New Interface inkijkexemplaar 3 vwo A by ThiemeMeulenhoff

WORDS In de huidige wereld is alles mogelijk, wordt er gezegd. Maar wat betekent dat eigenlijk voor wat je moet kunnen en weten? Met New Interface ga je aan de slag met je persoonlijke ontwikkeling, en leer je Engels dat je daarbij kan helpen.

Je bent natuurlijk niet alleen werelds als je met een backpack de meest exotische landen hebt bezocht. Werelds zijn is een instelling, een houding. Ongeacht hoe ver je van huis bent, of juist dichtbij. Wel zo makkelijk als je dan goed kunt communiceren. New Interface, let words open new worlds.

A 3 VWO

Hoe doen we dat dan? Door relevantie te bieden in plaats van je belevingswereld na te bootsen. Door opdrachten die je voorbereiden op jouw toekomst. Door je niet alleen de grammatica te geven, maar te laten zien hoe je deze kunt gebruiken. Zo maakt Engels je wereld groter.

CAN OPEN

WORLDS

OPEN WORLDS

ENGLISH 3 VWO NAME YEAR

NEW 9789006919110_TMH NI omslag 3 VWO A 13_6mm.indd 2,4

28/12/2021 10:19

New Interface 3 vwo

Purple label Leerwerkboek A

Ani Babadjanian Sally Ripley Leanne Zegers Eindredactie Sandra van de Ven

RED 1 2 3 4

vmbo-BK vmbo-BK vmbo-B vmbo-B

ORANGE

YELLOW

vmbo-K vmbo-K

vmbo-GT/havo vmbo-GT vmbo-GT vmbo-GT

BLUE

PURPLE

havo/vwo havo havo havo/vwo

vwo vwo vwo

level B1 4/5/6

level B1+/B2 level B2+/C1

New Interface LRN-line is gebaseerd op het werk van de auteurs van New Interface 3rd edition: Nynke Bottinga, Marleen Cannegieter, Annie Cornford, Marjan den Hertog, Jos van Heusden, Michiel Jansen, Simon Joseph, Paulien Lammers, Frederieke Lelieveld, Annette Lether, Dianne Manders, Nienke Marinus, Nathalie Meeuwsen, Hans Mol, Hanna Molenaar, Mayke Munten, Marieke Nijhof, Sally Ripley, Marion Simon, Marieke Smeenk, Diane van Steekelenburg, Madelijn Storm van Leeuwen, Vera Stupenea, Hedwig Suurmeijer, Sandra van de Ven. Bureauredactie Hanna Molenaar

Omslagfotografie Flirt Creativity

Vormgeving Studio Michelangela

Opmaak Crius Group

Over ThiemeMeulenhoff ThiemeMeulenhoff ontwikkelt zich van educatieve uitgeverij tot een learning design company. We brengen content, leerontwerp en technologie samen. Met onze groeiende expertise, ervaring en leeroplossingen zijn we een partner voor scholen bij het vernieuwen en verbeteren van onderwijs. Zo kunnen we samen beter recht doen aan de verschillen tussen lerenden en scholen en ervoor zorgen dat leren steeds persoonlijker, effectiever en efficiënter wordt. Samen leren vernieuwen. www.thiememeulenhoff.nl ISBN 978 90 06 91911 0 Eerste druk, eerste oplage, 2022 © ThiemeMeulenhoff, Amersfoort, 2022 Alle rechten voorbehouden. Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën,

opnamen, of enig andere manier, zonder voorafgaande schriftelijke toestemming van de uitgever. Voor zover het maken van kopieën uit deze uitgave is toegestaan op grond van artikel 16B Auteurswet 1912 j° het Besluit van 23 augustus 1985, Stbl. 471 en artikel 17 Auteurswet 1912, dient men de daarvoor wettelijk verschuldigde vergoedingen te voldoen aan Stichting Publicatie- en Reproductierechten Organisatie (PRO), Postbus 3060, 2130 KB Hoofddorp (www.stichting-pro.nl). Voor het overnemen van gedeelte(n) uit deze uitgave in bloemlezingen, readers en andere compilatiewerken (artikel 16 Auteurswet) dient men zich tot de uitgever te wenden. Voor meer informatie over het gebruik van muziek, film en het maken van kopieën in het onderwijs zie www.auteursrechtenonderwijs.nl. De uitgever heeft ernaar gestreefd de auteursrechten te regelen volgens de wettelijke bepalingen. Degenen die desondanks menen zekere rechten te kunnen doen gelden, kunnen zich alsnog tot de uitgever wenden. Deze uitgave is volledig CO2-neutraal geproduceerd. Het voor deze uitgave gebruikte papier is voorzien van het FSC®-keurmerk. Dit betekent dat de bosbouw op een verantwoorde wijze heeft plaatsgevonden.

Inhoud 6

Unit 1 History Unit 2 Creativity

Unit 3 Relationships

Unit 4 Advertising

138

Checkbook

183

Alfabetische woordenlijsten

222

Speech cards

244

Skilled for life! In de huidige wereld is alles mogelijk, wordt er gezegd. Maar wat betekent dat eigenlijk voor wat je moet kunnen en weten? Met New Interface leer je hoe je goed spreekt, luistert, leest, schrijft – kortom: leeft – in deze taal die je overal tegenkomt, nu of in de toekomst. Naast het verbeteren van je Engels helpt de methode je om jezelf te ontwikkelen en je voor te bereiden op het leven. Niet het leven, maar JOUW leven. Want om je in de wereld staande te houden, heb je niet alleen language skills maar ook life skills nodig. Dat zijn belangrijke vaardigheden als problemen oplossen, kritisch denken of doelen stellen. Zo maakt Engels je wereld groter.

Symbolen In de leerwerkboeken kun je de volgende symbolen tegenkomen: Werk aan je persoonlijke ontwikkeling én aan Engels. Werk samen met een of meer klasgenoten. Ga naar de New Interface-website of zoek iets op internet. Beluister het audiofragment. Scan de QR-code bij de opdracht of vind het fragment op de New Interface-website. Bekijk het videofragment. Scan de QR-code bij de opdracht of vind het fragment op de New Interface-website. Oefen dit onderwerp nog eens.

Hoe zit een unit in elkaar? Elk hoofdstuk is op dezelfde manier opgebouwd: } } } } } } } } }

Introduction: openingsles waarin je kennismaakt met de leerdoelen en ziet wat je eraan hebt Lesson 1 Reading: leesvaardigheid Lesson 2 Writing: schrijfvaardigheid Lesson 3 Listening and watching: luister- en kijkvaardigheid Lesson 4 Speaking: gespreks- en spreekvaardigheid Lesson 5 Mission: projectles waarin je alles wat je in het hoofdstuk geleerd hebt toepast Self-test: diagnostische toets om te zien of je klaar bent voor je toetsen (online) Catch up: herhalingsopdrachten om extra te oefenen voor je toetsen (online) Get ahead: extra plusopdrachten (online)

Achter in het boek vind je het Checkbook: hier kun je alle grammatica-uitleg, woordenlijsten en nuttige zinnen (phrases) vinden. Handig om iets snel op te zoeken of om te leren. Ook de alfabetische woordenlijsten en speech cards staan achter in het boek. Elke les heeft een zelfde structuur: } } } } } } }

Leerdoelen: de life en language skills van de les op een rij Try out: een korte entry test online over wat je al weet Get started: opwarmopdrachten Find out: tekstbegrip Vocabulary / grammar / phrases / pronunciation: kennisonderdelen Express yourself: toepassen wat je geleerd hebt in de les Looking back: jezelf beoordelen en bepalen wat je beter wilt doen.

Online kun je nog extra oefenen met woordjes, grammatica, zinnen en uitspraak in Practise more of extra verrijkingsopdrachten doen in Get ahead. Wil je (ook) digitaal werken met het lesmateriaal? Ga dan naar de digitale leeromgeving via www.thiememeulenhoff.nl/newinterface.

