercise 1 that is ideal for them? Explain your choice to a classmate.
SPEAKING
Name Info
ex e
m
pl
7
a high quality stereo system a large boot leather seats a leather steering wheel parking distance control
aa
air conditioning a (built-in) navigation system central locking cruise control a customizable interior
Shannon
painter-decorator 24 years old
Vincent
Wang Wei
businessman 29 years old
student 20 years old
Will use this do her job car to ...
impress the ladies
drive to school
Budget
£ 40,000
£ 5,000
jk
£ 20,000
Shannon:
ki
In
Vincent:
one hundred and twenty-three
Wang Wei:
UNIT 3:
W HEELS OF STEEL
123
2 / Some alternative methods of transportation READING
Read this text about the fastest car on earth and answer the questions. a Match words from column A with items from column B. A
B
2
3
4
5
6
7
8
pl
1
A 183.7 in/465.5 cm (l) x 77.2 in/196 cm (w) x 44.7 in/113.5 cm (h) B 270 mph (= miles per hour) C 15.9 mpg (= miles per gallon) D 6 E 1244 HP (= horsepower) F 0-60 in 2.5 seconds (nought to 60 in 2 point 5 seconds) G above £ 1,000,000 H 18.5 gallons I Hennessey
r
1 brand 2 price tag 3 top speed 4 acceleration 5 engine 6 size 7 fuel capacity 8 number of gears 9 fuel consumption
aa
1
9
Source: cristian ghisla/Shutterstock.com
ex e
m
This is currently the world’s fastest car. The Hennessey Venom GT can achieve a top speed of up to 270 mph, which is equivalent to 435km/h. Essentially, no other car in the world has had this maximum speed in the history of the automotive industry, and thus it makes this car the world’s leading, fastest car given that it can also accelerate from 0 to 60 mph in 2.5 seconds. The Hennessey Venom GT is equipped with a 7Ltr LS7 turbocharged twin V8 engine that produces 1244 horsepower. It comes with a price tag of $1,000,000 and above. If you are looking for a car for racing, then you should consider the Hennessey Venom GT. Source: thisbesthoverboard.com
b Make questions so the facts and figures in column B are the answers. e.g. size: How big is the car?
jk
1 (speed) 2 (fuel)
ki
3 (gears)
4 (engine) 5
In
6 7 8
one hundred and twenty-four
124
2
UNIT 3:
Make groups and play a round of quartets.
W HEELS OF STEEL
SPOKEN INTERACTION
READING
4
5
3
r
2
6
pl
aa
1
Source: Manu M Nair/Shutterstock.com
Look at these pictures of ‘alternative’ means of transport. Combine them with the correct Wikipedia descriptions.
Source: Sun_Shine/Shutterstock.com
3
A party bike is a multi-passenger human powered vehicle, often used for staff parties and bachelor or bachelorette parties. They are often available at tourist attractions where they are rented by the hour or day and often serve as a rolling refreshment stand.
B
The Segway PT (originally Segway HT) is a two-wheeled, self-balancing personal transporter by Segway Inc. Invented by Dean Kamen and brought to market in 2001. HT is an initialism for 'human transporter' and PT for 'personal transporter'.
C
A hover board is a self-balancing personal transporter consisting of two motorized wheels connected to a pair of articulated pads on which riders place their feet. The rider controls the speed by leaning forwards or backwards, and direction of travel by twisting the pads.
ex e
m
A
D A rickshaw is a two or three-wheeled passenger cart, which is generally pulled by one man carrying one passenger. Over time, cycle rickshaws and electric rickshaws were invented, and have replaced the original pulled rickshaws. A horse and carriage refers to a light, simple, two-person carriage of the late 18th, 19th and early 20th centuries, usually drawn by one or sometimes by two horses.
jk
E
The wingsuit, first developed in 1994, creates a surface area with fabric between the legs and under the arms. Wingsuits are sometimes referred to as ‘birdman suits’ (after the makers of the first commercially available wingsuit), ‘flying squirrel suits’ (due to their resemblance to the animal), and ‘bat suits’ (due to their resemblance to the animal or perhaps the superhero).
ki
F
You will watch a video about the 13 most bizarre vehicles ever made and answer questions about them.
In
listening
a Combine each of these pictures with the correct model from the video. b Find a partner. Decide who is student A and who is student B. Watch the video again.
c Answer the A or B questions on the card your teacher will give you, depending on your role. SPOKEN INTERACTION
d Talk to your partner so both of you have all the answers. e Sit with another pair of students and compare your answers.
UNIT 3:
W HEELS OF STEEL
one hundred and twenty-five
4
125
1
2
3
6
5
aa
r
4
7
9
m
pl
8
12
ex e
10
14
jk
13
ki
5
Which of the vehicles in exercise 4 seems most practical for you to go to school with? Why?
In
a Name at least 2 advantages and one disadvantage of this vehicle.
one hundred and twenty-six
126
Advantages
b Tell a partner about your choice.
UNIT 3:
  W HEELS OF STEEL
Disadvantages
SPEAKING
6
SPEAKING
Design your own dream vehicle. a Preparation: think of all the things you want in your means of transportation. Make a list of at least 5 car parts that should be included. b Action: describe the vehicle to a classmate. Have your classmate draw it. Does it correspond with what you had in mind? Why (not)? c Reflect on your speaking by filling in the checklist. Checklist: describing my dream vehicle
Yes I think so
aa
r
1 Preparation and content • I made a list of all the necessary parts of my dream vehicle. • I clearly described the vehicle's looks and accessories.
No
2 Language • I used linking words to structure what I wanted to say. • I spoke fluently. • I minded my pronunciation.
You are on holiday in the UK with your friends. You decide to rent a car. a Use your own data or invent data to fill in the driving licence.
WRITING
ex e
m
7
pl
Feedback
1 Surname 2 Name
3 DOB and POB 4a Valid from 4b Valid to 5 Number
UNIT 3:
one hundred and twenty-seven
Source: ricochet64/Shutterstock.com
In
ki
jk
7 Signature
W HEELS OF STEEL
127
b Fill in the form below.
FORM Driver’s information Full name (as it appears on licence)
r
Home address (House no + Street)
aa
Postal code + city Country Cell phone number Date of birth
pl
Driving licence number Expiry date of driving licence
Expiry date of credit card
ex e
Booking details
m
Credit card number
Car rental pick up on (date) / / at
Car rental drop off on (date) / / at
AM PM AM PM
Type of car hatchback saloon estate minivan convertible SUV Transmission manual automatic
How many seats? At least 2 4 5 6 8
jk
Child seat Yes No
Glass sunroof Yes No
Leather steering wheel Yes No
ki
Heated front seats Yes No Spare tyre in boot Yes No
In
Built-in navigation Yes No
Parking distance control Yes No
First aid kit in glove compartment Yes No
one hundred and twenty-eight
128
8
You will get a role card. Role play the situation from exercise 7.
CHECK 1, p. 149
UNIT 3:
W HEELS OF STEEL
SPOKEN INTERACTION
Step 2 1
Hit the road!
Using prepositions of place and movement
Read the information about If I Stay and discuss these questions.
SPOKEN INTERACTION
a Have you read this book or seen the film? If so, what did you think of it? b If you haven't read the book or seen the film, would you be interested in it? Why (not)?
pl
aa
If I Stay is a young adult novel by Gayle Forman published in 2009. The story follows 17-year-old Mia Hall as she deals with the aftermath of a car accident involving her family. Mia finds herself in a coma and the book follows her life through a series of flashbacks. In 2014 it was made into a film starring Chloë Grace Moretz as Mia.
r
c What are some of the things that Mia will have to deal with, in your opinion?
Source: en.wikipedia.org
2
Read the beginning of If I Stay by Gayle Forman and answer the questions.
READING
m
a Mark the part of the text in which the accident is described. Mark the damages in another colour. b What were the weather conditions like?
ex e
c What kind of road are they on?
d What other vehicles were involved in the accident?
jk
e How many victims are there? Who are they?
ki
In
f Describe what happened in your own words.
g Which sentence best summarizes the damages to the car? There’s a scratch on the bumper. The headlights are busted. The bonnet is dented.
The back of the car is wrecked. The car is total loss / a write-off.
UNIT 3:
W HEELS OF STEEL
one hundred and twenty-nine
129
1
5
Once the musical selections have been made, we are off. The road has some patches of snow, but mostly it’s just wet. But this is Oregon. The roads are always wet. Mom used to joke that it was when the road was dry that people ran into trouble. “They get cocky, throw caution to the wind, drive like ass**les. The cops have a field day doling out speeding tickets.”
r
I lean my head against the car window, watching the scenery zip by, a tableau of dark green fir trees dotted with snow, wispy strands of white fog, and heavy gray storm clouds up above. It’s so warm in the car that the windows keep fogging up, and I draw little squiggles in the condensation. When the news is over, we turn to the classical station. I hear the first few bars of Beethoven’s Cello Sonata no. 3, which was the very piece I was supposed to be working on this afternoon. It feels like some kind of cosmic coincidence. I concentrate on the notes, imagining myself playing, feeling grateful for this chance to practice, happy to be in a warm car with my sonata and my family. I close my eyes.
15
You wouldn’t expect the radio to work afterward. But it does.
pl
m
And there was so much noise. A symphony of grinding, a chorus of popping, an aria of exploding, and finally, the sad clapping of hard metal cutting into soft trees. Then it went quiet, except for this: Beethoven’s Cello Sonata no. 3, still playing. The car radio somehow still is attached to a battery and so Beethoven is broadcasting into the once-again tranquil February morning. At first I figure everything is fine. For one, I can still hear the Beethoven. Then there’s the fact that I am standing here in a ditch on the side of the road. When I look down, the jean skirt, cardigan sweater, and the black boots I put on this morning all look the same as they did when we left the house.
jk
25
The car is eviscerated. The impact of a four-ton pickup truck going sixty miles an hour plowing straight into the passenger side had the force of an atom bomb. It tore off the doors, sent the front-side passenger seat through the driver’s-side window. It flipped the chassis, bouncing it across the road and ripped the engine apart as if it were no stronger than a spiderweb. It tossed wheels and hubcaps deep into the forest. It ignited bits of the gas tank, so that now tiny flames lap at the wet road.
ex e
20
aa
10
30
In
ki
I climb up the embankment to get a better look at the car. It isn’t even a car anymore. It’s a metal skeleton, without seats, without passengers. Which means the rest of my family must have been thrown from the car like me. I brush off my hands onto my skirt and walk into the road to find them.
35
one hundred and thirty
130
40
UNIT 3:
I see Dad first. Even from several feet away, I can make out the protrusion of the pipe in his jacket pocket. “Dad,” I call, but as I walk toward him, the pavement grows slick and there are gray chunks of what looks like cauliflower. I know what I’m seeing right away but it somehow does not immediately connect back to my father. What springs into my mind are those news reports about tornadoes or fires, how they’ll ravage one house but leave the one next door intact. Pieces of my father’s brain are on the asphalt. But his pipe is in his left breast pocket.
W HEELS OF STEEL
I find Mom next. There’s almost no blood on her, but her lips are already blue and the whites of her eyes are completely red, like a ghoul from a low-budget monster movie. She seems totally unreal. And it is the sight of her looking like some preposterous zombie that sends a hummingbird of panic ricocheting through me.
60
r
aa
I edge closer and now I know that it’s not Teddy lying there. It’s me. The blood from my chest has seeped through my shirt, skirt, and sweater, and is now pooling like paint drops on the virgin snow. One of my legs is askew, the skin and muscle peeled away so that I can see white streaks of bone. My eyes are closed, and my dark brown hair is wet and rusty with blood.
pl
55
I run back toward the ditch where I came from and I see a hand sticking out. “Teddy! I’m right here!” I call. “Reach up. I’ll pull you out.” But when I get closer, I see the metal glint of a silver bracelet with tiny cello and guitar charms. Adam gave it to me for my seventeenth birthday. It’s my bracelet. I was wearing it this morning. I look down at my wrist. I’m still wearing it now.
m
50
I need to find Teddy! Where is he? I spin around, suddenly frantic, like the time I lost him for ten minutes at the grocery store. I’d been convinced he’d been kidnapped. Of course, it had turned out that he’d wandered over to inspect the candy aisle. When I found him, I hadn’t been sure whether to hug him or yell at him.
I spin away. This isn’t right. This cannot be happening. We are a family, going on a drive. This isn’t real. I must have fallen asleep in the car. No! Stop. Please stop. Please wake up! I scream into the chilly air. It’s cold. My breath should smoke. It doesn’t. I stare down at my wrist, the one that looks fine, untouched by blood and gore, and I pinch as hard as I can.
ex e
45
I don’t feel a thing.
jk
65
I have had nightmares before—falling nightmares, playing-a-cello-recital-withoutknowing-the-music nightmares, breakup-with-Adam nightmares—but I have always been able to command myself to open my eyes, to lift my head from the pillow, to halt the horror movie playing behind my closed lids. I try again. Wake up! I scream. Wake up! Wakeupwakeupwakeup! But I can’t. I don’t.
In
ki
70
Then I hear something. It’s the music. I can still hear the music. So I concentrate on that. I finger the notes of Beethoven’s Cello Sonata no. 3 with my hands, as I often do when I listen to pieces I am working on. Adam calls it “air cello.” He’s always asking me if one day we can play a duet, him on air guitar, me on air cello. askew: not in a straight position “When we’re done, we can thrash our air embankment: a wall of earth or stone built to instruments,” he jokes. “You know you want to.” prevent a river flooding an area to eviscerate: to remove the contents of something I play, just focusing on that, until the last bit of to ignite: (cause) to catch fire life in the car dies, and the music goes with it. It isn’t long after that the sirens come.
one hundred and thirty-one
75
Source: If I Stay, Gayle Forman
UNIT 3:
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131
3
WRITING
Use the information from the extract and your answers to complete the news report about the accident Mia was in.
[write a headline]
A family of 4
this morning when their car
.
Dennis and Kathleen Hall and their son Theodore (known to them as Teddy)
r
.
Daughter Mia
.
aa
Police said the accident occurred as
.
Police said the Hall car was
.
pl
Damage to the truck is
4
.
m
The driver
.
Listen to these people who describe a car accident they witnessed. Fill in the prepositions you hear. 1 I was driving
the suburbs when a taxi overtook me and hit the car a lamp post.
ex e
me on its left side. Then the taxi drove 2 We were driving
town when we noticed a car dangerously overtaking the car
us. Then the driver obviously lost control over his vehicle and he ended up
going headlong
the grass
the road.
3 I was driving on a straight two-lane road in the countryside when I noticed that the lorry me started to slowly move
jk
road. Suddenly it was hit was shattered
ki
shoulder
4 I was driving
the
the opposite direction. Debris
me, my car started skidding and I ended up
a hard
the road. a quiet neighbourhood
our town. There was literally
the road, when all of a sudden a blue car came
In
nobody
a lorry coming
the middle
the right. It was
obvious that he was going too fast, but I guess I also made a mistake by not giving him rightof-way.
5 I was driving
one hundred and thirty-two
waiting
132
this busy road. I had just driven
the traffic lights of this busy junction when all of a sudden there was
this really speedy car coming
the left. First it hit another car
oncoming traffic, which ended up
W HEELS OF STEEL
the
the car right me. The
speedy car mounted the kerb and hit the car
UNIT 3:
the bridge and I was
me.
listening
GRAMMAR
How to say where things are (going)
Preposition of place and movement are used to say where things are or where things are going. Check the Summary if you still experience difficulties using these prepositions. See p. 140
Watch the crashes recorded by the dash cams. Which crash matches which explanation? Not all crashes will match an explanation. Explanation
A
B
C
D
6
E
aa
Accident
listening
r
5
Watch the first 5 crashes again and mark the damages that seem most likely to you under each picture. Mark the words that indicate how heavily the vehicles are damaged.
listening
The car doors of the white car have some scratches on the right. The white car has lost a wheel. The front of the white car is a total loss / write off.
m
pl
1
The left side of the nose of the white car is dented. The right side of the white car is heavily damaged. The car that overturned is total loss.
In
ki
4
5
The white car in front has some minor scratches on the left. The trunk of the white car is heavily damaged. The car that caused the accident is a total loss / write off.
The orange lorry has lost its wheels. The debris of the white and red lorry is scattered all over. The orange lorry has caught fire and will be completely charred.
The car that flipped over is a write off /total loss. The bonnet of the white car is heavily damaged. The car with the dash cam is damaged beyond repair.
UNIT 3:
  W HEELS OF STEEL
one hundred and thirty-three
jk
3
ex e
2
133
7
Read this report about a car crash in London. a Fill in the right preposition in the text. Choose from the following prepositions: along – at – for – in (3x) – into – next to – on (2x) – past – to (2x)
A car ploughed into 3 boys as they were walking a party. Flowers have been lain the scene in West London where the collision happened yesterday evening. The police have arrested a 28-year-old man who was the car. From the scene Olivia
aa
r
Kinsley reports.
a few minutes this afternoon the police closed the road where the crash happened for friends and family to say goodbye to 3 clearly much loved boys. They were said to have been walking a 16th birthday party just a few hundred metres away when the
pl
crash happened.
An eyewitness reports: 'Two minutes, that's when the ambulance arrived and the boys started to unload the ambulance: everything that was in there, first aid kits, everything.
m
I was in another car, the passenger seat, and had the window down. A boy was standing me the pavement and he was the phone to – I think it was his mum or his dad – and he was saying ‘Oh, my friends are dead’, he was crying, he
ex e
was like, he couldn’t even speak because he was so upset.'
The car involved was a black Audi A5. The police arrested a 28-year old man, but say another man was reportedly also the vehicle.
This is a busy fast moving road. The boys were walking a bus stop which is
jk
a slight bend. Police markings suggest that the car mounted the kerb, travelled around 60 metres the pavement and then crashed a lamp post and a wall. A security guard who works nearby told us it’s a dangerous road. ‘I mean, people just drive
ki
like lunatics, you know. Bad weather, good weather, they don’t care. They take that 60 mile an hour speed limit to the extreme.’ After releasing the balloons, the crowd held a minute
In
silence. This is a time when they will need one another’s support.
b Watch the report to check your answers.
8
one hundred and thirty-four
134
Work with a partner. Look at the picture you get from your teacher. Find the 5 differences with your partner’s picture by asking the right questions.
CHECK 2, p. 155
UNIT 3:
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listening
Step 3 1
I can explain …
Describing what happened using past tenses READING
Combine the pictures of the accidents with the correct comments.
1 I was driving down a quiet street when
I was leaving my friend’s house when I saw my van was on fire.
My friend and I were doing tricks on our quads when the police caught us.
aa
3 I was riding my moped and suddenly, right in front of me, a pedestrian crossed the road so I had to dodge him and I fell.
I was driving on the motorway when I fell asleep and ended up with my car in the wasteland next to the road.
5 I was taking a nap on the street when
pl
I heard the screeching brakes of a car.
m
bike when a grey hatchback hit me.
ex e
I was driving my car down a quiet country road when all of a sudden a deer jumped in front of my wheels, so I lost control of my vehicle.
jk
B
9
C
E
F
H
I
G
1
2
3
4
5
6
7
8
UNIT 3:
9
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one hundred and thirty-five
In
ki
D
6
8
I was driving in reverse when a motorcycle hit the side of my car. I honestly hadn’t seen it coming.
7 I was crossing a busy road with my
A
4
r
all of a sudden I saw a group of tourists cross the roads on their Segways.
2
135
2
Which damages do you see in each picture in exercise 1? A B C D E F
H I Look at the sentence below and answer the questions.
3
pl
a Mark the verb forms in the sentence.
aa
r
G
e.g. T erry was parking his brand-new car in front of a noodle shop, when all of a sudden a giant Nike football crashed into his car.
m
b Which 2 tenses are they?
ex e
c Do you remember when to use these 2 tenses? Fill in the grammar grid below.
How to talk about past events
GRAMMAR
Tense 2:
= (shorter or single) completed actions in the past
= longer actions going on in the past.
e.g. A weird object destroyed Terry's new car.
e.g. T erry was enjoying all the features of his new car.
jk
Tense 1:
Keywords:
ki
Keywords:
Combine the 2 tenses if you want to make clear something happened while you were in the middle of a longer action going on. This longer action was happening
.
In
e.g. Terry was parking his car in front of the noodle shop, when a giant Nike football crashed into it.
one hundred and thirty-six
136
UNIT 3:
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See p. 142
Make sentences describing what went wrong. Use past simple and past continuous correctly.
1
2
Grant (to drive) down a
at the car park when all of a sudden a cactus
muddy road when suddenly his car (to slip)
(to fall)
and he (to end up)
upside down in a ditch.
on his car.
r
Gerry (to wait) for his wife
4
m
pl
3
aa
4
Deidre (to leave) the car
The Larson family (to spot)
park when she (to turn around)
wildlife from their 4-wheel-drive when
and (to see)
an elephant (to attack)
ex e
her
car roll off towards the water.
jk
5
them.
6
Ben and Aaron (to take) a
when he accidentaly (to drive)
picture when all of a sudden the car they
into the entrance of a subway station.
(to work)
on
(to come)
down.
one hundred and thirty-seven
In
ki
Mark (to text) his girlfriend
UNIT 3:
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137
5
SPEAKING
The Google Streetview car has been involved in an accident. Team up with a classmate to discuss what happened. a Preparation: look at the photo and prepare by writing down your version (about 50 words) of what happened using the past simple and the past continuous correctly.
r aa pl
Source: Eric Buermeyer/Shutterstock.com
b Action: tell your version to a partner. Use your preparation. Then listen to what your partner says. Do you have the same events?
m
c Reflect on your writing and speaking by filling in the checklist. Checklist: describing an accident
Yes I think so
No
ex e
1 Preparation: writing • I wrote about 50 words. • Whoever reads my text can understand what I wrote and can imagine what the accident was like. • I used the correct vocabulary. • I used the correct prepositions. • I used the past simple and continuous correctly.
jk
2 Action: speaking • My partner can understand what I said and can imagine what the accident was like. • I minded my pronunciation.
ki
Feedback
6
Fill out an accident report form.
In
a Preparation: look at this preliminary accident report. A report like this is filled in at the agency where you rented a car, moped or other motor vehicle. • Team up with a classmate and decide on who will be student A and student B. • You will each watch a different accident.
one hundred and thirty-eight
b Action: • Fill out the form with information from the video that you watched. • Use the information from the form and these prompts to describe the accident to your partner.
138
For student A: to accelerate – to show off – to skid For student B: to accelerate – a lamp post – a roundabout – to show off
UNIT 3:
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listening
WRITING SPOKEN INTERACTION
AUTO ACCIDENT FORM Driver’s Name: DOB:
Last Name,
First Name
MI
M/D/Y
m
pl
aa
r
SSN: - - Driver’s License No. State: Your Department: Address: Telephone Number, where you may be reached: Office Home Rental Vehicle: Yes No If, yes, Rental Company / Agency: Vehicle Identification Number: Lic Plate Number: Year: Make: Model: Description of Injuries, if any: Damages to Your Vehicle: Were Police/DPS Notified Yes No Were Pictures Taken Yes No If yes, Officer’s Name: Report of File Number: Date of Accident: LOCATION OF ACCIDENT: ----------------------------------------------------------------------------------------------------------------------------------------------OTHER PERSON(S) INVOLVED Name: DOB: Address: Driver’s License Number: How may we contact you: Work Home Other: VEHICLE INVOLVED Vehicle Identification Number: Lic Plate Number: Year: Make: Model: Insurance Carrier: Policy Number: Description of Injuries, if any: Damages to Your Vehicle:
ex e
NARRATIVE REPORT / SUMMARY OF ACCIDENT:
c Your partner will check the form the secretary at the rental agency filled out. What information did the secretary write down wrong?
jk
d Finally, reflect on your writing and speaking by filling in this checklist. Checklist: describing an accident
Yes I think so
No
In
ki
1 Writing: filling out a form • I filled out all the required data. • I described the accident accurately. • I used the correct vocabulary. • I used the correct prepositions. • I used the past simple and continuous correctly.
one hundred and thirty-nine
2 Spoken interaction: describing an accident • I described the accident accurately. • I repeated the information when necessary. • I asked good questions. • I minded my pronunciation. Feedback
CHECK 3, p. 159 UNIT 3:
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139
GRAMMAR
SUMMARY HOW TO say where things are (going) Prepositions of place and movement 1 Prepositions of place USE
below under
behind
in front of
ex e
m
above
pl
aa
r
To say where things are.
to the left of on the left
to the right of on the right
between
inside
near
on on top of
among
opposite
against
jk
next to beside by
In
ki
in
outside
one hundred and forty
140
UNIT 3:
  W HEELS OF STEEL
2 Prepositions of movement USE
along
down
from ... to ...
off
onto
ex e
m
into
pl
aa
across
r
To show movement from one place to another.
out of
past
through
towards
up
one hundred and forty-one
In
ki
jk
over
UNIT 3:
  W HEELS OF STEEL
141
HOW TO talk about past events
Past simple and past continuous
1 Past simple
m
pl
aa
r
I was driving down the street when all of a sudden that tree hit my car.
FORM
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur.
Rule:
Negative (-)
Questions (?)
I crashed.
I didn’t crash.
Did I crash?
You crashed.
You didn’t crash.
Did you crash?
He/She crashed.
He/She didn’t crash.
Did he/she crash?
We crashed.
We didn’t crash.
Did we crash?
You crashed.
You didn’t crash.
Did you crash?
They crashed.
They didn’t crash.
Did they crash?
Subject + base form of the verb + (e)d
Subject + didn’t / did not + base form of the verb
Did + subject + base form of the verb?
jk
3rd p. plur.
Positive (+)*
ex e
Subject
ki
* Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see
In
Keep in mind: – Mind the spelling of regular verbs like ‘try’ (tried), ‘stop’ (stopped), ‘arrive’ (arrived), ‘travel’ (travelled) in the positive form. – In the negative, the auxiliary can have a long or short form: e.g. He didn’t visit = He did not visit. – 'To be' is a special verb: there is no ‘did (not)’ for negative sentences and questions. e.g. The car wasn't new. e.g. Were you happy with the service you received?
one hundred and forty-two
142
USE (Shorter or single) completed actions in the past. e.g. He crashed his car in January 2017.
UNIT 3:
W HEELS OF STEEL
).
2 Past continuous FORM Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I was texting.
I wasn’t texting.
Was I texting?
2nd p. sing.
You were texting.
You weren’t texting.
Were you texting?
3rd p. sing.
He was texting.
It wasn’t texting.
Was it texting?
1st p. plur.
We were texting.
We weren’t texting.
Were we texting?
2nd p. plur.
You were texting.
You weren’t texting.
Were you texting?
3rd p. plur.
They were texting.
They weren’t texting.
Were they texting?
Rule:
Subject + was/were + ing-form of the verb
Subject + wasn’t (was not) / weren’t (were not) + ing-form of the verb
Was/were + subject + ing-form of the verb
aa
r
Subject
USE
pl
– Longer actions going on in the past. – When we talk about 2 (past) actions that were happening at the same time.
m
Keywords: 'while' + past continuous e.g. Mark was driving while his girlfriend was reading a book in the backseat.
ex e
'when' + past simple e.g. Mark was checking his messages when a deer hit the car.
3 Past simple and past continuous
USE
Combine the 2 tenses when an action that takes longer (past continuous) is interrupted by another action (past simple).
In
Past
was driving past continuous
hit past simple
Now
Future
one hundred and forty-three
ki
jk
e.g. I was driving down the street when all of a sudden that tree hit my car.
UNIT 3:
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143
convertible
SUV
pickup truck
estate
minivan
bicycle
moped
ex e
m
pl
saloon
r
hatchback
aa
VOCABULARY
1 TYPES OF VEHICLES
van
In
party bike
one hundred and forty-four
144
rickshaw
UNIT 3:
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electric car
Segway
lorry / truck
ki
jk
hover board
wingsuit
horse and carriage
motorbike
2 CAR PARTS OUTSIDE VIEW
headlight
brake light
tyre
boot
aa
petrol tank
door
bonnet
indicator
bumper
windscreen
mirror
door handle
hubcap
number plate
ex e
pl
roof
m
rearview mirror
windscreen wiper
r
window
INSIDE VIEW
rearview mirror
In
speedometer
horn
dashboard
clutch
glove compartment
gear lever one hundred and forty-five
steering wheel
ki
jk
brake
accelerator
handbrake
UNIT 3:
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145
Source: Bignai/Shutterstock.com
Source: Offcaania/Shutterstock.com
3 ON THE ROAD
ditch
pl
aa
hard shoulder
r
motorway
junction
ex e
4 OTHER WORDS Word
Translation
CAR FEATURES adjustable alloy
regelbaar
lichtmetalen
automatische versnelling
back seat
achterbank
jk
automatic transmission
centrale vergrendeling (met afstandsbediening)
customizable
aanpasbaar
dash cam
dashcam, camera op het dashboard
economical
zuinig
engine
motor
fog light
mistlicht
foldable
vouwbaar
front seat
voorzetel
fuel efficient
energiezuinig
heated seats
verwarmde zetels
immaculate
onberispelijk
manual transmission
manuele versnelling
number/licence plate
nummerplaat
ki
(remote) central locking system
In one hundred and forty-six
146
UNIT 3:
W HEELS OF STEEL
kerb
m
lamp post
Your notes
personalized
gepersonaliseerd
powerful
krachtig
sat nav / navigation system
gps
with voice control / voice controlled
met spraakbediening
SAFETY FEATURES aanrijding
collision mitigation braking system
automatisch remsysteem om aanrijdingen te voorkomen
first aid kit
EHBO-kit
front and rear parking distance control
parkeersensoren
jack
krik
pedestrian warning system
systeem dat de chauffeur waarschuwt voor voetgangers
safety vest
veiligheidshesje
seat belt
veiligheidsgordel
spanner
schroevendraaier
spare tyre
reservewiel
tyre pressure
bandenspanning iets vermijden
to be charred
verbrand/verkoold zijn
to be damaged
beschadigd zijn
to be dented
ingedeukt zijn
ex e
to avoid something
to be run over by a car
overreden worden
to be scattered
verspreid liggen
to be total loss
total loss zijn
to brake
remmen
to catch fire
aa
pl
m
ACTIONS, ACCIDENTS AND DAMAGES
r
collision
vuur vatten
van rijstrook veranderen
to cross the road
de weg kruisen
debris
brokstukken
to dive in headlong
kopvoor ergens inrijden uitwijken
to drive/crash into something
ergens tegenaan rijden
to flip/roll over
overkop gaan
to give way
voorrang geven
to hit something/somebody
tegen iets/iemand botsen
to join the traffic
invoegen in het verkeer
to lose a wheel
een wiel verliezen
to mount the kerb
op de stoeprand rijden
to overtake
inhalen
to park (your car)
parkeren
to skid / to slip
slippen
In
to dodge
one hundred and forty-seven
ki
jk
to change lanes
UNIT 3:
  W HEELS OF STEEL
147
NUMBERS AND DATA van 0 naar 60 mijl per uur
acceleration
versnelling
brand
merk
ft (foot/feet)
1 voet = 30,5 cm
fuel capacity
brandstofcapaciteit (hoeveel gaat er in de brandstoftank?)
fuel consumption
brandstofverbruik
gallon
1 gallon = 3,8 liter
gear
versnelling
HP (horsepower)
PK (paardenkracht)
in (inch/inches)
1 duim = 2,5 cm
mile
1 mijl = 1,6 km
price tag
prijskaartje
size
maat, grootte
top speed
topsnelheid
OTHER WORDS
chauffeur
driving licence (BE)
rijbewijs
oncoming traffic
tegenliggers
passenger
passagier
ex e
driver
pedestrian
voetganger
openbaar vervoer
In
ki
jk
public transport
one hundred and forty-eight
148
UNIT 3:
aa
mijl per uur
pl
mijl per gallon
mph (miles per hour)
m
mpg (miles per gallon)
r
0-60 mph (nought to sixty)
  W HEELS OF STEEL
ON DIFFERENT TRACKS Talking about cars and car parts
Check 1 1
You will design your own favourite car. a Do the preparatory exercises first.
r
• Make a list of 5 necessary car parts and one with 5 luxury options. 5 luxury car parts
pl
aa
5 necessary car parts
• Match the words from column A with the correct words of column B.
