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ISBN 978-90-306-9713-8
594939
9 789030 697138
vanin.be
Katholiek Onderwijs Vlaanderen 2 uur
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Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers
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LET OP: ACTIVEER DEZE LICENTIE PAS VANAF 1 SEPTEMBER; DE LICENTIEPERIODE START VANAF ACTIVATIE EN IS 365 DAGEN GELDIG.
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Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken. In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be. Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.diddit.be. © Uitgeverij VAN IN, Wommelgem, 2020
De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden.
©
Credits
p. 86 - All Of Me: Words & Music by John Legend & Tobias Gad © Copyright 2011 John Legend Publishing, BMG Sapphire Songs & Gad Songs. All Rights for John Legend Publishing & BMG Sapphire Songs Administered by BMG Rights Management (US) LLC All Rights for Gad Songs Administered Worldwide by Kobalt Music Group Ltd All Rights Reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited. p. 109 - From Matched by copyright © Ally Condie published by Dutton Books 2010. Reproduced by permission of Penguin Books Ltd. © 2011. p. 269 - Best Day Of My Life: Words & Music by Zachary Barnett, Matthew Sanchez, David Rublin, James Shelley, Michael Goodman & Aaron Accetta. © Copyright 2012 EMI April Music Inc., Sony/ATV Allegro, Needledown Publishing, Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works. All Rights for EMI April Music Inc., Sony/ATV Allegro & Needledown Publishing Administered by Sony/ATV Music Publishing. All Rights for Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works Administered by Kobalt Music Publishing Limited. All rights reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited.
Eerste druk 2020 ISBN 978-90-306-9713-8 D/2020/0078/120 Art. 594939/01 NUR 110
Vormgeving en opmaak: Vrijdag Grafis Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic
CONTENTS 3 LIFE IS A ROLLERCOASTER
1 WHO’S WHO?
9
Check In
10
Check In
80
Main Track Step 1: talking about family Step 2: describing looks
12 12 20
Summary Grammar – HOW TO express possession – HOW TO talk about what you own Vocabulary – Family relations – Describing people – Other features Strategy – HOW TO be a good public speaker
27 27 27 29 30 30 31 32 33 33
Main Track Step 1: describing emotions Step 2: using adjectives Step 3: giving advice
81 81 85 91
Summary Grammar – HOW TO describe people and things – HOW TO express possibility and give advice Vocabulary – Emotions Strategy – HOW TO write a (formal) letter or email
99 99 99 100 101 101 102 102
On Different Tracks Check 1: talking about family Check 2: describing looks
34 34 41
Check Out: a family tree
46
On Different Tracks Check 1: describing emotions Check 2: using adjectives Check 3: giving advice
103 103 108 113
Check Out: writing a letter of advice
120
47 48
Main Track Step 1: talking about household chores Step 2: using the present continuous
49 49 54
Summary Grammar – HOW TO talk about actions going on now Vocabulary – Chores – Rooms
63 63 63 65 65 65
On Different Tracks Check 1: talking about household chores Check 2: using the present continuous
66 66 71
Check Out: a day in the life
77
4 SHOP TILL YOU DROP
122
Main Track Step 1: talking about clothes Step 2: making comparisons Step 3: buying things in a shop
123 123 133 140
VA
Summary Grammar – HOW TO describe people and things – HOW TO make comparisons Vocabulary – Clothes – Accessories – Shoes – Colours – Patterns – Materials Useful expressions – HOW TO express your preferences – HOW TO buy something in a shop
142 142 142 143 144 144 144 145 145 145 145 146 146 147
On Different Tracks Check 1: talking about clothes Check 2: making comparisons Check 3: buying things in a shop
