New Interface inkijkexemplaar 3 Havo 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.

3 HAVO

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

ENGLISH 3 HAVO NAME YEAR

NEW 9789006919059_TMH NI omslag 3A HAVO 12_7mm.indd 2,4

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New Interface 3 havo

Blue label Leerwerkboek A

Mayke Munten Marieke Nijhof Sally Ripley Eindredactie Nynke Bottinga

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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 91905 9 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. 2

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Inhoud 6

Unit 1 History Unit 2 Creativity

Unit 3 Relationships

Unit 4 Advertising

130

Checkbook

175

Alfabetische woordenlijsten

214

Speech cards

235

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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.

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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: luisteren 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.

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UNIT 1 History

Introduction

History

Introduction What happens today is part of your history tomorrow. It is important to know about history. In fact, the effects of past events shape the way your life is now. That's why it is a good idea to keep your eyes wide open and follow the news. Your view of the world is based on the news programmes you watch, the papers you read, and the social media that you use. But can you always tell the difference between useful information and nonsense? In this unit you are going to read and hear about history, and write and talk about your own past and the history of long ago. In the mission at the end of this unit you will give a presentation with others about a conspiracy theory that you have looked into. In order to prepare yourself for this mission you're going to practise looking for information, giving your opinion, describing what you feel and having a critical look at online sources. 6

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UNIT 1 History

Introduction

Looking ahead LEERDOELEN

• • • 1

Je denkt na over waarom je de stof uit deze unit leert. Je kijkt vooruit naar de dingen die je in deze unit gaat leren. Je denkt na over hoe je jezelf kunt ontwikkelen terwijl je Engels leert.

Historic events Answer the questions. 1 What event in history has had an impact on your life? In what way?

2 Have you ever made up a story about something that never happened? Why?

3 Have you ever doubted whether a historic event actually took place or not? If so, which event?

Using English in real life Think of a few reasons why it could be useful for you to be able to give a presentation in English. Read the situations and choose the ones that could apply to you. After you've filled in your answers, discuss them with a classmate. Can you come up with any more situations? ◯ during a course where there are also international students ◯ when giving information to newcomers who don't speak English ◯ during an intership in another country ◯ in a job where you work with people from all over the world ◯ during an exchange program ◯ when making a vlog or information video

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UNIT 1 History

Introduction

Looking ahead to the mission In the mission at the end of this unit you're going to investigate conspiracy theories. Answer the questions. Compare your answers to a classmate's answers. 1 Where do you look for information when you want to find an answer to a question?

2 What is the quickest way to find information?

3 How do you decide if the information you find is useful and complete?

4 What kind of information do you usually find unreliable?

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UNIT 1 History

Lesson 1: Reading

Lesson 1: Reading LEERDOELEN

• • •

Informatievaardigheden – Je kunt de voor het beantwoorden van een vraag of probleem benodigde informatie verwerven en daaruit een selectie maken. A2.2 – Je kunt specifieke informatie vinden en begrijpen in eenvoudig, alledaags materiaal. A2.2 – Je kunt veelvoorkomende borden en mededelingen begrijpen.

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

Talking about medieval life Work in a small group of three or four students. What do you know about the Middle Ages? Have a look at the pictures.

Talk about the pictures. Discuss: • what you know about these three topics; • if you think the pictures do or do not give a realistic view of the Middle Ages. Explain your opinion.

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UNIT 1 History

Lesson 1: Reading

Find out

WELCOME TO THE CLINK! London is a city with a long and varied history, going back over two thousand years. Every year, thousands of visitors arrive in London, eager to discover more about the history of this great city. It can be hard to know where to start! But if you want to find out more about the dark side of London's history, head down to the Southbank area near London Bridge. There you will find The Clink Museum, built on the site of one of London's oldest and most notorious prisons. We sent history enthusiast Emily Pitman to find out more about The Clink. Here's her report. 1

Why 'The Clink'? 15

The slogan for The Clink Museum is: 'The prison that gave its name to all others.' The term 'clink' now refers to any prison. Being 'in the clink' has become slang for being in prison. But where did the idea of a 'clink' come from? Some people say that it describes the sound of the rattling chains around the wrists or ankles of the prisoners. Another theory is that the name came from the Flemish word 'klink' meaning 'latch', perhaps referring to the latch on the cell door.