UNIT 1 History Introduction

History

Introduction History is a part of everybody's life. You've probably told someone a story about something that happened to you when you were little at least once in your life. When you hear the word 'history', you probably think about events that happened a long time ago, but that is not all that history is about. The news, for example, also tells us about the past: the recent past. What (recent) historic event do you find interesting? And what was or must it have been like for the people who experienced it? You are going to research a historic event and present it to your classmates in the mission at the end of this unit.

UNIT 1 History Introduction

Looking ahead L E A R N I N G G OA L S You are going to: • look ahead at the skills you will learn in this unit; • think about the reasons why you will learn those skills; • look ahead at what you're going to do in the mission; • think about the ways learning English can help you in your personal development.

Life in different times Have you ever thought about what your life would've looked like if you'd been born in a different time? Discuss the questions with a classmate. 1 What time and place would you like to experience for a day? Explain your answer. 2 In what ways would your life have been different if you'd been born in that time and place? Explain your answer. 3 What habits and routines would you have had if you'd lived in that time and place?

Using English in real life Think about situations in which it could be useful for you to be able to describe your own feelings and opinions and reflect on them. Write down at least three situations.

Looking ahead at the mission What historic event would you like to research for your mission at the end of this unit? Explain your answer.

UNIT 1 History Introduction

Assessing information

Every person in the world can contribute to the information that can be found online. For this reason, not all the information you can find on the internet is reliable. a

Which of these sources do you think are reliable? ◯ ◯ ◯ ◯ ◯ ◯ ◯

Wikipedia books Google scholar Facebook articles real-life experts BBC.com Scholieren.nl

Discuss your answers to exercise a with a classmate. 1 Which sources do you both think are reliable? Explain your answers. 2 Which sources do you both think are unreliable? Explain your answers. 3 Which sources do you disagree about? Try to convince your classmate. Use valid arguments and keep it polite.

UNIT 1 History Lesson 1: Reading

Lesson 1: Reading L E A R N I N G G OA L S

• • •

Critical thinking – You can assess whether or not information you are offered or have found is reliable. A2.1 – You can understand elementary standard letters, faxes, confirmation letters or general notices on familiar subjects. A2.2 – You can find and understand specific information in simple material for everyday use.

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started 1

Thinking about impressive events Answer the questions about events in the news. 1 Think of something you have seen on the news or read in a paper that has made an impression on you. What happened?

2 Why do you think you can still remember it so well?

3 Look up information about the event on the internet. Does what you remember about the event match what actually happened? Explain your answer.

4 Try to explain the differences between what you remember and what actually happened.

UNIT 1 History Lesson 1: Reading

Find out Unforgettable stories: The 9/11 terror attacks for the attacks. Ten years later, a 45 huge, permanent memorial,

displaying the names of all the victims, opened on the site of the New York attacks.

call her at the office, but there was 95 no answer. She didn’t return home

until approximately six o’clock that evening, covered in dust and dirt from the collapsed buildings. She of seeing the Towers finally Eye witness accounts 100 spoke collapse. She narrowly missed 50 Josie Edwards remembers being hit by falling debris. She used On Tuesday, September 11, 2001, at 9/11/2001 very clearly. ‘I was sixteen to stroll past the World Trade Center 8.45 am on a bright, clear and attending a school in New every morning on her way to the morning, an American Airlines Jersey, less than fifteen miles from office – she couldn’t believe it was Boeing 767 loaded with 20,000 Manhattan. I remember sitting in 105 gone. She still hasn’t accepted it.’ 5 gallons of jet fuel crashed into the 55 class that morning and suddenly north tower of the World Trade hearing a commotion in the Centre in New York. The impact of hallway outside our classroom. My the crash left a huge, burning hole teacher was called out of the near the 80th floor of the classroom and returned a few 10 110-storey skyscraper. Hundreds of 60 minutes later, looking very upset. people were killed instantly when She told us that a plane had the aircraft smashed through the crashed into one of the Twin building and many more were Towers. We heard shortly Geoff Young was supposed to be trapped on higher floors. afterwards about the second plane in a meeting on the 73rd floor of 15 As emergency services desperately 65 and even though we were just the North Tower at the World teenagers, when I look back I think tried to rescue those trapped in Trade Center on September 11th we all knew immediately that this the north tower, images of what 110 2001. The meeting started at 8 am, was a terrorist attack. appeared to be a terrible accident but Geoff was running late. ‘I was were broadcast around the world. I didn’t own a cell phone back pretty annoyed at the time,’ 20 Then, only eighteen minutes after 70 then. There was no way of knowing remembers Geoff. ‘My car had the crash, a second Boeing 767 what was going on. Parents started developed a slight fault the slammed into the south tower and to turn up at school to collect their 115 previous day and I called into the exploded. Burning wreckage fell kids. Everyone was crying and BMW garage at 7 am on the onto surrounding buildings and there were police everywhere. morning of September 11th to 25 the streets below. At this point it 75 Many of the students at my school have it looked at. The mechanic became clear that this was no had family members who worked didn’t arrive until 8 am, so I accident, but a terrorist attack. in New York City and most hadn’t 120 waited for over an hour. I was Two further aircraft were hijacked: heard yet if their loved ones were unsure what to do, but in the end one hit the Pentagon military OK. It was a tremendous relief I decided to leave my car at the 30 headquarters in Washington at 80 when my mum finally came to garage and take the bus 9.45 am and the fourth crashed collect me. downtown. I remember walking into a field in Pennsylvania at We turned on the TV as soon as we 125 to the bus stop, dropping my 10.10 am. It is believed that wallet and bending down to pick it got home, to see unbearable passengers on board the fourth scenes. Buildings were on fire, with up. When I straightened up, I saw 35 plane heard about the attacks in smoke and flames coming from 85 huge sections collapsing all the New York via their mobile phones the North Tower. Everyone around time. People who were trapped in and decided to prevent the the towers were tumbling to their 130 me was panicking and all I could hijackers from crashing the plane think was, ‘That’s where I’m deaths in the streets below. We into another important building. supposed to be’. At that moment, were very worried about my aunt, 40 Overall, 2,996 people died in the the second plane appeared, flying 90 who was living with us at the time lower than I’d ever seen before 9/11 attacks, including all nineteen and who worked in an office just hijackers. The terrorist group three blocks away from the World 135 over the city. When it hit the South Tower, the whole building seemed Al-Qaeda claimed responsibility Trade Center. My parents tried to 10

UNIT 1 History Lesson 1: Reading

to ripple from the impact. I’ve forgotten what happened after that – the whole day is a blur from 140 that moment. Somehow, I made

it back home. I’ve often wondered what would have happened if I’d got to that meeting on time. If my car hadn’t

145 developed that small fault, I doubt

that I would be alive today.’

Glossary gallons

inhoudsmaat, 1 gallon = ong. 4,5 liter

hijacked

gekaapt

Finding information Scan Unforgettable stories: The 9/11 terror attacks up to the heading ‘Eye witness accounts’ (lines 1-48). Take two minutes to find the answers to the questions. Time yourself. 1 When exactly did the first airplane crash happen? 2 What type of plane was it? 3 Where did the plane crash? 4 How long after the first crash did the second one take place? 5 Where did the second plane crash? 6 How many more planes were hijacked? 7 How many hijackers were there in total? 8 Who claimed responsibility for the attack?

Understanding an article Read Unforgettable stories: The 9/11 terror attacks. Are the following statements true or false? • For each statement, write down 'true' or 'false'. • For the statements which you think are true, write down the first two and the last two words of the sentence(s) in which you've found the answer. • For the statements which you think are false, explain why. 1 After the first crash, people got stuck on the upper floors of the north tower.