2
3
4
5
ex e
1
A engine B gears C brake D soft top E 100 mpg
m
1 fuel efficient 2 convertible 3 manual transmission 4 horse power 5 accelerate
jk
WRITING b Now describe your favourite car. SPEAKING • Go to the official UK website of your favourite car. • Check out the models and choose at least 5 options/features. Make sure you find a picture as well. • Describe the car (at least 50 words). Include at least 5 words or expressions from the preparatory exercises.
ki
In
one hundred and forty-nine
UNIT 3:
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149
• Find a partner and talk to each other about your favourite car. Checklist: describing your favourite car
Yes I think so
No
1 Content and structure • I chose my favourite car on a UK website and found a picture of it. • I wrote a description of at least 50 words. • I chose at least 5 options and I used at least 5 words or expressions from the preparation in my description.
aa
pl
Feedback
< 15
15 – 20
> 20
Next exercise
ex. 2
ex. 4
ex. 5
m
Score
Practise your car vocabulary.
2
r
2 Language • I used the correct vocabulary. • My sentences were grammatically correct. • I used correct spelling and punctuation in my writing. • I minded my pronunciation.
a Fill in the correct word.
ex e
1 A car with a roof that folds down if you want to feel the wind in your hair is called a .
2 Gangsters need cars with a big , so they have enough space to hide dead bodies, bags of money or drugs.
3 She had a really bad accident, but her
saved her life; if she hadn’t
worn it, she would have been thrown out of the car.
jk
4 After a successful driving test, you finally get your . (In Belgium you have to be 18 to get it.)
from 0 to 60 mph in 2.5 seconds.
ki
5 The Hennessey Venom GT can
6 If the car in front of you is going really slow, you may want to But you can only do that if there’s no oncoming traffic.
one hundred and fifty
150
UNIT 3:
W HEELS OF STEEL
Source: Yuri Samsonov/Shutterstock.com
In
b What car part do you see?
it.
pl
aa
r
c What kind of vehicles are these?
Score
ex e
m
< 8
3
> 12
ex. 3
ex. 4
jk
Next exercise
8 – 12
Watch the video 10 things you didn’t know about Rolls Royce. Fill in the missing words.
listening
1 The umbrella is hidden in the car .
3 The
in 4.7 seconds.
Source: isidoros andronos/ Shutterstock.com
ki
2 0-60
are clad in bull hide.
4 The Rolls Royce logo in the stays upright.
In
5 The car
can only tune in to classic FM.
6 When you’re in the
you can close the door with a button.
7 The car is entirely . You can choose the colours for the interior and the
8 The spirit of ecstasy retracts in the
when you
the car.
9 You can fit two people in the . Score Next exercise
< 8
8 – 10 Check 2, p. 155 UNIT 3:
W HEELS OF STEEL
one hundred and fifty-one
body, and add dozens of other personal touches.
151
4
listening
Watch the video in which Pewdiepie shows off his new car. a Preparation: fill in the form with the car’s features. Nissan B4 with extra clutches Nothing like you have ever seen before Fucking hard, Korean, strong AM, FM, all the Hertz, all the frequencies
aa
Contains a banana
r
Can be opened
A lot of space; fits a whole person
b Action: write a short description of Pewdiepie's 'new' car (about 50 words). Use information from the grid in exercise a.
pl
m
ex e
c Reflect on your description using the checklist. Checklist: describing Pewdiepie's car
1 Content and structure • I wrote a description of at least 50 words. • I used the information from the grid.
jk
2 Language • I used the correct vocabulary. • My sentences were grammatically correct. • I used correct spelling and punctuation in my writing.
In
ki
Feedback
Score
< 13
13 – 18
Next exercise
ex. 3
Check 2, p. 155
one hundred and fifty-two
152
UNIT 3:
W HEELS OF STEEL
Yes I think so
No
5
Watch this review of the 2018 Mini convertible.
listening
a Say if these statements are true or false and correct the false statements. Statement
true
false
1 The Mini convertible is the best-selling convertible in the world. 2 This Mini has the Union Jack on the headlights.
r
aa
3 The Mini convertible comes with standard Union Jack on the roof. 4 You can’t open the roof when you’re driving.
pl
m
5 If you drive your Mini with the roof down, it does have an effect on your view to the rear.
ex e
6 The speedometer is in the centre of the dashboard.
7 The back seats are not for large adults.
jk
8 There is more space inside the FIAT 500 C and the Citroen DS Cabriolet.
ki
9 You can fold down the back seats for extra boot space.
In
10 The woman in the video prefers the automatic gear box.
one hundred and fifty-three
UNIT 3:
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153
b Write down 3 positives and 2 negatives of this Mini Convertible. Negatives •
•
•
•
aa
•
r
Positives
WRITING
pl
c Would you be tempted to buy a Mini convertible if you had the money? Why (not)? Explain your opinion (about 50 words) by referring to the features of the car and your list in exercise b. Check your text when you are done writing.
m
ex e
Checklist: giving opinion about a car
jk
1 Content and structure • I wrote my opinion in a paragraph of about 50 words. • I referred to the car's features and the positives and negatives list.
ki
2 Language • I used the correct vocabulary. • My sentences were grammatically correct. • I used correct spelling and punctuation.
In
Feedback
Score
< 21
≥ 21
Next exercise
ex. 3
Check 2, p. 155
one hundred and fifty-four
154
UNIT 3:
W HEELS OF STEEL
Yes I think so
No
Check 2 1
Using prepositions of place and movement WRITING
Write a report about your very own pimped car for your car blog! a Preparation: look at your gorgeous pimped ride! Locate the following items:
m
pl
aa
r
desk lamp – eyelashes – flag – flowers – flowerpot – polka dot curtains – red heart – Union Jack
ex e
b Action: write a blog post in which you describe where the special features of your pimped car are. Write 75 - 100 words. Write at least 1 sentence for every feature mentioned in exercise a, and find 3 other features yourself. Use correct prepositions.
Hello crazy car lovers,
jk
Would you like to see my newly pimped ride?
ki
In
one hundred and fifty-five
UNIT 3:
W HEELS OF STEEL
155
c Reflect on your writing by filling in the checklist. Checklist: blog report
Yes
I think so No
1 Content • I wrote 75 - 100 words. • I described the changes accurately.
r
2 Language • I used the correct prepositions. • I used the correct words. • My sentences are grammatically correct. • I used correct spelling and punctuation.
< 6
6 – 8
Next exercise
ex. 2
ex. 4
> 8
ex. 5
pl
Score
aa
Feedback
listening Read this text about the new Mini Countryman. Choose the correct preposition. Then watch the video to check your answers. 1 You will recognize a Mini immediately no matter what road it is driving in/next to/on/to. 2 It combines off-road capability on/by/to/with the true Mini driving experience. 3 The engines with/by/to/under three or four cylinders provide powerful as well as efficient performance. 4 It also comes as a hybrid at /by/with/to emissions of/on/by/with only 49 grams CO2 per km. 5 Want to experience something new? Step right up/in/on/under. 6 The vehicle welcomes you with an LED logo projected on/to/by/up the ground under/on/from the window. 7 The higher seating gives you that real SUV feeling of being under/above/next to the traffic. Score
ex e
m
2
< 8
≥ 8
Next exercise
jk
3
ex. 3
Look at the picture and complete the sentences with the correct prepositions.
ki
1 The thief is coming
the shop,
2 The police motorcycle is
3 The taxi is right
In
4 Sanjee is
the front door.
the taxi.
the policemen.
his moped; he’s riding
5 Danielle is sitting
the pavement.
the taxi driver.
6 Ludo has been hit by the police motorcycle and has bumped his head lamp post.
one hundred and fifty-six
7 Little Malik is sitting
156
8 The cat is
UNIT 3:
W HEELS OF STEEL
the pram.
the pavement.
the
4
5
7
1
2
150PC_JvH.indd 1
Score
25-03-11 09:56
< 7
Next exercise
> 7
ex. 4
m
4
pl
8
© Jan van Haasteren
6
aa
r
3
WRITING
Watch the video Human snake and describe what happens.
ex e
a Write 10 sentences; 4 have already been done for you. 1 A man’s breakfast tells him to go. 2 He stands up and leaves his flat. 3
4 The postman drops his letters and joins him. 5
jk
6 7
ki
8 9 10
In
11 12 13
14 He sits down.
Score Next exercise
< 7
one hundred and fifty-seven
b Mark the prepositions. ≥ 7 Check 3, p. 159
UNIT 3:
W HEELS OF STEEL
157
Watch the videos about these car sharing services and compare them. Follow this procedure. listening
5
a Watch the video about ZipCar. • Fill in the correct prepositions in the sentences. A The keys are
the dash
the steering wheel.
They stay the car.
C Check the mirrors, seat belt and displays before you drive.
windshield.
the corner of the
aa
D Hold your Zip card the card reader
r
B Walk the car to check for damage.
E Look the car park and find the car you reserved. • Read the sentences and put them in the right order. 2
3
4
5
pl
1
• Where does it operate? • What is its slogan?
m
b Watch the video about Drive Now. Answer the questions.
jk
ex e
c Compare how ZipCar works with the way Drive Now works. • Explain both procedures and say which one you prefer and why. • Make sure that you use prepositions correctly. • Write 75 – 100 words.
ki
In
one hundred and fifty-eight
158
UNIT 3:
W HEELS OF STEEL
WRITING
d Reflection: check your comparison by filling in this checklist. Checklist: comparison ZipCar and Drive Now
Yes I think so
No
< 20
≥ 20
Next exercise
ex. 4
Check 3, p. 159
m
Score
Describing what happened using past tenses
ex e
Check 3 1
pl
Feedback
aa
2 Language • I used the correct prepositions. • I used the correct vocabulary. • My sentences were grammatically correct. • I used correct spelling and punctuation.
r
1 Content and structure • I explained how both the Zip Car and Drive Now work. • Someone who didn’t see the videos will understand how both work. • I explained which method I prefer and why. • I wrote 75-100 words.
Describe the accidents as if you were the passenger of the dash cam car. a Preparation: watch the accidents in the video. Make a few notes about each accident.
listening
jk
Accident 1:
In
ki
Accident 2:
one hundred and fifty-nine
Accident 3:
UNIT 3:
W HEELS OF STEEL
159
b Action: describe what happened in each of the accidents (about 50 words per accident). Make sure to use the following words or expressions at least once. Use the past simple and past continuous correctly.
WRITING
to bump into – to crash – to drive – fast lane – to flip over – to hit – to land on the roof – to race – to speed – to start braking – to swerve – traffic jam
r
aa
pl
m
ex e
c Reflection: check your writing by filling in the checklist. Checklist: Describing an accident
Yes I think so
jk
1 Content and structure • I wrote 1 paragraph of about 50 words for each accident. • I described the accidents accurately. • Whoever reads my text can understand what I wrote and can imagine what each accident was like.
ki
2 Language • I used the correct vocabulary. • I used all the words at least once. • I used the past simple and continuous correctly. • I used correct spelling and punctuation.
In
Feedback
one hundred and sixty
160
UNIT 3:
Score
< 12
12 – 16
> 16
Next exercise
ex. 2
ex. 5
ex. 6
W HEELS OF STEEL
No
2
Fill in the verbs in the past simple or continuous.
1
Gerry (to walk) around the car park when all of a sudden he
(to notice) one of the cars was
parked upside down.
We
(to drive) on the motorway when all of a
sudden the lorry in front of us (to roll) over on its side.
aa
(to slip) and it
r
2
Rachel (to leave) the house when she
3
(to turn around) and
(to hang)
pl
(to see) an old pickup truck that
in a tree. She’s still wondering how the truck (to end up) there.
I was doing 80 mph when I suddenly (to brake)
m
4
because some ducks (to cross) the road. The Mercedes behind me obviously
Mark (to text) his girlfriend when he
accidentaly
(to drive) through a wall and
(to end up) in the entrance of a subway station.
Ambrose (to overtake) a white minivan, when
jk
6
all of a sudden he
ki
vehicle and
Score
In
Next exercise
(to run) over me.
< 12
(to lose) control of his
(to drive) up the crash barrier.
12 – 16
> 16
ex. 3
ex. 5
one hundred and sixty-one
5
ex e
that in time, so he literally
(not – to see)
UNIT 3:
W HEELS OF STEEL
161
3
There was an accident, but the driver who had to explain the situation to the police doesn't speak English. This is literally what he said. Make good sentences with each set of words. 1 I / to drive / on the motorway / to see / a beautiful girl / to wave at me 2 I / to stop / my lorry / to ask / why / she / to wave
r
aa
3 She / to run / into the bushes / and / I / to be puzzled / but / I / to decide / to drive on
4 I / to think / still / about the girl / when / the car in front of me / suddenly / to stop
pl
5 I / not / to notice / in time / there / to be / a traffic jam / so / I / to hit / the back of the car
m
Score
ex e
6 When / I / to try / to get out of the lorry / I / to see / that beautiful girl / again
< 12
Next exercise
All done!
Mental dictation: listen to a man who describes an accident.
jk
4
≥ 12
listening
a Try to imagine what the situation is like.
ki
b Then watch the video to check if what you thought was right. How right were you on a scale of 5? Score
< 3
≥ 3 All done!
In
Next exercise
5
Choose your favourite road safety video and explain it to a partner. a Preparation: work with a partner. There are 2 sets of ads. Who will watch which set?
one hundred and sixty-two
• Make a few notes about the different ads you see: My notes:
162
UNIT 3:
W HEELS OF STEEL
listening
SPEAKING
• Decide which of the ads you like the best and why. b Action: describe your favourite ad to your partner. Then, show your favourite ad to your partner. Did he/she think you described the action accurately? c Finally reflect on your speaking task by filling this checklist. Yes I think so
aa
1 Content and structure • I made good notes so I knew what to say. • I chose my favourite ad from the set. • I described my ad accurately. • My partner understood what I said and could imagine what the ad was like.
pl
2 Language • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation.
≥ 7
ex e
Next exercise 6
< 7
m
Feedback
Score
ex. 4
No
r
Checklist: talking about your favourite ad
All done!
listening
Watch the video about self-driving cars and answer the questions. a Name at least 3 advantages and 3 disadvantages of driverless cars mentioned in the video. Advantages
In
ki
one hundred and sixty-three
jk
Disadvantages
UNIT 3:
W HEELS OF STEEL
163
b How do the people in the video see the evolution? Name 4 steps.
r
aa
c What about you? Would you be interested in a driverless car? Explain your opinion (about 50 words). Refer to the advantages and disadvantages in your text.
pl
m
ex e
d Reflect on your task by filling in the checklist. Checklist: opinion about driverless cars
1 Content and structure • I wrote about 50 words. • My opinion about self-driving cars is clear. • I referred to the advantages and disadvantages from the video.
ki
jk
2 Language • I used the correct vocabulary. • I used correct grammar. • I used correct spelling and punctuation.
In
Feedback
Score
< 14
≥ 14
Next exercise
ex. 4
All done!
one hundred and sixty-four
164
UNIT 3:
W HEELS OF STEEL
Yes I think so
No
WRITING
CHECK OUT: REPORTING AN ACCIDENT Orientation You and your friend rented a moped and on your first ride things went wrong. Fortunately, nobody got hurt, only the mopeds seem to have some damage. You will have to report and check the damage.
Preparation
aa
pl
Action
Go back to the rental office and explain what happened. – The secretary (your partner) will fill out the preliminary accident report on page 166. – Then check the form the secretary filled out before signing it. – Switch roles afterwards.
Reflection 3
m
2
listening
Watch the moped accident. Make a few notes about what happened. Use the past tenses correctly.
r
1
SPOKEN INTERACTION
WRITING
Reflect on your writing and speaking task by filling in this checklist.
ex e
Checklist: describing an accident
Yes I think so
No
1 Preparation • I watched the video and made good notes.
ki
jk
2 Spoken interaction: at the rental office • I described the accident accurately. • My partner could understand what I said and can imagine what the accident was like. • I repeated information if necessary. • I used the correct words. • I used correct prepositions. • I used the past simple and past continuous correctly. • I minded my pronunciation.
In
3 Writing: accident report • I filled in all the data accurately. • I used the correct words. • I used correct prepositions. • I used the past simple and past continuous correctly. • I used correct spelling and punctuation.
one hundred and sixty-five
Feedback
Trace your steps on diddit.
UNIT 3:
W HEELS OF STEEL
165
AUTO ACCIDENT FORM Driver’s Name: DOB:
Last Name,
First Name
MI
M/D/Y
SSN: - - Driver’s License No. State: Your Department: Address: Telephone Number, where you may be reached: Office Home Vehicle Identification Number: Lic Plate Number: Description of Injuries, if any: Damages to Your Vehicle:
aa
Year: Make: Model:
r
Rental Vehicle: Yes No If, yes, Rental Company / Agency:
Were Police/DPS Notified Yes No Were Pictures Taken Yes No
If yes, Officer’s Name: Report of File Number:
pl
Date of Accident: LOCATION OF ACCIDENT:
----------------------------------------------------------------------------------------------------------------------------------------------OTHER PERSON(S) INVOLVED
m
Name: DOB:
Address: Driver’s License Number: How may we contact you: Work Home Other:
ex e
VEHICLE INVOLVED
Vehicle Identification Number: Lic Plate Number: Year: Make: Model: Insurance Carrier: Policy Number: Description of Injuries, if any: Damages to Your Vehicle:
jk
NARRATIVE REPORT / SUMMARY OF ACCIDENT:
ki
In
one hundred and sixty-six
166
UNIT 3:
W HEELS OF STEEL
UNIT 4: LOVE AT FIRST SWIPE check in
r
Step 1: imagining the ideal night out
m
Step 2: describing a person’s character
ex e
Step 3: reading and writing informal messages
pl
aa
main track
trace your steps
In
ki
jk
summary
on different tracks check out: designing a dating profile
CHECK IN Damn girl, is your name Wifi? 1
Discuss these questions.
SPOKEN INTERACTION
a Do you know what a pick-up line is? Try to explain it in your own words.
m
pl
aa
r
b Do you know one? Share it with the rest of class.
You will watch a scene from Crazy Stupid Love. Answer the questions.
2
listening
ex e
a Before you watch, fill in the BINGO grid below with 9 words you think will be used in the scene. Choose from the list below. argument – carrot – cheesy – drink – drive – feelings – heaven – hot – hurt – lawyer – line – love – sexy – stolen – witness
ki
jk
BINGO
In
b Watch the scene and cross out a word from your grid when you hear it. Shout out ‘Bingo!’ when you have 3 words in a row.
3
a Do you think Hannah should go out with him or not?
one hundred and sixty-eight
168
Discuss these questions.
b Did Jacob’s pick-up lines work? Why (not)? c Now you know what a pick-up line is, can you explain what a ‘put-down’ is?
UNIT 4:
LOVE AT FIRST SWIPE
SPOKEN INTERACTION
PUT-DOWN
1 Feel my shirt. That’s boyfriend material. 2 I just Googled ‘sexy’ and a picture of you came up. 3 There’s something wrong with my eyes. I can’t take them off of you. 4 Didn’t we take a class together? I could’ve sworn we had chemistry. 5 Are you a magician? Because abracadayum, girl! 6 You know, you look a lot like my next girlfriend. 7 Here I am! What were your other two wishes? 8 I hope you know CPR, because you take my breath away. 9 Are you Jamaican? Because Jamaican me crazy! 10 If you were a McDonald’s burger, you’d be the McGorgeous.
A You’ll get the same result if you search for ‘not interested’. B Thanks, Ronald, but I’ve already talked to enough clowns tonight. C Yeah. Now watch me disappear. D That he be charming and handsome. I guess not all wishes come true. E And you look exactly like the guy I will turn down two seconds from now. F It looks a little too clingy and hard to maintain. G I’m thinking it was history. Which is what you should be right now. H I’m having a problem with mine, too. I can’t see you getting anywhere with me. I No, I’m Finnish. Finnish with this conversation! J I don’t. But I know karate and I could rip your lungs out.
3
4
aa
pl
5
6
7
8
9
10
ex e
2
r
PICK-UP LINE
1
5
READING
Match a (cheesy) pick-up line with a perfect put-down.
m
4
WRITING
Write your own pick-up line.
a You will get a card with a beginning or an ending of a pick-up line. Find your partner. b Work together to write a good, original pick-up line for this gorgeous man below. c Afterwards, read your pick-up line to the class.
one hundred and sixty-nine
In
ki
jk
d Hold a class vote. Who has the best lines?
UNIT 4:
LOVE AT FIRST SWIPE
169
MAIN TRACK Date night
Step 1
Imagining the ideal night out
1 / Worst. Date. Ever. Work with a partner. Interview each other using the questions on your role card. Afterwards, report back to the class.
2
Look at the pictures below. What kind of (first) dates do you recognize?
SPOKEN INTERACTION
m
pl
aa
r
1
2
ex e
1
5
6
ki
jk
4
8
In
7
one hundred and seventy
170
UNIT 4:
  LOVE AT FIRST SWIPE
3
3
Scan the introduction and ending of the text ‘A crappy first date’ below and answer these questions.
READING
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?
pl
A CRAPPY FIRST DATE
aa
r
ex e
m
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.
jk
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.
ki
And, well, we’ll let her take it from here.
(...)
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
UNIT 4:
LOVE AT FIRST SWIPE
one hundred and seventy-one
In
As for Makela, she accepts she may now always be known as the poop girl.
171
4
READING
Work with a partner. You will get the other 12 fragments from the text. Put them in the right order. 1
2
3
4
5
6
7
8
9
10
11
12
5
After you have read the text, share your reaction to her story with the class.
SPEAKING
6
You are going to write a Twitter reaction of your own, sharing your own (fictional) embarrassing story.
WRITING
aa
r
a Preparation: think about possible horrible or embarrassing situations you could face during a date. What exactly happened? How can you make it fit into a tweet? Try to keep it funny. You can choose to start from one of these headlines:
ex e
b Action: write your story. Make sure to use correct spelling and punctuation. You can choose to tell your story in a series of tweets. If you are up for an extra challenge: use exactly 280 characters per tweet!
jk
ki
In
11:32 AM
one hundred and seventy-two
172
UNIT 4:
  LOVE AT FIRST SWIPE
Source: rvlsoft / Shutterstock.com
m
My date already had our whole future planned out.
My date story goes from bad to batshit crazy in about 2Â seconds.
I literally climbed a tree to get away from my date.
pl
impress So I tried to wings. her with hot well. It did not go
r
aa
ex e
m
pl
11:32 AM
jk
11:32 AM
c Reflection: reflect on your tweet(s) by filling in the checklist below. Yes I think so
ki
Checklist: writing a Twitter reaction
No
In
1 Content and structure • I wrote tweets of about (or exactly!) 280 characters each. • I told an embarrassing, yet funny (made-up) story that really gripped my readers. • I explained what happened.
one hundred and seventy-three
2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation. Feedback
UNIT 4:
LOVE AT FIRST SWIPE
173
2 / Just another typical Friday night out 1
Imagine your parents want to move to another city or country. Somehow you manage to convince your parents to let you stay at a friend’s house for a couple of months. What would you do with all this freedom?
SPOKEN INTERACTION
2
Read the blurb of Sarah Mlynowski’s Ten Things We Did and predict what will happen at each of the numbers mentioned.
READING
#1
aa
r
#3 #4 #7
pl
#8
ex e
m
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.
3
jk
Source: www.goodreads.com
Read the extract from the novel and answer the questions.
READING
a Sum up the rules April’s father has set for her.
In
ki
April can stay with her friend, Vi, if she…
b April gets a $ 1,000 per month to ‘survive’ that 6-month period. What is she supposed to use it on?
one hundred and seventy-four
174
c What else is April getting? d Discuss with a partner. • Do these rules sound fair to you, yes or no? Why (not)? • Do you think April will stick to these rules? Why (not)?
UNIT 4:
LOVE AT FIRST SWIPE
SPOKEN INTERACTION
THE RULES
20
25
r
jk
30
aa
15
pl
10
m
5
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."
ex e
1
ki
35
45
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40
175
70
75
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aa
65
pl
60
m
55
"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 marriage work. adjacent: next to Getting married is forever, no matter relent: concede, give in what my spouse does. swivelling: rotating
ex e
50
Source: Ten things we did (and probably shouldn’t have), S. Mlynowski
4
Look at these example sentences from the text.
jk
Example 1 But if she cared that much, she probably wouldn’t be dragging my dad off to Cleveland. Form
Example 2 If I were a parent … I’d never get divorced.
ki
Form
a Do you remember what type of sentence the word 'if' introduces?
In
b Indicate the verbs in the example sentences and write what form they are in. c Which type of conditional are the sentences?
one hundred and seventy-six
d When do we use this structure? Choose the correct option: to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future) to talk about situations in which one thing automatically causes another (always true) to talk about things that did not happen (in the past)
176
e There are other sentences in the text that express a ‘condition’. Highlight them.
UNIT 4:
LOVE AT FIRST SWIPE
5
Look at this sentence, also taken from the extract. Example 3 If your GPA drops at all, you’re on the next plane to Cleveland. a When do you use this structure? Choose the correct option: to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future) to talk about situations in which one thing automatically causes another (always true) to talk about things that did not happen (in the past) b Which conditional sentence is this?
Example 4 If you don’t brush your teeth, you get cavities. Form
aa
r
c Look at these other example sentences. Indicate the verbs in the sentences and write the form they are in:
Example 5 When people smoke cigarettes, their health suffers.
6
Look at what April’s dad could also have said.
m
a Write down the verb forms used.
pl
Form
Example 6 If your GPA drops at all, you will be on the next plane to Cleveland. Form
ex e
b What type of conditional is the sentence?
c When do you use this structure? Again, mark the right option: to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future) to talk about situations in which one thing automatically causes another (always true) to talk about things that did not happen (in the past) 7
Look at the full title of the book: Ten things we did (and probably shouldn’t have).
jk
a Compare this sentence to this one below.
Example 7 If April had obeyed her dad’s rules, she wouldn’t have been in trouble.
ki
Form
b Highlight and write down the verb forms used.
d When do you use this structure? Again, mark the right option: to talk about real and possible situations (in the future) to talk about unreal or imaginary situations (in the present or future) to talk about situations in which one thing automatically causes another (always true) to talk about things that did not happen (in the past)
UNIT 4:
WOULD'VE, COULD'VE, SHOULD'VE. THE BOTTOM LINE IS W E DIDN'T DO IT.
LOVE AT FIRST SWIPE
one hundred and seventy-seven
In
c Which conditional sentence do you think this might be?
177
8
Use the information from exercises 4 until 7 to fill in the grammar grid.
GRAMMAR
How to talk about possibilities and conditions
A condition is something that must be fulfilled before something else can or will happen. A condition mostly starts with . There are 4 types of conditional. Conditional sentences that express:
• a
conditionals. or
• something
aa
another are called
r
• a situation in which one thing
conditionals.
consequence are called
or
are called
• something that
conditionals.
are called
conditionals.
pl
Zero e.g. If people smoke, their health suffers. conditional if-clause: present simple main clause: present simple (= condition) (= general truth)
m
e.g. If April does not obey her dad’s rules, she will be in big trouble. First main clause: will + verb conditional if-clause: present tense (= condition) (= possible result)
ex e
e.g. If April smoked, she would be in big trouble. Second conditional if-clause: past simple main clause: would + verb (= condition) (= imaginary result because April does not smoke) Third e.g. If April had obeyed her dad’s rules, she wouldn’t have been in trouble. conditional if-clause: past perfect main clause: wouldn’t have + verb (= condition) (= April did break her dad’s rules so she is in big trouble now.)
9
jk
Finish these sentences. Use a correct conditional. 1 If my parents left me alone at home for 6 months,
ki
2 If my friend asked me to skip school, 3 We would never have been caught if
In
4 If I ever get married, 5 If my grades don’t improve, 6 My parents would definitely ground me if 7 If I break my curfew,
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8 Unless you start behaving soon, 9 My mum would not have been furious if 10 If I ever dated a celebrity,
UNIT 4:
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See p. 194
WRITING
10 What would you do if you were given the rules April’s dad gave her? a Preparation: think about which rules she was given: which ones would you definitely stick to? Which ones would you probably break? b Action: write a paragraph (50-75 words) in which you describe at least 5 things you would (not) do. Use the second conditional correctly.
r
aa
Checklist: second conditional
m
c Reflect on your text by filling in the checklist.
pl
Yes I think so
No
ex e
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 and spelled them correctly. • I used correct spelling and punctuation.
ki
jk
Feedback
one hundred and seventy-nine
In
CHECK 1, p. 200
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179
All about me
Step 2 1
Describing a person’s character listening
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.
r
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?
aa
QUESTIONS A:
2 What are her hobbies?
pl
2 What is her nickname?
3 What is her idea of heaven?
3 What is her idea of hell?
m
4 Complete: ‘If romance were like food…’
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4 What does she dream of doing one day?
5 Complete: ‘If I were to commit a crime, it would be…’
5 What is her dream date like?
jk
ki
6 Complete: ‘If I was in the witness protection programme, I…’
6 Why should men date her?
In
one hundred and eighty
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2
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?
