Shuffle 6

Shuffle 6 Cursus voor 6 aso

6 Bestelnummer: 96 401 0040

9 789048 612352

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Shuffle Cursus

voor 6 aso 7/12/18 10:33

Unit 1 Turning the other cheek Unit 2 I’m not an addict

5 53

Unit 3 The letter of the law

107

Unit 4 Animal rights

157

Unit 5 (In)sanity 209 Unit 6 Happiness is a warm gun?

261

Unit 7 The beginning of the end

321

ISBN 978 90 4861 235 2 KB D/2015/0147/1 Bestelnr. 96 4010 040 NUR 116 © die Keure, 2014

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gratis extra oefeningen!

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4

Unit 1

Turning the other cheek

1

Focus on ...

Forgive and forget   7 Crime and punishment 13 Revenge 27 The basics Passive 22 (Revision past tenses) On speaking terms Forgive and forget?

12

Shuffle Barack Obama – Of Thee I Sing 25 Did you know?

The price of revenge

36

Digging even deeper Formulating a research question 39 Finger exercise Sweet revenge

39

Exit 41 On the spot 5

6

Unit 1 Turning the other cheek

Shuffle

1 Focus on …

1

Forgive and forget

How forgiving are you? Do the test! a)

When someone cuts you up in traffic, you: ❏ Tsk*, but don’t do anything. ❏ Mutter to yourself. ❏ Shout and make gestures.

b)

❏ You greet them and smile. It’s water under the bridge. ❏ You greet them, but are reserved and end the

❏ You ignore them.

c)

❏ You tell the friend it’s fine and look forward to rescheduling. ❏ You express your annoyance and tell the friend you’re going to be on your guard next time. ❏ You say it’s fine, but don’t call the friend for a while.

d)

❏ You treat him as before. ❏ You stop chatting over the fence with him, but you still water his flowers when he’s on vacation. ❏ You cut off all contact with the neighbour.

e)

Your grandmother forgets your birthday. ❏ You act as if nothing happened, after all the poor thing is an old lady! ❏ You mention it and expect apologies. ❏ You are not mad. But you make sure you have the date wrong when it’s her next birthday.

You run into a former classmate who wasn’t very nice to you.

conversation soon.

You and a friend make weekend plans. The friend cancels at the last minute.

A friendly neighbour hits your pet with his car. Your pet will be OK, but is in pain for several weeks.

to tsk: to express disapproval of by or as if by uttering tsk You ticked the first option three times or more. – Very Merciful Some people would call you a sucker, and some religions would call you a ‘Holy Fool.’ You’re so merciful you may surprise others.

2

You ticked the second option three times or more. – Balanced Forgiver You’re a basically kind person with a sense of balance and boundaries.

However, you’re no Mother Theresa.

You ticked the third option three times or more. – Out for Revenge Though a thirst for justice can be admirable, your insistence on an ‘eye for an eye’ may be poisoning your relationships with others. Next time you have a chance to retaliate, let it pass.

Discuss.

• Do you easily forgive and forget? Just forgive? Just try to forget?

• Do you sometimes hold grudges? Have you ever not forgiven a person for something that they did to you? Explain what happened.

• Do you know anyone who has forgiven a person who: –– gossiped about them –– physically hurt them –– betrayed them –– made them lose money –– stole from them • What would you do? Would you forgive the person in any of the situations above? Why (not)?

Unit 1 Turning the other cheek

7

3

4

5

Complete and discuss these expressions about forgiveness. What do they mean?

a)

to forgive and

d)

to bury the

b)

it’s water under the

e)

to

c)

to turn the other

f)

to have a chip on your

Discuss in small groups. Would you forgive the people involved in these situations? a)

You catch your brother reading your diary.

b)

ou lend your bike to a friend. He leaves it unlocked for 10 minutes to buy a sandwich and it gets Y stolen.

c)

When you are twenty, your mother tells you your father isn’t your real father.

d)

A stranger on a party spills beer on you and instead of apologising, he just starts laughing.

e)

A classmate pulls your hair in the heat of a serious argument.

f)

You are in the hospital for two weeks and your best friend doesn’t visit you.

Which of the following quotes do you like most and why?

the e ne s s is “Fo rg i v t h e v io le t nce at h as f r ag r a hee l th e h t n sh e d s o ush e d it.” cr 1

(M a rk

4

Th e st up id ne it he r fo rg ive no r fo rget, th e na ive fo rg ive an d fo rget , th e w is e fo rg ive bu t do no t fo rget.

(Th om as Sz az

, Amer ica n ps

ychiatr ist)

Twa in )

2

g ive , b u t I c an f or o n ly f o rge t is I c anno t y ing a s f way o ano t he r f o rg ive .

I c anno t 3

ive yo u r Always fo rg ing o th e nem ie s, n em so th s y o ann much .

8

a grudge

e)

(Osc ar Wild

Unit 1 Turning the other cheek

5

An eye fo r an eye an d a to ot h fo r a to ot h.

(Th e Bible)

(H ar riet

r) W. Be eche

To f o rg ive is t o s e t a p r is o ne r f re e a n d dis c o ve r t h at t h e p r is o ne r wa s yo u.

(L ew is B.

Smedes )

6

Shuffle 6

Would you categorise the following words under ‘to forgive’ or ‘not to forgive’? a lame excuse – to let it go – to blame – to accuse – big-hearted – to accept apology – to hold against – gentle – to show compassion – to have mercy on someone – mean – to pity someone – kind – a heartfelt apology

7

8

9

If you have done something wrong and hope the other party will forgive you, the best first step is to apologise. Listen to the following apologies and write them down. Then answer the questions.

1)

Which one do you think is the most polite? Why?

2)

Which one is the least polite? Why?

3)

Which one would you use the most? Why?

4)

Which one would you never use? Why?

Practise conversation with a partner. You apologise in the following situations. a)

You spilled ink on your friend’s shirt.

b)

You broke your mother’s favourite plate.

c)

You literally bumped into the woman in front of you.

d)

You called your teacher ‘stupid’ behind his back – and he heard it.

e)

ou told your classmate about your best friend’s boyfriend, while you promised her you would Y keep it secret.

Watch this excerpt of Dogville and answer the questions.

1)

What do you see?

2)

hey are talking a lot about arrogance. What does the father say is T arrogant?

3)

I n the light of all this, what is the real dilemma about forgiving that Dogville touches upon?

4)

o you agree with the father or the daughter in their discussion about D arrogance? Explain.

5)

How do you think Dogville ends? Why?

6)

ccording to von Trier, the point of the film is that ‘evil can arise anywhere, as long as the A situation is right.’ Do you agree? Is it a matter of context more than personality? Explain.

7)

What is the name of the female character? Do you think this is a coincidence?

8)

Do you think her decision is the right one? Explain.

9)

ould this story be the same if it were about two people and not about a whole village versus the W mafia?

Unit 1 Turning the other cheek

9

10

Work in groups. Imagine you are a journalist reporting about what happened in Dogville.

First, you write an article for a famous gossip magazine that wants to have all the dirty details.

Next, you write an article for a quality paper that wants a serious explanation of the facts.

What do you write?

What?

Why?

How?

Write two articles about Dogville. One for a gossip magazine, one for a quality paper.

To prove you know how to write an article.

To prove you can deal with different registers and expectations.

To prove you can interpret a situation and recount it.

To prove you can work in groups.

1) Work in groups.

2) W atch the excerpt again and take notes. What is important? What is the message you want to give?

3) B rainstorm. Write down possible angles for your articles. Which angle suits which paper?

4) Divide the workload in two. Each subgroup writes one article.

5) Write a draft version of your two articles.

6) Swap articles. Correct and add where you think necessary.

7) Discuss the corrected articles in group.

8) Write a final draft of the articles.

9) Swap and correct one last time.

What matters? Fluency, vocabulary, structure, originality, logic Think twice! Listen carefully to your group mates.

Have a clear picture of your intended reader in mind. What is he going to think?

This is group work. Use the strengths of the group to cover each other’s weaknesses.

Can you cope with your nerves during the actual conversation?

How well were you prepared?

Reconsider: what could you have prepared better to control your nerves?

11

Read this excerpt of The Great Gatsby by F. Scott Fitzgerald and answer the questions.

Francis Scott Fitzgerald • 24 september 1896 – 21 december 1940 • American author of novels and short stories • “Forgotten is forgiven.”

levity: silliness, funniness to quiver: to tremble, shake, vibrate to mar: to spoil, damage

10

Unit 1 Turning the other cheek

In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since.

“Whenever you feel like criticising any one,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had.”

He didn’t say any more, but we’ve always been unusually communicative in a reserved way, and I understood that he meant a great deal more than that. In consequence, I’m inclined to reserve all judgments, a habit that has opened up many curious natures to me and also made me the victim of not a few veteran bores. The abnormal mind is quick to detect and attach itself to this quality when it appears in a normal person, and so it came about that in college I was unjustly accused of being a politician, because I was privy to the secret griefs of wild, unknown men. Most of the confidences were unsought – frequently I have feigned sleep, preoccupation, or a hostile levity* when I realised by some unmistakable sign that an intimate revelation was quivering* on the horizon; for the intimate revelations of young men, or at least the terms in which they express them, are usually plagiaristic and marred* by obvious suppressions.

Shuffle

to parcel out: to give parts of something to different people a marsh: a swamp riotous: chaotic, wild flabby: baggy; disorganised, wasteful Source: F. Scott Fitzgerald, The Great Gatsby

12

Reserving judgments is a matter of infinite hope. I am still a little afraid of missing something if I forget that, as my father snobbishly suggested, and I snobbishly repeat, a sense of the fundamental decencies is parcelled out* unequally at birth.