2 It was immediately clear that the crash was a terrorist attack.

3 The fourth plane didn't hit its target.

4 Josie heard the crash from fifteen miles away.

5 After the second plane crash, the Twin Towers started to collapse.

6 Josie's aunt worked in one of the Twin Towers.

UNIT 1 History

Lesson 1: Reading

7 Geoff was supposed to be in the north tower at the time of the attack.

8 Geoff's car broke down on his way to work.

9 Geoff saw both planes crash into the Twin Towers.

10 Geoff remembers what happened that day well.

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UNIT 1 History Lesson 1: Reading

Understanding the purpose of a text Skim Shipping confirmation. What is the purpose of this email? ◯ ◯ ◯ ◯

to ask Chris Knight to pay for the book he has ordered to confirm Chris Knight's book order with Titan.com to let Chris Knight know that the book he has ordered is on its way to tell Chris Knight that the seller has received the book he returned

Understanding an email Read Shipping confirmation. Answer the questions about the email. 1 Can Chris still change the delivery date? Write down the answer, plus the first two and the last two words of the sentence in which you've found it.

2 Is the delivery date mentioned in the email certain? Explain your answer.

3 Has Chris ordered a brand-new book? Explain your answer.

4 Who does Chris have to contact if he's got any questions about this order?

Vocabulary 6

Complete Use Vocabulary 1.1. Complete the sentences with the correct English translations of the words. Choose from: brokstukken – bukken – deel – klap – neerstorten – niet goed wetend – ondraaglijk – ongeveer – plotseling – puin – vallen. Note: There are three extra words. You have to change some of the words to fit the sentences. 1 Where did you disappear to so

2 My back hurts so much, I can't even 3 It was a little bit later.

to tie my shoelaces. three o'clock when the explosion happenend – maybe

4 We are remodelling our house, so there is

everywhere.

5 Investigators found a 6 The

of the plane at the edge of the airport. of the crash caused the plane to explode.

7 Kieran's model plane

from the air and broke into a million pieces.

8 Investigators are studying the

of the car to find out what happened. 13

UNIT 1 History Lesson 1: Reading

Match Use Vocabulary 1.1. Match the words with the correct descriptions. Choose from: to blow up – enormous – frightening – to hit hard – to not be certain – only just – report – sum – to talk about – thinly – to walk for pleasure in a relaxed way. Note: There are three extra words. 1 account 2 to doubt 3 to explode 4 narrowly 5 to slam into 6 to speak of 7 to stroll 8 tremendous

Grammar 8

Grammar: Present perfect Use Grammar: Present perfect. GRAMMAR

Present perfect We have finished all our work. I’ve been here since tea time. I’ve done my homework. Here it is. They’ve just sent him a message. I haven’t finished this yet. You can find the complete explanation in the Checkbook.

Complete the sentences with the correct present perfect forms of the verbs. 1 That boy ran away.

(not – to speak) a word since his dog

2 An army helicopter outside London.

(just – to crash) a mile

(you – ever – to smash) anything in anger?

4 A gas tank

(to explode), wounding three people.

(Mum – to hide) our tablets again?

6 At least three birds the last hour.

(to tumble) out of the tree in

7 Watch out for that hole! Oh no, yourself?

(you – to hurt)

8 Gran and Granddad the park in ages.

(not – to stroll) through 14

UNIT 1 History Lesson 1: Reading

Grammar: Past simple or past continuous Use Grammar: Past simple or past continuous. GRAMMAR

Past simple or past continuous

past simple past continuous We danced at his party last night. They were dancing at his party when I came in. It rained yesterday. It was raining when I walked the dog. Did you watch the news this morning? Were you watching the news when I called? You can find the complete explanation in the Checkbook.

Complete the sentences with the correct forms of either the past simple or the past continuous. Use the verbs in brackets. Interviewer Good morning listeners. We are in Dimbleby, where a train (1) (to hit) a truck earlier this morning. Ms Stewart, you live just a few hundred meters from the crash site. What (2)

(you – to do) when the

accident (3) Ms Stewart

(to happen)?

Well, I (4)

(to make) breakfast when I

(5)

(to hear) a deafening crash. I immediately

(6)

(to run) outside to see what had happened.

It was an unbelievable mess! The train was completely wrecked, but fortunately the driver (7)

(to climb) out of the cabin when

I (8)

(to arrive). How he (9)

(to survive) is beyond me! There was hardly anything left of the front of the train. Interviewer And what about the passengers? Ms Stewart

Most of them (10)

(already – to climb) through

the windows when I (11)

(to get) to them. Some of

them (12)

(to cry), more out of fright than out of pain

I guess, because nobody was seriously wounded. Interviewer Well, thank goodness for that. Back to the studio.

PRACTISE MORE Do you want to practise some more with Vocabulary or Grammar? Then you can do extra exercises on the New Interface website.

UNIT 1 History Lesson 1: Reading

Express yourself What do you know about the search for and capture of Osama bin Laden? In the mission at the end of this unit, you are going to look for information for your presentation. That means you need to know what sources you can and cannot use. In this exercise, you are going to practise determining whether information is reliable.

DEATH OF THE WORLD'S MOST FAMOUS FUGITIVE  1

On May 2nd, 2011, Osama bin Laden was killed by U.S. forces at his hideout in Pakistan. The American authorities had quickly identified the 9/11 attacks as the work of Al-Qaeda, declaring within hours that Bin Laden, its leader, would be captured 'dead or alive'1. The nineteen hijackers all had links to Al-Qaeda and several were on the FBI's terrorist alert list. Bin Laden was presumed to be the mastermind behind the attacks.

2 This seemed to be confirmed a year later when on

November 24th 2002, Bin Laden published a long letter to the American people in which he detailed Al-Qaeda's reasons and justifications for the attacks. Meanwhile, American forces were urgently trying to track him down. He was believed to be hiding in caves in the remote Tora Bora region of Afghanistan but he managed to evade American capture for years.  3 A breakthrough came in August 2010, when a former Pakistani intelligence officer offered

to reveal Bin Laden's location to the Americans in return for a $25 million reward2. He directed them to a compound in the northern Pakistani city of Abbottabad. CIA agents kept watch on the compound for several months before the then President Obama approved the plan to launch a raid.  4 Codenamed 'Operation Neptune Spear', the raid was carried out by two teams of

U.S. Navy SEALS who were flown in from Afghanistan soon after midnight. They climbed high walls to enter the compound and met some resistance from those inside. Three members of the household were shot dead before Bin Laden was found on the third floor. He was shot in the chest and head and died instantly.  5 The entire raid was over in 38 minutes3 and Bin Laden's body was flown to a U.S. airbase

in Afghanistan for identification. Shortly afterwards, his body was buried at sea in accordance with Islamic tradition. Later, President Obama, who had watched the raid from Washington via camera drone, announced Bin Laden's death to the American people. 'Justice has been done,' he said. Prof. Eva Hastings, School of American Studies, University of Birmingham Published in the journal 'History in Modern Times' (Jan 2020)

3 1

New York Times, September 28th 2001 The Independent, May 11th, 2011 www.history.com/news/osama-bin-laden-death-seal-team-six

UNIT 1 History Lesson 1: Reading

Determining the reliability of a text

Read Death of the world's most famous fugitive. Work with a classmate. a

Take turns summarising each paragraph in one sentence. Use your own words and write down your answers. Correct each other when necessary.

Read the Tip: Determining the reliability of a text.

Determining the reliability of a text

TIP

Not all the information you find on the internet is useful or even reliable. That is why you need to be critical about what you read. In order to determine the reliability of a text, ask yourself the following questions. • Is the tone objective? Objective texts use few adjectives and don't include opinions. • Was the text published by a reliable source? Information published by a quality newspaper is much more reliable than something published by, for example, a conspiracy theory Facebook group. • Was the text written by a reliable person? Anyone can add information to the internet. Texts written by experts on the subject are generally more reliable and useful than texts written by people without any expertise in that particular field. • Does the text give enough information? The more verifiable details a text gives, the more useful and reliable it usually is. • Does the writer use citations? A text that cites reliable sources is more reliable than a text that doesn't.