UNIT 4:
LOVE AT FIRST SWIPE
listening
3
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
2
affectionate
27 dependable
52 lively
77 responsible
3
aggressive
28 determined
53 loving
78 romantic
4 ambitious
29 down to earth
54 loyal
79 rude
5 arrogant
30 dynamic
55 malicious
80 ruthless
6
articulate
31 easy-going
56 materialistic
81 selfish
7
bad-mannered
32 emotional
57 mature
82 sensible
8
bitchy
33 extroverted
58 mean
9
boring
34 flirty
59 modest
10 brave
35 frank
60 needy
11 calm
36 friendly
61 nervous
86 sociable
12 carefree
37 fun
62 optimistic
87 spiritual
13 careless
38 generous
63 organized
88 spiteful
14 caring
39 gentlemanly
64 outgoing
89 spontaneous
15 cheerful
40 grumpy
65 passionate
90 strong-willed
16 chivalrous
41 happy
66 patient
91 stubborn
17 cocky
42 hard-working
67 perceptive
92 superficial
18 competitive
43 honest
68 polite
93 sweet
19 complacent
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
23 crazy
48 introverted
73 quiet
98 violent
24 creative
49 kind
74 rational
99 well-mannered
25 dedicated
50 laid-back
75 reliable
100 wild
aa
r
1
83 sensitive
84 shy
jk
ex e
m
pl
85 sincere
b Look up words that you do not understand in a(n online) dictionary.
Which adjective is being described? Choose words from exercise 3.
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
In
ki
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
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181
5
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 2 The
to interrupt people when they're talking.
tyrant showed absolutely no mercy and sentenced the five men to death.
3 She's wrong, but she's too 4 The
to admit it.
cocktail waiter kept asking me if I wanted another drink, even though I
r
hadn't finished the first one.
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.
man, always taking pleasure in other people’s misery.
pl
8 Such a
aa
5 Ludo has a
9 Don't be so . Your performance was wonderful!
6
Choose a word from the list in exercise 3 that is an antonym or synonym to these words. adjective
synonym
ex e
1 malicious 2 modest 3 friendly
jk
4 lazy
5 introverted
ki
6 fun
In
7 wild
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about your chances of being admitted to Yale!
m
10 Don't get too
UNIT 4:
LOVE AT FIRST SWIPE
antonym
7
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
pl
8 Describe what you think about Trenita.
aa
r
un-
m
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 196 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)?
ex e
jk
c Reflect on your text by filling in the checklist. Checklist: speed dating conversations
Yes I think so
No
In
ki
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.
one hundred and eighty-three
2 Language • I used correct basic grammar. • I used correct words and spelled them correctly. • I used correct spelling and punctuation. Feedback
UNIT 4:
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183
9
You are going to participate in a speed dating event.
SPOKEN INTERACTION
a Preparation: fill in the cheat sheet your teacher will give you. Use only key words. Fill in at least 4 positive and at least 2 negative character traits. b Action: talk to people in your class and ask each other questions so you get to know each other a little better. You will have maximum 2 minutes so make sure you say the most important things about yourself. c Reflection: fill in the checklist to evaluate your conversations. Yes I think so
Feedback
In
ki
jk
ex e
CHECK 2, p. 209
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UNIT 4:
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No
aa
m
2 Language • I used correct basic grammar. • I spoke fluently. • I used correct words. • I minded my pronunciation.
pl
1 Content and structure • I talked about my hobbies and interests. • I described my character, positively and negatively. • I asked and answered questions.
r
Checklist: speed dating conversations
Step 3
Love apptually
Reading and writing informal messages
1 / From ViDA’s to submarining 1
listening
You are going to watch the video Tinderella. a First read the transcript and fill in the missing words. The rhyme in the story will help you.
aa
until she found a charming prince who was only a mile .
r
There once was a beautiful girl who was known to swipe left all day
The prince was none too picky, but this one was out of his league.
He'd never seen a maiden so fair plus he hadn't had sex in a . And so their courtship did blossom they planned to meet up that night.
pl
She donned her prettiest dress and a pair of control top . (Tinderelli, Tinderelli, show some cleavage, Tinderelli)
The ball was full of creepers. They scoped her low and high.
m
She couldn't find her handsome prince ‘cause her battery just . The prince was so distraught! Alas and alack!
Of all the girls he'd messaged she was the hottest who wrote .
ex e
So he took out her selfie and he searched far and wide
from the girls doing shots to the ones smoking . The prince felt defeated and also pretty drunk
but then out of nowhere he saw his one true . She snuck out that morning at half past 4 a.m.
In
ki
jk
and they lived happily ever after, because they never spoke .
2
Discuss these questions with a partner.
SPOKEN INTERACTION
a Have you ever been on Tinder? Would you ever consider finding someone online? Why (not)? b What might be the benefits of online dating (apps)? What might be the downfalls or dangers?
UNIT 4:
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one hundred and eighty-five
b Watch the video and check your answers.
185
3
READING
Read the 2 Tinder messages below. Why do you think they are 'wrong'?
m
pl
aa
r
ex e
WRITING What if people talked to people on the street the same way they do on Tinder? Work with a partner and write down at least 3 ideas. Use the second conditional (like in Step 1) correctly. SPOKEN INTERACTION If people talked to other people on the street the same way they do on Tinder …
4
In
ki
jk
5
Watch the video. Were any of the ideas you listed in exercise 4 mentioned? Add new ones too. listening
6
Form groups. Each member will get a text about a particular topic.
one hundred and eighty-six
186
a Preparation: look at the title, subtitles, pictures etc. What do you think your text will be about?
UNIT 4:
LOVE AT FIRST SWIPE
SPOKEN INTERACTION
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) – – –
r
–
aa
–
• 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)
(read by recap:
)
m
pl
title:
ex e
title:
(read by
)
recap:
jk
ki
title:
(read by
)
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.
UNIT 4:
SPOKEN INTERACTION
LOVE AT FIRST SWIPE
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In
recap:
187
2 / Fill in the damn profile! 1
Go online and use Google autocomplete to fill in this dating profile. Share your results with a partner.
WRITING
My name is My age is I live in I was born in
r
My body is I am looking for
aa
I enjoy My ideal partner is
My turn ons are
m
My turn offs are
pl
2
Look at this list of positive character traits. Which ones do you think a man or a woman should not use in their dating profile, because it won’t help them get a date? a Sit together in teams and put them in the corresponding column.
ex e
ambitious – articulate – caring – creative – dependable – easy-going – energetic – funny – good listener – happy – hard-working – intelligent – kind – loyal – modest – optimistic – outgoing – passionate – perceptive – quiet – rational – respectful – romantic – spiritual – spontaneous – sweet – thoughtful – warm 10 of the worst ways to describe yourself in a dating profile man
jk
1
1
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
ki
2
In one hundred and eighty-eight
188
woman
Source: www.businessinsider.com.au
b Play the Family Feud game. c Discuss with the rest of the class: • How many did you guess correctly (how many did you put in the right column)? • Are there any words in these columns you think are (not) justified? Which ones and why?
UNIT 4:
LOVE AT FIRST SWIPE
SPOKEN INTERACTION
3
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’.
READING
b Share your findings with the rest of your group.
SPOKEN INTERACTION
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)
aa
pl
r
add (dos)
m
ex e
4 Discuss with your group members and share your ideas with the rest of class.
SPOKEN INTERACTION
a Which advice did you find most useful?
b Which piece of advice did you find useless? 5
Analyze some ‘wrong’ dating profiles.
READING
jk
a Read the profiles you get. Make a note of what is wrong with them by referring to the dos and don’ts in exercise 3. Correct any possible spelling mistakes while you are reading.
SPOKEN INTERACTION
b Explain to your classmates what exactly is wrong with your profiles. c Come to a consensus: which profile does your group agree on is the worst one?
In
d Report back to the class and say which one your group agreed on was the worst profile.
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one hundred and eighty-nine
What we agreed on + why
ki
What I think is the worst profile + why
189
3 / Wassup? 1
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
2
Watch the video that will give you tips on how to write a great first message.
listening
a Which tips do Kate and Shannon give? List at least 6.
r
aa
pl
m
b Had you thought of any of these tips as well? Which ones? 3
Look at the 4 messages below and on p. 191.
ex e
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,
jk
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
In
ki
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.
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UNIT 4:
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Score: /10 Tips
READING
82 % Match 36 % Friend 3 % Enemy
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
C
Score: /10 Tips
r
California
aa
B 22 / M / Straight / Single
Hello, How are you? (insert witty/interesting or otherwise profile relevant comment ‘Here’) Message from RichNevarez
pl
81 % Match 69 % Friend 18 % Enemy
Score: /10
ex e
Tips
m
If you can’t be bothered to insert your own witticisms, I’m certainly not going to do it for you.
D Dear JerseyGirl
jk
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.
ki
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.
In
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 one hundred and ninety-one
Score: /10
Tips Source: thebendstudio.com UNIT 4:
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191
b Rank the 4 emails from very bad to very good: very bad
very good
STRATEGY
How to write an informal mail or message
aa
r
– 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. 199
Imagine you are a ViDA (Virtual Dating Assistant). Read the following profile and write a reply.
pl
4
In
ki
jk
ex e
m
a Preparation: • Consider the profile of your client: 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.
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UNIT 4:
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WRITING
r aa pl
Source: www.okcupid.com
m
b Action: mind the key elements that make for a good first message and write your reply. Make sure to follow the 'rules' of informal messages like this.
jk
ex e
c Reflection: give your reply to another student who will fill in the checklist for you and give you some feedback. Yes I think so
No
ki
Checklist: writing an informal reply
In
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.
one hundred and ninety-three
2 Language • My partner used correct basic grammar. • My partner used correct words and spelled them correctly. • My partner used correct spelling and punctuation. Feedback
CHECK 3, p. 215 UNIT 4:
LOVE AT FIRST SWIPE
193
HOW TO talk about possibilities and conditions
Conditional sentences
If I don’t study, I don’t do well on tests.
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 you heat water to 100 °C,
it boils.
present simple
present simple
you will know whether she is interested or not.
If I go out with him,
my dad will ground me.
jk
If you call her,
present simple
ki
If I went out with her on a first date,
future simple
I would not just go grab a burger.
If Ryan Gosling used that pick- I would definitely go out with up line on me, him! 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!
In
past simple
one hundred and ninety-four
194
If I hadn’t tried internet dating, I would not have met my boyfriend. past perfect simple
UNIT 4:
LOVE AT FIRST SWIPE
would/wouldn’t + have + base form of the verb
certainty
your health suffers.
probability
If you smoke,
low probability
Main clause
ex e
If-clause
USE
no probability
FORM
m
pl
aa
r
GRAMMAR
SUMMARY
Zero conditional to talk about situations that are always generally true or facts First conditional to talk about real and possible situations (now or in the future) 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)
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
aa
– ‘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!
r
– The if-clause can be in the beginning or at the end of the sentence. Add a comma if you put the if-clause first. e.g. I would definitely go out with Ryan Gosling if he used that pick-up line on me! = If Ryan Gosling used that pick-up line on me, I would definitely go out with him!
– 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!
one hundred and ninety-five
In
ki
jk
ex e
m
pl
– 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.
UNIT 4:
LOVE AT FIRST SWIPE
195
Translation
My notes
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
cocky
arrogant, verwaand
competitive
competitief
complacent
inschikkelijk, tegemoetkomend
(self-)confident
zelfverzekerd
considerate
attent, aardig
consistent crazy creative dedicated
consequent
gek, zot creatief
toegewijd
veeleisend
jk
demanding
aa
affectionate
pl
avontuurlijk
m
adventurous
r
ADJECTIVES DESCRIBING PERSONALITY
ex e
VOCABULARY
Word
betrouwbaar
determined
vastberaden
down to earth
realistisch, met beide voeten op de grond
dynamic
dynamisch
easy-going
gemakkelijk (in de omgang), tolerant
emotional
emotioneel
extroverted
extrovert
flirty
flirterig
frank
openhartig, rechtuit
friendly
vriendelijk
fun
leuk, tof
generous
vrijgevig
gentlemanlike
galant, hoffelijk
In
ki
dependable
one hundred and ninety-six
196
UNIT 4:
  LOVE AT FIRST SWIPE
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
lazy
lui
lively
levendig
loving
liefdevol, liefhebbend
loyal
loyaal, trouw
malicious
kwaadaardig, kwaadwillend
materialistic
materialistisch
mature
volwassen
mean
gemeen
modest
bescheiden
needy
behoeftig, veeleisend
optimistic organised outgoing passionate patient
aa pl
m
nerveus
optimistisch
georganiseerd, gestructureerd uitbundig
gepassioneerd geduldig
opmerkzaam, scherpzinnig
jk
perceptive
ex e
nervous
r
grumpy
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
one hundred and ninety-seven
In
ki
polite
UNIT 4:
  LOVE AT FIRST SWIPE
197
verstandig, redelijk
sensitive
gevoelig, kwetsbaar
shy
verlegen
sincere
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
vain
ijdel
violent
gewelddadig
well-mannered
welgemanierd, beschaafd
wild
wild, heftig
r
sensible
aa
egoĂŻstisch, zelfzuchtig
In
ki
jk
ex e
m
pl
selfish
one hundred and ninety-eight
198
UNIT 4:
  LOVE AT FIRST SWIPE
Before writing
STRATEGY
HOW TO write an informal mail or message 1
Why & what?
r
• Why are you writing: are you really interested in this person? • What do you want to know?
aa
Be prepared
pl
• Read the profile/message you are replying to, in detail. • What do you have in common?
2 While writing
m
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.
ex e
• • • •
KISS
• Keep it short and simple! • Don’t copy/paste messages.
Mind the structure
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
jk Salutation
Body: reason
ki
Body: follow up questions
(PS) = optional: to ask or say something extra
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
3
one hundred and ninety-nine
In
Ending
Edit! • Avoid mistakes: read your email again. • Hit the ‘send’ button and hope for a reply!
UNIT 4:
LOVE AT FIRST SWIPE
199
ON DIFFERENT TRACKS Imagining the ideal night out
Check 1
Read the first chapter of the YA novel, Ten things we did (and probably shouldn’t have).
1
READING
a Answer the questions.
r
1 Where does April finally find her phone?
aa
2 Apparently, April and her friends had some kind of wild party the night before. List at least 5 things that created the mess the house is in at this point.
pl
/ 8
ex e
Score:
m
3 Think back at the rules April’s dad had given her. Which ones did she clearly break the night before?
Saturday, March 28
THE MORNING AFTER I bolted awake. A siren.
1
The police were outside my house. Ready to arrest me for underage partying, excessive flirting, and an overcrowded hot tub. But wait.
My brain turned on. No, not the cops. Just my phone – my dad’s ringtone.
jk
5
Which was even worse.
I rummaged around the futon. No phone. Instead I felt a leg. A guy’s leg. A guy’s leg flung over my ankle. A guy’s leg that did not belong to my boyfriend.
ki
Oh God. Oh God. What did I do?
10
WEEEooooWEEEooooWEEEoooo! Upstairs. The siren ring was coming from upstairs, the main level of Vi’s house.
In
Maybe I should just go back to sleep … No! Phone ringing. In bed with not my boyfriend. I managed to get myself out of the futon without disturbing him and – um, where were my pants? Why was I in bed with a guy who was not my boyfriend without any pants?
15
At least I had underwear on. And a long-sleeved shirt. I looked around for some pants. The sole item of clothing within grabbing distance was Vi’s red dress that I wore last night for the party. That dress was trouble. I ran up the stairs bare-legged. At the top, I almost passed out.
20 two hundred
200
UNIT 4:
It looked like a war zone. Empty plastic cups littered the wooden floor. Half-eaten tortilla chips were planted in the shag area rug like pins on a bulletin board. A large blob – punch?
LOVE AT FIRST SWIPE
Beer? Something I’d be better off not identifying? – had stained the bottom half of the pale blue curtain. A white lace bra hung from the four-foot cactus. 25
30
Brett was in surfer shorts, face-planted on the couch. He was using the purple linen tablecloth as a blanket. Zachary was asleep in one of the dining room chairs, wearing an aluminium foil tiara on his lolled-back head. The patio door was open – and a puddle of rain had flooded the carpet. WEEEooooWEEEooooWEEEoooo! Phone was louder. Closer. But where? The kitchen counter? Nestled between a saucer of cigarette butts and an empty bottle of schnapps! I dove toward it. “Hello?”
r
“Happy birthday, Princess,” my dad said. “Did I wake you?”
“Good, because Penny and I are on our way to see you!” 35
Terror seized me. “What does that mean?”
aa
“Wake me?” I asked, my heart thumping. “Of course not. It’s already” – spotted the microwave clock across the room – ‘nine thirty-two.”
My dad laughed. “We decided to surprise you on your birthday. It was actually Penny’s idea.” “Wait. For real?”
40
pl
“Of course for real! Surprise!”
My head was spinning, and I felt like vomiting and it wasn’t just because of the many, many, definitely too many glasses of spiked punch I had consumed last night. My father could not see this place. No, no, no.
45
m
Oh God, I’d violated 110 percent of my dad’s rules. The evidence was all around, mocking me. This wasn’t happening. I would lose everything. If, after last night, I had anything left to lose. I took a step and a tortilla chip attacked my bare foot. Owww.
ex e
Mother friggin’ crap.
“That’s great, Dad,” I forced myself to say. “So … where are you exactly? Did your plane just land?” 50
Please let them still be at the airport. It would take them at least an hour to drive from LaGuardia. I could make this house look presentable in an hour. I would find some pants. Then I would toss the bottles and cups and cigarette buts and vacuum the tortilla chips and maybe the bra, maybe even Brett and Zachary– “Nope, we just drove through Greenwich. We should be in Westport in twenty minutes.”
jk
Twenty minutes?
55
There was groaning from the couch. Brett flipped onto his back and said, “It’s eff-ing freezing in here.”
ki
“April, there’s not a boy over, is there?” my dad asked. I sliced my hand through the air to tell Brett to shut the hell up. “What? No! Of course not! Vi’s mom is listening to NPR.”
“We just passed the Rock Ridge Country Club. Looks like we’re making better time than I thought. We’ll be there in fifteen minutes. Can’t wait to see you, Princess.”
In
60
“You too,” I choked out, and hung up. I closed my eyes. Then opened them. Two half-naked boys in the great room. One in a tiara. More half-naked boys in the bedrooms. Empty liquor bottles and trashed cups. And Vi’s mom nowhere in sight. two hundred and one
65
I was a dead princess. Source: Ten things we did (and probably shouldn’t have), S. Mlynowski
UNIT 4:
LOVE AT FIRST SWIPE
201
b April’s dad said they would be at the house in 20 minutes. The house is a mess and Vi’s mom is nowhere to be seen. Now what? Describe what you would do next if you were April.
WRITING
1 Preparation: check your answers in the previous exercise and look for specific problems that need to be fixed. List possible concrete actions. Be realistic. 2 Action: write a paragraph (50 – 75 words) in which you describe at least 5 things you would do and why. Use the second conditional correctly.
r
aa
pl
3 Reflect on your writing by filling in the checklist. Checklist: describing what you would do
Yes I think so
No
ex e
m
1 Content and structure • My text is 50 – 75 words. • I described at least 5 things I would do and why. • My sentences are well-structured and varied. • My text is coherent. 2 Language • I used the second conditional correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
jk
Feedback
/ 10
ki
Score:
< 11
11 – 15
> 15
Next exercise
ex. 3
ex. 5
ex. 2
In
Score
2
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.
two hundred and two
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.
202
UNIT 4:
LOVE AT FIRST SWIPE
WRITING
Dad’s rules (conditions)
Consequences
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!
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.
r
aa
pl
m
c Reflect on your writing by filling in the checklist.
Yes I think so
ex e
Checklist: describing things that did not happen
No
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.
ki
jk
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.
3
Score
< 7
≥ 7
Next exercise
ex. 6
ex. 4
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.
UNIT 4:
SPOKEN INTERACTION
LOVE AT FIRST SWIPE
two hundred and three
In
Feedback
203
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 romantic picnic.
2 If I
(to drink) that many beers, I would not have been
hung-over the next day. 3 If my parents let me have a party, I 4 I’ll definitely say yes if he
(to trash) the place.
(to ask) me out.
5 You (to meet / not) that creepy stalker if you hadn’t given
(to have) a lot of money, I would surprise my girlfriend with a fancy
aa
6 If I
r
him a like on Tinder.
dinner.
7 If April hadn’t broken her dad’s rules, she (to be / not) in such trouble.
pl
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
(to love / not) him so much, I would dump him
< 7
Next exercise
ex. 5
≥ 7
ex. 6
ex e
Score
m
immediately. He can be such a douchebag sometimes.
Watch the extracts from the Black Mirror series, ‘Hang the DJ’.
4
a Answer the questions about the first part.
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.
jk
ki
2 Do Amy and Frank seem to hit it off, yes or no? What makes you think so?
In
b Watch the second part and answer this question: what does the System do exactly (or what does it promise to do)?
two hundred and four
204
UNIT 4:
LOVE AT FIRST SWIPE
listening
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? 2 What is Amy’s theory about the System? And Frank’s?
r
aa
e What do you think?
m
pl
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
ex e
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). Make sure you have answered all the questions.
jk
ki
In
two hundred and five
UNIT 4:
LOVE AT FIRST SWIPE
205
3 Reflect on your writing by filling in the checklist. Checklist: writing my opinion
Yes I think so
No
Feedback
< 20
≥ 20
Next exercise
ex. 6
Check 2, p. 209
pl
Score
aa
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.
r
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.
5 You are going to discuss ideal and worst dates imaginable.
m
SPOKEN INTERACTION
ex e
a Preparation: take short notes and/or make a rough draft on a separate piece of paper. Think about these 2 questions: • If you went on the ideal date, what would it be like? • If you had to describe the worst date possible, what would that be like? Go online to find some more inspiration, if necessary. E.g. google ‘Fun dating ideas’ or ‘Original dating ideas’ and you will find loads of ideas. b Action: • Work with a partner. • Have a short conversation in which you take turns describing your ideal and worst dates. Don’t forget to ask questions to show your interest. Use the second conditional correctly. • Have your conversation with your teacher present.
jk
c Reflection: fill in the checklist to evaluate your conversational skills. Ask your teacher for feedback too. Checklist: describing ideal and worst dates
In
ki
1 Content and structure • We had a real conversation in which we both asked and answered questions. • I clearly described an imaginary best date. • I clearly described an imaginary worst date. 2 Language • I used the second conditional correctly. • I spoke fluently. • I used correct basic grammar. • I minded my pronunciation.
two hundred and six
Feedback
206
Score
< 7
Next exercise UNIT 4:
LOVE AT FIRST SWIPE
≥ 7 ex. 6
Yes I think so
No
6
READING listening
Read the lyrics to the songs below. a Fill in the correct conditional forms. Afterwards, listen and check. b Answer the questions next to each song.
Count On Me (Bruno Mars) (to find) yourself stuck in the
middle of the sea I
5
(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
Find out what we're made of
You can count on me like 1, 2, 3
I can count on you like 4, 3, 2 And you’ll be there
m
I'll be there And I know when I need it
pl
When we are called to help our friends in need
10
r
If you ever
aa
1
Is this song a love song? Why (not)?
15
ex e
Cause that's what friends are supposed to do, oh yeah If you're tossin' and you're turnin' And you just I
(can not) fall asleep
(to sing) a song beside you
And if you ever
(to forget) how much you
really mean to me
(to remind) you
ki
Beyoncé sings about cruelties that some men inflict on women. Name at least 3.
If I Were A Boy (Beyonce)
1
If I were a boy
In
Even just for a day I
(to roll) outta bed in the morning
And throw on what I wanted and go
5
Drink beer with the guys
And chase after girls
I
(to kick) it with who I wanted
And I
(to never get) confronted for it.
'Cause they
(to stick up) for me.
two hundred and seven
Every day I
jk
20
UNIT 4:
LOVE AT FIRST SWIPE
207
10
If I were a boy I think I
(can) understand
How it feels to love a girl I swear I I 15
(to be) a better man.
(to listen) to her
'Cause I know how it hurts When you lose the one you wanted 'Cause he’s taken you for granted If I were a boy
20
I
(to turn off) my phone
Tell everyone it’s broken So they I
(to think) that I was sleepin’ alone
(to put) myself first
25
'Cause I
pl
And make the rules as I go
(to know) that she
(to be) faithful
(to come home)
m
Waitin’ for me to
If It Hadn't Been For Love (Adele)
Never
ex e
1
(to hitchhike) to
Birmingham
If it hadn't been for love
Never 5
aa
r
And everything you had got destroyed
(to catch) the train
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?
to Louisiana
If it hadn't been for love
(to run) through the
jk
Never
blindin' rain
Without one dollar to my name
Explain in your own words ‘Four cold walls without parole’:
If it hadn't been
ki
10
If it hadn't been for love
In
Never
(to see) the trouble
that I'm in
(to be gone) like a
wayward wind If it hadn't been for love
two hundred and eight
208
Nobody knows it better than me I wouldn't be wishing I was free 20
UNIT 4:
If it hadn't been
LOVE AT FIRST SWIPE
If it hadn't been for love
15
If it hadn't been for love Four cold walls against my will At least I know he's lying still Four cold walls without parole 25
Lord have mercy on my soul Score
< 17
≥ 17
Next exercise
Check 2 1
Describing a person’s character
aa
r
Check 2, p. 209
SPEAKING
Describe the personality of celebrities.
•
•
•
• •
ex e
•
Negative personality traits
m
Positive personality traits
pl
a Preparation: • Pick one of the famous people hanging around the classroom. • Write down at least 3 positive and 3 negative traits for that person below. • Make sure you are able to explain why! (Give examples or situations)
b Action: • Read your description out loud to the class without revealing the name or gender, of course! • Make sure you talk for at least 30 seconds. • Have your classmates guess who you described. • If he/she guesses correctly, you both earn a point.
jk
c Reflection: fill in the checklist and ask your teacher for feedback. Checklist: celebrity personalities
Yes I think so
No
ki
1 Content and structure • I described positive and negative character traits. • I explained why that person is like that (and proved my understanding of the adjectives I used). • I talked for at least 30 seconds.
In
2 Language • I used correct adjectives and pronounced them correctly. • I used correct basic grammar. • I spoke fluently. • I minded my pronunciation.
Score
< 6
6 – 8
> 8
Next exercise
ex. 2
ex. 4
ex. 3 UNIT 4:
LOVE AT FIRST SWIPE
two hundred and nine
Feedback
209
2
Match the descriptions to an adjective from the list. Sometimes more adjectives can be matched to one description. adventurous – chivalrous – competitive – considerate – dependable – determined – easy-going – frank – generous – gentlemanlike – grumpy – hard-working – honest – kind – modest – outgoing – patient – rational – sensible – sweet – vain 1 Zayn will always go out on the dancefloor at a party.
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.
aa
3 Aida will tell you straight-up when she doesn’t like your perfume or outfit.
r
2 Xavier doesn’t tell lies.
pl
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.
m
10 You wouldn’t hurt a fly. 11 Lisa doesn’t brag about her achievements.
12 Dan is definitely not afraid of climbing mountains.
ex e
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.
15 Do guys these days still hold the door open for women?
Score
Next exercise
≥ 12
ex. 5
ex. 4
You are going to describe your personality based on your handwriting.
jk
3
< 12
a Preparation:
ki
1 First, copy the sentence below. Try to write as naturally as possible. ‘The quick brown fox jumps over the lazy dog.’
In
2 Now, watch the fragment and take notes in the grid on p. 211. Watch the video twice if necessary. Fill in the first column during the first viewing, complete the second column the second time you watch. Extra: there are some spelling mistakes in the video. Try to find them!
two hundred and ten
210
UNIT 4:
LOVE AT FIRST SWIPE
listening
Size
Spacing between words
What it says about my personality, according to the video:
–
–
–
–
–
r
How I write, according to the video:
–
–
–
–
–
pl
Shape of letters
–
m
Slant of letters
aa
Dots on i’s –
–
–
ex e
–
–
–
–
jk
–
ki
–
In
Subtotal / 10
Score:
/ 10
/ 20
two hundred and eleven
Crosses on t’s
UNIT 4:
LOVE AT FIRST SWIPE
211
b Action: write a text (125 – 150 words) in which you summarize and analyze 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
r
aa
pl
m
ex e
c Reflection: fill in the checklist to evaluate your text. Checklist: what your handwriting says about you
ki
jk
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.
In
2 Language • I used correct basic grammar. • I used correct words and spelled them correctly. • I used correct spelling and punctuation. Feedback
two hundred and twelve
212
UNIT 4:
Score:
/ 10
Score
< 24
≥ 24
Next exercise
ex. 4
Check 3, p. 215
LOVE AT FIRST SWIPE
Yes I think so
No
4
What kind of a person are you? a Fill in the personality test on diddit and find out who you are. Afterwards, calculate your score with the score sheet you will get, and look at the result.
READING
b 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 result.
WRITING
r
aa
ex e
m
pl
c Reflect on your writing by filling in the checklist. Checklist: personality test
Yes I think so
No
ki
jk
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.
In
2 Language • I used correct basic grammar. • I used correct words and spelled them correctly. • I used correct my spelling and punctuation.
Score
< 7
≥ 7
Next exercise
ex. 5
Check 3, p. 215
two hundred and thirteen
Feedback
UNIT 4:
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5
Fill in the puzzle below with an antonym or synonym of the given word. 1 2 3 4
5
7
8
9
-
ex e
-
m
14
12
pl
13
aa
10
11
ki
jk
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'
Score
< 10
In
Next exercise
two hundred and fourteen
214
UNIT 4:
r
6
LOVE AT FIRST SWIPE
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’
≥ 10 Check 3, p. 215
Reading and writing informal messages
Check 3 1
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
r
aa
b Action: fill in the dating profile. Use all of the key words, but write full sentences.
pl
Name
Sacha •
x Pass
My self-summary
girl, single, monogamous
m
I’m really good at …
ex e LIKE
My partner should be …
Looking for
The worst date imaginable would be …
LIKE
I spend a lot of time thinking about …
ki
Six things I could never do without …
In
jk
LIKE
On a typical Friday night I …
two hundred and fifteen
Like
LIKE
UNIT 4:
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215
c Reflection: evaluate your text by filling in the checklist. Checklist: dating profile
Yes I think so
No
Score
< 7
≥ 7
Next exercise
pl
Feedback
aa
2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
r
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.
m
ex. 2
2 You will send an email to a matching profile.
In
ki
jk
ex e
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.
two hundred and sixteen
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UNIT 4:
LOVE AT FIRST SWIPE
WRITING READING
r aa pl m ex e
ki
jk
b Action: mind the key elements that make for a good first message and send Thiago a reply (about 75 words).
In
two hundred and seventeen
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c Reflection: evaluate your text by filling in the checklist. Checklist: writing an informal message
Yes I think so
No
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.