148 148 153 159
Check Out: going shopping
162
three
©
121
Check In
N
Check In
IN
2 WHAT’S HAPPENING?
79
Contents
Track
3
5 ONCE UPON A TIME
163
7 TALK TO THE STARS
253
164
Check In
254
Main Track Step 1: talking about the past Step 2: exploring the past simple Step 3: reading and building stories
165 165 179 188
Main Track Step 1: describing people’s character Step 2: predicting the future Step 3: making plans
255 255 261 267
Summary Grammar – HOW TO talk about more than one thing – HOW TO talk about the past Vocabulary – Words from the fairy realm Strategy – HOW TO build a story
195 195 195 197 200 200 201 201
On Different Tracks Check 1: talking about the past Check 2: exploring the past simple Check 3: reading and building stories
202 202 208 211
Summary Grammar – HOW TO talk about the future – HOW TO talk about plans and intentions Vocabulary – Signs of the zodiac – Characteristics Useful expressions – HOW TO express your opinion
272 272 272 273 274 274 274 276 276
Check Out: my own fairy tale
216
On Different Tracks Check 1: describing people’s character Check 2: predicting the future Check 3: making plans
277 277 281 287
Check Out: predicting the future
291
6 DIg in!
217 218
Main Track Step 1: talking about (favourite) food Step 2: discussing quantity Step 3: giving (recipe) instructions
219 219 225 231
Summary Grammar – HOW TO talk about quantity – HOW TO give instructions Vocabulary – Fruit – Vegetables – Meat and fish – Wheat and dairy – Dishes – Drinks – Snacks and sweets Useful expressions – HOW TO express your likes and dislikes (food)
235 235 235 237 238 238 238 239 239 239 240 240 241
On Different Tracks Check 1: talking about (favourite) food Check 2: discussing quantity Check 3: giving (recipe) instructions
242 242 246 248
Check Out: master chef
252
8 I’VE GOT TALENT! Check In
293 294
Main Track 295 Step 1: talking about hobbies and talents 295 Step 2: selecting information from a text 303 Summary 313 Grammar 313 – HOW TO express likes and dislikes 313 Vocabulary 314 – Hobbies and talents 314 – Other words and expressions 315 Strategy 316 – HOW TO deal with difficult words in a text 316 – HOW TO summarize a text 317
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Check In
IN
Check In
four
4
Track
Contents
241
On Different Tracks 318 Check 1: talking about hobbies and talents 318 Check 2: selecting information from a text 322 Check Out: writing a summary
329
STARTEN MET TRACK Welkom in Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.
1 / Op weg met Track Het leerwerkboek bestaat uit acht units en elke unit is op dezelfde manier opgebouwd. Op de voorpagina van elke unit vind je terug wat je gaat leren om de taak aan het einde van de unit, de Check Out, goed te kunnen uitvoeren. Deze voorpagina toont je de weg die je zult afleggen.
UNIT 3: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions
main track
Step 2: using adjectives
In de Check In maak je kennis met het thema van de unit.
summary
CHECK IN When I was young, my grandma told me some stories 1
on different tracks check out: writing a letter of advice
Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling
1
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De Main Track is opgebouwd uit verschillende Steps. In elke Step leer je een afzonderlijke bouwsteen om de taak aan het einde van de unit te kunnen maken.
2
MAIN TRACK
Once upon a time …
Step 1
Talking about the past
1 / Once there was… 3 1
4
What words do you associate with fairy tales?
SPOKEN INTERACTION
a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. People
Places
Things
5 2
6
Discuss these questions.
SPOKEN INTERACTION
a Do you know these stories? If so, tell a partner what they are about.
one hundred and forty-two
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READING
Look at the images and match them with the corresponding fairy tale.
IN
trace your steps
b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?
142
UNIT 4:
ONCE UPON A TIME
Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.
CHECK 1, p. 226
2
watchING
Watch the opening scene of the series Once upon a time ... and answer the questions. a How does the story start?
b Where does it take place?
c Who is in the story?
d What happened?
one hundred and forty-three
Step 3: giving advice
e Do you know this series? If so, do you like it?
In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.
UNIT 5:
ONCE UPON A TIME
165
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GRAMMAR
SUMMARY HOW TO describe people and things Order of adjectives
That’s a nice fitted blue top! And I adore that short checked skirt.
I just love your long red dress.
USE Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 1 for more information (p. 29). FORM
Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.