Together, answer the questions from the tip about Death of the world's most famous fugitive. Explain your answers. 1 Is the tone of the text objective?

2 Was the text published by a reliable source?

UNIT 1 History

Lesson 1: Reading

3 Was the text written by a reliable person?

4 Does the text give enough information?

5 Does the writer use citations?

Looking back Did you finish the Express yourself exercise and did you compare your answers to the model? Have you reached your goals?

• •

Determining the reliability of a text.

◯

Understanding information in an article.

◯

Did you tick or anywhere? Ask a classmate or your teacher for help. Then do the exercise again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

UNIT 1 History Lesson 2: Writing

Lesson 2: Writing L E A R N I N G G OA L S

• • •

Social and cross-cultural understanding – You can describe your own feelings and opinions and reflect on them. A2.2 – You can make short and simple notes for yourself. A2.4 – You can describe events, past activities and personal experiences in very short, elementary terms (A2+).

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started www.firstimpressions.com HOME

BLOG

TOPICS

CONTACT

FIRST IMPRESSIONS HelenL Montreal, Canada I’ve just found this photo of me as a five-year-old, dancing in the snow. The reason I look so amazed is that this was the first snow I had ever seen in my life! I was born in Hong Kong and we moved to Montreal when I was four. At first, I struggled to fit in but I’ve now mostly forgotten about living in China and, eleven years on, I’ve come to regard myself as a Canadian. It was supposed to be a temporary move and my family always planned to return to China after ten years, but they’ve opted to stay here for good now. My view is that, although I prefer to live in Canada, I don’t want to lose touch with my roots in Hong Kong.

Simon Tan Dunedin, NZ @helenl that’s the best photo I’ve seen in ages! As for the shock of seeing snow for the first time: I couldn’t agree more! I emigrated from the humid, tropical climate of Malaysia to snowy New Zealand when I was six. I’ve adjusted to life here now, but it took a long time. On arrival, I only spoke Malay and Mandarin – since my ancestors were Chinese – but I’ve learnt to speak fluent English. The problem was that we were the only Malaysian people in Dunedin. We felt very vulnerable but the population has expanded since and become more diverse, and now there is a second generation of Malaysians. Things have changed, but in my opinion, you can never completely separate yourself from the country of your birth. I’ve still got a preference for Malaysian food! I’ve often considered returning to Malaysia when I’m older. What plans have you made to revisit Hong Kong?

UNIT 1 History Lesson 2: Writing

Dayan M Manchester, UK @helenl, your snow picture reminds me of when I first came to the UK! It felt so cold compared to India. I’ve got used to British customs now, but at first I found them very bizarre. In India, extended families all live together but here, families live apart and if you ask me, that’s a bit weird! The fact is that Indian families tend to be very close-knit. There’s a story behind this photo of my grandmother and me. She adores daffodils and they’re uncommon in India. It was a critical moment for her when we saw these daffodils in Manchester. That’s when she decided to stay in the UK! Personally, I’m not keen on flowers, but I enjoy looking at this photo because it reminds me of how far we’ve come. I’d rather live in the UK than anywhere else.

Glossary vulnerable

kwetsbaar

close-knit

hecht

Writing about memories

Read the Tip: Skimming and skim First impressions. TIP

Skimming

Getting an idea of what a text is about by reading it very quickly is called 'skimming'. The first paragraph usually tells you the main idea. The first sentence of each paragraph usually describes what follows in the paragraph.

What is the text about?

Practise expressing your feelings and reflecting on them. • In the first column of the table, list three things that you remember very clearly from when you were little. • In the second column, write down in a few words how remembering each thing makes you feel. • In the third column, write down in a few words why those memories make you feel that way. Things I remember clearly

How they make me feel

Why they make me feel that way

UNIT 1 History Lesson 2: Writing

Find out 13

A new country Read First impressions. Find out what phrases Helen, Simon and Dayan use in their stories. 1 What does Helen express a preference for?

2 With what phrase does she do so?

3 What two things does Simon give his opinion about?

4 With what phrases does he do so?

5 What does Simon ask for information about?

6 With what phrase does he do so?

7 What three things does Dayan give his opinion about?

8 With what phrases does he do so?

9 What does Dayan express a preference for?

10 With what phrase does he do so?

UNIT 1 History Lesson 2: Writing

Vocabulary 14

Make a crossword puzzle Use Vocabulary 1.2. Make your own crossword puzzle for another pair of classmates. Follow these steps. • You can use a free website – just enter puzzlemaker in your browser's search bar – or make the puzzle yourselves. • Choose eight words from the word list. Check if you can fit them all into your puzzle first! • Write definitions for the words you have chosen. • Number the definitions and write the corresponding numbers in your empty crossword puzzle. Then make two separate lists of definitions: one for 'Across' and one for 'Down'. • Switch crosswords with another pair and do each other's puzzle. Give each other feedback to improve the crosswords. • Improve your crossword, using the feedback you received from your classmates.

Complete Use Vocabulary 1.2. Complete the sentences with the correct words. Choose from: to adjust – to adore – apart – bizarre – custom – to fit in – for good – to lose touch – to opt to – to regard – to separate – to tend to – uncommon. Note: There are three extra words. You have to change some of the words to fit the sentences. 1 Sang Wa doesn't kiss her friends. She thinks it's a silly

2 As soon as I finish school, I'm going to move to the USA 3 Our teacher

Byron as a troublemaker, but he's really very sweet!

4 Stop fighting! I don't want to have to

you!

5 You're not going to believe what happened today. It was truly

6 Moving to the city was a big change for Fred, but he 7 I just 8 It's

very quickly.

your kittens! Can I have one? for big dogs to climb trees.

9 My sister is worried that she won't

at her new school.

10 Because my gran is deaf, she

shout at people.

UNIT 1 History Lesson 2: Writing

Grammar 16

Grammar: Past simple or present perfect Use Grammar: Past simple or present perfect and the Tip: Past simple or present perfect? GRAMMAR

Past simple or present perfect

present perfect past simple I’ve done my homework. Here it is. I did my homework last Sunday. She’s given me a really good idea. She gave me a really good idea yesterday. We’ve been here since tea time. We were here last night, too. Have they just joined the chess club? Did they join the chess club a minute ago? They haven’t finished their work yet. They didn’t finish their work yesterday. You can find the complete explanation in the Checkbook.

TIP

Past simple or present perfect?

In English you can't use the present perfect in sentences with a word or phrase which indicates past tense. I was in Amsterdam this morning. You're not there anymore: past simple I have been in Amsterdam all morning. You're still there: present perfect I have been to Amsterdam. You were there at some point in the past, but it's not important when (or you don't remember): present perfect

Complete the sentences with the correct forms of either the past simple or the present perfect. Use the verbs in brackets. 1 OK, I should work perfectly now.

(to adjust) the settings, so your phone

2 When Dad asked my sister to come last week, she at home. 3 My, my! The garden

(not – to look) this good in ages!

4 Many cities few decades.

(to expand) enormously in the last

5 When I was younger, I I'm very fond of her. 6

(to opt) to stay

(to regard) my little sister as a pest, but now (you – to forget) your umbrella again?

7 My great-grandmother, who died three years ago, singing. 8

(to adore)

(you – to compare) prices before you bought that bag yesterday?

UNIT 1 History Lesson 2: Writing

Grammar: Past simple or present perfect

Use Grammar: Past simple or present perfect. Use Bo’s email.