6 – 8
Next exercise
ex. 3
ex. 5
ex. 4
Re-write the reply below, making it a good one. Add extra suitable information.
ex e jk ki
In
two hundred and eighteen
218
> 8
pl
< 6
m
3
Score
aa
Feedback
r
2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
UNIT 4:
LOVE AT FIRST SWIPE
WRITING
Checklist: writing an informal message
Yes I think so
No
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.
r
2 Language • I used correct basic grammar. • I used correct words. • I fixed spelling mistakes and used correct punctuation.
< 7
≥ 7
Next exercise
ex. 5
ex. 4
pl
4
Score
aa
Feedback
You are going to write a short informal reply to someone's dating profile.
LocalsOnly
READING
m
a Preparation: read the profile you will get. Then read these ‘About me’ summaries.
ex e
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
jk
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.
ki
SpaghettiDan
In
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.
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Source: www.zoosk.com
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LOVE AT FIRST SWIPE
219
b Action: write a short message (about 75 words) to the profile you think fits your character best. WRITING
r
aa
pl
m
c Reflection: have a classmate fill in the evaluation checklist for you and ask for some feedback.
ex e
Checklist: writing an informal reply
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.
jk
2 Language • My classmate used correct basic grammar. • My classmate used correct words. • My classmate used correct spelling and punctuation.
ki
Feedback
< 7
≥ 7
Next exercise
ex. 5
All done!
In
Score
two hundred and twenty
220
UNIT 4:
LOVE AT FIRST SWIPE
Yes I think so
No
5
Read the ‘About me’ below and write a short reply. Use the keywords to build your sentences. WRITING
LetsGo
aa
r
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
pl
(Address her.)
(Refer to her love for hiking because you are very outdoorsy too.)
m
(Ask about favourite dinner spot since you’re from the same city. Tell her you make a mean
ex e
lasagne.)
(Ask to meet for a coffee.) (Say bye.)
Score
< 7
Source: The Ar
All done!
jk
Next exercise
≥ 7
two hundred and twenty-one
In
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t of Pics / Shutt erstock.com
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CHECK OUT: DESIGNING A DATING PROFILE You will get the choice between 2 different tasks: writing a dating profile or making a dating video.
1 / Writing a dating profile Orientation
aa
r
You are going to fill in a fictional dating profile. Afterwards you will get to read all of your classmates’ profiles and reply to one of them.
Preparation Come up with a good nickname.
2
Think of interesting things to add to your profile. Be original if you want to stand out.
Action Fill in the profile you will get. Remember: a Write full sentences.
m
3
pl
1
WRITING
b Use typical words to describe your personality.
c Use conditional sentences correctly when describing an ideal date. Read the profiles you will get from your classmates.
ex e
4
READING
a Choose one profile that stands out.
b Mark things that you found interesting and worthy of a good reply. 5
Reply to the profile of your choice.
a Write a text message or email in which you show that you have thoroughly read the profile.
jk
b Don’t forget to ask an interesting follow-up question, too.
In
ki
c And last but certainly not least: remember netiquette! No one likes a real-life Tinder situation.
two hundred and twenty-two
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UNIT 4:
LOVE AT FIRST SWIPE
WRITING
Reflection 6
Fill in the checklist below to evaluate your writing skills. Checklist: writing and replying to a dating profile
Yes I think so
No
1 Profile: content and structure • I filled in all the necessary categories of the profile. • My profile is original enough to ‘stand out’. • I wrote in full sentences.
aa
r
2 Reply: content and structure • I wrote about 75 words. • 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 an extra question.
pl
3 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 used correct spelling and punctuation.
ex e
m
Feedback
2 / Making 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 2
Think of interesting things to talk about in your video. Be original if you want to stand out.
jk
1
Use the profile template as a preparation document: fill in all the necessary categories.
ki
Action 3
SPEAKING
Record your video (1.5 to 2 minutes). Remember:
In
a Use typical words to describe your personality.
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.
listening
a Choose one profile that stands out. b Highlight the things on your listening grid that you found interesting, things you have in common or are worthy of a good reply.
UNIT 4:
LOVE AT FIRST SWIPE
two hundred and twenty-three
4
223
5
WRITING
Reply to the dating video of your choice. 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.
Reflection Fill in the checklist below to evaluate your speaking skills. Checklist: dating video
Yes I think so
aa
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’.
No
r
6
ex e
Feedback
m
pl
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.
7
Fill in the checklist below to evaluate your writing skills. Checklist: writing an informal reply
jk
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.
ki
2 Language • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
In
Feedback
two hundred and twenty-four
Trace your steps on diddit.
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UNIT 4:
LOVE AT FIRST SWIPE
Yes I think so
No
UNIT 5: ON A SHOESTRING check in
r
Step 1: talking about money
m
Step 2: discussing travel budgets
ex e
Step 3: using future tenses
pl
aa
main track
trace your steps
In
ki
jk
summary
on different tracks check out: planning and presenting a trip
CHECK IN If I won the lottery … 1
listening
Listen to the song by Gwen Stefani and answer the questions. a What is the song about?
r
b Name 3 things she would buy.
aa
2
What do you think most people would do if they were very rich or won the lottery?
pl
Watch the SoToday street interview. Complete the sentences.
3
If I won the lottery ...
it. I
too much of it.
m
1 I would probably
listening
2 The first thing I would do is . 3 I would .
a lot more.
ex e
4 I would
5 I would pay for a
for myself and pay off my .
6 I would buy a really
for me and my family.
7 Of course, I would pay off all my . Then I would do something for my mum and my family.
8 I would bring her (daughter) on a .
jk
9 I would pay off my .
10 I would go home and have a .
ki
11 Depending on how much, I would see that my debts are paid, my go to school and I would take all my and friends on somewhere hot.
12 I would buy a .
In
13 I would share it with my kids and . 14 I would give some to , build a house and .
4
What would you do if you suddenly had a lot of money?
two hundred and twenty-six
226
UNIT 5:
ON A SHOESTRING
SPOKEN INTERACTION
MAIN TRACK Step 1
Cheapskate or big spender? Talking about money
1 / How to spend your money wisely What are the last 3 things you bought with your own money? How much did they cost? a Make a list. Amount spent
aa
Item
SPOKEN INTERACTION
r
1
pl
b Compare with a partner. Report back to the class. What are the class's top 5 categories that money is spent on?
m
TOP 5 categories 1 2
4 5
2
ex e
3
Read this text about how teenagers in the US spend their money and answer the questions. a Are these statements true, false or is it not mentioned (NM)? Explain your answers. True False NM
jk
Statement
READING
1 Besides getting an allowance, all teens work.
ki
2 Teens generally spend all their money.
In
3 20Â % of teens prefer to shop online.
4 Only girls spend money on beauty products.
two hundred and twenty-seven
UNIT 5:
  ON A SHOESTRING
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Teen Consumer Spending Habits Since many teenagers have part-time jobs or get an allowance from parents, they have reached the stage of life where they are deciding how to spend money.
1
Spending Habits Unveiled Teenagers are some of the biggest spenders, especially when it comes to clothing, gadgets, and entertainment. There are approximately 25.6 million teens in the US market, and parents spend about $ 4,000 to $ 4,500 on them. Teens who work make an average of $ 460 per month to spend on top of what their parents shell out.
20
pl
Online Shopping Is Best Almost half of all teens name Amazon as their favorite website and about one in five prefer online shopping. That's not to say tons of teens aren't still shopping in brick and mortar stores. But, in their social and mobile world teens love the ability to purchase things they see on social media in a quick and easy manner.
m
15
Smart Savers Today's teens are money savvy and don't generally blow all their money on goods and experiences. About 50 percent of teens say they've started saving money and around 40 percent have a budget for their finances. These smart money choices result in average savings of nearly $ 300 per month. While about one-third of teens are saving up for clothes, technology devices, and cars, almost half of them are putting money away for their education.
Food Is the Biggest Budget Buster Food items account for nearly 25 percent of all teen spending, making it their biggest spending category. Starbucks remains a favorite eatery, but Chick-fil-A and McDonald's aren't far behind. Two things are clear from these data, teens love food, and they prefer to get it quickly.
ex e
10
aa
r
5
jk
High-tech Toys Spending time online or watching TV and movies are the top free-time activities named by teens. About 50 percent of teens spend their money on apps and electronic goods. One of the main high-tech must-haves for teens is a smartphone.
ki
25
Boys and Girls Like Beauty Products A recent survey suggests 90 percent of teen girls and nearly 70 percent of teen boys use beauty products. The major products used include perfume or cologne, face wash, lip care, and hair care. A little over half of adolescents also use makeup products. Teens today use these items to boost their confidence and as a form of self-expression.
In
Athletic Apparel Is a Must While streetwear brands like Vans are gaining in popularity, common athletic brands like Nike and Adidas fall into teen's top five favorite clothing brands. Today's teen wants to be comfortable and ready for any activity.
30
two hundred and twenty-eight
228
35
UNIT 5:
Designer Handbags Reign Supreme Not just any old handbag will do; teens want designer purses from big names like Michael Kors. Other designers in the top five most coveted by teens include Kate Spade and Coach. These purses need to be as stylish and trendy as the teens wearing them, and high-quality enough to protect valuables like smartphones and iPads.
Source: teens.lovetoknow.com
ON A SHOESTRING
b Based on the article, try to fill in this chart. Choose from the following categories. accessories, personal care, cosmetics – books, magazines – car – clothing – concerts, movies, sporting events – electronics, gadgets – food – furniture, room accessories – music, movies – other – shoes – video games, systems Share of US teens' spending, by category
20 %
20 % 20 %
8 %
8 %
7 % 5 % 5 %
5 % 5 %
1 % 1 %
7 %
10 %
8 %
2 % 2 %
4 % 4 %
Source: www.marketingcharts.com
Upper-Income (avg. HHI: $ 101K) Average Income (avg. HHI: $ 55K)
c Compare the American statistics with your own top 3 and the class's top 5. Do you spend your money on the same items? What is different?
SPOKEN INTERACTION
Read the text '6 ways to spend money wisely'.
READING
ex e
3
10 %
m
r
9 %
aa
9 %
pl
8 %
22 %
a Add the correct subtitle above each paragraph.
Buy generic label groceries. – Clip coupons for special occasions. – Cut down on food waste. – Hit up the thrift shop. – Pony up for quality where it counts. – Wait for it …
jk
6 WAYS TO SPEND MONEY WISELY
Frugal living doesn’t have to be a life devoid of fun. In fact, you might be surprised how easy it is to trim your expenses with a little patience and planning. The more you can get out of every dollar you spend, the more money you will have to save for potential emergencies, a college education for your children, vacations to exotic locations, or whatever big ticket item your heart desires. To get you started, here are 7 ways to spend money wisely.
ki
1
By Daniel Wallen
In
5
10
The cheapest option isn’t always the best option. What’s the point of buying a cheap pair of shoes if they’re just going to become worn out and rugged within a few months? It would be cheaper to pay $ 50 for an outfit that will be in good shape next year than $ 20 for an outfit that has to be replaced in less than 6 months. 2 You would be hard-pressed to find any difference between name-brand and generic labels in the grocery store. Don’t believe me? Grab a bottle of a name-brand peanut butter and the generic grocery store variety and compare the ingredients. When you purchase name-brands, UNIT 5:
ON A SHOESTRING
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1
229
15
you are not paying for the product itself, but rather the idea behind the product. In other words: name brands are more expensive because they have higher marketing budgets (not higher quality). 3
r
25
Answer honestly: if you had to guess, what percentage of the groceries you buy end up uneaten and tossed in the trash? According to a study by the Natural Resources Defense Center, the average American family of four throws away almost 50 % of the food they purchase, resulting in an annual loss up to $ 2,275. To avoid grocery waste, change your thinking about shopping. Instead of making a list of items to purchase without thought process, plan ahead by writing down a weekly schedule of the specific meals you are going to cook before you go to the store. If it isn’t required in the ingredients you need, it doesn’t go in your cart. Make note of how much food gets tossed in the trash and cut the amount you purchase accordingly.
aa
20
4
pl
m
30
Retail therapy is almost always a good idea, but smart shoppers know how to be patient. Why should you spend $ 100 on that gorgeous skirt now if it’s going to be marked down to make room for fall and winter clothes? Be patient and you will be rewarded with a steep price cut. Keep an eye out for the special offers that you can’t refuse. 5
Dining out is one of my favorite date night activities, but it sure can empty a wallet fast. Restaurants are typically generous with their deals, so start clipping for serious cash savings.
ex e
35
6
40
Consignment shops are full of deals on barely-used clothing that could save you tons of money on your wardrobe. If you have never considered thrift shopping because you’re afraid the quality won’t be up-to-par, give it a chance. The thrift shops in my neighborhood are quite picky about the items they accept, so I bet you just might be surprised. Source: www.lifehack.org
jk
b Look for an appropriate word in the text to match the definitions below. 1 A line of products with a well-known brand name; also in extended use: 2 A consumer product having no brand name or registered trademark:
ki
3 The practice of shopping in order to make oneself feel more cheerful: 4 A shop that sells second-hand items on behalf of the original owner, who receives a
In
percentage of the selling price:
4
What do these words from the text mean? Check the sentences in exercise 3 for context. Use a(n) online dictionary if you are not sure.
two hundred and thirty
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UNIT 5:
1 frugal living (line 1)
2 trim your expenses (line 2)
3 time to pony up your share (line 6)
4 purchase name-brands (line 14)
5 cut down on food waste (line 18)
ON A SHOESTRING
5
6 marked down item (line 30)
7 a steep price cut (line 31)
8 thrift shop (line 39)
Complete the sentences with the underlined words from the previous exercise. 1 He still had
a large payment for the house.
2 There are many ways you can
your and have lots of your
monthly income to spend and enjoy.
5 In July most shops 6 I got price
4 items for £ 20.
aa
4 Christiane spotted the discount on the sweaters and
r
3 Zoey hates to waste money, she’s very .
their summer collection.
because I bought my items in bulk.
7 You can significantly your petrol expenses when you carpool to work with a
pl
colleague.
8 Nobody notices my clothes aren’t from this collection. I always buy things at a .
Which tips could you give to the people below to save money? Or how do the people below save money already? Use information from the text in exercise 3.
m
6
1 The real Cheerios taste so much rather
‘The items you buy in “Think Twi ce” are not only cheap, they are typical ly higher quality simply by virtue of being there. They have withstood one person ’s use already and still have resale valu e.’ Mo
ex e
ke ones. I’d better than the fa nts than eat a pay a few extra ce ’ Lucas less good option.
jk
‘If I have leftovers, I freeze them to 3 eat later on. Very useful when I am a night home alone, and I just need to put a lasagne in the oven.’ Ike
‘I really don’t know which taurants restaurant to go to. The res . We nearby are all so expensive ian a Ital always end up at the same few blocks away.’ Jorah
ki
5
4
READING
2
will only ‘Cheap clothes are terrible. Most things stores ion fash survive one or two washes. Budget want decent are certainly not the place to shop if you abelle Ann stuff. It’s more throwaway fashion!’
6 ‘My best friend just got dumped, so we both went binge shopping. Afterwards we shared a pint of Chocolate Chip Cookie Dou gh ice cream. She really felt better afterwa rds.’ Nina
In
two hundred and thirty-one
UNIT 5:
ON A SHOESTRING
231
7
Look at the cartoons and come up with good sentences that fit the speech bubbles. Use at least 2 words from the list in each of your sentences.
WRITING
consignment store – expense – frugal – generic label – mark down – name brand – pony up – purchase – retail therapy – trim
m
pl
aa
r
2 / Pouring money down the drain
Look at the title of the text. What do you think this might mean?
2
ex e
1
Read the text and answer the questions.
1 What is the difference between a checking or current account and a savings account?
jk
2 What is the difference between a debit and a credit card?
ki
In
3 Why is it better to use cash?
4 What are the advantages of being a student?
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5 Which of these tips do you already use? Discuss.
UNIT 5:
ON A SHOESTRING
READING
6 tips to stop pouring money down the drain! 1 Get a good bank account
10
r
aa
5
Don’t save your money in a piggy bank. You'd be surprised how much of a difference your bank makes to your finances. Be sure to do your research: You'll want a student account with a 0 % interest overdraft as a minimum. And don't be glamoured into an account by fancy freebies – will a free dvd rental account actually be that valuable in the long run? Next step: make your savings automatic. Almost all banks offer automated transfers between your checking and savings accounts. You can choose when, how much and where to transfer money to, or even split your direct deposit between your checking and savings accounts. Automated transfers are a great way to save money since you don’t have to think about it and it generally reduces the temptation to spend the money instead.
2 Avoid credit/debit cards and use cash
Having actual money in your hand rather than a ‘magic plastic card of unlimited money’ can really help curb your spending. Get cash at an ATM for a night out and leave your card at home so you can't drunkenly buy any rounds you'll regret. Work out your budget, and then keep the money for food/clothes/drink in cash in separate envelopes and be strict with yourself about not going over (just don't lose the cash).
m
15
pl
1
20
ex e
3 Always carry your student’s card
A lot of places offer student discounts, but they're hella strict about you having to show them your student card for the discount. Believe me, I drunkenly tried and failed to convince the McDonald's staff to give me my free cheeseburger sans-card enough times to know.
4 Use your library card
jk
Don't spend money on a Netflix or LoveFilm account – borrow dvds for free! Internet on the fritz? The library has wifi! Want to get out the house but can't afford to go to a cafe? LI-BRA-RY. Don't pay for anything that you can get for free at the library.
5 Compare mobile phone deals
ki
Mobile phone contracts are highly competitive these days. Do your research to find the best deal for you, and ALWAYS HAGGLE. I know at least two people who called their mobile contractors to tell them they were leaving for a cheaper deal, and the company they were with then offered them an even cheaper deal to stay. Same goes for internet providers too.
In
25
6 Track your spending
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30
These days you don't need a notebook to track what you are spending – you can just get a handy app on your phone. Not only will they help you track what you spend, they'll budget for you, and help you set saving goals.
Source: www.buzzfeed.com
UNIT 5:
ON A SHOESTRING
233
3
Find words in the text to complete the crossword puzzle. 1
2 4
3
5 6 7
DOWN 1 arrangement with a bank so you can deposit and withdraw money 2 deficit in a bank account caused by drawing more money than the account holds
8
ex e
m
ACROSS 3 restrain or keep in check 6 sum payable as a first instalment on the purchase of something
pl
10
aa
9
r
8
9 dispute or bargain persistently, especially over the cost of something
3
4 something given for free
10
7
ki
jk
5
In
Did you know?
two hundred and thirty-four
An idiom is an expression, word, or phrase that has a figurative meaning, which is different from the literal meaning of the idiom's individual elements. In other words, idioms don't mean exactly what the words say. e.g. If someone lives from hand to mouth, it doesn't have anything to do with their hands or their mouth, but it means that this person has very little money to live on. If you want to look up the meaning of an idiom: – in a paper dictionary: look up the keyword of the idiom. e.g. To have money to burn you search for money or burn – in an online dictionary: enter the entire idiom
234
UNIT 5:
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4
These drawings represent money idioms in English. a Link the idioms (A-O) to the correct drawing. to be a cheapskate to be a penny pincher to be closefisted to be in the red to be loaded
F G H I J
to break even to break the bank to bring home the bacon to go Dutch to have sticky fingers
K L M N O
to live from hand to mouth to make ends meet to put money down the drain to ride the gravy train to tighten your belt
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A B C D E
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b Then match an idiom to the correct meaning (1-15). Idiom Explanation 1 A person who will not spend much money. 2 Someone who is overly conscious about money. 3 To misuse or throw away money. 4 To split the bill equally. 5 To experience excessive ease, success or profit, especially undeserved. 6 To neither gain nor lose money.
r
7 To spend more money than you earn. 9 To have a lot of money. 10 To live on very little money. 11 Someone who doesn’t want to spend money. 12 To earn money to support your family. 13 To be very expensive.
aa
8 To be a shoplifter, pickpocket.
15 To make the money needed.
Now try it yourself! Draw the following idioms and figure out what they mean. Tip: use a(n) online dictionary if necessary. Money doesn’t grow on trees.
A nest egg
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To do something on a shoestring.
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5
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14 When a person has little money, less than he needs to live.
Meaning:
Meaning:
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Meaning:
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To have money to burn.
Meaning:
Meaning:
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To pony up.
Do you know any other idioms about money? Add them to your personal vocabulary list.
7
Below is one way to group the idioms. Add at least 8 idioms from the previous exercises to the word web.
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6
Spending a lot of money
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Money idioms
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Having little money
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Stingy people
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8
Complete the sentences with an appropriate idiom. 1 Mila stays home and takes care of the children, and her wife Nikita . 2 ‘Hey Deniz, do you want to go out and grab dinner?’ ‘Well, I don’t want to spend money on food. I can cook my own food just fine.’ ‘I don’t understand why you are such a . You have plenty of money.’ 3 I can’t let you pay for the whole weekend, so let’s .
5 They both lost their jobs, so it looks like they will have 6 The campaign was run
aa
.
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4 Her boyfriend got a big promotion, so she stopped working. She
.
for years until they found a sponsor.
7 Fixing that old motorcycle again is just
pl
properly again.
; it will never drive
8 Ludo bought a new Lamborghini last week and he is now leaving on a cruise. He clearly .
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9 ‘Dad, can I get a new computer game? Please, buy one for me.’ ‘Calm down, boy. .’
9
when I retire.
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10 I’ve been saving money for years, so I’ll have a nice
You are going to roleplay a family discussion about the next holiday and use certain idioms. a Preparation: read your role card, which has a role and an idiom from the previous exercises. Think about how you could use your idiom in a natural way. b Action: have the conversation with the other 'family members'.
jk
c Reflection: check your conversation using the checklist. Ask one of your conversation partners to do the same for you. Do you agree or disagree? Checklist: a family discussion
In
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1 Content and structure • I contributed to the discussion about the next holiday. • I used the idiom correctly and in a natural way. 2 Language • I used correct basic grammar. • I spoke fluently. • I minded my pronunciation.
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Feedback
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CHECK 1, p. 264 UNIT 5:
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Me Yes I think so
My classmate No
Yes I think so
No
SPOKEN INTERACTION
Step 2
Travelling on a budget Discussing travel budgets
1 / Watch the exchange rates! 1
What is your money worth?
SPOKEN INTERACTION
a Take a guess: put the following amounts of money on the scale from lowest to highest.
r
£ 1,500 – CAN $ 2,500 – YEN 50,000 – € 5,000 – US $ 2,500 High
aa
Low
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b How can you correct this exercise? What (website) do you need?
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Did you know?
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c Did you make any mistakes? What surprised you about the amounts?
Currency is a system of money in general use in a particular country. The US Dollar ($), the Euro (€), the Japanese Yen (¥), the Great British Pound (£) and the Canadian Dollar (C$) are the 5 most popular currencies. Source: www.investopedia.com
READING
Read this tip about currencies and fill in the correct word.
jk
2
ki
converter – exchange – fluctuates – interest rates – wobble
Watch the daily ‘interbank’ rates on a money
In
currency so you know what makes a good
app on your chosen rate. Currency
constantly, so the price you get will never be the same from day to
day. Many things cause travel money to , from employment figures to economic forecasts to , which continues to have an impact on the two hundred and thirty-nine
pound to Euro exchange rate. Source: www.skyscanner.net
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3
Pick one of these destinations and look up what tips are given about money when travelling there.
READING
China – Croatia – Iran – Morocco – North Korea – the USA a Write down at least 3 tips. 1 2 3
aa
1
pl
c Compare your information with a partner.
2 / What about transport?
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b Which website(s) did you use to find this information?
READING
Use your reading skills to do the following exercises.
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a Team up with a partner. You will get a text. Don't read the text yet, but look at it and write down 5 keywords about the text.
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b Form teams with a pair of students who will read another text. They will ask you questions about your text. Which strategy will you use to give the answer as quickly as possible? Mind: don’t read the text yet!
c Read your text and write down the answers to the questions you get. Raise your hand when you have written everything down. Tick the box if you were the fastest. Answer
jk
1 2 3
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4 5 6
In
7 8 9
10
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d What was the best strategy to find the answers to the questions in c?
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Check
2
Discuss both your texts in your group. Write down the 5 best tips you learned from the articles.
SPOKEN INTERACTION
1 2
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3
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4 5
pl
STRATEGY
How to read a text more effectively
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In Unit 2 you learned how to read a text more effectively. Check the strategy in the Summary of that unit on p. 89 if you are still experiencing difficulties. See p. 89
3 / From couchsurfing to Tindersurfing 1
2
READING
Look at the title of the text, and the pictures. What is this text about?
Read the text and answer the questions.
jk
1 What is Tindersurfing?
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2 Where does the name 'Tindersurfing' come from?
3 Why is it so questionable?
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4 Which other types of accommodation can you find in the text?
5 Which other types of accommodation do you know? two hundred and forty-one
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SWIPE FLIGHT 1
Would you Tinder surf? Bloke backpacks around Europe for FREE by staying at Tinder dates’ houses
10
WE’RE all after a bargain when it comes to holidays – but how about totally free accommodation? If that’s what you’re after, you could take a leaf out of Anthony Botta’s book. The Belgian traveller, 25, has been using Tinder Plus to score free board on his travels around Europe – and meet women along the way. The feature lets users line up dates in other cities before they even get there.
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5
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Belgian traveller Anthony Botta, 25, uses Tinder Plus to score free board and line up dates in other cities before he even gets there By Rosie Gizauskas
25
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He told Metro: “I [am] hosted only by ladies I matched on Tinder. Sometimes for the best, sometimes for the worst." He added: “I have ladies telling me ‘no, I live with my parents’, ‘no, I live with my boyfriend’ … but what the f*** are you doing on Tinder if you live with your boyfriend? The ladies, at the end, just need to host me. They don’t need to be like supermodels, but a couple of times I couldn’t find a host, so I just thought I’ll match everyone.” Anthony's Instagram page is chock full of the women he meets on his travels – often with his hosts putting him up.
So far the budget mode of travelling has taken him to eight countries and 21 cities, including Rome, Ibiza, Cologne and Krakow.
jk
15
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It's not just a free roof over the head either – Anthony admits he “can’t deny” that he has sex with his matches.
ki
He’s had 3,000 matches on Tinder, and 21 hosts to date. He even christens his Instagram posts with his own hashtag: #TheZebottaLife. On one post he writes: “Travelling around Europe using only Tinder is something that has never been done before. No hostel. No Airbnb. Only. T I N D E R.”
In
30
In another post he writes “F**k your 9 to 5.” In an older post, he admits he’s “ruthless” in his pursuit of Tinder dates, and even told one girl that he rates her a “3/10” looks-wise.
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Not surprisingly, Anthony is proving to be controversial among his followers and has been getting plenty of love and hate from members of the public. One Instagram user wrote: “Don't judge other women's apartments who open their home to you, when you are the random, loser, stranger off the internet who can’t afford $ 20 for a f***ing hostel.”
Source: www.thesun.co.uk
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WRITING
What do you think about Anthony Botta's endeavour? Write down your opinion. a Preparation: think of at least 3 reasons to be in favour or against what Anthony Botta is doing. b Action: write down your opinion (about 50 words).
r
aa
c Reflection: check your writing by filling in the checklist. Now tell a partner what you think. Checklist: writing your opinion
Yes I think so
No
pl
1 Content and structure • I wrote about 50 words. • I gave at least 3 reasons to support my opinion.
4
ex e
Feedback
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2 Language • I used the correct words and good basic grammar. • I used correct spelling and punctuation.
Botta's way of finding accommodation may be extreme, but home swapping is quite a common way of travelling. Discuss these questions.
SPOKEN INTERACTION
a What are pros and cons of home swapping?
b Is home swapping something you would consider doing? Why (not)?
1
jk
4 / Hidden treasures ... at home?
READING
Read this report and answer the questions.
ki
a Are the results of the study something researchers expected? Why (not)?
b Why is tourism rapidly expanding?
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Tourism responsible for 8 % of global greenhouse gas emissions, study finds By Daisy Dunne The study, which looks at the spending habits of travellers in 160 countries, shows that the impact of tourism on global emissions could be four times larger than previously thought. The global tourism industry is rapidly expanding. Fuelled by falling air travel prices and a growing global middle class, the number of international holidaymakers is currently growing at a rate of 3 – 5 % per year. The new study, published in Nature Climate Change, explores how the recent growth of global tourism has impacted greenhouse gas emissions. Tourists contribute to climate change in a number of ways – through travel by air, rail and road, for example, and by consuming goods and services, such as food, accommodation and the production of souvenirs.
1
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5
Source: www.carbonbrief.org
2
listening
Watch the news report about the same study. Answer the questions.
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a What is said about the following? • Destination trips:
• Local vacations:
ex e
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• Indirect impacts:
b What is the solution according to the speakers?
c Are they convinced to do so? Why (not)? 3
SPEAKING
What do you think?
jk
a Have the article and the news report affected the way you think about vacationing? Why (not)?
b Would you consider a local vacation? Why (not)?
listening
You will watch a vlog about cheap activities you could do during a staycation.
ki
4
a What do you think will be recommended?
In
b Explain what each activity is about. Add the price. Activity
What is it about?
1 Photo adventure
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2 A (public) pool 3 Hike
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Price?
4 Ride bikes 5 Explore 6 Bonfire 5
Come up with activities to do in these situations while being on a vacation or at home.
r
a It is raining:
aa
b It is extremely hot:
6
Promote a hidden treasure to others.
pl
c You are in the park:
SPEAKING
m
a Preparation: use tip #5 of exercise 4 and find a hidden treasure in your own city. If possible, go to the place, take a few photos and come up with 5 good reasons to visit this hidden gem.
ex e
b Action: 1 Make a presentation with the basics of this hidden treasure. Include 4 separate slides with the following information: Where is it? What is it? A few photos Your 5 reasons 2 Promote the place (or activity) to your classmates. You will only get 45 seconds to convince them. c Reflection: check your task by filling in the checklist. Listen to the others and choose the place to be!
jk
Checklist: a hidden treasure
Yes I think so
No
ki
1 Content and structure • I used a few photographs. • I told the others about a hidden treasure in my city. • I made a presentation to promote my hidden treasure. • My promotion was 30 – 45 seconds.
In
2 Language • I used correct basic grammar. • I used correct words to explain the hidden treasure. • I minded my pronunciation.
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Feedback
CHECK 2, p. 269
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Adventure is out there!
Step 3
Using future tenses
1 / Making an itinerary 1
listening
Pair up and listen to your part of a travel podcast. a Write down what the plans of the person you are listening to are. Tamara
Kim
June
aa
pl
July
r
Month
August
m
ex e
b Tell each other what their plans are and complete the grid. 2
How are these dates said in the podcast?
06/04: 06/10: 06/20: 3
Complete the useful expressions grid.