And, after boasting this way of my tolerance, I come to the admission that it has a limit. Conduct may be founded on the hard rock or the wet marshes*, but after a certain point I don’t care what it’s founded on. When I came back from the East last autumn I felt that I wanted the world to be in uniform and at a sort of moral attention forever; I wanted no more riotous* excursions with privileged glimpses into the human heart. Only Gatsby, the man who gives his name to this book, was exempt from my reaction – Gatsby, who represented everything for which I have an unaffected scorn. If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away.

This responsiveness had nothing to do with that flabby* impressionability which is dignified under the name of the ‘creative temperament’ – it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again. No – Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.

1)

What is the advice talked about in this excerpt?

2)

Explain: ‘Reserving judgments is a matter of infinite hope’.

3)

Do you think this advice is snobbish? Explain.

4)

What do you learn about the man named Gatsby?

5)

rite down a definition of the words marked in the text and use them in a sentence that clarifies W their meaning.

6)

These are the first lines of the story. How do you think it will continue?

Watch the end of the story and answer the questions.

1)

What is the importance of the green light?

2)

atsby is famous for his parties. Why does he throw G them?

3)

What happens to Gatsby? Why, do you think?

4)

What do you learn about the narrator?

5)

What is the ultimate message of this book?

Unit 1 Turning the other cheek

11

13

What is your ‘green light’, your hope and dream you want to cling to?

Write down three paragraphs about it.

In the first one, you explain what it is.

In the second, you explain why it is so important to you.

In the last paragraph, you tell how you plan to reach your green light.

14

Your teacher will give you a subject. Can you talk about it, non-stop, for thirty seconds, using the past simple?

15

Work with a partner. Can you find out the last time your partner did the following things?

You can only ask yes / no questions to figure out the answer.

• The • The • The • The • The

last last last last last

time time time time time

you said ‘I’m sorry’ but didn’t mean it. someone apologised to you. you did something wrong but nobody found out. you were falsely accused of doing something wrong. you forgave someone.

2 On speaking terms

Forgive and forget?

to give somebody a hard time She yelled and screamed. She really gave him a hard time!

It’s a tough situation. They never gave him a hard time before for lying. to be sick and tired I am sick and tired of solving your problems. You are an adult, act like it!

Shouldn’t you visit your grandparents? – I am sick and tired of those visits! a pain in the ass Don’t listen to him. He really is a pain in the ass!

Having to listen to you nagging every day is a pain in the ass. don’t sweat it You can’t change him. He won’t forgive you. Don’t sweat it.

You didn’t do it on purpose. You have apologised. Don’t sweat it.

16

Which idiom from the yellow box would you use in the following situations?

1

12

Unit 1 Turning the other cheek

2

3

4

Shuffle 17

18

Write a text message, using one of the idioms. a)

To your best friend, who forgot your appointment.

b)

To your brother, who feels guilty for locking you out.

c)

To your sister, who told everyone you fancied the neighbour.

Work with a partner. Write down a scenario / dialogue that fits one of the idioms. Bring it to your classmates. Can they match it to the intended idiom?

3 Focus on …

19

Crime and punishment

Discuss.

1)

What penalties do these pictures represent? Some of the pictures take two words.

a curfew – a fee – a death penalty – a traffic ticket – community service – imprisonment – (a) detention – jail time – a fine – electronic tagging

1

2

3

4

5

6

7

8

2)

Now rank the penalties from most to least serious. Discuss.

3)

Try to think of at least one crime for each of the punishments above.

4)

What is the severest punishment that can be given in our country? When?

5)

Do you think this penalty is sufficient?

6)

Do you think any penalty is ever sufficient?

Unit 1 Turning the other cheek

13

20

21

22

Watch the excerpt and answer the questions.

1)

What is the punishment in this excerpt?

2)

What is the crime?

3)

Do you think the punishment fits the crime?

4)

Do you think the punishment is meaningful?

Do you know the nouns for these verbs? a)

to execute

b)

to convict

c)

to compensate

d)

to imprison

e)

to punish

f)

to abolish

Complete the text below with the correct form of the words above.

Gina Davids will never return home. But she is lucky to be alive. She had been (1) of murder in 1998 and sentenced to be (2) by lethal injection. Before the sentence was carried out, the US state she lived in passed a new law (3) the death penalty. Gina Davids (4) was therefore reduced to life (5). The family of her victims demand more (6) for their loss.

23

Read and discuss. Work in small groups.

The Timothy McVeigh Case More than 1000 survivors of the Oklahoma City bombing in the United Sates were asked if they wanted to witness the execution of Timothy McVeigh by lethal injection. The death chamber at the prison has only eight seats for witnesses, but over 200 of his victims and their families watch his execution by live video link.

14

1

1)

Do you think it is right that the survivors should be invited to watch the terrorist being executed?

2)

Do you think an execution should be filmed at all?

3)

What is the difference between this and public hanging?

Unit 1 Turning the other cheek

Shuffle

The Saudi Situation Amnesty International said it knew of more than 1,100 people executed in Saudi Arabia in the past twenty years, with the current average standing at two public beheadings every week. A sword is used and as many as three blows may be required to cut the head off.

2

1)

Do you think some methods of execution are more acceptable than others? Which ones? Why?

2)

Do you think that if someone did something horrible, their punishment should be horrible too?

The case of Patrick Nicholls Patrick Nicholls, jailed for life 23 years ago for the murder of a 74-year old family friend, was freed yesterday by the Court of Appeal. The court acknowledged that the evidence used to convict Nicholls was unreliable and that the injuries suffered by the 74-year-old were, in all probability, caused by a fall.

3

1)

How do you think Patrick Nicholls feels?

2)

How can the government ever compensate him?

3)

Do you think justice is only justice if cases like this don’t happen?

Unit 1 Turning the other cheek

15

24

Make correct combinations.

1)

an attorney

a) Money that must be forfeited by the bondsman if an accused person fails to appear in court for trial.

2)

a prosecutor

b) Final decision that says if the defendant is guilty or not.

3)

bail

c) The process that a defendant has before going to jail.

4)

to bail out

d) A person proved or declared guilty of an offence.

5)

a verdict

e) A row of prison cells for prisoners awaiting execution.

6)

a trial

f) A warrant granting release from punishment for an offence.

7)

a jail

g) The lawyer who defends the defendant.

8)

a convict

h) The place you go if you commit a crime.

9)

death row

i) To pay money for avoiding the trial.

10) amnesty

25

j) The person who officially accuses someone of committing a crime.

Watch these court cases. Imagine you are a journalist and you have to report in three sentences about each case.

• What do you say?

• Who is the convict?

• What’s the crime?

• What is the verdict?

26

Discuss the examples of poetic justice and answer the questions.

The Simpsons – Boy Scoutz N the Hood

1)

What happens here?

2) Why?

The Lion King – Scar’s death

1)

What happens here?

2) Why?

16

Unit 1 Turning the other cheek

Shuffle The Holy Bible – Psalm 7:14-16

14 Behold, the wicked brings forth iniquity; Yes, he conceives trouble and brings forth falsehood.

16 His trouble shall return upon his own head, And his violent dealing shall come down on his own crown.

15 He made a pit and dug it out, And has fallen into the ditch which he made.

Source: New King James Version (NKJV)

27

28

1)

Now, can you explain what poetic justice is?

2)

Do you believe in poetic justice? Explain.

What behaviour in the situations below do you think is justified and shouldn’t be punished? a)

You are homeless.

b)

Your country is invaded by another.

c)

You are a minor.

d)

The minority you belong to is discriminated against.

e)

You know that the government is doing something illegal.

You were late in class and you have to make an excuse, using the past tense. How creative and convincing are you? e.g. I’m sorry I’m late, I thought today was Sunday.

29

What do you remember about … a)

the silliest punishment you ever got?

b)

the worst punishment you ever got?

c)

the punishment you never deserved?

d)

the punishment you totally deserved?

e)

a punishment you gave?

Unit 1 Turning the other cheek

17

30a

Read the excerpt of Crime and Punishment by Dostoevsky and answer the questions.

Fyodor Mikhailovich Dostoyevsky • 11 November 1821 – 9 February 1881 • sometimes translated Dostoevsky • Russian novelist, short story writer, essayist, journalist and philosopher • “The greatest happiness is to know the source of unhappiness.”

18

Unit 1 Turning the other cheek

THE DOOR was as before opened a tiny crack, and again two sharp and suspicious eyes stared at him out of the darkness. Then Raskolnikov lost his head and nearly made a great mistake.

Fearing the old woman would be frightened by their being alone, and not hoping that the sight of him would disarm her suspicions, he took hold of the door and drew it towards him to prevent the old woman from attempting to shut it again. Seeing this she did not pull the door back, but she did not let go the handle so that he almost dragged her out with it on to the stairs. Seeing that she was standing in the doorway not allowing him to pass, he advanced straight upon her. She stepped back in alarm, tried to say something, but seemed unable to speak and stared with open eyes at him.

“Good evening, Alyona Ivanovna,” he began, trying to speak easily, but his voice would not obey him, it broke and shook. “I have come … I have brought something … but we’d better come in … to the light …”

And leaving her, he passed straight into the room uninvited. The old woman ran after him; her tongue was unloosed.

“Good heavens! What is it? Who is it? What do you want?”

“Why, Alyona Ivanovna, you know me … Raskolnikov … here, I brought you the pledge I promised the other day …” and he held out the pledge.