From: Bo To: Kris Subject: San Francisco Beste Kris, Hoe gaat het met je? Met mij gaat het goed. Ik woon (to live) nu drie maanden in San Francisco. Voor we weggingen (to leave) zag ik er erg tegen op (to dread). En in het begin was het moeilijk. Maar ik heb me aangepast (to adjust). Ik heb zelfs al nieuwe vrienden gemaakt (to make)! Heb je mijn vader vorige maand nog gezien (to see)? Hij is een paar dagen in Nederland geweest (to be). Hij heeft mijn opa en oma bezocht (to visit). Ze waren (to be) erg blij om hem te zien. En wij waren (to be) blij toen hij weer thuiskwam (to come home)! Groetjes, Bo

a b

Translate Bo's email into English. Use the present perfect and the past simple correctly. Use a separate piece of paper. Work with a classmate. Check each other's emails. Do you think your classmate used the present perfect and the past simple correctly? If not, explain why. • Take back your own email and write a new version based on your classmate's comments.

•

UNIT 1 History Lesson 2: Writing

Phrases 18

How do you say this in English? Use Phrases Writing. Use the correct phrases and write sentences for the situations described. 1 You get this text from your friend: Thanks for picking me up yesterday – not! I finally went to football practice on my own and you weren't even there! Apologise to your friend and explain what happened: you got a flat tyre on your way to their house.

2 You and your friends have been sending each other photos from when you were little. You send one in which you're crying and your brother is triumphantly holding two ice creams. Explain why you look so sad.

3 Your friend has sent you a message saying they want to buy you a book for your birthday, but they don't know what kind of books you like. State your preference.

4 Your friend texts you because their mum has said that they can't go to the cinema with you. You think that's mean. Express your opinion.

5 You're writing an essay about your future plans. Say where you would most like to live.

6 Your friend, who was adopted, is curious about Guatemala, their country of birth. Ask about their plans.

PRACTISE MORE Do you want to practise some more with Vocabulary, Grammar or Phrases? Then you can do extra exercises on the New Interface website.

UNIT 1 History

Lesson 2: Writing

Express yourself DISCRIMINATING TWEETS Tweet 1

Follow Tweet 2

When I said ‘morning, men’ I thought the women would be busy preparing breakfast, getting kids ready and making the beds. I'm sorry – morning to you too, women!

Sadly, the overwhelming amount of violent crime in our major cities is committed by blacks and hispanics. I know this is a tough subject, but it must be discussed.

Making notes Read Discriminating Tweets. Make notes to answer the questions. 1 Who are the tweets aimed at? Tweet 1: Tweet 2: 2 What are the underlying (disciminating) assumptions these tweets are based on? Tweet 1: Tweet 2: 3 What do you think of those assumptions?

4 Give an example of someone you know who has had to deal with either or both of these types of discrimination, or think of a possible situation yourself.

5 How would these tweets make the people they are aimed at feel? Explain your answer. Tweet 1:

Tweet 2:

UNIT 1 History Lesson 2: Writing

6 How does it make you feel that people are discriminated against in this manner?

Writing about experiences In the mission at the end of this unit, you need to have several discussions with your classmates about your projects. It always helps if you are able to look at things from other people’s point of view – that way, it’s easier to understand where they’re coming from. That’s what you’re going to practice with in this exercise. Read the Tip: Social and cross-cultural understanding.

Social and cross-cultural understanding

TIP

You can learn a lot by putting yourself in someone else’s shoes. By thinking about how certain experiences would make someone else feel, you’ll be able to understand their reactions and opinions better. And as long as you respect their feelings and opinions, you can have a respectful discussion, even if you don’t agree. You can express your opinions politely by using phrases like: • In my view, ... • Personally, I think ... • In my opinion ... • The way I see it, ... • From my point of view, ...

Write an opinion piece about discrimination from the perspective of someone who has experienced discrimination themselves. • Choose one of the two types of discrimination that came up in the previous exercise. • Use your notes. • Briefly introduce the subject. You may use the tweet about the topic you have chosen as a basis. • Give your opinion. • Support your opinion with two arguments. • Give an example from your own experience, or think of one and describe it as if it had happened to you personally. • Write a strong conclusion. • Use 200-250 words.

UNIT 1 History

Lesson 2: Writing

Looking back Did you finish the Express yourself exercises and did you compare your answers to the models? Have you reached your goals?

• • • •

Expressing your feelings and opinions.

◯

Reflecting on your feelings and opinions.

◯

Making notes.

◯

Describing past experiences.

◯

Did you tick or anywhere? Ask a classmate or your teacher for help. Then do the exercises again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

UNIT 1 History Lesson 3: Listening and watching

Lesson 3: Listening and watching L E A R N I N G G OA L S

• • • •

Information skills – You can collect the necessary information and make a selection in order to answer a question or solve a problem. A2.4 – You can understand simple, factual information in familiar situations (listening). A2.5 – You can understand and distinguish vital information from short recorded passages about predictable everyday matters (listening). A2.5 – You can recognise the main point of TV news items reporting events, accidents etc. in which comments are supported by images (A2+) (watching).

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started 22

Thinking about castles Answer the questions about visiting historic places, such as castles and old churches. 1 Have you ever visited any historic places? If so, describe your favourite. If not, list three historic places you would like to visit. Explain your answer.

2 Look up online what historic places there are near the place where you live. These can be old houses, palaces, ruins, old churches, etc. List at least three.

3 Which one would you most like to visit? Explain your answer.

UNIT 1 History Lesson 3: Listening and watching

Find out listening 23

Understanding vital information Read the Tip: Taking notes and listen to The old manor house. TIP

Taking notes

Take notes while you are listening to help you remember later on what was said. Write keywords, not complete sentences. Are you allowed to listen to a recording twice? Then take notes the second time. That way, you can use the first time to listen carefully to what is being said.

Make notes to answer the questions while listening. 1 What school subject is the project for?

2 When is the deadline?

3 What is the topic of the project?

4 What are Andy and Jaya going to do their project about?

5 How can you get information about the manor house?

6 What are the opening hours of Spendley Manor House?

7 On what day are Andy and Jaya going to take the tour?

8 When and where are Andy and Jaya going to meet?

Understanding a conversation Listen to A thrilling history. Are the statements true or false? 1 2 3 4 5 6 7 8

Andy's family used to live in Spendley Manor House. The portrait shows the man who built the manor house. Judy is very fond of Edward Charnwell. Thomas Charnwell killed his younger brother in a duel. Edward Charnwell was eventually arrested and sentenced. Jaya and Andy are very impressed by the tour. Judith Charnwell painted her father's portrait. Kevin Brice has sent Judy home. 30

true

false

◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯

UNIT 1 History Lesson 3: Listening and watching

Understanding factual information Listen to A thrilling history. Complete the sentences while listening. 1 The weather is

2 Andy's great-great-grandfather was

at the manor house.

3 The manor house dates from the beginning of

4 When his brother challenged him to a duel, Edward

5 Andy thinks that Judy may have been

when she was younger.

6 The painting of the woman was made in

7 When Andy wants to ask Judy a question, she

8 Kevin Brice apologises for being

Vocabulary 26

Match Use Vocabulary 1.3. Match the words with the correct pictures. Note: There are two extra words. character

•

driveway

manor

•

mist

portrait

•

servant

•

splendid

to call for

•

UNIT 1 History Lesson 3: Listening and watching

Vocabulary extra Prefixes

Read the Tip: Prefixes. TIP

Prefixes

Prefixes are short elements that you can put in front of a word to give it a (slightly) different meaning. For example: you put 'un-' in front of 'friendly' to give the word its opposite meaning: 'unfriendly'.

Complete the table. • Use the words in the first column. • In the second column, use a | to separate the prefix from the rest of the word. • In the third column, write down the Dutch translation of the word with the prefix. • In the fourth column, write down the Dutch translation of the word without the prefix.

unfriendly – un | friendly – onvriendelijk – vriendelijk word

prefix

translation with prefix

1 to disagree 2 insecure 3 imperfect 4 antisocial 5 to misunderstand 6 to reconsider 7 unlikely 8 to encourage b

Look at your answers from exercise a. Something special happens with word number 8. What is it?

translation without prefix

UNIT 1 History Lesson 3: Listening and watching

Playing a game Play a game with a classmate.