USEFUL EXPRESSIONS
Examples
British English
American English
10 June 2020 10 / 06 / 2020
December 1st, 2020 12 / 1 / 2020
ki
In writing
jk
How to write and say the date
Examples
Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A2: ‘It's the tenth of June, twenty twenty.’
Q: ‘What is the date?’ A: ‘It's December first, twenty twenty.’
Rule:
A1: + +
In speaking
In
Rule:
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A2:
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+ +
+
+
+
+
+
+ +
+ +
See p. 263
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Listen to the beginning of the podcast again. a Complete the sentences. Example 1
On June 10th we to Arizona.
Form Example 2
As I have mentioned before she (Hannah) an astronomy camp.
Form
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b Do you remember the tense used here?
aa
c Add how the tense is formed to the grid. d This tense is used here to refer to: fixed timetables arrangements in the future
actions going on now
GRAMMAR
How to talk about future arrangements
5
m
pl
In Track 'n' Trace 4 you learned about the present continuous to talk about future arrangements. If you need more information about the form and use of this tense, check the Summary on page 256. See p. 256
listening
Listen to Jamal's itinerary of a trip to Indonesia.
ex e
a Complete the missing information. Make sure to write the dates correctly! Already planned/booked?
Itinerary
Flight to Bali
yes
no
4 days in Ubud with various day trips, like a walk to
yes
no
2 days in West Java to
yes
no
4 days in
yes
no
2 days in Amed area:
yes
no
3 days on Lembongan?
yes
no
August 10
4 days in (maybe check out Trawangan and Air or Meno)
yes
no
August 14
7 days in Lombok:
yes
no
August 21
yes
no
: Mt Bromo, Yogyakarta, Borobudor
ki
jk
June 26
In
August 5
b Work with a partner and ask each other what Jamal is doing on each of the dates of his itinerary. Make sure to say the date correctly and to use the correct tense!
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Date
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6
You are spending 3 days in Barcelona with some friends and you are looking for things to do there. You have a budget of € 60. Find 9 different activities and their corresponding prices. a Go online to look for the information below: 3 must-sees 1 museum 3 off the beaten track sights 2 choice activities b What sites did you use to find this information?
WRITING
r
c Fill in the itinerary for your 3-day trip.
aa
3-day trip itinerary SCHEDULE
COST
Day 1 Morning:
Evening: Day 2
€
ex e
Morning:
pl
Afternoon:
m
€
Afternoon:
Evening:
€
€ € €
jk
Day 3
Morning:
€
ki
Afternoon:
€
In
Evening:
€
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d Find a partner and tell them what you plan on doing. • Make sure to say the dates and numbers correctly! • Use the correct tense for plans in the future.
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SPEAKING
e Reflect on your task by filling in the checklist. Checklist: planning an itinerary
Yes I think so
No
1 Preparation • I used the right websites to find the activities. 2 Content: writing and speaking • I filled in the itinerary correctly. • I discussed 9 activities.
aa
Feedback
Look at these book covers. a Which cover is more appealing to you? Why?
pl
2 / An epic detour 1
r
3 Language • I used correct basic grammar. • I used correct spelling and punctuation in my itinerary. • I minded my pronunciation when presenting it to my partner.
READING
m
b What do you think the story will be about? Make predictions, using the given prompts. e.g. (to go) I think they will go on a road trip. 1 (to travel by)
2 (to fall in love) 3 (to make a detour to)
Which tense did you use to make these predictions?
ki
Read the first extract from the YA novel Amy & Roger's Epic Detour by Morgan Matson.
READING
a Answer the questions.
In
3
1 Who is Pamela Curry? 2 Where has Amy been staying? 3 Why doesn’t Amy want to drive? 4 Who is Roger? 5 How does Amy feel about her mother's proposition?
b Discuss these questions with a partner. 1 Check your predictions in exercise 1. Were you right? 2 Do you think you would like to do what Amy's mom is asking her to do? Why (not)? UNIT 5:
SPOKEN INTERACTION
ON A SHOESTRING
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30
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15
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10
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5
“So listen,” my mother said, causing my guard to go up. That was how she usually prefaced any information she was about to give me that I wasn’t going to like. And she was speaking too quickly, another giveaway. “It’s about the car.” “The car?” [...] “Yes,” she said, stifling another yawn. “I’ve been looking at the cost to have it shipped on a car carrier, along with the cost of your plane fare, and well …” She paused. “I’m afraid it’s just not possible right now. With the house still not sold, and the cost of your brother’s facility …” “What do you mean?” I asked, not following. I took a tentative bite of pizza. “We can’t afford both,” she said. “And I need the car. So I’m going to need it driven out here.” The pizza was still too hot, but I swallowed it anyway, and felt my throat burn and my eyes water. “I can’t drive,” I said, when I felt I could speak again. I hadn’t driven since the accident, and had no plans to start again any time soon. Or ever. I could feel my throat constrict at the thought, but I forced the words out. “You know that. I won’t.” “Oh, you won’t have to drive!” She was speaking too brightly for someone who’d been yawning a moment before. “Marilyn’s son is going to drive. He needs to come East anyway, to spend the summer with his father in Philadelphia, so it all works out.” There were so many things wrong with that sentence I wasn’t sure where to begin. “Marilyn?” I asked, starting at the beginning. “Marilyn Sullivan,” she said. “The Sullivans used to live over on Holloway, until their divorce, then she moved to Pasadena. But you and Roger were always playing that game. What’s it called? Potato? Yam?” “Spud,” I said automatically. “Who’s Roger?” She let out one of her long sighs, the kind designed to let me know that I was trying her patience. “Marilyn’s son,” she said. “Roger Sullivan. You remember him.” My mother was always telling me what I remembered, as if that would make it true. “No, I don’t.” “Of course you do. You just said you used to play that game.”[...] “I remember Spud,” I said. I wondered, not for the first time, why every conversation I had with my mother had to be so difficult. “I don’t remember anyone named Roger. Or Marilyn, for that matter.” “Well,” she said, and I could hear her voice straining to stay upbeat, “you’ll have a chance to get to know him now. I’ve mapped out an itinerary for you two. It should take you four days.” “Wait a second,” I said, holding on to the kitchen counter for support. “You want me to spend four days in a car with someone I’ve never met?” “I told you, you’ve met,” my mother said, clearly ready to be finished with this conversation. “And Marilyn says he’s a lovely boy. He’s doing us a big favor, so please be appreciative.” “But Mom,” I started, “I …” I didn’t know what was going to follow. Maybe something about how I hated being in cars now. I’d been okay taking the bus to and from school, but my cab ride home that night had made my pulse pound hard enough that I could feel it in my throat. Also, I’d gotten used to being by myself and I liked it that way. The thought of spending that much time in a car, with a stranger, lovely or not, was making me feel like I might hyperventilate. “Amy,” my mother said with a deep sigh. “Please don’t be difficult.” Of course I wasn’t going to be difficult. That was Charlie’s job. I was never difficult, and clearly my mother was counting on that. “Okay,” I said in a small voice. I was hoping that she’d pick up on how much I didn’t want to do this. But if she did, she ignored it. “Good,” she said, briskness coming back into her voice. “Once I make your hotel reservations, I’ll e-mail you the itinerary. [...]” I realized my mother hadn’t actually been asking. I looked down at the pizza on the counter, but I had lost my appetite.
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35
In
40
45
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250
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5
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15
Thanks bunches! Hildy
pl
10
Hi, Amy! Just wanted to let you know that I'll be showing the house to some prospective buyers today at four. Just wanted to make sure that you were aware of the time, so you could make arrangements to be elsewhere. As we've discussed before, we really want people to be able to imagine this as their HOME. And that's easier when it's just the family and me going through the house! Also, I understand you're going to be joining your mother in Connecticut soon! You can feel free to lock up when you go – I have my copy of the keys.
FROM: Mom (pamelacurry@stanwichcollege.edu) TO: Amy (amycurry@netmail.com) SUBJECT: The Trip DATE: June 3 TIME: 9:22 a.m. ATTACHMENT: TRIP ROUTE
m
5
FROM: Hildy Evans (hildy@ravenrockrealty.com) TO: Amy Curry (amycurry@netmail.com) SUBJECT: Will be showing house at 4 DATE: June 1 TIME: 10:34 a.m.
ex e
1
Hi, Amy, 10
ki
jk
15
Greetings from Connecticut! I was glad to hear that your finals went well. Also glad to hear that Candide was a success. I’m sure you were great, as usual—I just wish I could have been there! Can’t believe it’s been a month since I’ve seen you! Feels like much longer. I hope you’ve been on your best behavior with your aunt. It was very nice of her to check in on you, so I hope you thanked her. I’m sure all will go well on the drive. I’ll expect you and Roger no later than the tenth, according to the itinerary I’ve mapped out for you (attached). You have reservations at the hotels listed. Pay for them, meals, and gas with your emergency credit card. And please be safe! AAA information is in the glove compartment in case of emergencies. I know you send your brother your love. He e-mailed me—he says hi. You can’t call at his facility, but he can check e-mail. It might be nice for you to write him one of these days.
20
two hundred and fifty-one
In
Mom
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YOUR JOURNEY BEGINS … Congratulations! You are embarking on a JOURNEY! You might be traveling by plane, train, automobile, ship, bike, or foot! Whatever your means of transportation, you are sure to encounter new people, see new sights, and return home again a changed person with new experiences! organize your trip, ensuring you maximize your experience to the fullest!
r
The tips, guidelines, and lists contained in this book will help you to document and
aa
But the greatest joy of traveling can never be planned for. And that is the element of
SURPRISE! Be open to this, as it will make your trip much richer. After all, you never know where the road will take you!
Source: Amy & Roger’s Epic Detour, Morgan Matson
4
pl
HAPPY TRAILS!
Check the underlined sentences from the extracts and answer the questions. past
present
future time.
m
a These sentences all refer to a
b How many different tenses do you recognize?
- - -
ex e
c Which ones? Give an example of each.
d Which form is used most often?
e Do you notice a difference in why the different tenses are used? Look at these sentences and answer the questions under the grid.
jk
5
Example 1
Once I make your hotel reservations, I’ll e-mail you the itinerary. The tips, guidelines and lists in this book will help you to organize your trip.
ki
Tense Form
In
Example 2
I'll be showing the house to some prospective buyers today at four. Amy and Roger will be driving through Nevada from June 6th until June 8th.
Tense Form
1 In which sentences are the time frames certain?
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2 Which activities will take longer? 3 Write the name and the form of the tense in the grid.
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6
Complete the grammar grid with the correct information. Add an example of your own to illustrate the use. arrangements – evidence that we have now (2x) – promises – time specified – timetables
GRAMMAR
How to talk about the future
USE
Present simple
a certain or fixed future (e.g. ) e.g. Hurry up! The plane leaves in 10 minutes.
aa
TENSE
(= plans have been made for this) e.g. She is doing an astronomy camp.
pl
Present continuous
Going-to future
r
There are different tenses that can be used to refer to the future in English, but they all have a specific focus.
m
– intentions (= plans you have already thought about) e.g. Marilyn’s son is going to drive.
ex e
– predictions, based on e.g. Look! That car is off track. It is going to crash.
Future simple
– predictions, not based on e.g. I’ll expect you and Roger no later than the tenth.
jk
– unplanned events in the future, spontaneous decisions e.g. You are going to Iceland? I will send you our itinerary from last year.
ki
– e.g. I promise I will be in time to pick you up at the airport.
– plans, arrangements, intentions (= very similar to going to-future!) e.g. I'll be showing the house to some prospective buyers today at four. – ongoing events in the future, often with the e.g. Next week this time, we will be sun-bathing in Turkey.
See p. 256
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In
Future continuous
253
7
Complete the sentences with an appropriate tense to refer to the future. 1 – Why are you buying post cards? – I
(to write) cards to my family back home.
2 Jesse is very excited about his trip to Europe. He (to leave) for France, tomorrow. 3 Isa
(to wait) for him when her bus (to arrive)
tonight. (to stay) with friends.
– Let’s stop. I
(to get) you a coffee. That (to wake) you up.
6 – It is so hot in the car. (to turn) the air-conditioning on.
7 We
(to drive) to the station at 11.00 because the train
(to leave) at 11.15.
pl
– I
aa
5 – I’m about to fall asleep and I need to drive 2 more hours.
8 As soon as the weather clears up, we
– No, they
(to swim) in the sea.
(you – to take) the children with you on your honeymoon?
m
9 –
(to go) on an adventure camp.
(to fly) to London this afternoon.
ex e
10 We
r
4 When he is in Australia, he
Amy and Roger are on their trip from California to the East Coast. Work with a partner. Read the extract you will get and answer these questions.
8
READING
a Who is in your extract? How do they feel?
b Summarize what happens in your extract. c Tell your partner about it.
Write a paragraph (about 50 words) about what will happen after the 2 extracts you have just discussed. Use future tenses correctly.
jk
9
ki
In
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254
UNIT 5:
ON A SHOESTRING
WRITING
Checklist: writing a sequel to a narrative story
Yes I think so
No
1 Content and structure • I wrote about 50 words. • My text is a logical sequel to the story. 2 Language • I used the future tenses correctly. • I used correct basic grammar. • I used correct spelling and punctuation.
10 You will ask and answer questions about the future.
aa
r
Feedback
SPOKEN INTERACTION
a Preparation: you will get a grid to fill in questions. Use the correct future tense, according to the prompts.
pl
b Action: • Walk around the class and ask at least 5 people the questions in your grid. • Make a note of their answers. • Try to draw some conclusions.
m
c Reflect on your writing and speaking by filling in this checklist. Checklist: writing questions and answers about the future
Yes I think so
No
ex e
1 Content and structure • I wrote 5 questions about the future. • I answered 5 questions about my future. • I had 5 fluent conversations. • I drew some conclusions.
jk
2 Language • I used the future tenses correctly. • I used correct basic grammar. • I used correct spelling and punctuation. • I minded my pronunciation.
ki
Feedback
two hundred and fifty-five
In
CHECK 3, p. 275
UNIT 5:
ON A SHOESTRING
255
HOW TO talk about the future
We’re going to Malta. When you are in Wales, we’ll be enjoying the Maltese sun.
aa
Really? I went last year. I will send you a few tips.
r
We’re leaving for Wales tomorrow. We’re going to rent a car and explore the Welsh coast.
Future forms
ex e
m
pl
GRAMMAR
SUMMARY
jk
1 Present simple
Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I leave.
I do not (don’t) leave.
Do I leave?
2nd p. sing.
You leave.
You do not (don’t) leave.
Do you leave?
3rd p. sing.
She leaves.
He does not (doesn't) leave.
Does she leave?
1st p. plur.
We leave.
We do not (don’t) leave.
Do we leave?
2nd p. plur.
You leave.
You do not (don’t) leave.
Do you leave?
3rd p. plur.
They leave.
They do not (don’t) leave.
Do they leave?
Rule:
Subject +b ase form of the verb (!) 3rd p. sing.: +s
Subject + do(es)n’t / do(es) not + base form of the verb
Do(es) + subject +b ase form of the verb
ki
Subject
In two hundred and fifty-six
256
FORM
USE To talk about a certain or fixed future. e.g. The plane leaves in 10 minutes.
UNIT 5:
ON A SHOESTRING
2 Present continuous FORM Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I am doing.
I am not / I’m not doing.
Am I doing?
2nd p. sing.
You are doing.
You are not / aren’t doing.
Are you doing?
3rd p. sing.
She is doing.
He is not / isn’t doing.
Is it doing?
1st p. plur.
We are doing.
We are not / aren’t doing.
Are we doing?
2nd p. plur.
You are doing.
You are not / aren’t doing.
Are you doing?
3rd p. plur.
They are doing.
They are not / aren’t doing.
Are they doing?
Subject + ‘ to be’ in present simple + verb in the -ing form
Subject + ‘ not to be’ in present simple + verb in the -ing form
‘to be’ in present simple + subject + verb in the -ing form
aa
Rule:
r
Subject
USE
m
3 Going-to future
pl
To talk about arrangements in the future. This means that plans have been made for this. e.g. She is doing an astronomy camp.
FORM
Positive (+)
1st p. sing.
I am going to drive.
2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
Questions (?)
I am not going to drive.
Am I going to drive?
You are going to drive.
You are not going to drive.
Are you going to drive?
He is going to drive.
He is not going to drive.
Is he going to drive?
We are going to drive.
We are not going to drive.
Are we going to drive?
You are going to drive.
You are not going to drive.
Are you going to drive?
They are going to drive.
They are not going to drive. Are they going to drive?
Subject + ’to be’ in present simple + going to + base form of the verb
Subject + ’not to be’ in present simple + going to + base form of the verb
ki
jk
Rule:
Negative (-)
ex e
Subject
’to be’ in present simple + subject + going to + base form of the verb
USE
two hundred and fifty-seven
In
– Intentions (= plans you have already thought about) e.g. Marilyn’s son is going to drive. – To make predictions, based on evidence that we have now. e.g. Look! That car is off track. It is going to crash.
UNIT 5:
ON A SHOESTRING
257
4 Future simple FORM Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I will expect.
I will not expect.
Will I expect?
2nd p. sing.
You will expect.
You will not expect.
Will you expect?
3rd p. sing.
He will expect.
He will not expect.
Will she expect?
1st p. plur.
We will expect.
We will not expect.
Will we expect?
2nd p. plur.
You will expect.
You will not expect.
Will you expect?
3rd p. plur.
They will expect.
They will not expect.
Will they expect?
Rule:
Subject + will + base form of the verb
Subject + will not/won’t + base form of the verb
Will + subject + base form of the verb
aa
r
Subject
pl
USE
ex e
5 Future continuous
m
– To make predictions, not based on evidence that we have now. e.g. I think there will be many activities to choose from at camp. – To make unplanned events in the future, spontaneous decisions. e.g. You are going to Iceland? I will send you our itinerary of last year. – To make promises. e.g. I promise I will be in time to pick you up at the airport.
FORM
Subject
Positive (+)
Negative (-)
Questions (?)
I will be showing.
I will not be showing.
Will I be showing?
You will be showing.
You will not be showing.
Will you be showing?
She will be showing.
She will not be showing.
Will she be showing?
We will be showing.
We will not be showing.
Will we be showing?
2nd p. plur.
You will be showing.
You will not be showing.
Will you be showing?
3rd p. plur.
They will be showing.
They will not be showing.
Will they be showing?
Rule:
Subject +w ill be + v erb in the -ing form
Subject + will not be + verb in the -ing form
Will + subject + b e + verb in the -ing form
1st p. sing. 2nd p. sing. 3rd p. sing.
In
ki
jk
1st p. plur.
USE
– Plans, arrangements, intentions (= very similar to going to-future!) e.g. I'll be showing the house to some prospective buyers today at four. – Ongoing events in the future, often with the time specified e.g. This time next week, we will be sunbathing in Turkey.
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UNIT 5:
ON A SHOESTRING
Explanation
Translation
to be a cheapskate
not wanting to spend much money
gierig zijn, krenterig zijn
to be a penny pincher
being overly conscious about money
iemand zijn die niet graag geld uitgeeft
to be closefisted
not wanting to spend money
gierig zijn, krenterig zijn
to be in the red
to spend more money than you earn
met het saldo onder nul gaan, in het rood gaan
to be loaded
to have a lot of money
heel rijk zijn, stinkend rijk zijn
to break even
to neither gain nor lose money
to break the bank
to be very expensive
to bring home the bacon
to earn money to support your family
to do something on a shoestring
to do something on a budget
to go Dutch
to split the bill equally
de rekening eerlijk verdelen
to have money to burn
to have more money than you need
je geld verspelen, geld over de balk gooien
to have sticky fingers
to be a shoplifter, pickpocket
een dief zijn, lange vingers hebben
aa
r
Idiom
net uit de kosten geraken
je blauw betalen
geld verdienen, brood op de plank brengen
m
pl
iets met weinig geld doen
to live on very little money
heel weinig geld hebben
to make the money needed
toekomen met je geld, de eindjes aan elkaar knopen
Money doesn’t grow on trees.
Money is not easy to acquire.
Geld is niet makkelijk te vergaren. Het geld groeit niet op mijn rug.
nest egg
money that has been saved up
een appeltje voor de dorst
to pay for something or settle a debt
ophoesten
ex e
to live from hand to mouth to make ends meet
to pony up
to misuse or throw away money je geld verspelen, geld over de balk gooien
to ride the gravy train
earning a lot without having to do much for it
geld verdienen zonder er veel moeite voor te doen
to reduce your budget
minder geld gaan uitgeven, de buikriem aanhalen
ki
jk
to pour money down the drain
two hundred and fifty-nine
In
to tighten your belt
VOCABULARY
1 IDIOMS
UNIT 5:
ON A SHOESTRING
259
2  OTHER WORDS Word
Translation
My notes
MONEY account
(bank)rekening
ATM / cash machine geldautomaat lenen
cash
contant geld
checking / current account
zichtrekening
coins
munten
consignment store
tweedehandswinkel
to convert
omzetten, wisselen
credit card
kredietkaart
to curb
intomen
currency
munteenheid, valuta
to cut down on (e.g. expenses)
snoeien in (bv. de onkosten), (de onkosten) inperken
debit card
debetkaart
deposit
storting
discount
korting
to exchange
wisselen
to fluctuate freebies frugal
aa pl
kosten
schommelen
weggevertjes zuinig
generic label
wit product
to haggle
afdingen interest
jk
interest rate
m
ex e
expenses
r
to borrow
verlagen in prijs
money converter
geldwisselaar
name brand
merkartikel
notes
biljetten
overdraft
bankschuld
piggy bank
spaarpot
price cut
korting
to purchase
aankopen
retail therapy
iets kopen om je humeur te verbeteren
saving account
spaarrekening
thrift shop
tweedehandswinkel
to transfer
overschrijven
to trim
inkorten/inperken
to wobble
schommelen
In
ki
to mark down
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260
UNIT 5:
  ON A SHOESTRING
3 TRAVEL
hitchhiking
hotel
on foot
ex e
ACCOMMODATION
appartment
jk
camping
resort
hospitality exchange
(youth) hostel
two hundred and sixty-one
In
ki
pl
by plane
by car
m
by train
aa
by bus / coach
r
TRANSPORT
bed and breakfast UNIT 5:
ON A SHOESTRING
261
ACTIVITIES
going swimming
aa
riding your bike
ex e
m
Source: e X p o s e / Shutterstock.com
sightseeing
rafting
In
ki
jk
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262
making a bonfire
pl
hiking
r
photo adventure
UNIT 5:
  ON A SHOESTRING
scuba diving
Did you know that we celebrate Bonfire Night on 5 November?
aa
r
Oh really, we always celebrate Halloween on October 31st.
USEFUL EXPRESSIONS
HOW TO write and say the date
American English
Examples 10 June 2020 10 / 06 / 2020
pl
Rule:
December 1st, 2020 12 / 1 / 2020
day + month + year
month + day + year
Q: ‘What is the date?’ A: ‘It's December first, twenty twenty.’
Rule:
month + day + year
m
Examples Q: ‘What is the date?’ A1: ‘It's June the tenth, twenty twenty.’ A2: ‘It's the tenth of June, twenty twenty.’ A1: month + the + day + year A2: the + day + of + month + year
ex e
In speaking
In writing
British English
Keep in mind:
ki
jk
In writing – We use capital letters for: days of the week and months of the year. e.g. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday e.g. January, February, March, April, May, June, July, August, September, October, November, December – In British English, sometimes the last 2 letters (th, rd, st, nd) of the number as spoken are used in writing. e.g. Today is 4th June 2020. It's on 1st June.
UNIT 5:
ON A SHOESTRING
two hundred and sixty-three
In
In speaking – In American English, the exception to the 'month first' rule is the US day of independence. e.g. It's the fourth of July! – Years are usually divided into two parts; the first two digits and the last two digits. e.g. 1984: nineteen eighty-four, 2018: twenty eighteen – For the years 2001 to 2010, the most common way of saying the year is two thousand and ‘number’ e.g. two thousand and eight – For the first years after 2010 you may hear two different alternatives: e.g. 2012: twenty twelve OR two thousand and twelve
263
ON DIFFERENT TRACKS Check 1 1
Talking about money READING
Read the text and answer the questions. a Complete the text with the given words. Mind, there are more words than you need!
1
aa
r
borrow – curbing – deposit – discount – expenses – frugal – generic – haggle – marked down – name brand – overdraft – purchases – retail therapy – thrifty – trimming – withdraw
Super savvy woman saves £ 15,000 and even buys a house after collecting coupons
pl
Savvy Clair Hughes, started researching ways to save money as a way of getting out of her
£ 3,500 . During her search, Clair, from Bury, Greater Manchester, stumbled upon a 5
'couponing' community online – and was hooked.
m
Clair now estimates she’s saved “easily over £ 15,000” – and even managed to put down a
to buy a three-bed semi-detached house with her partner, Shane Byrne. Revealing how she never an item for a full price anymore, Clair, who works in a local school, said: “It’s become a running joke with my friends. Every time we go out, they’ll ask if I have a voucher – and I always do. It might seem as if I am , but
ex e
10
I just don’t want to spend unnecessary money, like why go for the labels if you could also just buy ?” “Discounts are always there to be had, it’s just a matter of being organised. Before I started this, I thought it’d be so much work, but now I’m so used to my that it’s automatic to me.” 15
Clair’s mind first turned to money saving back in 2010, when she moved in with Shane. Having recently graduated from University, she’d maxed out her £ 3,500 student overdraft – and felt the
jk
interest repayments were just lost money.”
After taking to the web for advice, she tried out a few clever money saving tricks like switching her overdraft to a zero-interest account. Then, a few years later, she came across an online community for “couponers” and decided to give it a go. She started spending hours trawling the web for money
ki
20
off vouchers or discount codes, printing them all out to take with her whenever she went shopping. “It would initially take a couple of hours to get organised,” she said. “I’d go on supermarket websites
In
to look through what I’d need in a shop or anything I had a coupon for. I cannot be picky, I just make
25
and you can do it in around half an hour.” Over the years, the coupon queen has managed to nab some impressive hauls. Two lamps worth £ 140 cost her just £ 35, and because she learnt buying in bulk is usually cheaper, she scored six months worth of dog food for her Pomeranian Puppy for a mere £ 9. Around two years ago, Clair
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264
a note of anything that is . Eventually though, it becomes second nature
also began using cashback apps and websites where you are given money back on items ranging 30
from beers to toiletries. ”To me, couponing is a bit like , I feel so much better after buying things in discount.” Source: www.mirror.co.uk
UNIT 5:
ON A SHOESTRING
b Answer these questions about the text. 1 Why did Clair have an overdraft? 2 How much time does she spend on couponing? 3 What is 'cashback'? c Choose an idiom appropriate for these situations 1 The interest repayments are just lost money. 2 Clair now estimates she’s saved “easily over £ 15,000.”
r
3 She got out of her £ 3,500 overdraft.
< 12
12 – 16
Next exercise
ex. 3
ex. 2
Write about situations dealing with money.
> 16
ex. 5
pl
2
Score
aa
4 She spends a lot of time looking for ways to spend less money.
WRITING
a Preparation: come up with situations to use the given idioms and words in a natural way.
m
b Action: write a short paragraph (30-40 words) for each situation. Situation 1: overdraft – to tighten your belt
ex e
Situation 2: frugal – to have money to burn
jk
ki
In
Situation 3: to purchase – to have sticky fingers
two hundred and sixty-five
UNIT 5:
ON A SHOESTRING
265
c Reflect on your writing by filling in the checklist. Checklist: writing situations with money vocabulary
Yes I think so
No
1 Content and structure • I wrote 30 – 40 words for each situation. • I used the idiom and word in a natural way. 2 Language • I used correct basic grammar. • I used other vocabulary correctly. • I used correct spelling and punctuation.
< 10
≥ 10
Next exercise
ex. 4
All done!
aa
Score
pl
3
r
Feedback
What do you see in these pictures? Write a sentence for each photo using 2 words related to money correctly.
5
ki
In
Score
Next exercise
two hundred and sixty-six
266
< 4
UNIT 5:
ON A SHOESTRING
4 – 6 ex. 4
3
6
jk
4
ex e
2
m
1
4
Find the correct collocations and definitions.
2 bring home
B brand
3 retail
C money to burn
4 consignment
D the gravy train
5 to tighten
E label
6 generic
F the bacon
7 to make
G therapy
8 name
H ends meet
9 to ride
I your belt
10 to have
J card
aa
A store
pl
1 credit
r
a Match a word/phrase from the left-hand column with the right-hand column.
b Match the combinations with the definitions below.
: a job which pays a lot of money for little effort.
1
: shopping with the purpose to improve the buyer’s mood.
m
2
: to have a large amount money to spend.
3
: a store to which people bring items that they
ex e
4
no longer want (such as old clothes, shoes, and equipment) to have them sold. 5 6 7 8
: to earn money that is needed to live.
: a product that is made by a well-known company. : to spend less money than before.
: a small plastic card that is used to buy things that you
jk
9
: a product that is not sold or made under a particular brand name.
agree to pay for later.
10
: to pay for the things that you need to live when you
Score
In
Next exercise
< 14
≥ 14 Check 2, p.269
two hundred and sixty-seven
ki
have little money.
UNIT 5:
ON A SHOESTRING
267
5
listening
Watch Elizabeth Kenzie’s video and answer the questions. a Complete the grid with the correct information. Type of tip
Examples
1
- -
-
3
-
4
-
aa
2
r
-
-
- Score:
pl
/ 8
WRITING
b What about you? Explain what you already do or what you could also do to save money.
m
– Preparation: make a note of the tips that Elizabeth Kenzie gives and find at least 3 other tips on how you can save money. – Action: write a paragraph (50 – 75 words) in which you explain what you already do, what other tips you have and what your favourite tip is.
ex e
jk
– Reflection: check your text by filling in the checklist. Find a partner and tell them what you think. Do you agree? Checklist: writing about how you save money
In
ki
1 Content and structure • My text is 50 – 75 words. • I described what I already do to save money. • I gave some tips and pointed out my favourite one.
two hundred and sixty-eight
268
2 Language • I used correct basic grammar. • I used other vocabulary correctly. • I used correct spelling and punctuation. Feedback
Score:
UNIT 5:
/ 10
Score
< 14
≥ 14
Next exercise
ex. 4
Check 2, p. 269
ON A SHOESTRING
Yes I think so
No
Discussing travel budgets
Check 2 1
Find bargain activities in London. a Preparation: read these TripAdvisor tips and go online to find an example of each in the city centre of London. Each time write down the name, the location and the website where you found it.
READING
r
Bargain Travel – Free Activities to Enjoy While Travelling!
aa
For many, bargain travel means maximising travel budget and minimising expenditures. Below are some activities that can be done while traveling without spending money.