What was life like in The Clink? As I entered the main room in The Clink Museum, a guide was giving a talk about prison life and I listened in. Life was

It was a bright, sunny morning and I was strolling along London's Southbank, enjoying the autumn sunshine, when suddenly the mood changed. I had arrived at The Clink Museum. Over the entrance hangs a skeleton in an iron cage. This gruesome sight is a reminder of the harsh prison system in the Middle Ages. I shivered and prepared myself for what lay inside … The Clink Prison Museum tries to recreate the conditions of the original Clink prison. The dark, damp atmosphere makes you think about the many unfortunate people who were locked away in there. There was a prison on this site from 1151 until 1780. During my visit, I found out about many people who were sent to The Clink for what sounded like very minor crimes: one man was thrown in there for singing political songs! There were also some famous prisoners, including Sir Thomas Wyatt, an enemy of Queen Mary in the sixteenth century. desperate for most of the prisoners, although those with money and friends on the outside were able to pay the guards to make their stay a little less horrible. The guide told us that the guards were very poorly paid, and were keen to find other ways to earn some money. They hired out private rooms, beds, bedding, and candles to those who could afford them. I was surprised to learn that prisoners had to pay for their own food! Some prisoners were allowed outside to beg, if they paid a fee to the guards. Apparently, prisoners who had no money had to sell anything they had with them, including their clothes, to pay for food. The guide then showed us into the second part of the small museum, which dealt with

punishments. She explained that punishments and torture were common in The Clink. There were several examples of torture instruments. I wasn't expecting to be able to touch them, but the guide encouraged us to pick them up and examine them. As I was looking at some thumbscrews, I thought about the suffering of the prisoners and how dreadful life was for them.

Final thoughts

My visit to The Clink Museum was both fascinating and thought-provoking. As I was leaving, I read a sign saying that when the prison burnt down in 1780, the prisoners all fled and were never captured again. I couldn't help feeling pleased for them!

The blue plaque

Blue plaques show where famous people lived and worked as well as marking historical events and sites. Blue plaques began to appear in London in 1866 and there are now hundreds of them all over the city. Since 1986, the scheme has been run by English Heritage. When you see a blue plaque on a building, you know that something important happened there, or that a well-known person once lived there. If you visit London, see how many blue plaques you can spot!

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UNIT 1 History

Lesson 1: Reading

Glossary slang thumbscrews thought-provoking

straattaal duimschroeven (een martelwerktuig) geeft stof tot nadenken

scheme English Heritage

project Engels Erfgoed; liefdadigheidsorganisatie die historische gebouwen en locaties onderhoudt

Answering questions about a text Read the Tip: Structure of a text. Then have a look at Welcome to The Clink!. Don't read the text yet. TIP

Structure of a text

By looking at the structure of a text, you can find information that will help you answer questions more easily. • The title gives you a clue about the topic. • The introduction and the headings and subheadings tell you what you can expect. • The first sentence of each paragraph gives you a hint of what it's about. • The last paragraph usually offers a conclusion. • Boxes contain extra facts and information, examples, statistics or experiences.

Write down short answers to the questions. 1 Based on the title and the pictures, what do you think the text will be about?

2 Based on the introduction and the subheadings, what can you expect to read about in the text?

3 Based on the first sentence of each paragraph, what will the paragraphs be about? Write down keywords for each paragraph (1–6).

4 What does Emily talk about in the conclusion of her report?

5 What type of text does the paragraph called The blue plaque contain?

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UNIT 1 History

Lesson 1: Reading

Answering questions about The Clink

Read Welcome to The Clink! a

Explain why the statements are true or false. 1 The Clink Museum building was once a prison.