-/il-

in-/im-/ir

dis-

antire-

mis-

un-

en-

• • • • •

One of you covers their eyes and points at one of the prefixes. Set a timer for thirty seconds. Write down as many words as you can think of with that prefix. Check the words in a dictionary. Cross out the words that are incorrect. Compare your lists. Cross out the words you both have. Who has got the most words? Play again if you've got time left.

Pronunciation 29

Pronunciation: P and B Read Pronunciation: P and B. P R O N U N C I AT I O N

P and B

Have you ever noticed that the p at the beginning of an English words sounds a bit different from the p at the end of a word? But that a b always sounds more or less the same, wherever it is? When a p is at the beginning of a word, you add a short, soft 'h'. This is called 'aspirated p'. Take 'pat' for example. You pronouce it: /phaet/. But the b in 'bat' is pronounced without that h: /baet/. The same goes for the p in 'lap': /laep/. Note: when a word starts with a /sp/ sound, the p is not pronounced /ph/, but just /p/! Example: space /spejs/

Listen to P and B. Use the pauses to repeat the words. 1 bat

5 but

9 pig

13 slop

2 pat

6 putt

10 lip

14 beak

3 lap

7 soup

11 boss

15 peak

4 lab

8 big

12 posse

16 sleep

UNIT 1 History Lesson 3: Listening and watching

Find out watching 30

Understanding TV items Watch Warwick, England: Medieval Castle and Hillsborough Castle | A British Royal Palace without sound or subtitles. Answer the questions about the two castles. 1 What information do you think the videos give about the castles? video 1: video 2: 2 What do you think the goal of each video is? video 1: video 2: 3 Which castle would you like to visit based on what you have seen? Explain your answer.

Recognising the main points Watch Warwick, England: Medieval Castle. Make notes to answer the questions. 1 Who owns Warwick Castle? 2 Who is Warwick Castle especially popular with? 3 When was the original castle built? 4 From which century is the weaponry shown in the great hall? 5 With what are the state rooms brought to life? 6 How far does the catapult throw the stone?

Recognising the main points Watch Hillsborough Castle | A British Royal Palace. Are the statements true or false? true

false

1 Hillsborough Castle was remodelled in the nineteenth and twentieth century.

◯

2 Hillsborough Castle was used by the royal family until the twentieth century.

◯

3 Hillsborough Castle is now used as the home of the Secretary of State.

◯

4 The Irish upper class call their country houses castles to show that they are part of old families.

◯

5 Historic Royal Palaces now manages the castle.

◯

6 Hillsborough Castle has been open to the public since July 2014.

◯

UNIT 1 History Lesson 3: Listening and watching

Choosing the best destination In this lesson, you have listened to and watched descriptions of three different historic locations: Spendley Manor House, Warwick Castle and Hillsborough Castle. If necessary, listen to The old manor house and A thrilling history and / or watch Warwick, England: Medieval Castle and Hillsborough Castle | A British Royal Palace again. Which of the three destinations do you think would be the most popular with people your age? Discuss the question with a classmate. Write down and explain your answer.

PRACTISE MORE Do you want to practise some more with Vocabulary? Then you can do extra exercises on the New Interface website.

Express yourself 34

Finding and understanding videos In the mission at the end of this unit, you are going to do some research for your presentation. But how do you find useful information? That’s what you are going to practise with in this exercise. Over five hundred years ago, two young princes mysteriously disappeared from the Tower of London. To this day, nobody knows exactly what happened to them. Can you figure out what happened to the Princes in the Tower? Read the Tip: Finding useful information on the internet.

Finding useful information on the internet

TIP

Before blindly using a source you have found on the internet, ask yourself: • Does the information help me learn more about the topic? • Do I understand the information given? • Does it provide specific information that I need? • Is the source reliable? • Does it help to solve my problem or answer my question?

Look at exercise b for the questions you need to answer. Together with a classmate, find at least two videos online that give information about the Princes in the Tower. Make notes on any useful information that you have found. Also note down the URLs of the videos you have used.

UNIT 1 History

Lesson 3: Listening and watching

Together, discuss your findings and answer the questions. 1 What did people think happened to the boys at the time of their disappearance?

2 What other theories are there about what could have happened to the princes? Name at least two.

3 Based on the information you have found, what do you think happened to the princes?

4 Why do you think the mystery of the Princes in the Tower is a key event in British History?

Looking back Did you finish the Express yourself exercise and did you compare your answers to the model? Have you reached your goals?

• • •

Finding useful information on the internet.

◯

Selecting information in order to answer a question.

◯

Understanding vital information in videos.

◯

or anywhere? Ask a classmate or your teacher for help. Then do the exercise Did you tick again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

UNIT 1 History Lesson 4: Speaking

Lesson 4: Speaking L E A R N I N G G OA L S

• • • • •

Social and cross-cultural understanding – You can describe your own feelings and opinions and reflect on them. A2.1 – You can express preference and opinion in a simple way about familiar, everyday subjects (conversation). A2.1 – You can participate in short conversations on topics of interest in an everyday context (A2+) (conversation). A2.5 – You can ask and answer questions about habits and routines (A2+) (conversation). A2.1 – You can describe plans and arrangements, habits and routines, past activities and personal experiences (A2+) (speaking).

TRY OUT What do you already know? Do the exercises on the New Interface website. Discuss with your teacher if you can skip some of the exercises in this lesson.

Get started 36

Thinking about the past In this lesson, you are going to listen to two girls talking in Sorting through the past.

Based on the title, what do you think Sorting through the past will be about? Discuss the question with a classmate.

Talk to your classmate about finding old or interesting objects. • Imagine finding interesting objects that once belonged to your great-grandmother or -father. How would that make you feel? Explain your answer. • If your grandchildren were to find some of your belongings seventy years from now, what do you think they'd find most interesting? Explain your answer.

Find out Treasures in the attic

Georgia and Libby are going through the stuff in the attic. a

Listen to Sorting through the past. Don't read the text yet. Complete the sentences while listening. 1 How does Georgia say she'd rather stay at Libby's house? just hang out here, Libby ... 2 How does Libby express her opinion about her dad's idea? ! Come on, Georgia ...

UNIT 1 History Lesson 4: Speaking

3 How does Libby describe her father's plans for the attic? Yes,

have it converted into a room.

4 How does Georgia ask Libby where to start? Where

5 How does Libby give information about the tin they've found? I think

her letters.

6 How does Libby describe her Great-Gran's habits? ... she used to

7 How does Georgia express preference for the brown hat? the brown one ... 8 How does Libby express her opinion about throwing out her Great-Gran's stuff? Seriously, any of these precious things. b

to throw out

Read Sorting through the past. Check your answers in exercise a. Correct any mistakes you have made.

SORTING THROUGH THE PAST In the lounge Libby What shall we do, Georgia? We could go into town, but it's pouring with rain … Georgia If I had the choice, I think I'd rather just hang out here, Libby … Dad Want a job? I've been neglecting the attic for ages. I intended to get it sorted last summer! There's a load of junk up there. Maybe you could sell some of it online? Libby I like the sound of that! Come on, Georgia …

UNIT 1 History Lesson 4: Speaking

In the attic Georgia There's hardly any room to stand up in here! Libby Yes, Dad used to have plans to have it converted into a room, but nobody could face getting rid of all these boxes and handling all these old things … Georgia Where do you think we should start? Libby How about this trunk? It looks like it hasn't been opened in decades. The lid is stuck – give me a hand, Georgia. Georgia Does your Dad often give you jobs like this? Maybe we should have gone into town, regardless of the rain … Libby Hey, this stuff used to belong to my Great Grandma! Look, there are albums, tennis trophies … Georgia What about that tin … what do you think she kept in there? Libby I think that is where she kept her letters. Great Gran used to have a penfriend. They would write to each other every week. Georgia Really? How did they manage to do that? I type everything now, and I'm almost incapable of gripping a pen! Libby It was her only way of staying in touch with friends, and she used to spend hours every day at her writing desk. She was a very keen letter-writer. I can't believe the length of some of these letters! Georgia Thank goodness I was born in the age of smartphones! I like getting instant replies, I'd find it really tedious, having to wait days for a letter. Libby Listen to this, Georgia! '15th June, 1934, Dearest Winnie, I was overjoyed to receive your letter yesterday. I agree with you that school can be rather tiresome …' Georgia She used such formal language! And the letter is so polite … Libby Yes, you wouldn't send me a text like that! It's quite emotional, reading her letters. Georgia Hey, I've just found these hats. Were they your Great Gran's? Libby Yes, I'm pretty certain that she would wear a hat every day. Georgia How do I look? I think I'd go for the brown one … Libby I completely disagree – I definitely prefer the green one on you! Seriously, I think it would be a big mistake to throw out any of these precious things, don't you? Georgia What was that? Libby That was the ladder! Hang on, I'll ring Dad … oh dear, no reception! Georgia I can guess what your Great Gran would have done. She'd have sent him a letter!