The old woman glanced for a moment at the pledge, but at once stared in the eyes of her uninvited visitor. She looked intently, maliciously and mistrustfully.

A minute passed; he even fancied something like a sneer in her eyes, as though she had already guessed everything. He felt that he was losing his head, that he was almost frightened, so frightened that if she were to look like that and not say a word for another half minute, he thought he would have run away from her.

“Why do you look at me as though you did not know me?” he said suddenly, also with malice. “Take it if you like, if not I’ll go elsewhere, I am in a hurry.”

He had not even thought of saying this, but it was suddenly said of itself. The old woman recovered herself, and her visitor’s resolute tone evidently restored her confidence.

“But why, my good sir, all of a minute … What is it?” she asked, looking at the pledge.

“The silver cigarette case; I spoke of it last time, you know.”

She held out her hand.

“But how pale you are, to be sure … and your hands are trembling too? Have you been bathing, or what?”

“Fever,” he answered abruptly. “You can’t help getting pale … if you’ve nothing to eat,” he added, with difficulty articulating the words.

His strength was failing him again. But his answer sounded like the truth; the old woman took the pledge.

“What is it?” she asked once more, scanning Raskolnikov intently and weighing the pledge in her hand.

“A thing … cigarette case … Silver … Look at it.”

“It does not seem somehow like silver … How he has wrapped it up!”

Trying to untie the string and turning to the window, to the light (all her windows were shut, in spite of the stifling heat), she left him altogether for some seconds and stood with her back to him. He unbuttoned his coat and freed the

Shuffle

axe from the noose, but did not yet take it out altogether, simply holding it in his right hand under the coat. His hands were fearfully weak, he felt them every moment growing more numb and more wooden. He was afraid he would let the axe slip and fall … A sudden giddiness came over him.

“But what has he tied it up like this for?” the old woman cried with vexation and moved towards him.

He had not a minute more to lose. He pulled the axe quite out, swung it with both arms, scarcely conscious of himself, and almost without effort, almost mechanically, brought the blunt side down on her head. He seemed not to use his own strength in this. But as soon as he had once brought the axe down, his strength returned to him.

The old woman was as always bareheaded. Her thin, light hair, streaked with grey, thickly smeared with grease, was plaited in a rat’s tail and fastened by a broken horn comb which stood out on the nape of her neck. As she was so short, the blow fell on the very top of her skull. She cried out, but very faintly, and suddenly sank all of a heap on the floor, raising her hands to her head. In one hand she still held ‘the pledge.’ Then he dealt her another and another blow with the blunt side and on the same spot. The blood gushed forth as from an overturned glass, the body fell back. He stepped back, let it fall, and at once bent over her face; she was dead. Her eyes seemed to be starting out of their sockets, the brow and the whole face were drawn and contorted convulsively.

He laid the axe on the ground near the dead body and felt at once in her pocket (trying to avoid the streaming blood) – the same right hand pocket from which she had taken the key on his last visit. He was in full possession of his faculties, free from confusion or giddiness, but his hands were still trembling.

He remembered afterwards that he had been particularly collected and careful, trying all the time not to get smeared with blood… . He pulled out the keys at once, they were all, as before, in one bunch on a steel ring. He ran at once into the bedroom with them. It was a very small room with a whole shrine of holy images. Against the other wall stood a big bed, very clean and covered with a silk patchwork wadded quilt. Against a third wall was a chest of drawers. Strange to say, so soon as he began to fit the keys into the chest, so soon as he heard their jingling, a convulsive shudder passed over him. He suddenly felt tempted again to give it all up and go away. But that was only for an instant; it was too late to go back. He positively smiled at himself, when suddenly another terrifying idea occurred to his mind. He suddenly fancied that the old woman might be still alive and might recover her senses. Leaving the keys in the chest, he ran back to the body, snatched up the axe and lifted it once more over the old woman, but did not bring it down. There was no doubt that she was dead. Bending down

Unit 1 Turning the other cheek

19

Source: Dostoevsky, Crime and Punishment

20

and examining her again more closely, he saw clearly that the skull was broken and even battered in on one side. He was about to feel it with his finger, but drew back his hand and indeed it was evident without that. Meanwhile there was a perfect pool of blood. All at once he noticed a string on her neck; he tugged at it, but the string was strong and did not snap and besides, it was soaked with blood. He tried to pull it out from the front of the dress, but something held it and prevented its coming. In his impatience he raised the axe again to cut the string from above on the body, but did not dare, and with difficulty, smearing his hand and the axe in the blood, after two minutes’ hurried effort, he cut the string and took it off without touching the body with the axe; he was not mistaken – it was a purse. On the string were two crosses, one of Cyprus wood and one of copper, and an image in silver filigree, and with them a small greasy chamois leather purse with a steel rim and ring. The purse was stuffed very full; Raskolnikov thrust it in his pocket without looking at it, flung the crosses on the old woman’s body and rushed back into the bedroom, this time taking the axe with him.

He was in terrible haste, he snatched the keys, and began trying them again. But he was unsuccessful.

They would not fit in the locks. It was not so much that his hands were shaking, but that he kept making mistakes; though he saw for instance that a key was not the right one and would not fit, still he tried to put it in. Suddenly he remembered and realised that the big key with the deep notches, which was hanging there with the small keys could not possibly belong to the chest of drawers, (on his last visit this had struck him) but to some strong box, and that everything perhaps was hidden in that box. He left the chest of drawers, and at once felt under the bedstead, knowing that old women usually keep boxes under their beds. And so it was; there was a good-sized box under the bed, at least a yard in length, with an arched lid covered with red leather and studded with steel nails. The notched key fitted at once and unlocked it. At the top, under a white sheet, was a coat of red brocade lined with hareskin; under it was a silk dress, then a shawl and it seemed as though there was nothing below but clothes. The first thing he did was to wipe his blood-stained hands on the red brocade. “It’s red, and on red blood will be less noticeable,” the thought passed through his mind; then he suddenly came to himself. “Good God, am I going out of my senses?” he thought with terror.

1)

What happens in this scene? Why?

2)

What can you tell about the main character?

3)

This is the first part of the book. What do you think the other parts will deal with?

Unit 1 Turning the other cheek

Shuffle 30b

Now, read the following excerpts and answer the questions.

Source: Dostoevsky, Crime and Punishment

1)

Raskolnikov realises something in this excerpt. What? Explain.

2)

Why is this realisation so important?

Source: Dostoevsky, Crime and Punishment

“Where is it,” thought Raskolnikov. “Where is it I’ve read that someone condemned to death says or thinks, an hour before his death, that if he had to live on some high rock, on such a narrow ledge that he’d only room to stand, and the ocean, everlasting darkness, everlasting solitude, everlasting tempest around him, if he had to remain standing on a square yard of space all his life, a thousand years, eternity, it were better to live so than to die at once! Only to live, to live and live! Life, whatever it may be! How true it is! Good God, how true! Man is a vile creature! And vile is he who calls him vile for that,” he added a moment later.

1)

What does this quote tell you about the importance of life?

2)

Why is it ironic, in a certain way, to hear this from Raskolnikov?

Source: Dostoevsky, Crime and Punishment

30c

What was taking place in him was totally unfamiliar, new, sudden, never before experienced. Not that he understood it, but he sensed clearly, with all the power of sensation, that it was no longer possible for him to address these people in the police station, not only with heartfelt effusions, as he had just done, but in any way at all, and had they been his own brothers and sisters, and not police lieutenants, there would still have been no point in this addressing them, in whatever circumstances of life.

The old woman was a mistake perhaps, but she’s not the point! The old woman was merely a sickness … I was in a hurry to step over … it wasn’t a human being I killed, it was a principle! So I killed the principle, but I didn’t step over, I stayed on this side … All I managed to do was kill. And I didn’t even manage that, as it turns out …

1)

What can you tell about the structure of this excerpt? What does it show?

2)

Why is Raskolnikov anxious?

Now, read this quote from the epilogue and answer the questions.

At this time, Raskolnikov is imprisoned in Siberia for his crime.

Source: Dostoevsky, Crime and Punishment

How it happened he himself did not know, but suddenly it was as if something lifted him and flung him down at her feet. He wept and embraced her knees. For the first moment she was terribly frightened, and her whole face went numb.

She jumped up and looked at him, trembling. But all at once, in that same moment, she understood everything. Infinite happiness lit up in her eyes; she understood, and for her there was no longer any doubt that he loved her, loved her infinitely, and that at last the moment had come …

Unit 1 Turning the other cheek

21

31

1)

hat can you tell about the ‘her’ in this excerpt? What is happening to her? What does she realise W and what does this mean for the story?

2)

What do the tears represent?

3)

What is the importance of love in this excerpt?

4)

In what ways does Raskolnikov justify her murder?

5)

Do you agree with Raskolnikov? Is it ever justified to kill? Who gets to decide about evil? Explain.

6)

fter reading all these excerpts, what can you tell about the evolution of the character of A Raskolnikov? Does he change? For better or for worse?

7)

Do you agree? Do you think love is the ‘antidote’ Dostoyevsky argues it is? Explain.

8)

What does Dostoyevsky tell you about crime and punishment?

Write a short story.

You are riding on a bus and overhear one person say to another person, “I’ll never forgive you as long as I live.”

Write a short story that tells who these people are and what happened before their conversation.

4 The basics 32a

32b

I was severely punished

Listen to this monologue and answer the questions.

1)

What is this about?

2)

What technique is used to convince the listener that this person is not really to blame?

Listen again and write down five examples of this technique.