2 Emily Pitman is a journalist who is interested in history.

3 Many of the prisoners in The Clink were serious criminals.

4 Nowadays any prison can be called the 'clink'.

5 Sometimes prisoners were allowed to go out for a while.

6 Punishment inside The Clink often involved a form of torture.

7 Emily feels the escaped prisoners should have been caught.

8 English Heritage started the blue plaque scheme in London in 1986.

Answer the following questions in your own words. 1 What is the purpose of Emily's report?

2 Why is Emily suddenly nervous about her visit when she reaches the entrance?

3 How does the museum show people what prison life was like inside The Clink?

4 What were some of the reasons people were put in The Clink?

5 What are the possible origins of the word 'clink'?

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UNIT 1 History

Lesson 1: Reading

6 What did prisoners have to do to survive inside The Clink?

7 What is the purpose of blue plaques, like the one you can see on The Clink Museum?

8 What is Emily's overall impression of life inside The Clink?

9 Do you agree with Emily's opinion, based on what you've read?

Vocabulary 4

Complete Use Vocabulary 1.1. Complete the sentences. Note: There are four extra words. Choose from: autumn – begging – chains – common – dreadful – eager – enemy – fled – iron – shiver – skeletons – stroll – unfortunate – wrists. 1 Prison life was tough if you were

enough to be poor.

2 After being locked in them for years, the prisoner was finally released from his

3 The most

crimes in the Middle Ages were assault and theft.

4 The Natural History Museum has several dinosaur 5 The bars in the prison window were made of 6 After committing the bank robbery, the criminals 7 I saw a young girl in the streets who was 8 The suspect's

on display. . the country. for food.

hurt after the policemen took off his handcuffs.

9 Having a job at a factory in the nineteenth century was awful. Working conditions were

10 The thought of spending time inside that dark cell made me

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UNIT 1 History

Lesson 1: Reading

Descriptions Use Vocabulary 1.1 and the Tip: 'To' before verbs. TIP

'To' before verbs

In English, the infinitive form of a verb is preceded by ‘to’. When you change the form of the verb, ‘to’ disappears. You can recognise the verbs in the vocabulary list by the fact that they are all preceded by (to).

Fill in the words that match the descriptions.

1 to make a series of short, sharp noises 2 cruel, unpleasant or unkind 3 an amount of money that must be paid for a service

4 to put in prison or keep behind locked doors 5 a form of punishment that causes extreme pain

6 to walk somewhere in a slow and relaxed way 7 being without hope

8 to catch someone and keep them as a prisoner

Grammar 6

Grammar: Past simple Use Grammar: Past simple. GRAMMAR

Past simple I you he / she / it

played played played

Did Sally run fast?

Sally didn't run fast.

You can find the complete explanation in the Checkbook.

Complete the sentences. 1 We

(to pay) for our ticket and went inside the museum.

2 I

(to not feel) very well after seeing the torture room.

3 The guide 4

(to tell) us what thumbscrews were used for. you

(to take) any pictures inside the museum?

5 Some of the prisoners The Clink.

(to spend) their entire lives inside

6 We to sit in. 7

(to spot) a torture chair that prisoners were forced you

(to see) what kind of food the prisoners

had to eat? 8 The guide during the fire.

(to not know) how many prisoners escaped 14

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UNIT 1 History

Lesson 1: Reading

Grammar: Past continuous Use Grammar: Past continuous. GRAMMAR

Past continuous bevestigend I was playing a game. He / She / It was playing a game. We / You / They were playing a game.

ontkennend I wasn't playing a game. He / She / It wasn't playing a game. We / You / They weren't playing a game.

vragend Was I playing a game? Was he / she / it playing a game? Were we / you / they playing a game?

You can find the complete explanation in the Checkbook.

Complete the sentences. 1 We glad we did.

(to not plan) on visiting the museum, but we're

2 I

(to hope) to hear some of the prisoners' life stories.