Location Website
m
Name
pl
1 Free Attractions Free attractions are more common than you would think. You can find museums, churches, government buildings, public squares, city parks and other places of interest that don’t cost much or anything to visit. Some historical places even offer free tours if you visit at the right time.
ex e
2 Free Performances While many forms of performance based entertainment can be quite expensive, believe it or not, there are actually free performances found in many cities around the world. These are not as well advertised so you need to look them up (Google, TA, etc.). Name
Location Website
ki
jk
3 Free Fairs, Parades, Public Holiday Celebrations Depending on what time of year you visit, you may encounter winter Christmas fairs, spring flower shows, summer food markets and park concerts, city parades, seasonal holiday fairs, fireworks shows and other free forms of entertainment designed for locals and visitors during specific times of the year. Name
In
Location
4 Free Independent Walks Beach walks, countryside hikes or wandering city streets are all activities that don’t need to cost you much money. City parks and National Parks are good places for these types of activities, as are shopping malls (especially during the summer heat). Name Location Website
Source: www.tripadvisor.com UNIT 5:
ON A SHOESTRING
two hundred and sixty-nine
Website
269
SPEAKING
b Action: find a partner and tell them what you found. Make sure that you give all the necessary information. c Reflect on your task by filling in the checklist. Did you find the same activities as your partner? Checklist: presenting activities to do
Yes I think so
No
1 Content and structure • I went through the activities in a fluent way. • I found one suitable activity for each category.
aa
r
2 Language • I used correct basic grammar. • I used correct words. • I minded my pronunciation.
Score
< 6
6 – 8
> 8
Next exercise
ex. 3
ex. 2
ex. 5
READING
You will get a text. Make sure you have a timer (e.g. your mobile phone).
m
2
pl
Feedback
a Read a question, hit the timing button and look for the answer. Stop the timer once you have found the answer. Are you over 30 seconds per question? Deduct a point. Answer
ex e
Question
1 What is the Australian equivalent of Busabout?
2 Which destinations does the Megabus have outside of the UK?
jk
3 How many budget airlines does the writer recommend?
ki
4 What does he recommend when you do longer journeys by train?
In
5 Does the writer prefer Megabus or FlixBus? 6 How do you pay when using Gumtree?
two hundred and seventy
7 What is the best option if you have a longer distance to cover and you have a lot of luggage.
270
8 What is the consequence of the rise of sharing economy?
UNIT 5:
ON A SHOESTRING
Timing
b Which of these means of transport would you prefer? Give at least 2 reasons why. Score
≥ 7
< 7
Next exercise
a What are the 3 things you have to save money on? b What are the things you remember about a trip? c How much money is Drew Binsky going to spend a day?
1 Get a Eurail Pass
What?
–
Advantages?
– –
Why?
– –
ex e
2 Carry an empty water bottle
m
–
pl
d Complete the grid about the Binsky's tips.
listening
r
Watch the video with tips on how to save money when travelling, and answer the questions.
aa
3
ex. 4
–
4 Hop on the FlixBus
What?
–
Why?
–
5 Avoid taxis and use Uber
Disadvantage of taxis
–
jk
3 Buy an unlimited Why? metro pass
In
7 Use budget airlines
8 Utilize free walking tours
Advantage of hostels Advantage of couch surfing Watch out for… Why?
– – – –
What?
– two hundred and seventy-one
ki
6 Avoid hotels
Score Next exercise
< 15
≥ 15 Check 3, p. 275
UNIT 5:
ON A SHOESTRING
271
4
Explore Marrakesh. You have a budget of € 50. a What is the first thing you need to do when it comes to your budget?
READING
b Make a list of 5 things you could do when visiting Marrakesh. Use a website like Viator or Expedia. Activity
Location
Cost
2
3
aa
r
1
pl
4
m
5
SPEAKING
ex e
c Find a partner and tell them what you would do when in Marrakesh. d Did you find the information easily? Evaluate yourself: how well do you think this exercise went? Checklist: presenting activities to do
1 Content and structure • I went through the activities in a fluent way. • I found one suitable activity for each category.
jk
2 Language • I used correct basic grammar. • I used correct words. • I minded my pronunciation.
In
ki
Feedback
Score
–
Next exercise
two hundred and seventy-two
272
UNIT 5:
ON A SHOESTRING
+ ex. 3
Yes I think so
No
5
WRITING
You are going to plan the accommodation for a road trip through Wales. a Complete the itinerary with the needed information. You have a budget of € 350. #days
City
Accommodation
Cost
Aberystwyth
€
2 days
Betws-y-Coed
€
2 days
Llandudno
2 days
Caernarfon
aa
r
2 days
€
pl
€
TOTAL: €
Score
ex e
c Which websites did you use?
Next exercise 6
m
b Was it difficult to find accommodation with your budget? Explain why (not).
–
+
ex. 6
Check 3, p. 275
listening
Watch the fragment about Venice.
jk
a Answer these questions.
1 How many tourists visit Venice each year? 2 Give 2 reasons why residents are leaving Venice?
ki
3 What has happened to the craftsmen from the shops?
In
4 Who is Paula Mar? What is one of her plans?
two hundred and seventy-three
5 What can tourists be fined for?
UNIT 5:
ON A SHOESTRING
273
WRITING
b Give your opinion about mass tourism. 1 Preparation: think about the following questions. – It is necessary to protect a city (like Venice)? – Should it be open to everyone? – Would it be different if we were talking about a natural phenomenon (e.g. Great Barrier Reef in Australia or the Plitvice Waterfalls in Croatia)? 2 Action: write your opinion below (75 – 100 words).
r
aa
pl
m
3 Check your writing by filling in the checklist.
Checklist: writing about the preservation of cities
ex e
1 Content and structure • I wrote about 75 – 100 words. • I answered all the questions (preparation). • My opinion is clear. 2 Language • I used correct basic grammar. • I used other vocabulary correctly. • I used correct spelling and punctuation.
jk
Feedback
< 10
ki
Score
In
Next exercise
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UNIT 5:
ON A SHOESTRING
> 10 Check 3, p. 275
Yes I think so
No
Using future tenses
Check 3 1
You will have to present the itinerary for a 5-day trip to a classmate. a Preparation: team up with a classmate and check the itinerary you will get. Use the grid below to prepare what you are going to say. Write a full sentence for each item!
SPEAKING
DAY 1 Morning
r
aa
Afternoon Evening
Morning Afternoon
ex e
Evening
m
DAY 2
pl
DAY 3
Morning
Afternoon
jk
Evening
ki
DAY 4
In
Morning
Afternoon
two hundred and seventy-five
Evening
UNIT 5:
  ON A SHOESTRING
275
DAY 5 Morning Afternoon Evening
aa
r
b Action: use your preparation to present the trip to a classmate. Make sure that you use an appropriate tense to refer to the future activities, and mind the way you have to say the dates! c Reflect on your presentation by filling in the checklist.
Yes I think so
No
pl
Checklist: presenting an itinerary about a trip 1 Preparation • I wrote a sentence for each time frame.
m
2 Content and structure • I talked about every day (morning, afternoon, evening). • My presentation was fluent.
ex e
3 Language • I used the future tenses correctly. • I said the dates correctly. • I used correct words. • I minded my pronunciation. Feedback
Score
ex. 2
6 – 8
> 8
ex. 4
ex. 5
Complete the sentences using an appropriate future form.
ki
2
jk
Next exercise
< 6
1 On Saturday at 9 o’clock Jon
(to leave) for Columbia.
2 This time next weekend, I
In
3 When I turn 25 years old, I
4 We
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276
(to live) in Australia.
(to think) of you when we
beach and you
5 We
(to drink) champagne in Reims.
(to work) all day.
(to meet) at the arrival hall of the airport.
6 Perhaps we 7 Joan
(to meet) again one day.
(to paint) the house this summer. Then she
(to spend) two weeks in Croatia. In September, she as a social worker.
UNIT 5:
ON A SHOESTRING
(to lie) on the
(to start) a new job
8 I think Lewis
(to send) me a letter from America.
9 This time tomorrow, I 10 I
(to walk) in the mountains.
(to fly) to Istanbul tomorrow. The plane (to be) at 10:30 a.m.
11 Here is the weather forecast. Tomorrow
(to be) dry so we can have our
picnic in the park. 11 – 15
Next exercise
ex. 3
ex. 4
r
< 11
READING
aa
Read Mika’s diary and correct the sentences. First make the sentence negative. Then write the correct answer.
noon: lunch with Mom @Da Gio’s 8 p.m.: drinks with the buddies
August 20 – Monday
Volunteering job 9 a.m. - 5 p.m.
August 21 – Tuesday
10 p.m. soccer practice 3 a.m. shopping with Deniz
pl
August 19 – Sunday
m
3
Score
Trip to Amsterdam. Train at 8.13 a.m.,
August 22 – Wednesday back 6.50 p.m.
ex e
9 p.m. squash with Samuel
August 23 – Thursday
3 p.m. cinema with Polly
August 24 – Friday
Volunteer job 9 a.m. - 3 p.m.
August 25 – Saturday
Chilling at home
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ki
jk
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ON A SHOESTRING
277
1 Mika is flying to Amsterdam on Wednesday. – + 2 He is going to the cinema on Thursday evening. – + 3 He is doing volunteer work on weekdays.
r
–
aa
+ 4 His mom is coming over for lunch. – +
– +
m
6 He is only doing sports on Tuesday.
pl
5 On Friday he will be travelling to Amsterdam in the afternoon.
– +
Score
ex e
7 What do you think he means with ‘chilling’ on Sunday? Make 3 predictions about his Sunday.
< 6
All done!
Read this extract from Love & Gelato by Jenna Evans Welch.
ki
4
jk
Next exercise
6 – 7
a Answer the questions. 1 What do you think is ‘the worst news’ in Lina’s life?
In
2 Who might Howard be?
two hundred and seventy-eight
3 Why did her mother tell her the story about the fountain?
278
4 Why does her mother think it is important to spend a year in Italy?
UNIT 5:
ON A SHOESTRING
READING
1
The day my mom told me about Howard fell firmly in the really bad category. But at the time, he was the least of my worries. It was two weeks into my sophomore year of high school and my mom and I were driving home from her appointment. […]
She nodded, coming to a stop at a traffic light. […] My mom cleared her throat, and when I glanced at her, she straightened up like she had something important to tell me. “Lina, did I ever tell you about the time I was dared to swim in a fountain?”
r
10
My mom switched off the radio. “Lina, what are you feeling?” Her voice was calm, and when I looked at her I teared up all over again. She was so pale and tiny. How had I not noticed how tiny she’d gotten? “I don’t know,” I said, trying to keep my voice even. “I feel like I’m in shock.”
aa
5
I whipped around. “What?”
pl
15
“Remember how I told you I spent a year studying in Florence? I was out photographing with my classmates, and it was such a hot day I thought I was going to melt. I had this friend – Howard – and he dared me to jump into a fountain.” Now, keep in mind, we’d just gotten the worst news of our lives. The worst.
“… I scared a group of German tourists. They were posing for a photo, and when I popped out of the water, one of them lost her balance and almost fell back into the fountain with me. They were furious, so Howard yelled that I was drowning and jumped in after me.” I stared at her, and she turned and gave me a little smile. “Uh … Mom? That’s funny and everything, but why are you telling me this now?”
m
20
“I just wanted to tell you about Howard. He was really a lot of fun.” The light changed and she hit the gas. What? I thought. What, what, what?
“Lina, I want you to go to Italy.” It was mid-November and I was sitting next to her hospital bed with a stack of ancient Cosmo magazines I’d swiped from the waiting room. […]
jk
30
ex e
25
At first I thought the fountain story was a coping mechanism, like maybe she thought a story about an old friend could distract us from the two blocks of granite hanging over our heads. Inoperable. Incurable. But then she told me another story. And another. It got to the point where she’d start talking and three words in I’d know she was going to bring up Howard. And then when she finally told me the reason for all the Howard stories, well … let’s just say that ignorance is bliss.
“Italy?” I was kind of distracted. […]
ki
“I mean, I want you to go live in Italy. After.” That got my attention. For one thing, I didn’t believe in after. Yes, her cancer was progressing just the way her doctors said it would, but doctors didn’t know everything. Just that morning I’d bookmarked a story on the Internet about a woman who’d beaten cancer and gone on to climb Mt Kilimanjaro. And for another, Italy?
35
In
“Why would I do that?” I asked lightly. It was important to humor her. Avoiding stress is a big part of recovery. “I want you to stay with Howard. The year I spent in Italy meant so much to me, and I want you to have that same experience.” I shot my eyes at the nurse’s call button. Stay with Howard in Italy? Did they give her too much morphine? “Lina, look at me,” she said, in her bossiest I Am the Mother voice. “Howard? You mean that guy you keep talking about?”
UNIT 5:
ON A SHOESTRING
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40
279
45
“Yes. He’s the best man I’ve ever known. He’ll keep you safe.” “Safe from what?” I looked into her eyes, and suddenly my breath started coming in short and fast. She was serious. Did hospital rooms stock paper bags?
50
She shook her head, her eyes shiny. “Things will be … hard. We don’t have to talk about it now, but I wanted to make sure you heard my decision from me. You’ll need someone. After. And I think he’s the best person.”
r
“Mom, that doesn’t even make sense. Why would I go live with a stranger?” I jumped up and started rifling through the drawers in her end table. There had to be a paper bag somewhere. “Lina, sit.”
55
aa
“But, Mom—”
“Sit. You’re going to be fine. You’re going to make it. Your life will go on, and it’s going to be great.” “No,” I said. “You’re going to make it. Sometimes people recover.” “Lina, Howard’s a wonderful friend. You’ll really love him.”
pl
60
“I doubt it. And if he’s that good of a friend, then why haven’t I ever met him before?” I gave up on finding a bag, collapsing back into my chair and putting my head between my knees.
There was a knock on the door, and we both looked up to see a nurse dressed in baby blue scrubs. “Just checking in,” she sang, either ignoring or not noticing the expression on my face. On a Scale of One to Tense, the room was at about 100/10.
ex e
65
m
She struggled to sit up, then reached out, resting her hand on my back. “Things were a little bit complicated between us, but he wants to get to know you. And he said he’d love to have you stay with him. Promise me you’ll give it a try. A few months at least.”
“Morning. I was just telling my daughter she needs to go to Italy.” “Italy,” the nurse said, clasping both hands to her chest. “I went there on my honeymoon. Gelato, the Leaning Tower of Pisa, gondolas in Venice … You’ll love it.” 70
My mom smiled at me triumphantly.
“Mom, no. There’s no way I’m going to Italy.”
“Oh, but, honey, you have to go,” the nurse said. “It will be a once-in-a-lifetime experience.”
ki
jk
The nurse ended up being right about one thing: I did have to go. But no one gave me even the tiniest hint about what I’d find once I got there.
In
Source: Love & Gelato, Jenna Evans Welch
two hundred and eighty
280
UNIT 5:
ON A SHOESTRING
b Write a short paragraph (about 75 words) in which you write what you think will happen when WRITING Lina arrives in Italy. Use the prompts if necessary. her handsome neighbour Lorenzo – her mother’s journal – meeting her father – road tripping in Italy – Tuscany
r
aa
pl
m
ex e
c Reflect on your writing by filling in the checklist. Checklist: writing a prediction
Yes I think so
No
1 Content and structure • I wrote about 75 words. • I wrote about at least 3 things that I think will happen to her.
jk
2 Language • I used the future tenses correctly. • I used correct basic grammar. • I used correct spelling and punctuation.
Score
< 11
> 11
Next exercise
ex. 5
All done!
two hundred and eighty-one
In
ki
Feedback
UNIT 5:
ON A SHOESTRING
281
listening Watch the fragment about a trip to Rome. Make a structured itinerary. Look up the correct names and come up with a schedule. Use Google Maps to find out how long you would have to walk between places.
5
Itinerary
Timing
DAY ONE
r
aa
DAY TWO
pl
m
jk
ex e
DAY THREE
< 9
> 9
Next exercise
ex. 3
All done!
In
ki
Score
two hundred and eighty-two
282
UNIT 5:
ON A SHOESTRING
6
WRITING
Plan a 3-day vacation in Malta for a very rich couple. a Preparation: look for flights, accommodation and activities. Your budget for this is € 3,000. b Action: make your itinerary on a separate piece of paper (or use Word or PowerPoint). Then present this to a classmate. c Reflect on your task by filling in this checklist. Yes I think so
No
aa
1 Preparation and content • I brainstormed about the trip. • I did the necessary research to find information about the trip. • I wrote a clear and structured itinerary.
r
Checklist: writing an itinerary about a trip
2 Language • I used correct basic grammar. • I used correct spelling and punctuation. • I minded my pronunciation when I presented the itinerary.
< 12
Next exercise
ex. 5
≥ 12
All done!
two hundred and eighty-three
In
ki
jk
ex e
Score
m
pl
Feedback
UNIT 5:
ON A SHOESTRING
283
CHECK OUT: PLANNING AND PRESENTING A TRIP Orientation You will get a budget and you will have to prepare a trip for 2 people for 7 days. You will make an itinerary and present it to your class.
Preparation Form groups and brainstorm about your destination.
2
Decide on your role. Of course, if your role has been fulfilled, help the others.
aa
r
1
TRAVEL EXPERT
• Find your lodgings: find some cheap but decent accommodation for two.
• Find means of transport to get to your destination.
• Think about transport during your stay. Public transport might be the cheapest and fastest way. • Check which travel cards they offer.
m
• Describe your accommodation (why did you pick it?): which facilities does it have? Where is it located? Is it a good price?
pl
ACCOMMODATION EXPERT
ex e
• Find a local restaurant to have dinner at each evening.
ACTIVITIES EXPERT
• Design a schedule to follow throughout your days.
jk
• Make sure you do at least two activities each day.
ki
• Choose ‘must-sees’ but also ‘hidden treasures’.
Do your (individual) research.
In
3
two hundred and eighty-four
284
UNIT 5:
ON A SHOESTRING
READING
Action 4
Go back to your group and report your findings. Make some decisions and fill in the decision sheet.
WRITING
5
Make a presentation and decide who will be saying what. Make sure your presentation includes the following:
WRITING
aa
SPEAKING
Present your trip to the class.
Reflection 7
Check your work by filling in the checklist.
pl
6
r
Attention getter The basics (destination, budget, time of travel, who will travel) Transport and costs Accommodation and costs Restaurants and costs Activities and costs Conclusion Sources Wrap up
m
Checklist: writing an itinerary and presenting a trip
Yes I think so
No
ex e
1 Preparation and content • We brainstormed about our trip. • We did research to find information about our trip. • We discussed our findings and gave good feedback. • We wrote a clear and structured itinerary for our trip.
2 Presentation • The presentation was well-structured. • We only used key words in our slides. • There were no language mistakes on the presentation. • The presentation was fluent.
ki
jk
3 Language • We used correct basic grammar. • We used correct vocabulary. • We used correct spelling and punctuation (writing). • We minded our pronunciation (speaking).
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In
Feedback
UNIT 5:
ON A SHOESTRING
285
8
Give feedback to each other's presentation using the peer feedback grid. a Make a top 3 of the trips you liked best. Each time give at least 2 reasons why you think so. Reasons why
Destination:
1
Budget:
Destination:
Budget:
2
#days: 3
1
aa
pl
2
#days:
r
2
Destination:
m
1
Summary trip
1
ex e
Budget:
2
#days:
jk
b Which presentation did you like best? Describe which specific things were included in the presentation to make you feel this way (way of speaking, specific features in the PowerPoint …)
ki
In
Trace your steps on diddit.
two hundred and eighty-six
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UNIT 5:
ON A SHOESTRING
UNIT 6: GLOBAL CHALLENGES check in
r
Step 1: discussing global challenges
m
Step 2: structuring texts
ex e
Step 3: speaking more fluently
pl
aa
main track
trace your steps
In
ki
jk
summary
on different tracks check out: holding a debate
CHECK IN
1
Discuss these questions. Do some research if necessary. a What is the UN? b What is the UN’s goal? Why was it assembled?
aa
2
listening
Watch the video and answer the questions.
a Name 5 of the celebrities in the video and say how you know them. How I know them
ex e
m
pl
Celebrity
b Why do you think these celebrities participated in this video? 3
Watch the video again and answer the questions. a What are the global goals?
jk
b How long will the UN work on these goals?
c Name the first 3 of the sustainable development goals.
ki
1 2 3
d Describe for each of those 3 goals what the UN wants to accomplish. 1
In
2
3
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288
e Which of these goals do you think is the most important? Why?
UNIT 6:
GLOBAL CHALLENGES
SPOKEN INTERACTION
r
c If you had to do some research, which sources did you use?
Source: Alexandros Michailidis / Shutterstock.com
We the people
MAIN TRACK Step 1
What’s it worth to you?
Discussing global challenges
1 / Earth goals! 1
What do you think? Discuss these questions.
SPOKEN INTERACTION
r
a Listen to the statements about global issues and pick a side: do you agree or disagree?
aa
b Write down 3 things you noticed from the choices you and your classmates have made. 1 2
2
Match the symbol with the short description. Symbol Short description
pl
3
READING
m
Build resilient infrastructure; promote inclusive and sustainable industrialization and foster innovation. End poverty in all its forms everywhere.
ex e
Achieve gender equality and empower all women and girls. Reduce inequality within and among countries. Ensure healthy lives and promote well-being for all, at all ages. Ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all.
jk
Take urgent action to combat climate change and its impacts. Ensure sustainable consumption and production patterns.
Conserve and sustainably use the oceans, seas and marine resources for sustainable development. Promote peaceful and inclusive societies for sustainable development; provide access to justice for all, and build effective, accountable and inclusive institutions at all levels. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. Protect, restore and promote sustainable use of terrestrial ecosystems; sustainably manage forests; combat desertification, and halt and reverse land degradation, and halt biodiversity loss.
UNIT 6:
  GLOBAL CHALLENGES
two hundred and eighty-nine
In
ki
End hunger, achieve food security and improved nutrition, and promote sustainable agriculture.
289
Symbol Short description Strengthen the means of implementation, and revitalize the global partnership for sustainable development. Make cities and human settlements inclusive, safe, resilient, and sustainable. Ensure availability and sustainable management of water and sanitation for all. Ensure access to affordable, reliable, sustainable, and modern energy for all. equitable: fair resilient: able to be strong when something bad happens
pl
ex e
m
aa
r
Source: sustainabledevelopment.un.org
jk
In
ki
two hundred and ninety
290
Source: www.globalgoals.org/resources
UNIT 6:
  GLOBAL CHALLENGES
3
READING
Give each Sustainable Development Goal (SDG) an appropriate title. a Combine the words from column A with the words from column B. Do some online research if necessary. b Add them to the symbols in exercise 2. B
2 Gender
B hunger
3 Zero
C education
4 Clean
D equality
5 Decent work
E cities and communities
6 Industry,
F action
7 Responsible
G land
8 Life below
H and economic growth
9 Reduced
I water
10 Affordable and clean
J inequalities
11 No
aa
K health and well-being
12 Good
L and strong institutions
13 Life on 15 Climate 16 Partnerships
N water and sanitation
O innovation and infrastructure P for the goals
Q consumption and production
ex e
17 Sustainable
M poverty
m
14 Peace, justice
4
r
A energy
pl
A 1 Quality
Check the descriptions in exercise 2 to find words that are similar to words in other languages. a Highlight these words. e.g. i nclusive: inclusif/ve (French), inclusief (Dutch)
b Now use them to complete the sentences below. e.g. The SDGs can rightly be called inclusive since they make sure many different parties are able to participate.
jk
1 Just as with the Millennium Goals the SDGs want to tackle both our and production.
ki
2 In order for everyone to have a good education, governments have to invest in , such as school buildings and public transport.
3 If everyone has the same chances of graduating from high school, it also means that
In
everyone has the same
of finding a job.
4 Not only is access to drinking water vital, it is equally important that we invest in : promoting hygiene and preventing disease through that.
being destroyed. 6 No one can say how
the SDGs are, but we have to make sure that
each member state of the UN puts in the full effort to reach the goals.
UNIT 6:
GLOBAL CHALLENGES
two hundred and ninety-one
5 The way we handle our possessions and waste has led to many
291
7 Eating less meat would mean we need less soy, grain and corn to feed e.g. cows, which would result in our
taking up less land and leaving more space for
wildlife. 8 Our use and disposal of plastics have resulted in enormous garbage patches in the Pacific Ocean, which has had a huge effect on
life.
9 It is not just important to make sure a child has a full stomach; it is paramount to ensure they enjoy high quality .
r
10 Natural we might run out of if we do not invest in new technologies
aa
are: fresh water, clean air, coal, and oil.
11 Changing our plastic habits might mean we are able to not only save many sea creatures, but could also improve the habitats and survival chances of
pl
Did you know?
animals.
Cognates and false friends
ex e
m
– Words that look similar in different languages and have the same meaning are called cognates. They generally come from the same root from an older language. e.g. the words night (English), nuit (French), noche (Spanish), Nacht (German), nacht (Dutch), nag (Afrikaans), nicht (Scots), and many more all come from the same root. – When two words look similar in different languages but don’t mean the same thing, we call them false friends. For example, sensible means reasonable in English but in French and Spanish it means sensitive.
5
Look at the underlined words in the sentences. Replace them with a synonym. Conjugate the verbs if necessary. You may use an online dictionary. accountable – achieve – conserve – empower – ensure – foster – provide – reduce – restore – revitalize
jk
1 To make sure we are able to stop using fossil fuels we must encourage innovation by investing in new projects and research.
ki
2 In order to get equality between men and women we have to fight for equal pay for women in every field.
3 Part of promoting the influence of women is making sure that all girls have access to
In
education.
4 Making inequality smaller is possible by giving women equal access to high-paid jobs.
5 We need to start saving the natural resources of our world that we have been wasting so
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liberally, because they are not limitless.
292
6 After the minimal success of the Millennium Goals, it is necessary to give new life to the existing partnerships within the SDGs. 7 Proper education will give both men and women the opportunity to grow within their community.
UNIT 6:
GLOBAL CHALLENGES
8 As a global community, we have to make sure our entire population can live a healthy, active and happy life. 9 Humans have heavily damaged some ecosystems, and it is our responsibility to make sure that we bring them back to how they were. 10 Especially large nations, such as the United States and China, are responsible for setting an example in reaching the SDGs. 6
Build new words with suffixes.
Noun
Verb
ex e
m
pl
Adjective
aa
b Find the other (possible) parts of speech. Use a dictionary if necessary.
r
a Check the underlined words in the descriptions in exercise 2. Add them to the grid.
c Fill in the correct word (in the correct form) from the grid. the way we are using all the resources.
jk
1 The world cannot
2 It has already been proven that renewable energies, such as solar and wind energy, are perfectly , and we could live off them without any problems.
ki
3 Researchers around the world are constantly
new technologies for
cleaner energy.
4 It is imperative that every company
a diverse staff.
In
5 By tearing down forests we continue to
the natural habitats of
countless species.
6 Each country is responsible for the
of their own measures to reach
7 We are used to having products at our disposal at all times, even when they are not naturally
in our country.
8 For many children computers are not , and therefore they have less chance of graduating.
UNIT 6:
GLOBAL CHALLENGES
two hundred and ninety-three
the SDGs.
293
7
Check the grid you completed in exercise 6 and answer the questions. a What can you (sometimes) add to a verb to make it into a noun? b What can you (sometimes) add to a noun to make it into an adjective? c What can you (sometimes) add to a verb to make it into an adjective?
d Which verb forms do you recognize amongst the adjectives?
e Fill in the missing participle adjective. 1 In the third world or the
aa
r
world, malnutrition is still a main concern.
2 Farmers have a lot of difficulties with growing food on
message by ensuring that there is an
pl
3 Governments can send an
land.
equal number of male and female officials. 4 The new and
public transport system has led to a decline in the
In
ki
jk
ex e
m
number of uneducated children younger than twelve.
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UNIT 6:
GLOBAL CHALLENGES
8
READING
Read the text about the progress of goal 1. a Answer the questions about the text. 1 Which region needs specific attention when it comes to reducing poverty? 2 Which countries are usually the poorest? 3 Give an example from the text of a social protection system.
r
aa
Despite the fact that the global poverty rate has been halved since 2000, intensified efforts are required to boost the incomes, alleviate the suffering and build the resilience of those individuals still living in extreme poverty, in particular in sub-Saharan Africa. Social protection systems need to be expanded and risks need to be mitigated for disaster-prone countries, which also tend to be the most impoverished.
30
Other vulnerable groups lack social protections as well. In 2016, only 28 per cent of people with severe disabilities collected disability benefits, only 22 per cent of unemployed individuals worldwide received unemployment benefits and only 41 per cent of women giving birth received maternity benefits.
m
1
pl
PROGRESS OF GOAL 1 IN 2017
ki
jk
15
Social protection systems are fundamental to preventing and reducing poverty and inequality at every stage of people’s lives, through benefits for children, mothers with newborns, persons with disabilities, older persons and those persons who are poor and without jobs. Preliminary data show that in 2016, only 45 per cent of the world’s population was effectively protected by a social protection system and that coverage varied widely across countries and regions.
In 2016, 68 per cent of people above retirement age received a pension. However, there are large regional differences. In Oceania, excluding Australia and New Zealand, and in sub-Saharan Africa, only 10 per cent and 22 per cent, respectively, of people above retirement age received a pension in 2016.
In
20
25
Source: sustainabledevelopment.un.org Report of the Secretary-General, ‘Progress towards the Sustainable Development Goals’
40
Building the resilience of the poor is a core development strategy for ending extreme poverty in the most afflicted countries. Economic losses from disasters are now reaching an average of $ 250 billion to $ 300 billion a year. Disaster risk globally is highly concentrated in low- and lower-middle-income countries. In relation to the size of their economies, small island developing States have borne a disproportionate impact. alleviate: to make something easier to take disaster-prone: likely to have a disaster mitigate: to alleviate, to make something more bearable
UNIT 6:
GLOBAL CHALLENGES
two hundred and ninety-five
10
35
ex e
5
295
b Build words using prefixes (= letters added before the word). Put each of the underlined words from the text in the correct column. in-, im-
dis-
c What do these prefixes change about the word? d Add at least 2 more words to the grid for each prefix.
Complete the grammar grid with information from exercises 7 and 8.
pl
9
aa
r
un-
GRAMMAR
How to build new words
m
1 Prefixes are sets of letters that are added to of another word. They change the prefix
ability
dis-
new word
ex e
word
of the word.
equality
in-
employed
un-
Depending on the first letter of the word, the spelling for the prefix in- changes: e.g. impossible, illegal and irresponsible.
jk
2 Suffixes are sets of letters that are added to
of another word.