The passive tense Use Back to basics to refresh your knowledge of the passive tense.

22

Unit 1 Turning the other cheek

Shuffle 33

Give the passive counterpart of each of the following sentences.

Present simple

I sing a song.

continuous

I am singing a song.

perfect

I have sung a song.

Past

simple

I sang a song.

continuous

I was singing a song.

perfect

I had sung a song.

Future

34

simple

I will sing a song.

continuous

I will be singing a song.

perfect

I will have sung a song.

Complete and make correct combinations.

Why do these sentences use a passive?

1)

He (to hit) by a car.

2)

This soap (to produce) using green technology.

3)

My window (to break).

4)

Your résumé (to reject).

5)

The book (to write) especially for her.

6)

He (to arrest).

7)

Corn (to grow) in this field.

8)

Many mistakes (to make).

9)

The sodium (to dissolve) in water.

10) The president (to bite) by a rat. a)

o follow an impersonal, academic or scientific style in which the action is important but the doer T is irrelevant or not interesting.

b)

You don’t know the doer.

c)

You don’t want to name the doer for some reason.

d)

To distance yourself or avoid personal responsibility or to sound more formal.

e)

If there is no need to mention the doer because it is clear who it is.

f)

To focus on what is done.

Unit 1 Turning the other cheek

23

35

Work in small groups. Imagine your boy / girlfriend cheated on you and you want revenge.

Your revenge will be to show him what he missed. So you have to become the best possible version of yourself.

You are halfway. Write two lists. Things that you have had done and things that you are going to get done. e.g. I have had my hair coloured.

I am going to get my nails polished.

36

37

In pairs, answer these questions about your country.

1)

What is done with criminals?

2)

How are laws made?

3)

How are we taught to forgive?

4)

What are we supposed to forgive?

You are very angry, because your best friend stood you up.

But you are the passive aggressive type. You don’t confront him / her upright.

What do you answer, using the passive, to the following questions?

38

1)

What happened to your arm?

2)

Where’s your bag?

3)

Why aren’t you riding your bike?

4)

Why are you looking so sad?

5)

What’s wrong?

Discuss. What is done in these places? Who by?

1

24

Unit 1 Turning the other cheek

2

3

Shuffle

5 Shuffle

Of Thee I Sing

39a

Listen to the book Of Thee I Sing: A Letter to My Daughters.

39b

Now, read the excerpt and answer the questions.

Have I told you that you are a healer?

Sitting Bull was a Sioux medicine man who healed broken hearts and broken promises.

It is fine that we are different, he said.

“For peace, it is not necessary for eagles to be crows.”

Though he was put in prison, his spirit soared free on the plains, and his wisdom touched the generations.

Source: Barack Obama, Of Thee I Sing

1)

What does the writer do in this book?

2)

What does this book tell you about Barack Obama the father?

3)

What does this book tell you about Barack Obama the politician?

4)

What does this book tell you about Barack Obama the American?

5)

What do the pictures add to the text?

6)

This book clearly has a message. What is it?

7)

Do you think it has too much message?

8)

What age do you think children should be to appreciate this book?

9)

Who is the writer talking to?

10) Is this a good book or is this just another celebrity book?

Unit 1 Turning the other cheek

25

40

Read this blog post about Of Thee I Sing and answer the questions.

The Non-Controversy over Barack Obama’s Of Thee I Sing Posted on 30 April 2011 by Craig Fehrman

Source: http://craigfehrman.com/2011/ 04/30/the-non-controversy-overbarack-obamas-of-thee-i-sing/

26

(…) In November of 2010, Barack Obama published a children’s book, Of Thee I Sing.

It was the latest in a long line of presidential children’s books – see other entries by Theodore Roosevelt, JFK, Jimmy Carter, Hillary Clinton, and Laura and Jenna Bush – and an even longer line of celebritywritten children’s books. (Whether celebrity book vs. presidential book remains a useful distinction is a topic for another post.)

Nevertheless, in the days surrounding its release, Of Thee I Sing set off a series of controversies. The first – doesn’t Obama have something better to do than write a children’s book? – was quickly defused by his publisher and his agent: he wrote the book after the election but before the inauguration, and the illustrations caused the delay. The second controversy – is Obama cashing in on his presidency? – was never more than notional. Of Thee I Sing sold 50,000 copies in its first week, but, as the AP reported, Obama donated “his proceeds to a scholarship fund for children of disabled and fallen soldiers.”

The book’s third controversy, however, could not be so easily dismissed. When Fox Nation linked to a USA Today story about Of Thee I Sing, it added its own headline: “Obama Praises Indian Chief Who Killed U.S. General.” (Sitting Bull is one of the 13 figures Obama profiles in the book.) Over the next 48 hours, the online world’s usual suspects – media critics, aggregators, pundits, Gawker – came together to criticise Fox News for its hyper-partisan behaviour. AOL’s Politics Daily commissioned a 1,000 word feature, complete with expert interviews and a larger import.

But here’s the thing: the only glimmer of conservative outrage came in that first headline, which Fox Nation quickly changed

‘for historical accuracy.’ (The afore-linked stories also included a few online comments, sure, but the journalistic habit of quoting online commenters is its own sick joke.)

This story lived and died on the left; the right never even noticed. The whole mess underlines the fact that attacking everything Fox News does is now as ingrained as Fox News attacking everything Obama does.

Another way to say this is that Fox News wasn’t the only media outlet willing the Of Thee I Sing controversy into being. I’m not sure who won the day, but we all lost it.

This probably isn’t the full truth. Of Thee I Sing was the last in a three-book, $1.9 million deal Obama signed with Knopf in 2004 – the publisher had originally promised this book would be the childhood autobiography of a ‘skinny young kid with big ears and the funny name’ – but I never saw anyone ask if the ‘proceeds’ include part of his advance.

1)

What are the three controversies about the book, according to this article?

2)

What answers does this article provide to each controversy?

3)

What do you think about each controversy?

4)

Explain the title of the piece.

Unit 1 Turning the other cheek

Shuffle

6 Focus on …

41a

Revenge

All these plots deal with revenge. Which one is the most powerful? Why? Revenge

V for Vendetta

1

41b

Skyfall

2

3

Discuss.

• the • the • the • the

story (originality, tension, empathy) setting dialogues actors

42a

Listen to this monologue. Write down all the words you hear that have to do with revenge in the appropriate column. Choose between adjective, noun or verb.

42b

Can you derive from the example the difference between ‘to avenge’ and ‘to take revenge’?

Jane’s father avenged her death by getting her killer arrested and convicted.

Jane’s boyfriend took revenge on her killer by killing his wife.

43

Underline all the words that you think feed revenge. What exactly do they mean? respect – malice – benevolence – kindness – rancour – spite – ill will – grudge – bitterness – disgust – happiness – aversion – sympathy

44

Work in groups of four or five. Prepare a survey about a topic that has to do with revenge.

You prepare five questions. Now, each of you asks a specified number of participants these questions.

Write a short paragraph, using the past tense, to summarise your conclusions. Present them to your classmates.

Unit 1 Turning the other cheek

27

45

Read this excerpt of Carrie by Stephen King and answer the questions.

Stephen King • 21 September 1947 • American author of contemporary horror, suspense, science fiction, and fantasy.

• “Get busy living, or get busy dying.”

to contemplate: to think about seriously, consider; gaze at gorestreaked: streaked in gore; marked in blood

28

Unit 1 Turning the other cheek

When the buckets fell, she was at first only aware of a loud, metallic clang cutting through the music, and then she was deluged in warmth and wetness.

She closed her eyes instinctively. There was a grunt from beside her, and in the part of her mind that had come so recently awake, she sensed brief pain.

The music came to a crashing, discordant halt, a few voices hanging on after it like broken strings, and in the sudden deadness of anticipation, filling the gap between event and realization, like doom, she heard someone say quite clearly: “My God, that’s blood.”

A moment later, as if to ram the truth of it home, to make it utterly and exactly clear, someone screamed. Carrie sat with her eyes closed and felt the black bulge of terror rising in her mind. Momma had been right, after all. They had taken her again, gulled her again, made her the butt again. The horror of it should have been monotonous, but it was not; they had gotten her up here, up here in front of the whole school, and had repeated the shower room scene ... Only the voice had said (my god that’s blood) something too awful to be contemplated*. If she opened her eyes and it was true, oh, what then? What then? Someone began to laugh, a solitary, affrighted hyena sound, and she did open her eyes, opened them to see who it was and it was true, the final nightmare, she was red and dripping with it, they had drenched her in the very secretness of blood, in front of all of them and her thought (oh... I ... COVERED – with it) was coloured a ghastly purple with her revulsion and her shame. She could smell herself and it was the stink of blood. The awful wet, coppery smell. In a flickering kaleidoscope of images she saw the blood running thickly down her naked thighs, hear the constant beating of the shower on the tiles, felt the soft patter of tampons and napkins against her skin as voices exhorted her to plug it UP, tasted the plump, fulsome bitterness of horror. They had finally given her the shower they wanted.

A second voice joined the first, and was followed by a third – girl’s soprano giggle – a fourth, a fifth, six, a dozen, all of them, all laughing. Vic Mooney was laughing. She could see him. His face was utterly frozen, shocked, but that laughter issued forth just the same. She sat quite still, letting the noise wash over her like surf. They were still all beautiful and there was still enchantment and wonder, but she had crossed a line and now the fairy tale was green with corruption and evil. In this one she would bite a poison apple, be attacked by trolls, be eaten by tigers. They were laughing at her again. And suddenly it broke.