Glossary overjoyed

heel erg blij

tiresome

vervelend

UNIT 1 History Lesson 4: Speaking

Vocabulary 38

Complete Use Vocabulary 1.4. Complete the conversation with the correct words. Choose from: albums – to convert – emotional – incapable of – to intend – to face – formal – junk – load – to neglect – polite – tedious – trunk. Note: There are three extra words. Ewan

Hey, man. What are you up to?

Alec

I'm supposed to help my dad clear out the garage. But I just can't (1)

it. It's such a mess!

Ewan

What's in there, then?

Alec

Oh, I don't know, all kinds of (2) parents' old stuff.

Ewan

Well, cleaning up is (3) run into all kinds of interesting stuff!

Alec

Such as?

Ewan

Well, when we cleared out the attic last year, we found all these old photo (4)

. Boxes full of my , I agree. But maybe you'll

from when my parents were kids. And a

whole (5) of loose photographs as well, from my grandparents as kids! When we told my granddad, he became really (6) photos were lost forever!

, because he had thought his childhood

Alec

Yeah, well, I don't think there's anything that interesting in our garage. Just old books that have been lying around for at least a decade.

Ewan

Why are you cleaning out the garage anyway? Is your dad finally going to (7)

it into a home cinema?

Alec

Well, he (8) agrees. She wants a bigger study, so ...

Ewan

Well, maybe they can find a compromise.

Alec

My mum? She's absolutely (9)

Ewan

And your dad is too (10) There goes your home cinema, my friend ...

Alec

I'm afraid you're right, mate ...

to, but I don't think my mum really

compromising! to pick a fight with her.

UNIT 1 History Lesson 4: Speaking

Pronunciation 39

Pronunciation: P and B Read Pronunciation: P and B (lesson 3).

Read the sentences out loud and record yourself. 1 The big puppy barked at the creepy paperboy. 2 My brother was happy with his fast lap. 3 What a beautiful blue cap that painter has! 4 Bob painted a picture of the baby. 5 We ate purple blueberry pie. 6 The stolen painting was a precious piece of art. 7 Always be polite when people ask for help. 8 The pain in his hip was bothering the policeman.

Work with a classmate. Check each other's recording. • Check your classmate's recording and mark the p and b sounds which you think could be improved. • Record yourself again using the feedback from your classmate. Then check the key.

Grammar 40

Grammar: Used to and would Use Grammar: Used to and would. GRAMMAR

Used to and would

My friend used to cycle to school, but she takes the bus these days. When I was little, I would go to my grandparents' every Friday and we would have ice creams. I used to live in Sweden, but I live in South Africa now. You can find the complete explanation in the Checkbook.

Complete the sentences with either used to or would. Use would whenever possible. 1 Maya used to / would live in Norwich, but she lives in Haarlem now. 2 Every year at Christmas we used to / would go to my grandparents' house for dinner. 3 I used to / would go to school in Leiden, but now I go to university in Amsterdam. 4 Before she moved to Mexico, Tirza used to / would visit her friend Noah every weekend. 5 When I was little, we used to / would eat macaroni and cheese every Friday. 6 My mother used to / would swim every day before school.

UNIT 1 History Lesson 4: Speaking

Grammar: Articles

Use Grammar: Articles. GRAMMAR

Articles Definite article: the They built the hospital on Elm Street in 2015. She was born in the summer of 2006. The lunch we had today was fantastic! They play the drums.

He was taken to ø hospital in an ambulance. I love ø summer. He sometimes skips ø lunch. Pat likes playing ø football.

Indefinite article: a or an He is an actor.

She is ø president of the United States.

You can find the complete explanation in the Checkbook.

Complete the sentences with the correct articles: a, an, the or ø (no article). 1 Personally, I really dislike a / an / ø / the autumn. I think it's the saddest season. 2 On Saturday night, my mum always plays a / an / ø / the piano and sings jazz songs. 3 What time will you be at a / an / ø / the school tomorrow? 4 My granddad still goes to a / an / ø / the church every Sunday. 5 What are we having for a / an / ø / the dinner? 6 A / An / ø / The breakfast that restaurant serves is terrible! 7 Was a / an / ø / the church really destroyed during last week's storm? 8 Lisa is a / an / ø / the head of the Student Council now. 9 The last time I saw real snow was in a / an / ø / the winter of 2013. 10 Come on, let's go! We're in a / an / ø / the hurry! 11 Jessie wants to be a / an / ø / the accountant when she grows up.

Grammar: Used to, would and articles Use Grammar: Used to and would and Grammar: Articles.

Translate the sentences into English. 1 Zonder kaartje mag je niet naar binnen.

2 Michael wil schilder worden.

3 Wat heb jij bij het ontbijt gegeten?

4 Mijn broer moet morgen naar het ziekenhuis.

5 Brodan speelde vroeger gitaar.

UNIT 1 History Lesson 4: Speaking

6 Mijn oma kwam vroeger elke week naar ons huis.

7 Vroeger vond ik eieren lekker.

8 Vroeger hield ik van de winter.

Work with a classmate. Check each other's sentences in exercise a carefully and discuss them. • Did you use the correct articles? • Did you use used to and would correctly? • Make corrections if necessary. Then check the key.

Phrases 43

How do you say this in English? Use Phrases Speaking. Have a conversation with a classmate. • One of you is Winston, the other is Clementine. • Take a few minutes to prepare your role. Use the phrases from this lesson and the information in brackets to complete the conversation. • Have the conversation. • Finished? Switch roles and use your classmate's conversation. Winston

Good grief, Clem, this box is heavy! (1)

(ask after contents)?

Clementine (2) (explain what is in the box: make-up). Don't be a baby, it's not that heavy. Winston

(3) (give your opinion) I nearly put out my back trying to lift that thing. Do you really use all that stuff? (4) (ask how)? I've barely got time to brush my teeth and comb my hair in the morning.

Clementine Oh, I don't spend as much time on it as I used to. (5) (explain how much time it used to take you). Now I'm done in less than an hour. Winston

Still seems like a lot of time to me. What on earth is this?

Clementine Oh, that's my old Hello Kitty make-up set. I didn't know that was still in there. Give me that box, will you? (6) (explain when you wanted to deal with this), but I didn't get around to it. What do you think, should I keep this black lipstick?

UNIT 1 History Lesson 4: Speaking

Winston

(7) (express your preference for another colour).

Clementine Don't be silly! That's an awful colour on me. You know what? I'll ask Evelyn to help me tomorrow. Shall we go out to get something to eat instead? Winston

(8) Pizza or chips?

(express your opinion)!

(9)

(express your preference).

Clementine I don't know. (10) (express your preference – something else completely). Winston

Are we ever going to agree on anything?

Clementine Well, if we agree that we always disagree, that's a start!

PRACTISE MORE Do you want to practise some more with Vocabulary, Grammar or Phrases? Then you can do extra exercises on the New Interface website.