They often change . suffix
real
-ity
rely
-able
develop
-ment
peace
-ful
organize
-ation
degrade
-ed
empower
-ing
In
ki
word
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296
new word
Depending on the word, the spelling of the root word sometimes changes: e.g. rely – reliable, beauty – beautiful, adore – adorable. Prefixes and suffixes are always added to other words. They cannot stand on their own in a sentence.
UNIT 6:
GLOBAL CHALLENGES
See p. 317
10 Combine the prefixes and suffixes from the grammar grid with the words below to create as many words as possible.
r
able – comfort – correct – cover – employ – organize
WRITING
merrypippin Bloemfontein, South Africa
7omar East London Mosque
23 likes Hashtag finally! I am so happy to see the #citycouncil finally placing decent #parking for me! And remember, #noparking on the white stripes! #handicapable #basicneeds #equality
1 like Seriously, #Bloemfontein? Trash has still not been collected and it has been three weeks! What do we do? #basicneeds #sanitation #srsly
jk
ex e
m
pl
ludo_ludo Territown, NY
aa
11 Use at least 3 words from exercise 9 to write a short comment (about 30 words) for each of these Instagram posts.
ki
56 likes Soooo happy to be #home again! After spending some time abroad, I feel so fortunate to be able to come back to my community! #religion #islam #EastLondon
Yes I think so
No
In
Checklist: writing comments 1 Content • I wrote a comment about each of the posts. • I wrote about 30 words.
two hundred and ninety-seven
2 Language use • I used correct grammar. • I used correct vocabulary. • I used at least 3 words with prefixes and/or suffixes. • I used correct spelling and punctuation. Feedback
UNIT 6:
GLOBAL CHALLENGES
297
2 / We’re counting! 1
listening
Watch the video Numbers in action and answer the questions. a Write down the correct numbers for goal 1 ‘No Poverty’. 1 The base year for each goal is the year . 2 The year
is the target year.
3 Which numbers and years are used for this goal? target
Sad
pl
Surprised
Angry
m
Ashamed
SPEAKING
b Indicate and explain how this makes you feel. Anxious
aa
r
base
Indifferent
ex e
Hopeful
c In 2014, 159 million children were ‘stunted through malnutrition’. Choose the correct explanation for the words stunt and malnutrition in this context. stunt prevent something or someone from growing or developing an acrobatic or spectacular action shock or overwhelm
Do you remember how to talk about large numbers?
ki
2
jk
malnutrition taking in healthy food poor condition of health because you don't have enough healthy food the study of people's diets
a Look up how many people there are in the world today.
In
b Scan the information in the flowcharts and answer the questions. Keep your answers as simple as possible, e.g. 3,598,382 becomes 3.6 million. 1 How many primary school age children were out of school in 2015?
two hundred and ninety-eight
2 How many children died before they were 5 in 2000?
298
3 How many children received access to school between 2000 and 2012?
UNIT 6:
GLOBAL CHALLENGES
READING
GOAL 3: Good health and well-being
2000
2015
Less than 2,600,000 children die before their fifth birthday.
r
5,900,000 children died before their fifth birthday.
aa
9,800,000 children died before their fifth birthday.
2030
2000
3
59,255,376 primary school age children were out of school.
ex e
98,653,576 primary school age children were out of school.
m
pl
GOAL 4: Quality education
All children are able to complete both primary and secondary education.
2015
2030
Use the information from exercise 2 to fill in the grid below. Large numbers
1,000,000
jk
1,000,000,000
100,000
1,000
100
ki
The number of primary school age children out of school in 2016 was:
3 53
5 76
Earth’s population in 2018 was approximately:
7,632,000,000 7
6 32
UNIT 6:
GLOBAL CHALLENGES
two hundred and ninety-nine
In
63
63,353,576
299
Did you know?
r
In British English hundreds and millions, thousands and tens are separated by ‘and’. e.g. There were approximately seven billion six hundred and thirty-two million people on Earth in 2018. In American English, there is usually no ‘and’. e.g. There were approximately seven billion six hundred thirty-two million people on Earth in 2018.
Take turns reading the following numbers with a partner. Tick the box for each number you or your partner read correctly. a 5,678,352
f 1,624,678
b 23,597,123
g 56,882,176 h 3,452,681
c 97,211,787,325 d 34,689,298,578
pl
i 90,233,247,146 j 7,528,493,445
e 4,124,045 5
Watch the videos about the first 3 Sustainable Development Goals.
59 %
105
144,300,000
6,000,000
795,000
90,000,000
7,000,000
1 in 5
5,000,000
2030
73,300,000
14,600
144,300
97,300,000
759,000,000
99,300,000
795,000,000
2010
6,000
1.9
144,600,000
95 %
1 in 4
1 in 9
ex e
47,300,000
m
a Highlight the numbers that you hear in the videos.
b Fill in the missing information.
Welcome to Project Earth Again. In this video we will be talking about UN Sustainable
jk
Development Goal number 1 which is all to do with ridding our world of poverty. Here’s what we know! About (1) of Americans live in poverty and about
ki
(2) are underpaid which means that (3)
Americans have financial difficulties. More than (4) children live under the poverty line. Also, many schools don’t have adequate education opportunities and many
In
jobs do not pay well.
(...) UN Sustainable Development Goal number 2 is all about ridding our world of hunger. Here’s what we know! About (5) people in today’s world are undernourished and over (6) children under the age of 5 are dangerously underweight. That’s almost (7). Also, many countries
often experience droughts and famines which can affect the diets of many people. These three hundred
300
people may never know when their next meal will be.
UNIT 6:
GLOBAL CHALLENGES
SPOKEN INTERACTION
aa
4
listening
(...) UN Sustainable Development Goal number 3 is all about sharing our well-being. Here’s what we know! About
(8) children in today’s world die under the age
of five. These deaths occur mostly in countries where food is scarce, the climate is hot and there aren’t enough resources and life necessities for everyone. And it isn’t just children that are dying. Almost
(9) of the world have some sort of medical
condition.
listening
Watch the video assigned to you and answer the questions.
r
6
a Which goal is your video about?
aa
b Which 3 parts does the video consist of? Complete the GOAL column in the grid.
c Watch your video again if necessary and fill in the grid with keywords and difficult information such as numbers.
2
3
ex e
m
1
pl
GOAL
SPEAKING
d Find a classmate and tell each other about the video you watched.
jk
e Listen to each other. Check the correction key to make sure your classmate has shared correct information, focusing on the numbers.
f Reflect on your task by filling in the checklist. Yes I think so
ki
Checklist: talking about large numbers
No
In
1 Preparation and content • I watched the video. • I took good notes about each part. • I specifically mentioned the numbers. 2 Language • I used correct grammar and vocabulary. • I used the correct numbers. • I minded my pronunciation. three hundred and one
Feedback
UNIT 6:
GLOBAL CHALLENGES
301
7
You receive € 1,000 to invest in 2 sustainable goals. What would you spend your money on? Follow this procedure.
SPOKEN INTERACTION
a Choose 2 goals and give at least 2 reasons per goal as to why you chose them. Be as specific as possible. Indicate how much money you would spend on each goal. Goal 1:
Reasons
€
- -
Reasons
€
-
aa
Goal 2:
r
-
- -
2
€
€
ex e
Reason:
3
m
1
pl
b Discuss and pick 3 goals to invest in. Divide € 5,000 over your group's top 3 goals and explain why you chose to allocate your money in this way.
€
c Sit together with someone from another group and discuss your group’s top 3 choices and your reasons behind them. d Write down the other group’s top 3 and add one positive and one negative point about them. Positive point
jk
1 2
In
ki
3
three hundred and two
302
UNIT 6:
GLOBAL CHALLENGES
Negative point
e Reflect on your task by filling in this checklist. Checklist: speaking about global challenges
Yes I think so
No
aa
2 Content • We discussed our goals and reasons for choosing them. • We made a top 3 and divided our € 5,000. • We explained why we chose to divide the money the way we did. • I discussed our top 3 with a member from another group. • I wrote down positive and negative points for their top 3.
m three hundred and three
In
ki
jk
ex e
CHECK 1, p. 329
pl
3 Language use • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation. Feedback
r
1 Preparation • I chose 2 goals. • I divided my € 1,000.
UNIT 6:
GLOBAL CHALLENGES
303
Step 2 1
First and foremost Structuring texts
listening
Watch the video about the world's biggest issues and answer the questions. a Complete the sentences and write down the correct issue next to the example from the video. people
3 of the world’s population risks disease by not having adequate sanitation.
aa
2 With man-made climate change, deforestation and overfishing the rapid environmental decline might be too late to reverse.
r
1 In regions like sub-Saharan Africa are malnourished.
5 Of roughly
illiterate adults worldwide
are female.
m
pl
4 Countries like Namibia see only white landowners owning almost half of the country’s agricultural land.
6 Nearly half the world population lives on just .
b Put the subjects mentioned in the video in the right order. environment
equality
hunger
ex e
education
land distribution
poverty
water and sanitation
c Watch the video again and fill in the missing linking words. 1 , a number of summits provide the opportunity for world leaders to cooperate to achieve these global goals.
jk
2 about a third of the world’s poor are located in India, ten countries house 80 percent of the poorest people on Earth. 3 , nearly 800 million people don’t have enough access to food.
ki
4 , water and sanitation are absolute necessities. 5 , nearly the same number of people without access to food lack access to water.
In
6 illiteracy is an asymmetrical problem and affects considerably more women than men. 7 Countries Namibia see only a few thousand white land owners owning almost half of the country’s agricultural land.
8 , land distribution has become an increasingly relevant issue. three hundred and four
9 organizations like the UN have implemented standards and worked to save forest, oceans and the atmosphere, it continues to be a serious issue for the international community.
304
10 addressing issues like poverty and hunger, most countries have made considerable progress on every set goal. UNIT 6:
GLOBAL CHALLENGES
2
How can you join sentences together and give your texts structure? a Complete the schema with the linking words from exercise 1c. 2 Similarity
3 Result
5 Reason
8 Addition
9 Alternative
ex e
7 Example
pl
m
6 Conclusion
aa
4 Sequence
r
1 Contrast
b Add other linking words that you know to the grid.
Fill in an appropriate linking word in the sentences below.
jk
3
1
many countries have invested in renewable energy, none have achieved as Sweden.
ki
much as Scandinavian countries,
2 , the Millennium goals were developed by the UN. Later they were followed by the Sustainable Development Goals.
In
3 In 2017, greenhouse gases in the UK were reduced by 42 % compared to those of 1990. , the UK are halfway to meeting the 2050 goal.
4 Young scientists,
Boyan Slat from the Netherlands, are working hard on
major pollution issues.
, drowning or traffic accidents. 6 Some states in the US still condone discrimination based on homophobia they hold religious freedom as an important value.
UNIT 6:
GLOBAL CHALLENGES
three hundred and five
5 The leading cause of death for children in the United States are unintentional injuries;
305
7 In the UK, electricity generation no longer relies as much on coal. , there was a 6 % drop in carbon emissions between 2015 and 2016. 8 Every country in the world is improving the life standards of its inhabitants, the poorest countries show very slow growth. 9 Improving our cities will increase the citizens’ health and safety. , more attractive cities have a positive effect on our well-being. 10 For goal 12 we want to invest in sustainable consumption
READING
What’s the link?
aa
4
r
produce matches what we consume.
what we
a Based on the title and subtitle of the article, which Sustainable Development Goals can be linked to the content? Explain why.
pl
ex e
m
b Read the 2 paragraphs and fill in the missing linking words.
Period Poverty Could Have Mental Health Consequences, Study Finds Not being able to afford menstrual products is dangerous in more ways than one Elly Belle JUL 19, 2018
Being able to access menstrual products is about more than just dealing with bleeding and feeling
1
comfortable – (1), the lack of access to them can prevent people from being able to go
jk
to work or school, (2) can be most devastating to people who experience poverty or homelessness. A new study on access to menstrual products has found that this lack of access can (3) put people at greater risk of depression, anxiety, and further financial barriers.
ki
5
According to the Independent, approximately 500 women in the
United Kingdom who hadn't experienced period poverty – which
In
is the lack of access to menstrual products because of money – and 500 women who had experienced period poverty were
10
surveyed. (4), of those who have experienced period poverty, nearly two-thirds said they lack confidence because of bullies at school. (5), 39 percent reported experiencing anxiety and depression. (6) we already know that lack of
three hundred and six
306
access to menstrual products can keep people from going to school or work, prevent them from accessing opportunities, and perpetuate homelessness, these new findings (7) show how far-reaching 15
the impacts of period poverty really may be. Adapted from www.teenvogue.com
UNIT 6:
GLOBAL CHALLENGES
c Below is the rest of the article. 4 parts (A-D) are missing. Put them back in the article by checking which linking words are used. Circle the correct option.
B “The effect that period poverty can have on a
responded that they had suffered from lack
girl’s future is truly shocking. No school girl should
of access to menstrual products also reported
go without the daily essentials that she needs,
experiencing more money issues than those who
and no woman should suffer less opportunities
had not experienced period poverty, with 4 out
because of this,” said Alesha Dixon, ambassador
of 10 respondents who have experienced period
for the Always UK #EndPeriodPoverty campaign,
poverty admitting they are often unable to keep
according to the Independent.
aa
up with costs in their daily lives.
r
A Because of this, most of the women who
C In conclusion, for people experiencing
D Among other key findings, the study, which
poverty or homelessness, and people who are
was conducted by Always, found that 44 percent
incarcerated, the effects of this lack of access are
of women who had experienced period poverty
far-reaching.
struggled to find employment after completing
pl
their education.
A / B / C / D In addition, she stated: “I have been talking to both students and teachers about the issue, and the shame that young girls feel is very apparent. It’s really important that we raise awareness of this
m
and give girls the confidence to speak up, so that it does not negatively impact them as adults.”
A / B / C / D The findings also show that respondents who said they could not afford menstrual products were more likely to settle for the first job they were offered or one that could pay the bills, as
ex e
opposed to waiting for a job they truly wanted. A / B / C / D In fact, period poverty is a serious issue, and menstrual products also remain inaccessible in America.
A / B / C / D Fortunately, there are global initiatives working on increasing accessibility to menstrual products, and nonprofits and shelters that work on getting them to those in need. However, it’s still a huge global issue that extends well beyond the United States or the U.K.
GRAMMAR
jk
How to structure sentences and texts
See p. 319
ki
Linking words link or connect your sentences. They make it easier for readers and listeners to understand what you are trying to say.
READING
Read the poster about ‘no poverty’. a Answer the questions.
In
5
1 What does the UN want to achieve with this first goal?
2 Explain what is meant by ‘social protection’.
3 Give an example of a basic service, as demonstrated by the poster with public transport.
UNIT 6:
GLOBAL CHALLENGES
three hundred and seven
307
r aa pl m ex e
Source: The World’s Largest Lesson, www.globalgoals.org
jk
b Use the information from the poster to fill in the grid below. With this first goal, the UN wants to
ki
In
First,
That is to say, they want to and Additionally, we must
three hundred and eight
such as
308
In conclusion,
UNIT 6:
GLOBAL CHALLENGES
6
WRITING
Write your own paragraph about ‘zero hunger’. a Preparation: read the poster your teacher will give you. Do additional research online about this topic if necessary. b Action: write out the information from your poster into a paragraph of about 75 words. Make sure to include all the information. Use a structure similar to the one in exercise 5 with clear linking words.
r
aa
pl
m
c Reflection: have a classmate fill in the grid for you after you have checked your own work. Make the necessary corrections. Checklist: writing a structured paragraph
Me
Yes I think so
My classmate No
Yes I think so
No
ex e
1 Preparation and content • I did research for SDG2: Zero Hunger. • I wrote an introductory sentence with an explanation of the goal. • I included and explained the 4 things we can do to achieve this goal. • I wrote a concluding sentence.
ki
jk
2 Language and structure • I used the correct vocabulary. • I used correct grammar. • I used linking words correctly. • I used correct spelling and punctuation.
In
Feedback
three hundred and nine
CHECK 2, p. 334
UNIT 6:
GLOBAL CHALLENGES
309
Step 3 1
Chatterbox
Speaking more fluently listening
What is active listening? a Before you watch the video, write down what you know about active listening skills.
r
b Watch the video and answer the questions.
aa
1 Describe the situation.
2 What does Ronathan do throughout the entire conversation?
pl
3 What are a few of the words or phrases Ronathan uses?
m
4 How does Ronathan prove that he was listening to Murph at the end?
ex e
5 What can you say about Ronathan’s body language during the conversation?
c Is Ronathan's behaviour how you would describe active listening? Why (not)? 2
Fill in the strategy box below.
jk
How to listen actively
STRATEGY
1 Focus on the speaker and pay attention. To show this, you can:
ki
– ensure that there is , – tilt your head
a little bit.
In
2 Show your understanding or acknowledgment by: –
or your head,
– confirming verbally:
,
– confirming non-verbally by saying:
,
– repeating what the speaker said. three hundred and ten
310
3 Avoid interruptions: – Ask –
UNIT 6:
at the end if something is unclear.
or
GLOBAL CHALLENGES
what the other person has said.
See p. 324
3
listening SPEAKING
Practice makes perfect. a Sit together with a partner and draw something. b Talk about this for 30 seconds. Your partner will practise their listening skills. c Repeat the process until both of you have spoken and listened at least 3 times. d Reflect on your skills by filling in the checklist together. Me
Checklist: active listening
No
aa pl
ex e
4
Yes I think so
m
2 Language • I indicated verbally that I understand everything. • I minded my pronunciation.
No
r
Yes I think so
1 Content • I indicated non-verbally that I understand everything. • I maintained eye contact and tilted my head. • I minded my body language. • I avoided interruptions. • I asked a question, summarized or paraphrased.
Feedback
My classmate
Your words only!
WRITING
a Read these statements and formulate your opinion for each one.
jk
1 It is important to volunteer regularly.
ki
2 Small actions such as turning off unnecessary lights can make a big difference to our environment.
MY OPINION
4 Donating money doesn’t really help people.
5 Public transport should be free for unemployed people.
In
3 Men and women can perform the exact same jobs equally well.
6 Children should always be able to provide for their parents when they are older. 7 Language classes should be mandatory for immigrants.
three hundred and eleven
STATEMENT
UNIT 6:
GLOBAL CHALLENGES
311
STATEMENT
MY OPINION
8 Every plastic item should be replaced by a version made in a more durable material. 9 Every student should have the ability to study abroad.
10 The city council should increase the number of car-free streets.
aa
b Go around the classroom and read your classmates’ opinions.
r
c Choose 5 students’ opinions about different statements and write them down using keywords WRITING only. Statement Name student
pl
Opinion in keywords Paraphrase:
m
Statement Name student Opinion in keywords
ex e
Paraphrase:
Statement Name student Opinion in keywords Paraphrase:
jk
ki
Statement Name student Opinion in keywords
In
Paraphrase:
Statement Name student
three hundred and twelve
Opinion in keywords
312
Paraphrase: d Paraphrase each statement in your own words. Add this to c. UNIT 6:
GLOBAL CHALLENGES
e Go back to each of the 5 classmates and tell them what you understood from their opinion using your own sentences and the useful expressions below. Make corrections if necessary.
SPEAKING
USEFUL EXPRESSIONS
How to paraphrase people’s words
I get it. You mean … Let me see if I understand you correctly … What I think you’re saying is that ... If I’m hearing you correctly ...
See p. 327
r
So, what you mean is ... In other words ... I understand. You’re saying that ... Oh, I see. You want to say that ...
5
aa
f Talk to yet another classmate about the opinions you heard today. Use your paraphrases and mind how to correctly report what someone said. Check the Summary on diddit if you don’t remember how to use indirect speech.
pl
m
6
listening
Watch the video about oral presentations. Write down what goes wrong.
Fill in the grid below with information from exercise 5.
ex e
How to give a presentation
STRATEGY
• Speak at a : not too slow, not too fast. •
naturally.
•
without using interjections or filler words such as like or umh.
• Watch your listener’s reactions.
See p. 325
SPEAKING
Practise how to give a fluent presentation. a Preparation: read the poster on one of the SDGs and do some research online to complete the grid with information about your subject. Use keywords only!
In
What is the goal?
How can we achieve the goal? Give a minimum of 2 ways.
What do you see happening for this goal in your life?
What is your opinion on the subject?
– –
three hundred and thirteen
ki
7
or .
jk
• If you make a mistake: stop, breathe and
On the one hand: On the other hand: UNIT 6:
GLOBAL CHALLENGES
313
Give an example of what is already being done to achieve this goal. Be thorough.
b Action: use your preparation to give a short presentation (90 seconds). Keep in mind the vocabulary and linking words from steps 1 and 2. You will repeat your presentation a few times, but each time you will get less time. c After your last presentation, answer these questions and fill in the checklist.
r
1 What went well during this speaking exercise?
aa
2 How well prepared were you and what could you have done differently?
pl
3 How did your speaking change between the first and last time?
m
ex e
Checklist: speaking about the SDGs
jk
1 Preparation and content • I researched my subject. • I filled out the grid with keywords. • I have an introduction explaining the goal. • I included and explained the things we can do to achieve this goal. • I have a conclusion.
In
ki
2 Fluency • I spoke at a natural pace. • I breathed naturally. • I paused without interjections. • I reacted appropriately when I made a mistake.
three hundred and fourteen
3 Language use • I used the correct vocabulary. • I used correct grammar. • I used linking words correctly. • I minded my pronunciation.
314
Feedback
UNIT 6:
GLOBAL CHALLENGES
Me
Yes I think so
My classmate No
Yes I think so
No
8
Listen to your classmates and assess their performance. Follow these steps. 1 Show your classmates that you are actively listening. 2 Ask a question about the subject. 3 Paraphrase the essential information (at the end). Check the useful expressions to paraphrase in the Summary on p. 327. 4 Write a short report (about 50 words) about the last subject you heard and finish with a final question.
listening
WRITING
r
aa
Checklist: writing a report
pl
Yes I think so
m
1 Preparation • I listened actively to my classmate. • I took notes.
No
ex e
2 Content • I wrote an introduction stating my classmate’s subject. • I explained the general idea of my classmate’s presentation. • I wrote a conclusion stating my opinion on the subject. • I finished with a final question.
jk
3 Language use • I used the correct vocabulary. • I used correct grammar. • I used linking words correctly. • I used correct spelling and punctuation.
ki
Feedback
Discuss the world's priorities.
SPOKEN INTERACTION
a Prepare your discussion. • Read the list of world issues you will get. They are given an order of importance: the first one should be handled first, the last one last. • Each person has a different role.
three hundred and fifteen
In
9
UNIT 6:
GLOBAL CHALLENGES
315
Role
Task
timekeeper Makes sure everyone speaks for the appropriate amount of time. Makes sure everyone uses at least 2 different cards. subject controller
Introduces and concludes the discussion. Makes sure everyone stays on topic.
linguist
Makes sure everyone uses correct language to express their opinion. Makes sure everyone uses English.
r
• Pick 4 cards from the pile. Use at least 2 different ones during the discussion.
aa
b Action: discuss the statements in your group following this procedure.
1 The subject controller starts the discussion by introducing the topic. 2 Another person formulates an opinion.
3 They will then provide arguments for their opinion.
pl
4 The other group members then agree, disagree, partly agree or have questions. They also share their own opinions, using their own arguments.
How to express your opinion
m
5 The subject controller concludes the discussion.
ex e
In Track’n’Trace 5, you learned expressions to give your opinion. Check the Summary of this unit if you forgot what to do.
USEFUL EXPRESSIONS See p. 328
c Reflection: after the discussion, fill in the checklist for yourself. Discuss with your group: do they agree with your evaluation? Checklist: sharing your opinion
ki
jk
1 Preparation and content • I did the tasks of my role. • I shared my opinion on the subject. • I used at least 2 of my cards: agreeing, disagreeing, or asking a question. • I actively listened to my classmates.
In
2 Language use • I used the correct vocabulary. • I used correct expressions to give my opinion. • I used correct grammar. • I minded my pronunciation. Feedback
three hundred and sixteen
316
CHECK 3, p. 341
UNIT 6:
GLOBAL CHALLENGES
Yes I think so
No
SUMMARY
m
pl
aa
r
Prefixes and suffixes
GRAMMAR
HOW TO build new words
ex e
UNCOMFORTABLE
prefix root word suffix
prefix
new word
appear
dis-
disappear
like
dis-
dislike
correct
in- *
incorrect
complete
in-
incomplete
real
un-
unreal
certain
un-
uncertain
In
ki
jk
root word
*in- changes to: – im- before words starting with m, p and b e.g. immature, impossible, imbalance – il- before words starting with l- e.g. illegal, illegible – ir- before words starting with r- e.g. irresponsible, irregular, irrelevant
UNIT 6:
GLOBAL CHALLENGES
three hundred and seventeen
1 Prefixes are sets of letters that are added to the beginning of another word. They change the meaning of the word.
317
suffix
new word
rely
-able
reliable
peace
-ful
peaceful
confuse
-ed
confused
shock
-ing
shocking
organize
-ation
organization
predict
-ion
prediction
develop
-ment
development
kind
-ness
real
-ity
terror
-ize/-ise
just
-ify
aa
root word
r
2 Suffixes are sets of letters that are added to the end of another word. They often change how the word is used (as an adjective, noun, verb or adverb).
kindness reality
terrorize/terrorise justify
m
pl
Keep in mind: • Depending on the word, the spelling of the root word sometimes changes: e.g. rely reliable e.g. beauty beautiful e.g. adore adorable
ex e
• An adjective that ends in -ing is used to describe the characteristic of a person, a thing or a situation. An adjective that ends in -ed is used to describe a feeling or an emotion. e.g. I was shocked by how shocking the world poverty numbers still are. 3 Prefixes and suffixes can be combined to build even longer words. prefix(es)
root word
suffix(es)
comfort
-able
dis-
respect
-ful
mis-re-
present
-ation
jk
un-
employ
-ment
in-
secure
-ity
em-
power
-ing
ki
un-
In
Keep in mind: Prefixes and suffixes are always added to other words. They cannot stand on their own in a sentence.
three hundred and eighteen
318
UNIT 6:
GLOBAL CHALLENGES
HOW TO structure sentences and texts
Linking words
1 Showing contrast
similarly like likewise
pl
Culture contributes much to sustainable urban development. Similarly, the way urbanization is planned has a direct impact on the protection of our cultural heritage.
m
2 Showing similarities
aa
but while ... only ... however, although, on the one hand, ... on the other hand even though yet
r
While a lot of progress has been made, only a minority of the world’s population no longer lives in extreme poverty.
Global issues, such as poverty and hunger, are addressed in the SDGs.
ex e
3 Giving examples
for example such as like in fact
Countries are working together to tackle the availability of education. As a result, the number of illiterate people has declined worldwide.
jk
4 Showing result
5 Giving reasons
Because the effects of climate change are becoming more and more visible, scientists have urged our governments to take immediate and proper action. because because of since due to this is why
three hundred and nineteen
In
ki
consequently so as a result
UNIT 6:
GLOBAL CHALLENGES
319
First, the UN sets up the Millennium Goals.
The UN wants to ensure that no one has to lead a life in poverty. In other words, everyone should have a standard minimum quality of life.
aa
7 Giving a clarification
first and foremost and first(ly) second(ly) third(ly) lastly finally
r
6 Showing a sequence
pl
in other words that is to say
In short, the UN expects all countries to participate in actively reaching these goals.
8 Giving a conclusion
ex e
m
in short to summarize in conclusion concluding
9 Adding information
The UN member states have pledged to prevent problems such as floods. In addition, they have signed on to protect the variety of species that we cultivate and breed.
ki
jk
additionally also another major issue and besides in addition
In
10 Giving an alternative
three hundred and twenty
320
UNIT 6:
  GLOBAL CHALLENGES
To decrease inequality in the workplace, managers can themselves implement a strict HR policy or they can cooperate with external specialized HR companies. either or
1,000,000 one million
100,000 one hundred thousand
1,000 one thousand
100 one hundred
aa
r
1,000,000,000 one billion
VOCABULARY
1 LARGE NUMBERS
e.g. The number of primary school age children out of school in
63,653,576.
pl
2016 was
m
= sixty-three million six hundred (and) fifty-three thousand five hundred (and) seventy-six
ex e
Rule: – Hundreds and thousands are separated by ‘and’ in British English but not in American English. – Hundreds and tens are separated by ‘and’ in British English but not in American English.
e.g. Earth’s population in 2018 was approximately
jk
7,632,000,000. Rule: Hundreds and millions are separated by ‘and’ in British English but not in American English.
three hundred and twenty-one
In
ki
= seven billion six hundred (and) thirty-two million
UNIT 6:
GLOBAL CHALLENGES
321
2  WORD LIST Translation
to account for
rekenschap afleggen
accountability
verantwoordelijkheid
accountable
verantwoordelijk
to achieve
bereiken
to afford
veroorloven
affordability
betaalbaarheid
affordable
betaalbaar
agriculture
agricultuur, landbouw
availability
beschikbaarheid
available
beschikbaar
conservation
bewaring, behoud
to conserve
bewaren
to consume
verbruiken, consumeren
consumption
consumptie
degradation
achteruitgang, degradatie
to degrade
verslechteren, afbreken
degrading to develop developable developing
verarmd
vernederend ontwikkelen
ontwikkelbaar
ontwikkelings-
ontwikkeling
disability
beperking
disproportionate
niet naar verhouding, onevenredig
ki
jk
development
ecosystem
ecosysteem
effective
effectief
to employ
aannemen, tewerkstellen
employment
werkgelegenheid
to empower
kracht geven
empowering
krachtiger makend, kracht gevend, emanciperend
empowerment
emancipatie
to ensure
verzekeren
In three hundred and twenty-two
322
UNIT 6:
aa pl
m
ex e
degraded
My notes
r
Word
  GLOBAL CHALLENGES
bevorderen, stimuleren
to implement
toepassen, invoeren
implementation
toepassing, invoering
impoverished
verarmd
to improve
verbeteren
improved
verbeterd
improvement
verbetering
inclusion
inclusie
inclusive
inclusief
inequality
ongelijkheid
infrastructure
infrastructuur
marine
zee-
nutrition
voeding
opportunity
opportuniteit, kans
peace
vrede
peaceful
vredig
to provide
voorzien
provision
verschaffing, voorziening
to reduce
verminderen
reduction
vermindering
reliable to rely on resource restoration
aa pl
m
betrouwbaarheid
betrouwbaar, degelijk rekenen op hulpbron herstel
herstellen
jk
to restore
ex e
reliability
r
to foster
hernieuwing, stimulering
to revitalize
nieuw leven inblazen
sanitation
sanitaire voorzieningen
to sanitize
ontsmetten
to sustain
volhouden, steunen
sustainability
duurzaamheid
sustainable
duurzaam
terrestrial
aards, land-
unemployed
werkloos
unemployment
werkloosheid
three hundred and twenty-three
In
ki
revitalization
UNIT 6:
  GLOBAL CHALLENGES
323
STRATEGY
HOW TO listen actively Before listening
1 Topic
r
What do you know about the speaker and the topic?
aa
Type What kind of presentation are you going to listen to? What do you already know about this topic?
pl
2 While listening
m
Focus on the speaker
Make eye contact.