The horrible realization of how badly she had been cheated came over her, and a horrible, soundless cry (they’re LOOKING at me) tried to come out of her. She put her hands over her face to hide it and staggered out of the chair. Her only thought was to run, to get out of the light, to let the darkness have her and hide her. But it was like trying to run through molasses. Her traitor mind had slowed time to a crawl; it was as if God had switched the whole scene from 78 rpm to 33 1/3. Even the laughter seemed to have deepened and slowed to a sinister bass rumble. Her feet tangled in each other, and she almost fell of the edge of the stage.

She recovered herself, bent down, and hopped down to the floor. The grinding laughter swelled louder. It was like rocks rubbing together. She wanted not to see, but she did see; the lights were too bright and she could see all their faces.

Their mouths, their teeth, their eyes. She could see her own gorestreaked* hands in front of her face. Miss Desjardin was running toward her, and Miss Desjardin’s face was filled with lying compassion. Carrie could see beneath the

Shuffle

rancid: rotten; disagreeable, horrible ribaldry: obscenity, indecent talking to fall in a heap: to fall down heavily and lie on the ground without moving

surface to where the real Miss Geer was giggling and chuckling with rancid* old-maid ribaldry*. Miss Desjardin’s mouth opened and her voice issued forth, horrible and slow and deep: “Let me help you, dear. Oh I am so sor –” She struck out at her (flex) and Miss Desjardin went flying to rattle off the wall at the side of the stage and fall into a heap*. Carrie ran. She ran through the middle of them. Her hands were to her face but she could see through the prison of her fingers, could see them, how they were, beautiful, wrapped in light, swathed in the bright, angelic robes of Acceptance. The shined shoes, the clear faces, the careful beauty-parlour hairdos, the glittery gowns. They stepped back from her as if she was plague, but they kept laughing, then, a foot was stuck slyly out (o yes that comes next o yes) and she fell over on her hands and knew and began to crawl, to crawl along the floor with her bloodclotted hair hanging in her face, crawling like St Paul on the Damascus Road, whose eyes had been blinded by the light. Next someone would kick her ass.

But no one did and then she was scrabbling to her feet again. Things began to speed up. She was out through the door, out into the lobby, then flying down the stairs that she and Tommy had swept up so grandly two hours ago.

(Tommy’s dead full price paid full price for bringing a plague into the place of light) She went down them in great, awkward leaps, with the sound of the laughter flapping around her like black birds. Then, darkness. She fled across the school’s wide front lawn, losing both of her prom slippers and fleeing barefoot. The closely cut school lawn was like velvet, lightly dusted with dewfall, and the laughter was behind her. She began to calm slightly. Then her feet did tangle and she fell at full length out by the flagpole. She lay quiescent, breathing raggedly, her hot face buried in the cool grass. The tears of shame began to flow, as hot and as heavy as that first flow of menstrual blood had been. They had beaten her, bested her, once and for all time. It was over. She would pick herself up very soon now, and sneak home by the back streets, keeping to the shadows in case someone came looking for her, find Momma, admit she had been wrong (! NO !) The steel in her – and there was a great deal of it suddenly rose up and cried the word out strongly. The closet? The endless, wandering prayers? The tracts and the cross and only the mechanical bird in the Black Forest cuckoo clock to mark off the rest of the hours and days and years and decades of her life? Suddenly, as if a videotape machine had been turned on in her mind, she saw Miss Desjardin running toward her, and saw her thrown out of her way like a rag doll as she used her mind on her, without even consciously thinking of it. She rolled over on her back, eyes staring wildly at the stars from her painted face. She was forgetting (! THE POWER !) It was time to teach them a lesson. Time to show them a thing or two. She giggled hysterically. It was one of Momma’s pet phrases. (Momma coming home putting her purse down eyeglasses flashing well I guess I showed that elt a thing or two at the shop today) There was the sprinkler system. She could turn it on, turn it on easily. She giggled again and got up, began to walk barefoot back toward the lobby doors. Turn on the sprinkler system and close all the doors. Look in and let them see her looking in, watching and laughing while the shower ruined their dresses and their hairdos and took the shine off their shoes. Her only regret was that it couldn’t be blood. The lobby was empty.

She paused halfway up the stairs and FLEX, the doors all slammed shut under the concentrated force she directed at them the pneumatic door – closers snapping of. She heard some of them scream and it was music, sweet soul music.

Unit 1 Turning the other cheek

29

a nozzle: a narrow end-piece fitted to a pipe, tube

30

Unit 1 Turning the other cheek

For a moment nothing changed and then she could feel them pushing against the doors, wanting them to open. The pressure was negligible. They were trapped (trapped) and the word echoed intoxicatingly in her mind. They were under her thumb, in her power. Power! What a word that was! She went the rest of the way up and looked in and George Dawson was smashed up against the glass, struggling, pushing, his face distorted with effort. There were others behind him, and they all looked like fish in an aquarium. She glanced up and yes, there were the sprinkler pipes, with their tiny nozzles* like metal daisies.

The pipes went through small holes in the green cinderblock wall. There were a great many inside, she remembered. Fire laws, or something. Fire laws. In a flash her mind recalled (black thick cords like snakes) the power cords strung all over the stage. They were out of the audience’s sight, hidden by the footlights, but she had had to step carefully over them to get to the throne. Tommy had been holding her arm. (fire and water) She reached up with her mind, felt the pipes, traced them. Cold; full of water. She tasted iron in her mouth, cold wet metal, the taste of water drank from the nozzle of a garden hose. Flex. For a moment nothing happened. Then they began to back away from the doors, looking around. She walked to the small oblong of glass in the middle door and looked inside. It was raining in the gym. Carrie began to smile. She hadn’t gotten all of them, only some. But she found that by looking up at the sprinkler system with her eyes, she could trace its course more easily with her mind. She began to turn on more of the nozzles, and more. Yet it wasn’t enough.

They weren’t crying yet, so it wasn’t enough (hurt them then hurt them) There was a boy up on the stage by Tommy, gesturing wildly and shouting something.

As she watched, he climbed down and ran toward the rock band’s equipment. He caught hold one of the microphone stands and was transfixed. Carrie watched, amazed, as his body went through a nearly motionless dance of electricity. His feet shuffled in the water, his hair stood up in spikes, and his mouth jerked open, like the mouth of a fish. He looked funny. She began to laugh. (by Christ then let them all look funny) And in a sudden, blind thrust, she yanked at all the power she could feel.

Some of the fights puffed out. There was a dazzling flash somewhere as a live power cord hit a puddle of water. There were dull thumps in her mind as circuit breakers went into hopeless operation. The boy who had been holding the mike stand fell over on one of his amps and there was an explosion of purple sparks and then the crepe bunting that faced the stage was burning. Just below the thrones, a live 220-volt electricity cable was crackling on the floor and beside it Rhonda Simard was doing a crazed puppet dance in her green tulle formal. Its full skirt suddenly blazed into flame and she fell forward, still jerking. It might have been at that moment that Carrie went over the edge. She leaned against the doors, her heart pumping wildly, yet her body as cold as ice cubes. Her face was livid, but dull red fever spots stood on each cheek. Her head throbbed thickly, and conscious thought was lost. She reeled away from the doors, still holding them shut, doing it without thought or plan. Inside the fire was brightening and she realised dimly that the mural must have caught on fire. She collapsed on the top step and put her head down on her knees, trying to slow her breathing. They were trying to get out the doors again, but she held them shut easily that alone was no strain. Some obscure sense told her that a few were getting out the fire doors, but let them. She would get them later. She would get all of them. Every last one. She went down the stairs slowly and out the front doors, still holding

Shuffle

a lug nut: a wheel nut; a fastener used to secure a wheel on a vehicle Source: Stephen King, Carrie

the gymnasium doors closed. It was easy. All you had to do was see them in your mind. The town whistle went off suddenly, making her scream and put her hands in front of her face (the whistle it’s just the fire whistle) for a moment. Her mind’s eye lost sight of the gymnasium doors and some of them almost got out.

No, no. Naughty. She slammed them shut again, catching somebody’s fingers – it felt like Dale Norbert – in the jamb and severing one of them. She began to reel across the lawn again, a scarecrow fig with bulging eyes, toward Main Street. On her right was downtown – the department store, the Kelly Fruit, the beauty parlour and barbershop, gas stations, police station, fire station (they’ll put out my fire) But they wouldn’t. She began to giggle and it was an insane sound: triumphant, lost, victorious, terrified. She came to the first hydrant and tried to twist the huge painted lug nut* on the side. (ohuh) It was heavy. It was very heavy. Metal twisted fight to balk here. Didn’t matter. She twisted harder and felt it give. Then the other side. Then the top. Then she twisted all three at once, standing back, and they unscrewed in a flash. Water exploded outward and upward, one of the lug nuts flying five feet in front of her at suicidal speed, It hit the street, caromed high into the air, and was gone. Water gushed with white pressure in a cruciform pattern. Smiling, staggering, her heart beating at over two hundred per minute, she began to walk down toward Grass Plaza. She was unaware that she was scrubbing her bloodied hands against her dress like Lady Macbeth, or that she was weeping even as she laughed, or that one hidden part of her mind was keening over her final and utter ruin. Bemuse she was going to take them with her, and there was going to be a great burning, until the land was full of its stink. She opened the hydrant at Grass Plaza, and then began to walk down to Teddy’s Amoco. It happened to be the first gas station she came to, but it was not the last.

1)

What can you tell about Carrie?

2)

ing is famous for his character building. His characters really drive his books, people say. Do you K agree? Explain.

3)

King uses a lot of parentheses. What is the effect?