When we use more than 1 adjective to describe something there is a certain order you should follow.
ON DIFFERENT TRACKS
1
Talking about (favourite) food
Check 1 1
watchING
Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N°
Name
Food group
1 2 3 5
nice
2
fitted
120
4
5
origin
6
7
material make/type
NOUN
blue
round
some
/ 12
3
size/age shape colour
delicious
6 Total:
opinion
a 2
one hundred and twenty
4
determiner
top
gold
Chinese
warm
woollen
earrings fortune
cookies
knitted
gloves
Keep in mind: – Opinion or attitude always comes first! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.
UNIT 3:
SHOP TILL YOU DROP
b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING Tucker – Tucker hates
because
+ Tucker loves
because
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. +
Journee + +
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
+
UNIT 5:
/6
Score
< 11
11 – 14
> 14
Next exercise
ex. 2
ex. 4
ex. 5
DIG IN!
five
two hundred and twenty
220
Total:
Starten met Track
Track
5
Als je alle bouwstenen hebt doorlopen en ze voldoende hebt ingeoefend, dan ben je zeker klaar voor de Check Out, de taak aan CHECK OUT: MY OW N FAIRY TALE het einde van Orientation de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.
CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.
Preparation watchING
1
Watch the clip of this modern version of Little Red Riding Hood.
2
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects
Actions
You will write and tell your own version of Little Red Riding Hood.
Preparation
Use the story builder you will get to prepare your story.
5
6
WRITING
Write your story. Pay attention to the following. a Use the past simple correctly.
c Use the objects and the actions you picked.
b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
d Be creative!
7
Yes
Pair up or work alone.
3
You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects
I think so
Orientation
No
4
1 Preparation • I completed the story builder. • I practised telling the story.
3 Reflect on your task by filling in the checklist. 2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.
Checklist: describing your holiday
5
one hundred and ninety-four
3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).
6
2 Content
7
• I wrote about 75dat words. We willen graag je vorderingen maakt • I included all the necessary elements. the rules for an informal or postcard. en dat•jeI respected reflecteert opwriting je taken ennoteleert uit 3 Language use feedback. • I used the correct vocabulary to describe the activities and the Trace your steps on diddit.
WRITING
c Use the objects and the actions you picked. d Be creative!
e Write a minimum of 100 words.
SPEAKING
You will tell your story to the class. This means you have to practise first.
Feedback
Check your task by filling in the checklist. Yes
I think so
No
1 Preparation • I completed the story builder. • I practised telling the story. 2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative. 3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).
one hundred and ninety-four
weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.
Feedback
Trace your steps on diddit.
Ten slotte kun je na elke unit je onlineportfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten. 194
UNIT 4:
ONCE UPON A TIME
N
3
I think so No Reflection
b Use linking words correctly, so your story is logical. Divide your text into paragraphs.
Checklist: my own fairy tale
ONCE UPON A TIME
Trace your steps on diddit.
Yes
Write your story. Pay attention to the following. a Use the past simple correctly.
Reflection
Feedback
UNIT 5:
Action
Use the story builder you will get to prepare your story.
Action
Preparation
1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft first.
216
Actions
SPEAKING
Check your task by filling in the checklist. Checklist: my own fairy tale
Watch the clip of this modern version of Little Red Riding Hood.
2
Elke Check Out gebruikt de OVUR-strategie:
e Write a minimum of 100 words.
You will tell your story to the class. This means you have to practise first.
Reflection
Reflection
watchING
1
IN
4
Action
Focus on the words you filled in. a Draw arrows to the words they say something about.
2 / Nuttig voor onderweg b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun
The subject (with ‘to be’, ‘to feel’)
VA
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. c What do we call words that describe nouns? d Is it possible to use them with verbs as well?
4
Use the information from exercise 3 to fill in the grammar box.
GRAMMAR
How to describe people and things Adjectives tell us something more about
SUMMARY
or are used with the verb
:
HOW TO describe people and things
Adjectives
e.g. I have a big problem = big describes how the problem is
2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
5
See p. 99
GRAMMAR
and with linking verbs, such as 1 Noun
Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.