Tilt your head sideways a little bit. Mind your facial expressions.
ex e
Mimic the speaker’s body language.
Avoid interruptions
After listening
3
Check youron understanding Focus the speaker Have you understood the main points?
Focus onAsk thequestions speaker Show your interest. Wait until the speaker has finished.
GLOBAL CHALLENGES
Nod or shake your head.
Confirm non-verbally. e.g. uh-uh, mh-mh.
Do you have any extra questions?
UNIT 6:
Show your understanding
Confirm verbally. e.g. ‘I see.’ – ‘OK.’ – ‘Is that right?’ – ‘Sure.’
jk ki
In three hundred and twenty-four
324
Pay attention
HOW TO give a presentation Before presenting
1
Choose topic/subject What do you know about the topic?
Research your subject.
aa
Use keywords in your notes.
r
What words come to mind?
Know your audience
Who are they?
pl
What do they know?
m
What do they want to know?
ex e
Outline presentation
What do you plan to talk about? e.g. I’m going to talk about (your chosen topic) … My topic(s) … is/are …
jk
What is your message or story? e.g. In today’s presentation I’d like to … / show you … / explain to you how … I want to show you ... / I intend to demonstrate … / prove to you ... Let’s start by looking at … / I’d like to start by looking at … I got the idea when ... / I chose this because ... Now let’s move on to … / Moving on to the next part, I’d like to …
Produce your presentation Use visuals: video, PowerPoint, Prezi, etc. Speak clearly: naturally and loud enough.
three hundred and twenty-five
In
ki
Conclude by repeating your message. e.g. In conclusion, I think it is clear that ... Thank you for your attention. That brings us to the end of my presentation. I’d like to thank you (all) for your attention and interest. If anyone has any questions, I’ll do my best to answer them. If anyone has any questions, please feel free to ask them now.
Check the pronunciation of words. Practise: in front of the mirror or film yourself.
UNIT 6:
GLOBAL CHALLENGES
325
2 While presenting Open strong Be confident: stand up straight.
If you’re nervous show a video first.
Set the theme
r
Strongest points first.
Use good transitions Linking words are very useful here.
Be natural
aa
Be clear.
Breathe naturally.
pl
Speak at a natural pace: not too slow, not too fast.
m
Pause without using interjections or filler words such as ‘like’ or ‘umh’. Watch your listener’s reactions.
If you make a mistake: stop, breathe and repeat or continue.
ex e
Inspire and entertain
Be enthusiastic.
jk
Use cue cards, don’t read.
After presenting 3
ki
Check your goal
In
Does the audience know something more about the topic?
three hundred and twenty-six
326
UNIT 6:
Was the audience interested?
Evaluate your performance What went well?
GLOBAL CHALLENGES
How can I improve?
Make a joke. Make eye contact.
IN WRITING
r
strong verbs • argue • assert • admit • insist • deny • claim • emphasize
inference verbs • imply • suggest • think
ex e
m
2 Use a reporting verb
neutral verbs • say • note • declare • explain • report • believe • point out • remark
aa
1 Use an (informal) expression
So, what you mean is ... In other words ... I understand. You’re saying that ... Oh, I see. You want to say that ... I get it. You mean … Let me see if I understand you correctly … What I think you’re saying is that ... If I’m hearing you correctly ...
pl
• • • • • • • •
IN SPEAKING
USEFUL EXPRESSIONS
HOW TO paraphrase people’s words
e.g. Julia explained in her speech that she always recycles. e.g. Jorge emphasized how important it is to recycle. e.g. W hat Jana implies is that if you don’t recycle you are contributing to the waste problem.
4 Combine a linking word and a reporting verb
• • • •
In conclusion, … Concluding, … In short, … To summarize, …
e.g. I n conclusion, it is very important to recycle all your waste.
e.g. Concluding, the writer believes that it is better to recycle as much as possible. three hundred and twenty-seven
In
ki
jk
3 Use a linking word to conclude
UNIT 6:
GLOBAL CHALLENGES
327
HOW TO express your opinion
pl
2 Agreeing
I couldn’t agree more. It is time we stop abusing this beautiful planet the way we have been for centuries.
aa
In my opinion/view ... Generally speaking, I think ... To my mind ... I’m quite convinced that ... To be quite honest / frank ... If you ask me ... The way I see it …
r
1 Formulating your opinion
As far as I’m concerned, we should switch over to renewable energy straight away and deal with the consequences later.
ex e
m
You're absolutely right. Yes, I agree. That's a good point. I don't think so either. I agree with you entirely. That's just what I was thinking.
I’m afraid I have to disagree with you. There are many things we still have to change before we can switch off nuclear plants and stop using fossil fuels.
ki
jk
3 Disagreeing
three hundred and twenty-eight
In
4 Partly agreeing
328
I don't agree with you. However … That's not entirely true. On the contrary … I'm sorry to disagree with you, but … I'm afraid I have to disagree. I'm not so sure about that.
That’s partly true, but it is also necessary to take the step at some point, so why not now? I agree up to a point, but ... I see your point, but ... Although you are right about …, I think … I'm not so sure about that.
5 Closing the discussion
I think we have found plenty of common ground on the matter. Let’s just move on, shall we? Let’s drop it. I’m happy we were able to discuss this.
UNIT 6:
GLOBAL CHALLENGES
ON DIFFERENT TRACKS Check 1 1
Discussing global challenges
Search and provide information about the Millennium Development Goals (MDGs).
READING
a Preparation: read the text and answer the questions.
r
1 What did the UN want to achieve with the MDGs?
2 Which programme is the follow-up of the MDGs?
aa
m
Source: un.org/millenniumgoals
pl
The eight Millennium Development Goals (MDGs) form a blueprint agreed to by all the world’s countries and all the world’s leading development institutions. They have stimulated unprecedented efforts to meet the needs of the world’s poorest. The UN is also working with governments, civil society, and other partners to build on the momentum generated by the MDGs and carry on with an ambitious post-2015 development agenda.
b Action: complete the grid about the MDGs. Follow this procedure:
WRITING
three hundred and twenty-nine
In
ki
jk
ex e
1 Look at the symbols for each of the eight MDGs and write down one sentence about what you think each goal was. Use appropriate and diverse vocabulary.
Source: un.org/millenniumgoals UNIT 6:
GLOBAL CHALLENGES
329
2 For 2 of these Goals, find information on the targets in the sources the teacher will give you. Make sure to include at least 4 numbers per Goal. 3 Talk to a classmate and write down the information they give you about the targets they have selected for each Goal. Be as specific as possible.
TARGETS
GOAL
4 Switch when you are done.
aa
GOAL
r
TARGETS
c Reflect on your task by filling in the checklist. Then ask your partner to give you feedback too. Checklist: discussing the MDGs
Yes I think so
No
pl
1 Preparation • I found the answers to the 2 reading questions.
m
2 Content • I wrote 1 general sentence for each goal. • I selected specific information on the targets for 2 goals. • I included 4 numbers per goal. • I explained the 2 goals clearly to my partner. • I wrote down the correct information about my partner’s goals.
ex e
3 Language • I used the correct vocabulary, also for the numbers. • I used correct grammar. • I used correct spelling and punctuation in my writing. • I minded my pronunciation when I explained the goals to my partner.
jk
Feedback
Score
< 12
12 – 16
> 16
Next exercise
ex. 2
ex. 4
ex. 5
ki 2
You will get a list with numbers. Read them to a classmate. Your classmate will write them down. Correct them together. Then switch roles. Number
In
✓
1
2 3 4
three hundred and thirty
5
330
6 Score
< 5
Next exercise UNIT 6:
GLOBAL CHALLENGES
SPEAKING
5 – 6 ex. 3
3
Practise your vocabulary. a Take words from the grid to fill in the gaps. Change them to fit the correct tense, number etc. if necessary. Note that not all the words have to be used. achieve – ability – afford – availability – develop – ecosystem – effective – employed – employment – ensure – equality – foster – inclusive – infrastructure – opportunity – reduce – rely – restore – revitalize 1 The first MDG included the achievement of full and productive ,
r
and decent work for all, including women and young people.
aa
2 In developing regions, the proportion of people living on less than $ 1.25 a day was
from 47 per cent in 1990 to 22 per cent in 2010, five years ahead
of schedule.
3 The Namasalina Irrigation Project in Zomba, Malawi
that
pl
families harvest enough food, saving many from hunger.
4 The Zero Hunger Challenge aims to
many things such as:
100 per cent of adequate food all year round, zero stunted
m
children of less than 2 years old, and zero loss or waste of food.
5 Thanks to the second MDG, education has become more leading to the rise of literacy rates among adults and youths, and the decline of gender gaps.
ex e
6 Going to school is not enough;
quality education is critical.
7 Since 2004, Abriendo Oportunidades is improving
for girls in
Guatemala, who often face a future of limited schooling and early marriage. 8 Through MDG 7, people in Panamanian communities have participated in the design and construction of water , and water management committees have been
to maintain and ensure the sustainability of the system’s
jk
infrastructure.
Source: un.org
2 When something has a price that an average person can pay
3 When you can count on someone or something
4 Considered of third world countries
5 When a person has no job
6 The process of actively improving
7 When there exists a difference between two parties
In
1 When you are unable to walk because of a physical limitation
Score Next exercise
< 11
three hundred and thirty-one
ki
b Add a prefix or suffix to the remaining words. Use the new words to match the definitions.
≥ 11 Check 2, p. 334
UNIT 6:
GLOBAL CHALLENGES
331
4
Practise your vocabulary and make new words. a Match the underlined words with the correct meaning. Context
pl
aa
r
1 Poor sanitation can result in the spread of disease. 2 Renewable energy, such as solar and wind energy, is sustainable and should replace fossil fuels sooner rather than later. 3 Most of our agriculture is designed for the consumption of meat: raising cattle, growing grains etc. 4 Learning how to better insulate a house leads to conserving more energy and wasting less fossil fuels. 5 For our changes to be effective, we have to be united in the support and implementation of the SDGs. 6 Our consumption of meat is leading to an irreversible catastrophe. 7 The Australian reefs are all part of a very delicate ecosystem. 8 Empowering girls and women is essential in reaching gender equality. 9 If farmers don’t have the proper knowledge about agriculture, this can lead to the degradation of their land. 10 The development of better healthcare is paramount in the decrease of infant deaths. Meaning
m
Both things that are living and things that are not, which exist together in one environment. The process of growing or improving To give power to someone The process of damaging something Producing a wanted or positive result The use or purchase of something The process of keeping clean Science or occupation of farming To keep safe or to use sustainably Able to be used without completing running out of, damaging or destroying it
ex e
A B C D E F G H I J
1
3
4
5
6
7
8
9
10
J
H
I
E
F
A
C
D
B
jk
G
2
b Remove and/or add a prefix or suffix to the underlined words so that you can use them in one of these sentences. of vegetarianism has been proven in several studies that show
ki
1 The
the negative environmental impact of eating meat.
2 Instead of giving money to the poor, it is much more important to
In
poor communities through education and awareness campaigns.
3 One of the approaches the UN holds dear is the fact that not only third world countries but
all nations are countries.
4 Farmers can be taught about bio-diversity and how to modernize their practices in order
three hundred and thirty-two
to prevent them to unknowingly
332
their own lands.
5 The SDGs are formulated and set up in such a way that all participating countries can
UNIT 6:
the agreements that have been adopted previously.
Score
< 11
≥ 11
Next exercise
ex. 3
Check 2, p. 334
GLOBAL CHALLENGES
5
Discuss a global millennium challenge.
READING a Preparation: • Read the fact sheet your teacher will give you. Make sure you understand the goal, targets and fast facts before you continue. Make some notes on a separate piece of paper. • Read the What’s working? section. Make an overview of the important facts mentioned on a separate piece of paper.
SPEAKING
c Reflect on your task, together with your partner, by filling in the checklist. Me
Yes I think so
No
m
2 Content • I spoke about the targets and if/how they were achieved. • I talked for about 1 minute.
No
pl
Yes I think so
1 Preparation • I read and understood the targets for this goal. • I read the What’s working? section. • I made notes and a brief overview.
My classmate
aa
Checklist: speaking about global challenges
r
b Action: use your preparation to make a short presentation about which targets were achieved and how. Use appropriate vocabulary. Present this information to a partner.
ex e
3 Language • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation. Feedback
Score
≥ 12
ex. 6
Check 2, p. 334
three hundred and thirty-three
In
ki
jk
Next exercise
< 12
UNIT 6:
GLOBAL CHALLENGES
333
6
Give the right word to go with the example. 1 A poor farmer only has corn in his fields. For years he has been growing corn without ever changing the crops or improving the soil. After many years, his harvest becomes worse and worse. This is an example of land . 2 To make sure all students can take the classes they need, a school keeps one room on the ground floor available for groups who have students with a physical disability. This is an example of being . 3 The city council received a request to change rubbish collection in one large street, which
r
had a lot of restaurants, to make sure all the waste could be collected daily instead of
aa
three times a week. This way the restaurants can have cleaner spaces. This is an example of .
4 A large harbour city has decided to put up 50 windmills in their industrial districts to provide energy. They are now able to decrease their use of fossil fuels. This is an example of natural resources.
pl
5 Many children who live outside of larger cities find it difficult to get to school. They either have to walk, or get a lift from a parent or family member. When the government decides
m
to extend the bus routes further outside the city to accommodate schoolchildren, this is an example of improvements in .
6 Arriving on time is always important, especially if you are going to work. Anyone who commutes by train knows that there can be improvements in the daily train schedules. An
ex e
exemplary train system can be found in Japan where trains hardly ever have delays. This system is an example of something that is . 7 The Millennium Development Goals largely failed to meet their targets. A part of the seventh goal (access to drinking water) however had already been met by 2010, which was five years ahead of its time. The latter is an example of being . < 6
jk
Score
Check 2, p. 334
ki
Next exercise
≥ 6
Check 2
Write a summary of the fact sheet on one of the Sustainable Development Goals.
In
1
Structuring texts
a Preparation: read the fact sheet for one of the Sustainable Development Goals and answer these questions. 1 Which goal is your fact sheet about?
three hundred and thirty-four
334
2 Which information on the fact sheet doesn’t surprise you? 3 How do you feel about the goal? Do you think we can achieve it?
UNIT 6:
GLOBAL CHALLENGES
READING
b Action: use the information from the fact sheet to write a short summary on a separate piece WRITING of paper. Use your own words as much as possible. Don’t forget to use good linking words (at least 5). Make sure to include the following: • A short description of the targets of the goal. • A short description of what is necessary to achieve the goal. • At least 2 examples of actions being undertaken to achieve the goal. • Your opinion on whether the goal is achievable.
r
c Reflection: • Check your text by filling in the checklist. • Give your text to a classmate who will give you feedback. Make the necessary changes. • Finally, give your text to your teacher who will give you feedback as well. My classmate
aa
Me
Checklist: writing a summary
Yes I think so No Yes I think so No
pl
1 Preparation • I read the fact sheet. • I answered the questions.
m
2 Content • I wrote about the targets of the goal. • I wrote about what is necessary to achieve it. • I gave at least 2 examples of actions. • I gave my opinion on the achievability of the goal.
ex e
3 Language use • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I used correct spelling and punctuation.
jk
Feedback
< 9
9 – 12
> 12
Next exercise
ex. 2
ex. 3
ex. 4
ki
Score
READING
Read the text about teenagers overachieving. a Answer the questions. 1 Which inventions have you heard of that are beneficial to achieving the SDGs?
In
2
2 Which SDGs might be helped by the inventions in the article? three hundred and thirty-five
b Fill in the missing linking words.
UNIT 6:
GLOBAL CHALLENGES
335
Many are too young to drink, drive, or even catch an Uber – but they’re already filing patents. By Zaria Gorvett – 16 March 2018 20
social media addiction and dubious fashion choices. (1)
5
baby dolphins began dying at six times the some
usual rate, (4)
fishermen
teenagers break the mould. A new
and scientists reported “disturbing
generation of precocious youths is solving
numbers” of deformed sea creatures 25
including shrimp with missing eyes and
like an underachiever, here’s our shortlist of
pl
the problems of today with ambitious,
two incredible teenagers already reshaping
instantly felt that there must be some
groundbreaking tech.
eye sockets, and fish with oozing sores and
you might already feel
the world we live in.
lesions.
Watching the news reports on TV, Cavé
m
(2)
10
(3) ,
r
They’re known for their mood swings,
aa
1
30
hidden environmental damage (5)
ex e
she decided to focus her attention on discovering what was really going on. At 15, the teenager (6) began studying what happens to oil
35
when it’s left on the ocean’s surface and (7)
discovered that when
jk
it’s hit by UV rays from the Sun, it reacts to form chemicals that are carcinogenic.
Keiana Cavé, 18, New Orleans
ki
Cavé’s journey of invention began with the
three hundred and thirty-six UNIT 6:
scientific papers and two patents, for chemical methods of detecting the
in the Gulf of Mexico in 2010. It led to the
carcinogens. She’s (8)
largest maritime slick in human history,
launched a startup, Mare, which is
consisting of 4.9 million barrels (210 million
working towards a way to disperse
gallons, or 780,000 cubic metres) of oil
336
40
Deepwater Horizon oil spill, which unfolded
In 15
Today she’s turned her work into two
45
them so that they aren’t as damaging.
in one of the most ecologically important
(9) , her research has
bodies of water on the planet.
just received $ 1.2 m (£ 860,000) in funding.
GLOBAL CHALLENGES
artificial intelligence algorithms use it to calculate the person’s risk. The device has already raised $ 20,000 (£ 14,300) of funding by winning 75
the Global Student Entrepreneur Awards. (14) , it still looks to be a long way off production (15)
Julián Ríos Cantú, 18, Mexico
cancer. He watched in horror as the tumour
have proved unreliable in the past.
swelled from the size of a grain of rice to a
If the project succeeds, it could help save
golf ball-sized lump in less than six months.
millions of lives (17)
She ended up losing both her breasts,
detection is crucial for treatment to be
(10) 55
80
similar technologies
eventually she was
successful. Nearly 1.7 million new cases of
85
cancer free.
breast cancer were diagnosed in 2012 and the same year, it led to over half a million
m
Just a few years later, Cantú set out to
early
pl
50
(16)
aa
his mother was diagnosed with breast
r
it hasn’t yet gone through clinical trials
This inventor was just 13 years old when
deaths.
protect others from the disease. Together
Today’s teenage inventors are part of a long
Higia Technologies, which is developing a
tradition. (18) , many of the
ex e
wearable device that may be able to detect
90
coming up with television, telephones and
the early signs.
trampolines, as well as braille, calculators,
The prototype EVA bra consists of sensors
popsicles and ear muffs before they
that can be attached to a normal bra, and
reached their 20th birthdays.
may need to be worn for just one hour
every week to work. The idea is to look
95
jk
65
(19) , while it’s true
for some of the many known signs of the
that both students are considerably more
disease, (11)
wide-eyed and fresh-faced than their adult
changes
colleagues, make no mistake – they could
(12) , data is sent to the
be the next Thomas Edison or Elon Musk.
ki
in skin temperature and elasticity. company’s app and, (13) ,
precocious: when a child or teenager shows the abilities of an adult prolific: producing a lot of something slick: a thin layer of liquid that makes something slippery
In
70
world’s most prolific brains started young –
Adapted from www.bbc.com
Score Next exercise
< 12
12 – 16
> 16
ex. 3
ex. 4
UNIT 6:
GLOBAL CHALLENGES
three hundred and thirty-seven
60
with three friends, he formed the company
337
3
WRITING
Rewrite this text to make it more personal and more structured. a Preparation: brainstorm about concrete examples of how you can work on the challenges mentioned in the text below.
aa
r
Imagine a world where there is NO POVERTY and ZERO HUNGER. We have GOOD HEALTH AND WELL-BEING, QUALITY EDUCATION, and full GENDER EQUALITY everywhere. There is CLEAN WATER AND SANITATION for everyone. AFFORDABLE AND CLEAN ENERGY has helped to create DECENT WORK AND ECONOMIC GROWTH. Our prosperity is fueled by investments in INDUSTRY, INNOVATION AND INFRASTRUCTURE and that helped us to REDUCE INEQUALITIES. We live in SUSTAINABLE CITIES AND COMMUNITIES and RESPONSIBLE CONSUMPTION AND PRODUCTION is healing our planet. CLIMATE ACTION has capped the warming of the planet and we have flourishing LIFE BELOW WATER and abundant, diverse LIFE ON LAND. We enjoy PEACE AND JUSTICE through STRONG INSTITUTIONS and have built long term PARTNERSHIPS FOR THE GOALS.
b Action: rewrite the text. Include at least 3 examples from your brainstorm. Make sure that you also include at least 8 different linking words.
pl
m
ex e
jk
c Reflect on your writing by filling in the checklist. Checklist: rewriting a text
Yes I think so
ki
1 Content • I added at least 3 concrete examples of how I would work on these global challenges. • I gave more structure to the text by adding linking words.
In
2 Language use • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I used correct spelling and punctuation.
three hundred and thirty-eight
Feedback
338
Score
< 7
Next exercise UNIT 6:
GLOBAL CHALLENGES
≥ 7 Check 3, p. 341
No
4
listening
Watch the video of Kid President and then present your own proposals. a Preparation: answer these questions about the video. 1 What is the topic of the video? 2 Which options don’t seem very good to Kid President?
r
aa
3 Why does Kid President think that one person can make a difference by doing something small?
pl
4 Do you think a title or being famous can actually help you achieve changes in the world? If so, how?
b Action: what about you? How would you change the world?
SPEAKING
m
1 Make a list of 10 things you would change in your city (or school, country) if you were in charge and think about how you would do it. Which of these 10 can you easily implement? Choose 5.
ex e
2 Try to convince a classmate or your teacher by giving a short speech about your proposals: • Introduce your topic. • Mention at least 5 things you want to change and how you would do this. • Finish your speech with a short summary or catch phrase. • Don’t forget to use good linking words! c Reflect on your task by filling in the checklist. Checklist: giving a short speech
Me Classmate Teacher
jk
1 Preparation • I watched the video and answered the questions. • I listed 10 things I would like to change and how I would do it.
In
ki
2 Content • I introduced my plan. • I mentioned at least 5 things I would change and how I would change them. • I concluded with a summary and a catch phrase or promise.
three hundred and thirty-nine
3 Language use • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I minded my pronunciation. Feedback
Score
< 15
≥ 15
Next exercise
ex. 5
Check 3, p. 341 UNIT 6:
GLOBAL CHALLENGES
339
5
Write a letter to your principal to explain why you think your school should work on a World Affairs Challenge.
listening
a Preparation: watch the video on the World Affairs Challenge and answer the questions. 1 Which measures does the WAC project for refugees in Denver propose?
r
2 Name one positive aspect to the World Affairs Challenge mentioned in the video.
aa
pl
WRITING
m
b Action: choose one of the topics below and write a text to the principal of your school. Include the following information: • Why should your school work on this issue? • What can your school do to help solve this problem? • Which action would you like to undertake?
ex e
TOPICS: the European refugee crisis the plastic waste pollution in the seas and oceans air pollution in cities, and especially around schools
c Reflection: check your text by filling in the checklist. Then, give your letter to a classmate who will give you some feedback too. Checklist: writing a letter
Me
Yes I think so
jk
1 Content • I explained my choice. • I explained my ideas for actions.
In
ki
2 Language • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I used correct spelling and punctuation. Feedback
three hundred and forty
340
UNIT 6:
Score
< 11
≥ 11
Next exercise
ex. 3
Check 3, p. 341
GLOBAL CHALLENGES
My classmate No
Yes I think so
No
Check 3 1
Speaking fluently
Give a mini presentation. a Preparation: read the information on the infographic you will get. Make some notes about the most important information. Form a group with 2 classmates.
READING
aa
r
b Action: present your findings to your group in a one-minute presentation. Make sure that you SPEAKING don’t simply recite information from the infographic. Here are some questions to help you out: • Which numbers were surprising to you? Or not at all? • How does Belgium or the European Union fit into this picture? • Which part does the US play? Do you think they do enough? Why (not)? • How is your life affected by the information in the infographic? c One partner will use their active listening skills to listen to your presentation. The other will evaluate the listener. Take turns until everyone has had the chance to present.
Checklist: presenting and active listening 1 Preparation • I read the text. • I prepared my presentation.
Yes I think so
pl
d Reflect on your speaking by filling in the checklist.
No
m
2 Content • I spoke about the topic for about one minute. • I used the questions in my presentation.
ex e
3 Fluency • I spoke at a natural pace. • I breathed naturally. • I paused without interjections. • I reacted appropriately when I made a mistake. 4 Language use • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation.
ki
jk
5 Active listening • I indicated that I understood verbally and non-verbally. I maintained eye contact and tilted my head. • I minded my body language. • I avoided interruptions. • I asked a question, summarized or paraphrased at the end.
Score
< 12
12 – 16
> 16
Next exercise
ex. 2
ex. 3
ex. 4
UNIT 6:
GLOBAL CHALLENGES
three hundred and forty-one
In
Feedback
341
2
Make a short news report about our digital world. a Preparation:
listening
1 Work with one or 2 classmates. Choose a video each and take notes while listening.
r
aa
2 Prepare a news report about 2 or 3 teenagers concerning their experience in our digital age. Make a transcript using keywords. Each group member should talk for about 1 minute.
SPEAKING
b Action: film and record your report.
Checklist: a news report
pl
c Before you send your report to the teacher, reflect on the task by filling in the checklist. Yes I think so
m
1 Preparation • I watched the video. • I prepared my presentation.
2 Content • I spoke about the topic for about one minute. • There is a good structure in the news report.
ex e
3 Fluency • I spoke at a natural pace. • I breathed naturally. • I paused without interjections. • I reacted appropriately when I made a mistake.
jk
4 Language use • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation.
ki
Feedback
< 12
In
Score
Next exercise
three hundred and forty-two
342
UNIT 6:
GLOBAL CHALLENGES
≥ 12 All done!
No
3
Discuss topics and be an active listener.
SPOKEN INTERACTION
a Preparation: form groups and decide who will take which role for each topic. evaluator – subject controller – time keeper
Becoming vegetarians to avoid overconsumption of meat and lower greenhouse gas emissions.
Enforce SDG education in all UN member states to ensure the achievement of the 2030 goals.
Ensuring men and women have equal opportunities, rights and obligations in all areas.
aa
Keeping cars out of cities to ensure cyclist and pedestrian safety, and to clean city air.
pl
Saving ocean life from pollution and overfishing by prohibiting plastic and overconsumption of fish.
r
b Discuss 3 of the 5 topics in groups. Talk for 1 minute about each topic.
c Reflection: fill in the grid for yourself and, as a group, for each member.
1 Preparation • We chose 3 topics. • We divided the roles.
Me
m
Checklist: discussing a topic
The group
ex e
2 Content and fluency • I contributed to the discussion appropriately. • I spoke at a natural pace. • I breathed naturally. • I paused without interjections. • I reacted appropriately when I made a mistake.
ki
jk
3 Listening • I indicated that I understood non-verbally. • I maintained eye contact and tilted my head. • I minded my body language. • I avoided interruptions. • I asked a question, summarized or paraphrased.
In
4 Language use • I indicated that I understood verbally. • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation.
Score Next exercise
–
three hundred and forty-three
Feedback
+ All done!
UNIT 6:
GLOBAL CHALLENGES
343
4
listening
Get lit! a Watch the video and answer the questions. 1 What is Get Lit? 2 Which topic that the girls addressed resonated most with you? 3 Which problem in the United States is the girls’ main concern?
4 Write down 3 contrasts that the girls point out. versus
–
versus
pl
–
aa
r
versus
m
–
5 ‘In America, the greatest lessons are the ones you don’t remember learning.’ Clarify in your own words.
ex e
jk
b Visit diddit. Find a poem that speaks to you and discuss with a partner. Think about the following questions: 1 Does the poem fit in one of the Global Challenges? If so, how? 2 How does the poem make you feel? 3 How does the poet perform the poem? < 7
> 7
Next exercise
ex. 3
ex. 5
In
ki
Score
three hundred and forty-four
344
UNIT 6:
GLOBAL CHALLENGES
SPOKEN INTERACTION
5
SPEAKING
Slam it! a Preparation: choose a topic you are passionate about. Make a mindmap on a separate piece of paper with ideas that come to mind about this. b Action: write your own slam poetry and try to perform it. You should have at least 10 lines. c Reflect on your task by filling in the checklist. Afterwards, ask a classmate to review your poem as well. Me
Checklist: slam poetry
pl
ex e
Feedback
Score
No
m
3 Language use • I used the correct vocabulary. • I used correct grammar. • I minded my pronunciation.
Yes I think so
aa
1 Preparation and content • I chose a topic I am passionate about. • My poem is at least 10 lines long. • I practised the poem. 2 Fluency • I spoke at a good pace. • I breathed naturally. • I paused without interjections. • I tried to perform using my passion and emotions.
No
r
Yes I think so
My classmate
+
All done!
All done!
three hundred and forty-five
In
ki
jk
Next exercise
–
UNIT 6:
GLOBAL CHALLENGES
345
CHECK OUT: HOLDING A DEBATE Orientation
r
You will be given one of the Sustainable Development Goals. You will share your opinion on what is necessary to achieve this goal and debate with the other students. OR You will make up a top 3 of sustainable goals that you think have priority. You will share your opinion on why these have priority, indicate what is necessary to achieve these goals and debate with the other students.
aa
Preparation
Read the poster on your subject. Make sure you understand most of the information that is on the poster. Look up words you don’t understand.
2
Think about an opening statement in which you formulate your opinion on the theme.
3
Write down some keywords to help you through the debate.
Action Sit together with 3 other students and discuss.
m
4
pl
1
• Use linking words to clarify your statements. • Be an active listener! • Ask questions if necessary.
ex e
• You will get 10 minutes to discuss. • State your priorities and explain. • Indicate what/who you agree and disagree with.
Reflection 5
Reflect on the task by filling in the checklist. Checklist: debate
jk
1 Preparation • I read the information on my theme. • I formulated an opening statement. • I wrote down keywords about my theme.
ki
2 Content • I discussed my priority list. • I gave my opinion on someone else’s priority list. • I indicated when I agreed or disagreed. • I asked questions.
In
3 Language use • I used the correct vocabulary. • I used correct grammar. • I used correct linking words. • I minded my pronunciation.
three hundred and forty-six
Feedback
346
Trace your steps on diddit.
UNIT 6:
GLOBAL CHALLENGES
Yes I think so
No