4)

arrie is the book that launched Stephen King as a famous writer. Can you see why? (Bear in mind C the book was released in in 1974.)

5)

Do you think her revenge makes Carrie happy?

Unit 1 Turning the other cheek

31

6)

Link the marked words in the text to the correct picture. What exactly do they mean?

1

7)

2

47

4

5

6

arrie has been reprinted over time and has had many covers. Which one do you like the most and C why?

1

46

3

2

3

Watch the trailer of the film after the book, made in 2013. Answer the questions.

1)

Does this trailer help you to understand Carrie? Explain.

2)

Is Carrie’s revenge justified? Explain.

3)

oes the trailer show how the book is outdated? Or does it prove the D book is still relevant today?

Do you know the saying ‘hindsight is 20/20’? What does it mean?

Now, think of a time in the past in which you wish you knew then what you know now about forgiving, punishments and revenge. Try to remember as many details about the situation as possible with a partner.

What was the problem? How did you handle it then? How would you handle it now? What advice can the other person give now that would have been useful then?

32

Unit 1 Turning the other cheek

Shuffle

Unit 1 Turning the other cheek

33

48

Discuss.

1)

What do you think this quote means?

2)

Who says this? Why? When?

3)

Who is baby?

49a

This quote comes from the film Dirty Dancing. What do you know about the story?

49b

Watch the trailer and study the film poster at the right.

What additional information do they give you?

50

51

Watch the scene this quote comes from and answer the questions.

1)

What is the context of the quote?

2)

How do you interpret the quote now?

3)

This is a coming of age drama. Explain.

4)

May 2007 survey by Britain’s Sky Movies listed Dirty Dancing A as number one on ‘Women’s most-watched films’, above the Star Wars trilogy, Grease, The Sound of Music, and Pretty Woman.

The film’s popularity has also caused it to be called ‘the Star Wars for girls.’

Can you explain this? Do you understand this?

5)

In what way is this quote about forgiving and revenge?

The famous quote has been reused in the following series. Watch and discuss.

Sex and the City 1)

What does this quote mean in this episode?

2)

In what way is the reference to Dirty Dancing important?

Family Guy

52

1)

What does this quote mean in this episode?

2)

In what way is the reference to Dirty Dancing important?

3)

In which episode do you think the quote is used the best way (including the original)? Explain.

Work in groups. Imagine a scenario around the quote ‘Nobody puts baby in the corner.’

You can use it in a funny way, a serious way, a romantic way … As long as it’s creative and to the point.

Act your scenario out in front of the class. Which interpretation is the best and why?

34

Unit 1 Turning the other cheek

Shuffle 53

What do these sayings about revenge mean? Discuss. Do you agree?

1

3

2

54a

54b

Listen to the song Both sides now by Joni Mitchell and answer the questions.

1)

What do you think this song is about, in one sentence?

2)

What feeling does this song give you? Answer in one word.

3)

Which sentence of the song do you remember? Why?

4)

What do you love about this song? Explain.

5)

What do you hate about it? Explain.

Now, listen again while reading the lyrics and answer the questions.

Bows and flows of angel hair and ice cream castles in the air And feather canyons everywhere, I’ve looked at clouds that way.

But now they only block the sun, they rain and snow on everyone.

So many things I would have done but clouds got in my way.

I’ve looked at clouds from both sides now, From up and down, and still somehow It’s cloud illusions I recall.

I really don’t know clouds at all.

Moons and Junes and ferries wheels, the dizzy dancing way you feel As every fairy tale comes real; I’ve looked at love that way.

But now it’s just another show. You leave ‘em laughing when you go And if you care, don’t let them know, don’t give yourself away.

I’ve looked at love from both sides now, From give and take, and still somehow It’s love’s illusions I recall.

I really don’t know love at all.

Tears and fears and feeling proud to say “I love you” right out loud, Dreams and schemes and circus crowds, I’ve looked at life that way.

But now old friends are acting strange, they shake their heads, they say I’ve changed.

Something’s lost but something’s gained in living every day.

Source: www.lyricsfreak.com

I’ve looked at life from both sides now, From win and lose, and still somehow It’s life’s illusions I recall.

I really don’t know life at all.

Unit 1 Turning the other cheek

35

54c

1)

What does this song tell you about forgiving and revenge?

2)

What do you learn or gain, when you do what Joni Mitchell has done?

3)

xplain the sentences: E • ‘It’s cloud illusions I recall.’

• ‘I’ve looked at clouds from both sides now’ • ‘Feathered canyons everywhere.’

• ‘I really don’t know life at all.’

4)

This song is very much about duality. How do you see that in the lyrics? Give three examples.

5)

What poetic devices does she use in these lyrics?

6)

What do you think is the message of this song?

7)

What way does this song show you how to help forgive?

Watch the video clip accompanying the song and answer the questions.

1)

What do you see? Why do you see this?

2)

This version of the song was recorded in 2000; do you hear differences with the version of 1969?

3)

What does the video clip illustrate?

4)

Did the clip help you understand the song?

5)

Did it change your appreciation of the song? Explain.

7 Did you know?

55

The price of revenge

Read the text and answer the questions.

Revenge and the people who seek it New research offers insight into the dish best served cold.

By Michael Price Monitor Staff 2009, Vol 40, No. 6 Print version: page 34 Historically, there are two schools of thought on revenge. The Bible, in Exodus 21:23, instructs us to “give life for life, eye for eye, tooth for tooth, hand for hand, foot for foot” to punish an offender. But more than 2,000 years later, Martin Luther King Jr., responded, “The old law of ‘an eye for an eye’ leaves everybody blind.”

Who’s right? As psychologists explore the mental machinery behind revenge, it turns out both can be, depending on who and where you are. If you’re a power-seeker, revenge can serve to remind others you’re not to be trifled with. If you live in a society where the rule of law is weak, revenge provides a way to keep order.

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Unit 1 Turning the other cheek

Shuffle But revenge comes at a price. Instead of helping you move on with your life, it can leave you dwelling on the situation and remaining unhappy, psychologists’ research finds.

Considering revenge is a very human response to feeling slighted, humans are atrocious at predicting its effects.

The avengers Social psychologist Ian McKee, PhD, of Adelaide University in Australia, studies what makes a person seek revenge rather than just letting an issue go. In May 2008, he published a paper in Social Justice Research (Vol. 138, No. 2) linking vengeful tendencies primarily with two social attitudes: right-wing authoritarianism and social dominance, and the motivational values that underlie those attitudes.

“People who are more vengeful tend to be those who are motivated by power, by authority and by the desire for status,” he says. “They don’t want to lose face.”

In his study, McKee surveyed 150 university students who answered questions about their attitudes toward revenge, authority and tradition, and group inequality. He found that the students whose answers showed deference to authority and respect for traditions and social dominance, had the most favorable opinions about revenge and retribution.

Those personalities, McKee says, “tend to be less forgiving, less benevolent and less focused on universal-connectedness-type values.”

There’s also a cultural dimension to people’s predilection for revenge, says revenge researcher Michele Gelfand, PhD, a professor of psychology at the University of Maryland, College Park. She and her collaborators Garriy Shteynberg and Kibum Kim have found that different events trigger the revenge process in different cultures; American students feel more offended when their rights are violated, whereas Korean students feel more offended when their sense of duty and obligation is threatened, they show in a paper in the January Journal of Cross-Cultural Psychology. That distinction could fuel intercultural conflicts when one side seeks vengeance for a slight the other didn’t even know it committed. For example, an American might be more likely to seek revenge on someone who impinges on his or her right to voice an opinion, whereas public criticism that embarrasses a Korean in front of his or her friends might be more likely to trigger revenge feelings.

Gelfand has also found that collectivists are more likely than individualists to avenge

another’s shame. To collectivists, shame to someone with a shared identity is considered an injury to one’s self, she explains. As a result, she says, “revenge is more contagious in collectivist cultures.”

“You just don’t realise those situations are construed [by the other culture] as very important and self-defining,” Gelfand says.

The emotions that fuel revenge may differ across cultures as well, says Gelfand. In her studies, she has found that anger often drives the vengeful feelings of people in individualistic cultures, while shame powers revenge in collectivist ones.

The revenge paradox Ask someone why they seek revenge, though, and they’re likely to tell you their goal is catharsis, says Kevin Carlsmith, PhD, a social psychologist at Colgate University in Hamilton, N.Y. But exactly the opposite happens, according to a study he published in the May 2008 Journal of Personality and Social Psychology (Vol. 95, No. 6).

In a series of experiments, he and his colleagues Daniel Gilbert, PhD, at Harvard, and Timothy Wilson, PhD, at the University of Virginia, set up a group investment game with students where if everyone cooperated, everyone would benefit equally. However, if someone refused to invest his or her money, that person would disproportionately benefit at the group’s expense.

Carlsmith planted a secret experimenter in each group and had them convince everyone to invest equally. But when it came time to put up the money, the plants defected. The free riders, as Carlsmith calls them, earned an average of $5.59, while the other players earned around $2.51.

Then Carlsmith offered some groups a way to get back at the free rider: They could spend some of their own earnings to financially punish the group’s defector.

“Virtually everybody was angry over what happened to them,” Carlsmith says, “and everyone given the opportunity [for revenge] took it.”

He then gave the students a survey to measure their feelings after the experiment.