Express yourself FAMILY LIFE IN THE 1950s Children in the 1950s had very different lives to young people today. Most left school much earlier, with many starting work at fourteen, and far fewer children had the chance to go on to further education. The after-effects of the Second World War were still ongoing, for instance many goods were still being rationed in the early 1950s. Sugar was rationed until 1953 and meat only came off ration a year later. Ordinary families had little spare money for treats like cinema, trips and holidays. Before most homes had televisions, people spent their spare time listening to the radio or reading the newspaper; they played board games rather than computer games; and instead of the selection of fast food outlets we have to choose from, they had a takeaway from the local fish-and-chip shop. The 1950s family home was also very different from our own. Housework was much more difficult as, for example, people did their washing by hand instead of in a machine, and without fridge-freezers food had to be bought daily. It was less common for married women to work and many took on the childcare and housework while their husbands went to work.

UNIT 1 History Lesson 4: Speaking

Participating in a conversation Read Family life in the 1950s.

Make notes to answer the questions. 1 What was very different for kids in the 1950s? Find three things in the text and explain how they differ from your own life.

2 What, to you, would be the greatest disadvantage of family life in the 1950s as described in the text?

3 What, to you, would be the greatest advantage to family life in the 1950s as described in the text?

4 If you could go back in time, would you like to experience a day in the life of a child from the 1950s? Explain your answer.

5 Name something that you really like to do in your free time that didn't exist in the 1950s.

6 How would it make you feel if you suddenly lived in the 1950s and you could not do that anymore?

Discuss your answers from exercise a with a classmate. Record your conversation. Whenever your opinions differ, try to find out where these differences come from.

UNIT 1 History Lesson 4: Speaking

Describing habits and routines In the mission at the end of this unit, you need to give a presentation about a historic event as if you had been there. In this exercise, you are going to practice preparing and giving a smashing talk! You are going to give a talk (two to three minutes) as if you were a teenager from the 1950s.

Collect information about a typical day in the life of a teen your age from the 1950s. Answer the questions in short notes. Use the internet for additional information. You may also use your answers to exercise 44a. 1 What would your family be like? For example, would you have more brothers or sisters? Would your dad do the same work he does now? Would your mum work?

2 Would you go to school or would you work? What kind of school? What kind of work?

3 What kind of clothes would you wear?

4 What would you see, hear and smell in the streets on the way to and from school or work?

5 What would you eat in the mornings, in the afternoons and in the evenings?

6 What would you do for entertainment after school or work?

UNIT 1 History Lesson 4: Speaking

Read the Tip: Creating and giving a good presentation and the Tip: Flash cards. Use your notes from exercise a.

Creating and giving a good presentation

TIP

Giving a presentation can be scary, but everybody can do it. First, here are some tips about how to prepare your presentation: • Start with a compelling introduction. • If you are using a presentation tool, don't put a lot of text on the slides. Instead, show mainly images. • End with something funny or interesting that your audience will remember. • Practise out loud and in front of a mirror. You could even record yourself to see what you can improve. • Ask someone you trust and who isn't afraid to give their honest opinion for feedback and use it to improve your presentation. • If you exceed the time limit, or if you have to rush to say everything you want to say, take things out. It is a sign that your presentation is simply to long. Here are some tips that will help you to give a spectacular presentation: Look at your audience – but don't stare. That might be intimidating. If you are giving a presentation with multiple people, look at the person that is speaking so that you are an example for the audience. • Speak slowly and clearly, but make your presentation sound lively. That means you vary your intonation.

• •

TIP

Flash cards

When you give a talk or a presentation, you may want to use flash cards. Flash cards are small cards you can hold in your hand and glance at quickly to help you during your talk. Good flash cards: • are short and concise; • use keywords; • help you remember what you wanted to say; • have large, bold writing so you can read them easily at a glance; • contain no more than six lines of writing. Search the internet for more tips on making and using flash cards by googling 'use/create flash cards'.

Prepare your talk. • Use your notes to make flash cards for your talk. • Make sure your story has a logical order. • Start by introducing yourself and your family. • Talk for two to three minutes. • Practise your talk. c

Give your talk in front of the class or record it.

UNIT 1 History

Lesson 4: Speaking

Looking back Did you finish the Express yourself exercises and did you compare your answers to the models? Have you reached your goals?

• • • • •

Expressing your feelings and opinions.

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Reflecting on your feelings and opinions.

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Participating in a conversation.

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Talking about habits and routines.

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Talking about personal experiences.

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or anywhere? Ask a classmate or your teacher for help. Then do the exercises Did you tick again and check if you have done better this time.

GET AHEAD Do you have some extra time? Then do the Get ahead exercise on the New Interface website.

UNIT 1 History Lesson 5: Mission

Lesson 5: Mission L E A R N I N G G OA L S You use your life skills and your language skills in a mission. • Life skill: Critical thinking • Main skill: Speaking • Subskill: Listening and watching

Present a historic event Introduction By reading texts or watching documentaries, we can learn a lot about history. But when dealing with sources from the internet, you need to be critical about what you read and watch. Not everything you find online is useful or even reliable. Everybody can contribute to the internet nowadays and as a result, it can be hard to decide whether a source is reliable. In this mission you are going to practise being critical about what you watch by researching a historic event of your choosing. Let's dive into history by imagining you are someone living in the past. You are going to research a historic event of your choosing. This can be a something from ancient history, like the murder of Caesar. But it can also be a more recent event, like Barack Obama becoming the first African-American President of the United States, or the Covid-19 pandemic. You are going to look for videos and short documentaries about your subject, determine whether the information you have found is reliable and make a selection based on what is useful for your presentation. You are going to discuss your findings with your classmates and imagine what a person who was present at the historic event would have felt and thought. Together, you'll combine all this information into an interesting presentation that you will share with your class.

Selecting a topic Work with two or three classmates. Together, decide on a topic. • Each of you comes up with at least two topics. • Respectfully discuss each other's topics. • Choose a topic to research that you all find interesting. • Check with your teacher if your topic is suitable.

Dividing the tasks Check the rest of the mission to see what needs to be done. Together, divide the tasks and make a time schedule.

UNIT 1 History

Lesson 5: Mission

Finding information Use the Tip: Determining the reliability of a text (lesson 2). Research your topic. • Find at least three videos and mini-documentaries about your topic and make notes about useful information. • Write down where you found the information. • Determine if the sources are reliable.

Discussing your findings Combine and discuss all the information that you have found about your historic event. Discuss what information you are going to use in your presentation.

Preparing your presentation Use the Tip: Social and cross-cultural understanding (lesson 2), the Tip: Creating and giving a good presentation (lesson 4) and the Tip: Flash cards (lesson 4). Prepare your presentation. • Describe the event as though you were there by answering the following questions: − What was it like to be there? − What did you feel? − What opinions did you have about the event as it happened? • Discuss who is going to say what. Make sure everyone gets roughly the same amount of speaking time. • Practise. Make sure that your presentation is about two to three minutes long. • Each make your own set of flash cards with notes on what you are going to say.

Giving your presentation Give your presentation in front of the class. Ask your classmates to write down a tip and a top for you.

Looking back Did you finish the mission? Have you reached your goals?

• • • • • • •

Determining the reliability of sources.

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Expressing preferences and opinions.

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Asking for and giving information.

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Describing past activities and personal experiences.

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Describing habits and routines.

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Understanding and distinguishing vital information.

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Recognising the main point in TV items about past events.

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UNIT 1 History Lesson 5: Mission

Room for improvement Not happy with how you did on parts of your mission? Decide what you want to work on in the future. ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯

Finding information on the internet Determining whether information is reliable Taking notes Selecting useful information Preparing a presentation Giving a presentation Vocabulary Grammar Phrases Other:

SELF-TEST After the lessons you can do the Self-test on the New Interface website.

GET AHEAD Do you have some extra time? Then you can do the extra Reading, Listening or Cambridge exercises on the New Interface website.

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