I don’t want to go to school today. I feel tired.
Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs.
Dear Trevor,
Grammaticale regels staan altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.
OFF W E W ENT
there for you and to keep their agreements with you. If you aren’t getting what you want from your mates, then find some new mates. You deserve to be treated well. Taking back that kind of control in your life, is the best birthday gift you can give yourself.
USE
1 Noun
87
e.g. I have a big problem = big describes how the problem is
I hope this helps.
2 To be e.g. John is so happy! = happy describes how John is feeling
mutual: from both sides
Regards, Terra
3 Linking verbs
e.g. I feel fine! = fine tells you how I feel
Adapted from: blog.anniefox.com
Keep in mind: Adjectives can be used to make comparisons (see Unit 3).
5
Complete the strategy box with information from exercises 3 and 4.
STRATEGY
How to write a (formal) letter or email When writing a letter of advice, you need to include: 1 a salutation: e.g. 2 a short introduction UNIT 1:
LIFE IS A 3ROLLERCOASTER a main message with:29
HOW TO write a (formal) letter or email Before writing
1 Why and what? Why are you writing?
A your thoughts on the problem
What are you writing about?
B some advice 4 an ending: e.g.
Be prepared
5 your full name
Do you have the right email address? Do you have the email address of the person you are sending the message to?
Keep in mind:
Will you write a formal or informal message?
– When you are writing (or talking) to a friend, a family member or someone you know well, you are using
2 While writing
language. You can use emoticons and abbreviations. There are also
certain words that you only use in
Be polite
language (e.g. dude, stuff, wanna, etc.).
When in doubt always use a formal register. Do not use emoticons and abbreviations.
– When you are writing (or talking) to someone who outranks you (e.g. a teacher) or someone you don’t know well, you should use
language.
Respect all grammar and spelling rules, write complete sentences and be polite.
KISS Keep it short and simple!
See p. 102
Pay attention to the structure twenty-six
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.
STRATEGY
UNIT 4:
LIFE IS A ROLLERCOASTER
twenty-nine
UNIT 3:
It sounds like this has been going on for a while. I hope you’ve had the courage to tell your friends what you told me: that you don’t appreciate their setting up times to meet you and then not showing up. If you haven’t yet told them how you feel, you absolutely should! By not telling them you are sending them a message that you don’t mind being treated this way. Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking My guess is that your goal is to have friends that respect you, who you can count on to be verbs, such as ‘to feel’.
seventeen
pagenumber
226
©
I’m really sorry that you don’t have friends that you can count on. I don’t blame you for feeling sad or angry. A real friendship is based on mutual trust, respect, honesty and open communication. It sounds like the relationship you’ve got with your friends is missing most of these key elements.
96
The subject reflects what the letter is about.
UNIT 3:
Salutation
LIFE IS A ROLLERCOASTER
Short introduction Thoughts on the problem Some advice
Ending (Full) Name
Terra@anniefox.com JasonReynolds@GoodGuymail.com Bad friends? Formal: Dear Mr Reynolds, Dear Jason, Informal: Hi / Hello Good Guy / Hey Jason I’m really sorry that you don’t have friends that you can count on. A real friendship is based on mutual trust, respect, honesty and open communication. Your relationship with your friends seems to be missing most of these key elements. I hope you’ve had the courage to tell your friends what you told me. If you haven’t yet told them how you feel, you absolutely should! If you aren’t getting what you want from your friends, then maybe you should try to find new ones. You deserve to be treated well. That is the best birthday gift you can give yourself. Formal: Yours sincerely, / Kind regards, / Best regards, Informal: Bye, / See you later, / See you, Formal: Terra Jones Informal: Terra
After writing one hundred and two
102
six
6
Track
Starten met Track
Edit! Avoid mistakes by rereading your email. Use spell check. Hit the send button. UNIT 3:
LIFE IS A ROLLERCOASTER
3
3
Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.
SPOKEN INTERACTION
a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class.
Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.