He also asked the groups who’d been allowed to punish the free rider to predict how they’d feel if they hadn’t been allowed to, and he Unit 1 Turning the other cheek

37

asked the non-punishing groups how they thought they’d feel if they had. In the feelings survey, the punishers reported feeling worse than the non-punishers, but predicted they would have felt even worse had they not been given the opportunity to punish. The non-punishers said they thought they would feel better if they’d had that opportunity for revenge – even though the survey identified them as the happier group. In other words, both groups thought revenge would be sweet, but their own reported feelings agreed more with MLK Jr. than with Exodus.

The results suggest that, despite conventional wisdom, people – at least those with Westernised notions of revenge – are bad at predicting their emotional states following revenge, Carlsmith says. The reason revenge may stoke anger’s flames may lie in our ruminations, he says. When we don’t get revenge, we’re able to trivialise the event, he says. We tell ourselves that because we didn’t act on our vengeful feelings, it wasn’t a big deal, so it’s easier to forget it and move on. But when we do get revenge, we can no longer trivialise the situation. Instead, we think about it. A lot.

“Rather than providing closure, it does the opposite: It keeps the wound open and fresh,” he says.

Source: www.apa.org/monitor/2009/ 06/revenge.aspx

38

Revenge or justice?

If revenge doesn’t make us feel any better, why do we seek it? Carlsmith describes one evolutionary hypothesis, suggested by German psychologists Ernst Fehr, PhD, and Simon Gechter, PhD. “Punishing others in this context – what they call ‘altruistic punishment’ – is a way to keep societies working smoothly,” Carlsmith says.

“You’re willing to sacrifice your well-being in order to punish someone who misbehaved.”

And to get people to punish altruistically,

they have to be fooled into it. Hence, evolution might have wired our minds to think that revenge will make us feel good.

Another possibility might be that certain groups and societies – such as those in largely lawless Somalia or in areas of the Middle East where tribal rule holds more sway than the national government – are more prone to seek revenge because there’s just no other way to obtain justice, says McKee. “By and large, these types of impulses have arisen and still exist where there’s no recourse to law,” he says.

That can apply to cultures without a functional legal system, he says, or in groups that operate outside the law, like gangs and the Mafia. “They have to rely on their own retaliatory methods,” he says.

Some of these cultures might not even experience the negative emotional backlash Carlsmith found in his study. In her experience, Gelfand says, cultures that place a high value on revenge offer more social support to avengers.

But by looking into what motivates revenge, and by increasing our knowledge about how revenge makes us feel, it might be possible to combine the best aspect of justice and revenge. For example, McKee studies ways that institutional punishment can merge with victim’s wishes to participate in that punishment. Victim impact statements, where victims are allowed to describe their ordeal and offer input on an offender’s sentencing, have become common in U.S., Australian and Finnish courts. That can partially satisfy a victim’s vengeful feelings while also putting the responsibility for punishment on the state, protecting the victim from the rumination trap Carlsmith describes.

“Then victims sort of get the best of both worlds,” McKee says.

1)

Explain: ‘The old law of an eye for an eye leaves everybody blind.’

2)

When is revenge a good idea?

3)

When is revenge a bad idea?

4)

Who is more vengeful?

5)

Is revenge cultural? Explain.

6)

What do most people expect from revenge? Do they get it?

7)

Is there a ‘good’ way to get your revenge?

Unit 1 Turning the other cheek

Shuffle

8 Digging even deeper 56

57

58a

Research questions

Discuss these research questions. Which ones are good? Which ones are not? Why? a)

How is glacial melting affecting penguins in Antarctica?

b)

ow are online users experiencing or addressing privacy issues on such social networking sites as H MySpace and Facebook?

c)

What does global warming mean for the environment?

Throughout this unit, you find much material about forgiveness and revenge.

Formulate two thorough research questions that start from material you find in this unit.

Google your research question.

Google one of the concepts you find in your vocabulary list.

Open the first three websites you get. Write a good research question based on the input you get there.

58b

Now, google the same term.

Open the twentieth, thirtieth and fortieth link you get. Write a good research question based on the input you get there.

Compare your two research questions. Which is the better one? Why?

9 Finger exercise 59

Take revenge!

Imagine your best friend embarrassed you in public in a way you simply can’t forgive.

So you want to take revenge.

You plan it carefully, for you want it to taste exceptionally sweet.

Work in pairs, discuss.

• What has your friend done? Make a mood board to make it clear to your classmates. You can use pictures, quotes, colours …

• What is your revenge? Work out a plan in bullet points. What are you going to do when? Why? • Make sure you have a back-up plan.

• Present your ‘revenge’ to your classmates. Are they impressed? Afraid?

What?

Why?

Represent the feeling of a situation that makes you want to take revenge.

Carefully plan revenge.

To prove you know the vocabulary about forgiving and revenge.

To prove you can work in pairs.

Unit 1 Turning the other cheek

39

How?

To prove you can plan things.

To prove you can empathise and get other people to empathise.

To prove your creativity.

1) Work in pairs.

2) B rainstorm. What kind of situation would make everybody angry? Why? Specify as much as possible. Start looking for songs, objects, pictures, ‌ that could help you represent the feeling of anger and resentment you want your classmates to feel.

3) Make your mood board.

4) Brainstorm again. Imagine this has happened to you, how would you take revenge?

5) Work out a plan in bullet points. Try to be as specific as possible.

6) Double-check your plan.

7) Make sure you have a plan B. What could go wrong? How can you cope with this?

8) Make a presentation to present your plans to your classmates.

What matters? Empathy, reality, creativity, fluency.

Think twice! Listen carefully to the feedback of your classmates. Can you get them to feel empathy?

Do they think you are right? Do they think your plans will succeed?

Listen carefully to your classmates. Can they convince you? Are you angry?

40

Unit 1 Turning the other cheek

Shuffle

10 Exit

God will forgive me.

It’s his profession.

Unit 1 Turning the other cheek

41

60

42

Discuss 1)

What kind of person do you think said this?

2)

Do you agree? Explain.

3)

How do you think this person died?

4)

Do you think it is easier of more difficult to have sins if you believe in God? Explain.

5)

eine was Jewish by birth, but converted to Christianity as an adult. Do you think this influenced H his quote?

6)

Write a dialogue that contains this quote.

Unit 1 Turning the other cheek

Shuffle

On the spot Check

Repeat

Teacher’s notes

Focus on …

I know and can use vocabulary about forgive and forget.

I know and can use vocabulary about punishment.

I know and can use vocabulary about revenge.

The basics I know and can use the passive voice.

On speaking terms I know and can use idioms that have to do with forgiving and revenge.

Bibliography Exercise 11 Fitzgerald, F. S. (1925). The Great Gatsby. USA: Charles Scribner’s Sons.

Exercise 26 New King James Version. (1982). Scotland: Thomas Nelson Inc. Exercise 30 Dostoyevsky, F. (1866). Crime and Punishment. Russia: The Russian Messenger.

Exercise 39 Obama, B. (2010). Of Thee I Sing: A Letter to My Daughters. USA: Knopf Books for Young Readers.

Exercise 40 Fehrman, C. (2011). The Non-Controversy over Barack Obama’s Of Thee I Sing. Retrieved from http://craigfehrman. com/2011/04/30/the-non-controversy-over-barack-obamas-of-thee-i-sing/ Exercise 45 King, S. (1974). Carrie. USA: Doubleday.

Exercise 54 Mitchell, J. (1969). Both Sides, Now. On Clouds. Hollywood: Reprise.

Mitchell, J. (1969). Both Sides, Now. Clouds. Retrieved from http://jonimitchell.com/music/song.cfm?id=83 Exercise 55 Price, M. (2009). Research and the people who seek it. American Psychological Association. Retrieved from http://www.apa. org/monitor/2009/06/revenge.aspx

Unit 1 Turning the other cheek

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Recap Focus on …

1

Write down five possible excuses.

2

Mark 25 words that have to do with punishments. abolishment – amnesty – attorney – bail – curfew – community service – compensation – convict – death penalty – death row – detention – execution – fine – imprisonment – prosecutor – punishment – verdict – abolish – bail out – compensate – convict – execute – imprison – punish

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Unit 1 Turning the other cheek

Shuffle 3

Complete the crossword. Use infinitives for verbs.

1

2 3

4 6 5 7

8 10 9 11 12 13 14 15

17 16

18

19

20

21

Across 3) 5) 7) 9) 11) 12) 13) 14) 15) 16) 18) 19) 20) 21)

He offered you the world and you just left? That’s … .

I had no clue, that’s a … !

She sincerely apologised and you walked away? That’s … behaviour!

I know she is poor and has no friends, but you should stop … for her.

He had no chance, they really … .

I am sorry. – I … , let’s forgive and forget.

He knew he could do it, he showed … .

I’ll give you a second chance and … .

I … you of being a thief.

You could do better! – Stop … me!

Please, … and give me some money.

She felt terribly about her mistake and offered a … .

Everybody likes him, he is … .

I hope you can forgive me and won’t … me.

Down 1) 2) 3) 4) 6) 8) 10) 17)

You can’t change it, … !

Stop calling me names and blaming me, I am sick of your … .

He has a terrible life, I really … him.

I am … his secrets.

That’s a … ! You could have done better!

Please, … Don’t put me in jail!

I … you for the broken window.

Be careful, don’t trust him, he is… .

Unit 1 Turning the other cheek

45

4

Name the concepts that have to do with revenge that you see in these pictures. sympathy – to take satisfaction – livid – benevolence – to get back at – payback time – happiness – to take revenge – anticipation – respect – malicious – a plague – aversion – kindness – to make someone the butt – resentful

46

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4

5

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11

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16

Unit 1 Turning the other cheek

Shuffle

Drillmaster 1

Complete. Use a past tense.

What you (to do) when you (to hear) the news?

I (to read) a book. Of course, I (to stop) immediately when I (to hear) Alice (to cheat) on her boyfriend.

I (not can) believe it!

Neither (can) I! They (to be) together for years.

Well, not anymore.

No, he (to break up )with her the moment he (to find out). They say he (to throw) all of her things in the bin, as a kind of revenge.

He (to be cheated on) before, you (to know) that?

No, really!

2

Fill the gaps using the passive voice, simple past.

1)

The fish … . (to cook)

2)

The flowers … . (to plant)

3)

The words … . (to write)

4)

The question … . (to answer)

5)

The door … . (to lock)

6)

The cat … . (to pick up)

7)

The house … . (to ruin)

8)

I … . (to wash)

9)

The video … . (to download)

10) The punishment … . (to give)

3

Rewrite using the passive voice.

1)

The firemen rescued three kids.

2)

The kids handed in their artwork.

3)

John crashed into the swimming pool.

4)

Suzy learned a recipe.

5)

Steven has forgotten his sister.

6)

You did not repair my bike.

7)

They play football.

8)

She put the groceries on the floor

9)

The boys had lost the game.

10) I am not going to open the door.

Unit 1 Turning the other cheek

47

4

Rewrite the sentences using the passive voice. Why do you use the passive voice in these sentences?

1)

We produce all our clothes using state-of-the-art technology.

2)

Someone broke our window.

3)

Someone threw away my favourite book.

4)

Nobody did a thing to clean the house.

5)

They accept your candidacy.

6)

They didn’t approve your project.

7)

They will find the killer.

8)

They caught the thief.

9)

He made spaghetti for me.

10) He built the house for the love of his life.

5

a)

Impersonal, academic or scientific style.

b)

You don’t know the doer.

c)

You don’t want to name the doer.

d)

To distance yourself or sound formal.

e)

No need to mention the doer.

f)

To focus on what is done.

Complete. Use a past tense.

Agnes (to walk) for hours when she (to notice) the sun (to sink) in the sky. She (to wonder) about what to cook for dinner, now John (to return) home.

They (to know) each other for almost five years and in that time, she (always to cook) him pasta. But last time, he (not to finish) his plate. He (to seem) to be full. For the first time, she (to start) to wonder if he (to eat) somewhere else.

Everything in her life (to go) well until that last date. Although she (always to want) to cook him something different from pasta, she (to feel) very confused. (to be) she ready to cook potatoes, let alone rice?

6

48

Complete, use the appropriate past tense.

1)

While he (to talk) on the phone, I (to clean) the kitchen.

2)

He (to cancel) his flight when she (to hit) him.

3)

I (to read) my notes when I (to hear) a loud thump.

4)

We (to watch) a film when the power (to fall out).

5)

They (to complain) about the weather when the sun (to break) through the clouds.

Unit 1 Turning the other cheek

Shuffle

Words unit 1 Forgive and forget confidence a heartfelt apology a lame excuse a revelation scorn

He knew he could do it, he showed … .

She felt terrible about her mistake and offered a … .

That’s a … ! You could have done better!

I absolutely had no clue, that’s a … to me!

Stop calling me names and blaming me, I am sick of your … .

vertrouwen een oprechte verontschuldiging een flauw excuus een onthulling hoon

big-hearted inexcusable mean

He can’t seem to ever say ‘no’, he’s so … .

No excuses! What you did is really … .

Be careful, don’t trust him, he is … .

met een groot hart onvergeeflijk gemeen

to accept an apology to accuse to be privy to to blame to criticise someone to have mercy on someone to hold something against someone to let go to pity someone to prey on to reserve your judgement to show compassion to be annoyed by to be in the wrong to express your regret to go a bit too far to mess up to show your remorse to take (your share of) the blame to take it back

I am sorry. – It’s ok, I … , let’s forgive and forget.

een verontschuldiging aanvaarden beschuldigen ingewijd worden in beschuldigen iemand bekritiseren genade hebben voor iemand iets tegen iemand gebruiken

I … you of being a thief.

I am … his secrets.

I … you for the broken window.

You could do better! – Stop … me!

Please, … . Don’t put me in jail!

I hope you can forgive me and won’t … me.

You can’t change it, … it … !

He has a terrible life, I really … him.

He had no chance, they really … him.

I’ll give you a second chance and … .

Please, … and give me some money.

Stop it, I … your stupid behaviour.

I am sorry, I was completely … .

He wrote a note to … .

loslaten medelijden hebben met iemand iemand belagen je oordeel opschorten medelijden tonen geïrriteerd zijn door fout zijn

I shouldn’t have done that, I … .

zijn / haar spijt betuigen wat te ver gaan

Now you really … !

Why doesn’t he … for the murdered, innocent Iraqis?

verknoeien wroeging tonen

Ok, ok, it was my idea, I … for what happened.

de schuld op zich nemen

If I could, I would … , but I can’t turn back time.

terugdraaien, terugnemen

Unit 1 Turning the other cheek

49

to take (full) I am sorry, it’s my fault, … for the accident. responsibility

de volle verantwoordelijkheid nemen

(I know) it was thoughtless (of me) I don’t know what came over me I don’t know what got into me

I am sorry, I told John about the suprise party, … .

Het was onnadenkend van me.

I shouldn’t have yelled at you, … .

Ik weet niet wat me bezielde.

I fought in the pub yesterday night, … .

Ik weet niet wat me bezielde.

to bury the hatchet to forgive and forget to have a chip on your shoulder to hold a grudge (against) to turn the other cheek water under the bridge

Stop fighting, let’s … .

He is really emotional, so just ignore him … .

de strijdbijl begraven vergeven en vergeten verongelijkt doen

He can’t forgive her, he really … .

wraak koesteren

You should not only forgive, you should … .

de andere wang toekeren zand erover, voorbij

Stop nagging about it, why can’t you … ?

Let’s forget about it! It’s … .

Crime and punishment an abolishment The … of the death penalty is a good thing. amnesty He’s not guilty, he should get … .

50

I will pay you 500 euros as … .

de afschaffing de amnestie, begenadiging een advocaat, verdediger een borgsom een avondklok, uitgangsverbod/ elektronische enkelband gemeenschapsdienst een compensatie

The … was a murderer.

He got the … for his severe crimes.

een veroordeelde de doodstraf

On … you find only murderers.

You should listen to your teacher, I give you a … .

een dodencel een celstraf, nablijven een executie een toeslag, een vergoeding een boete

an attorney

His … told him to keep his mouth shut.

a bail a curfew / electronic tagging

I paid your … , you can leave prison.

He got … , he couldn’t leave the house for 6 months.

a community service a compensation a convict the death penalty a death row (a) detention

The asylum expects me for my … .

an execution a fee

They used guns for the … .

The excess baggage … is determined at the airport.

a fine

I got a … because I threw my garbage on the street.

Unit 1 Turning the other cheek

Shuffle

an imprisonment/jail time

I got two year …, goodbye freedom!

een gevangenisstraf

a prosecutor a punishment a traffic ticket

The … explained why he thought I was guilty. … for murder can range from imprisonment to death penalty.

I got a … because I exceeded the speed limit.

a verdict

The … of the judge was guilty.

een procureur een straf een snelheidsboete een vonnis, uitspraak

to abolish to bail someone out to compensate to convict to execute to imprison

They should … death penalty, it’s no good.

I … so you can leave prison.

How can I … your loss?

They … me as a murderer.

The convict is dead, they … him yesterday.

They … him for 5 years.

to punish

You are guilty so I … you.

afschaffen de borgsom betalen compenseren veroordelen executeren in de gevangenis stoppen straffen

Revenge an anticipation an aversion benevolence bitterness a disgust grudge happiness an ill will kindness malice payback time a plague rancour

They expected nothing, the … were low.

I have an … to liars.

He is known for his … . He helps everyone.

His … is a reaction to the death of his wife.

His … for me was palpable. He ignored me completely!

I know I hurt you but don’t hold a … against me!

She has a big smile, her … is clear.

He just doesn’t want to help, it’s clearly … .

You want to help me? I didn’t expect such … !

He lied to me, that’s … !

I endured enough, it’s … !

Those lies about me, it’s a … !

He knew I lied to him, but he didn’t show … .

respect a revulsion a retribution spite sympathy

He’s the president, show some … .

My … of murders is an instinct.

He paid his … , let’s forgive and forget.

I still feel some … for those lost chances.

You like and understand him, your … is obvious.

een verwachting een afkeer welwillendheid bitterheid een afkeer wrok geluk een slechte wil een vriendelijkheid kwaadaardigheid tijd voor vergelding een plaag rancune, wraakzucht respect een afkeer een straf wrevel sympathie

livid malicious resentful spiteful vengeful vicious

Her face was … . She slammed the door.

With a … face, he told his lies.

He didn’t want to shake hands, he was … .

He ignored her excuses, he was … .

He stole her purse, he was … .

He hurt her, he was … .

woedend vals, gemeen onverzoenlijk boosaardig wraakzuchtig hatelijk, vals

to to to to

I will … the death of my sister.

I will … the perpetrators.

You hurt me, we will … .

They … in front of everyone.

wreken wraak nemen op wraak nemen iem. voor de gek houden iem. het mikpunt van spot maken

avenge get back at get even gull someone to make someone the butt

Everybody laughed. They made her … .

Unit 1 Turning the other cheek

51

to take revenge to take satisfaction

52

I hate you for this, I will ‌ .

This is not the end, we will not ‌ .

Unit 1 Turning the other cheek

wraak nemen voldoening nemen