Class favourite dishes
Class least favourite dishes
1
1
2
2
3
3
USEFUL EXPRESSIONS
How to express your likes and dislikes (food) Look, smell and taste: It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross …
It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).
Overall opinion: This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).
4
See p. 241
Discuss these questions with a partner.
SPOKEN INTERACTION
a Do you like pancakes? Why (not)? b What toppings do you like on your pancakes: sugar, whipped cream …? 5
READING
Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions.
De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen.
an apple
an avocado
a banana
a grapefruit
a melon
a lemon
a pear
a strawberry
2 VEGETABLES
an aubergine (UK)/ an eggplant (US)
an asparagus
broccoli
Brussels sprouts
a cauliflower
lettuce
a mushroom
an onion
a (bell) pepper
a potato
spinach
angry
boos
anxious
paniekerig
appalled
verbijsterd
astonished
verbaasd
certain
zeker
cheerful
vreugdevol
concerned
bezorgd
confident
zelfzeker
delighted
blij
depressed
depressief
disappointed
teleurgesteld
enraged
razend
fulfilled
vervuld/volledig
glad
blij
happy
gelukkig
hateful
hatelijk
hopeful
hoopvol
in love
verliefd
miserable
ellendig
pleased
blij
sad
droevig
satisfied
tevreden
shocked
gechoqueerd
upset
overstuur
My notes
222
a tomato
DIG IN!
UNIT 6:
Different grades of maple syrup Better than medicine It contains some vitamins and minerals, but is also high in sugar The conclusion: it’s slightly ‘less bad’ than sugar What is maple syrup and how is it made?
UNIT 6:
DIG IN!
one hundred and one
two hundred and thirty-eight
a carrot
Translation
two hundred
a grape
238
b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use.
EMOTIONS Word
IN
1 FRUIT
VOCABULARY
VOCABULARY
a Write a short conclusion under each paragraph where it says ‘bottom line’.
UNIT 3:
LIFE IS A ROLLERCOASTER
101
watchING
READING
SPEAKING
SPOKEN INTERACTION
WRITING
writtEN INTERACTION
VA
listening
N
Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, watching, reading, speaking, spoken interaction, writing, written interaction.
Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a Sagittarius Capricorn typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is (November 22 –solah shringar including bindi, chudi (December 22 –etc. 30 wearing the and kajal, December 21): January 19): TheySherwani are independent, but They are careerfor men friendly. They love oriented They Sherwani is asports long coat resembling achkan in styling.people. It is buttoned up to the collar, and it and outdoor activities. They are ambitious and comes below the knee. It adds to thehave charm and grace canusually be outspoken in their opinions about of men, especially the taller ones.about Indian men spend a lot on buying the sherwani forplan the special occasion of their opinions everything, everything.suit They they are quiet as well. carefully to achieve 35but wedding.
3 / Fijn en handig voor onderweg They seek the unknown all the Turban time.
attire: clothes, mostly formal bygone: belonging to or happening in the past Pisces (February 19 –state in the past Maharajas: the male ruler of an Indian March 20): Rani: a female Indian ruler or the wife of a male Indian ruler They are sensitive and reminiscent: makes you understanding. think of They splendour: brilliance cannot stand to see other people yards: a unit of measurement, equalsuffer. to 3 feet or It makes them angry 90 centimeters when things do not run smoothly. They are also unpredictable in their behaviour.
©
40
unpredictable and full of Source: www.culturalindia.net surprises.
6
Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.
their ambitions.
In India, one can spotAquarius many men wearing turbans. A turban is tied (January 20 –not February 18): it for the sake of fashion, but because Aquarians are intelligent has a lot of significance in the lives of and inventive. They are Indians. The hair turban isunusual a headdress full of ideas onof how to change that basically consists a long piecethe world. is They are great of unstitched cloth, which wrapped speakers and thinkers. around the head. They are friendly, but also
Go through the text again and write the names under the pictures.
Adapted from: en.islcollective.com
READING
3 2 text? Form groups and discuss b Do1you agree with what is written in the these questions. Use SPOKEN INTERACTION some of the expressions from the Summary on p.xx in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?
Did you know? Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.
In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.
Astrology is the study of how the positions of the stars and movements of the planets have an influence on events and on the lives and behaviour of people.
4
5
6
2 / What are people like?
De volgende iconen helpen je ook nog een eind op weg. 1
SPOKEN INTERACTION
Het luisterfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. one hundred and five
someone who isn’t afraid of danger
Het beeldfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. SHOP TILL YOU DROP e.g. Fire fighters are really brave! They aren’t afraid of fire.
UNIT 6:
UNIT 3:
105
TALK TO THE STARS
Als je dit icoon ziet, moet je iets online opzoeken. seven
two hundred and thirty-six
236
Pair up! You will get a stack of cards with character traits. Pick a card and use it in a sentence so your partner understands its meaning. If they do, keep the card. If they don’t, put the card back in the stack. Continue until all cards are gone.
Starten met Track
Track
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het onlineleerplatform bij Track Leerstof kun je inoefenen op jouw niveau. Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.
IN
Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.
Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.
N
Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.
VA
Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.
Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier verzameld.
SUMMARY
The plural of nouns
Right, children, there are several stories you can choose from today. I want to hear Snow White and the Seven Dwarfs.
GRAMMAR
HOW TO talk about more than one thing
3 MEAT AND FISH
beef (steak)
chicken
lamb
pork (chops)
a sausage
veal
an anchovy
salmon
HOW TO build a story Before writing/speaking What will your write/speak about?
Plural
a book
two books
General rule: noun + -s
a story
two stories
If the noun ends in a consonant + -y: -y g -ies
a box
two boxes
if the nouns ends in a hissing sound (-s / -es / -x): noun + -es
When did it happen?
Who is the hero (= good) and who is the villain (= evil)?
(a loaf of) bread
cereal
cheese
How do they act?
an egg
2 Irregular plural
Vocabulary: • are there any special magical words?
Irregular
What do the characters look like? How do the other characters react?
Plural
Rule:
noun + -s
Rule:
-f or -fe g -ves
BUT: some words can have 2 plural forms: Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves
Explanation The form ending in -ves is often the ‘magical’ form.
UNIT 5:
ONCE UPON A TIME
rice
a sandwich
yoghurt
Grammar: • Use the past simple and check the irregular verbs. • Use linking words.
2 While writing/speaking
5 DISHES
Beginning Once upon a time Long, long ago
A long time ago Once there/There once was
1 Expressing likes
Middle bangers and mash
cake
fish and chips
195
a pie
a salad
scrambled eggs
Challenge What does the good character have to do?
ice cream
soup
UNIT 6:
DIG IN!
239
This is delicious. This is great/(very) good.
Twist What magic is involved?
I love it because … I like it because …
Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?
After writing/speaking Check your goal Was the audience interested?
Evaluate your writing/performance What went well?
3
… all the flavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.
It tastes better than it looks.
Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.
How can I improve?
UNIT 5:
ONCE UPON A TIME
2 Expressing dislikes
201
It’s not that bad, but it could do with some seasoning. I don’t (really) like … because … I don’t like … at all because … I (really) hate …
… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird. two hundred and forty-one
two halves two thieves two knives two wives
two hundred and one
Singular a half a thief a knife a wife
two hundred and thirty-nine
Plural two cliffs two safes two giraffes two chefs
one hundred and ninety-five
Regular
Singular
I don’t like Brussels sprouts because they are too bitter.
Check language
a cliff a safe a giraffe a chef
one dwarf one hoof one elf
This is delicious! All the flavours really come together.
Where did it happen?
Choose characters
1 Nouns ending in -f, -ff, -fe:
Singular
HOW TO express your likes and dislikes (food)
Choose setting
4 WHEAT AND DAIRY
Rule:
UNIT 6:
eight
8
Track
USEFUL EXPRESSIONS
Singular
1
Choose theme or plot
1 Regular plural
You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English.
STRATEGY
©
No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!
DIDDIT
DIG IN!
241
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VA IN
2
Š
VA
N
IN
Track 2 
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