3 What the red jacket?

you

4 I sound of rattling chains.

(to chat) about with that man in (to look) at the thumbscrews, when I heard the

5 Someone fainted while the guide torture chair. 6 I

(to show) us the (to not pay) much attention to the guide's story.

7 Two women foreign prison. 8

(to talk) about the time they spent in a the blonde woman

(to compare) that prison

to The Clink?

Grammar: Past simple <> past continuous Use Grammar: Past simple < > past continuous. GRAMMAR

Past simple < > past continuous past simple We danced at his party last night. It rained yesterday.

past continuous They were dancing at his party for hours. It was raining when I walked the dog.

You can find the complete explanation in the Checkbook.

Fill in the correct forms of the words in brackets. (1)

you

(to know) that there is a Museum of

Medieval life? I (2) (3)

(to go) there yesterday. As I (to enter) the museum, I (4)

(to see) lots of actors who (5)

(to walk) around dressed in

medieval costumes. They (6)

(to try) to recreate life in the

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UNIT 1 History

Lesson 1: Reading

Middle Ages as accurately as possible. I quickly (7)

(to learn)

that the rich were a lot better off than the poor. If you (8) (to not have) an oven, you had to buy food from cookshops and bakeries. If you (9)

(to not be) able to work, you had to beg for food. What

(10)

(to surprise) me was how many trades and crafts there

were back then. I watched weavers who (11) glaziers who (12)

(to make) cloth, (to cut) glass, and a carpenter who

(13) (to build) a cabinet. I (14) (to not notice) many women, though there was one woman with a spinning wheel. I really (15) about the Middle Ages!

(to enjoy) my visit and I certainly know a lot more

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

Express yourself

William the Conqueror

Explore ten facts about one of European history's most inﬂuential rulers. 1. He was of Viking descent.

Though he spoke a dialect of French and grew up in Normandy, a fiefdom loyal to the French kingdom, William and other Normans descended from Scandinavian invaders. William's great-great-greatgrandfather, Rollo, pillaged northern France with fellow Viking raiders in the late 9th and early 10th centuries, eventually accepting his own territory (Normandy, named for the Norsemen who controlled it) in exchange for peace.

2. He had reason to hate his original name.

The product of an affair between Robert I, duke of Normandy, and a woman called Herleva, William was likely known to his contemporaries as William the Bastard for much of his life. His critics continued to use this moniker (albeit behind his back) even after he defeated the English at the Battle of Hastings and earned an upgrade to William the Conqueror.

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UNIT 1 History

3. His future bride wanted nothing to do with him at first. When William asked for the hand of Matilda of Flanders, a granddaughter of France's King Robert II, she demurred, perhaps because of his illegitimacy or her entanglement with another man. According to legend, the snubbed duke tackled Matilda in the street, pulling her off her horse by her long braids. In any event, she consented to marry him and bore him ten children before her death in 1083, which plunged William into a deep depression.

Lesson 1: Reading

7. He was sensitive about his weight.

Described as strapping and healthy in his earlier years, William apparently ballooned later in life. It is said that King Philip of France likened him to a pregnant woman about to give birth. According to some accounts, the corpulent conqueror became so dismayed with his size that he devised his own version of a fad diet, consuming only wine and spirits for a certain period of time. It didn't work.

4. He couldn't bear any disrespect toward his

mother. During William's siege of Alençon, a disputed town on the border of Normandy, in the late 1040s or early 1050s, residents are said to have hung animal hides on their walls. They mocked him for being the grandson of a tanner, referring to the occupation of his mother's father. To avenge her honor, he had their hands and feet cut off.

5. He made England speak Franglais.

8. His body exploded at his funeral. William died after his horse reared up during a 1087 battle, throwing the king against his saddle pommel so forcefully that his intestines ruptured. An infection set in that killed him several weeks later. As priests tried to stuff William into a stone coffin that proved too small for his bulk, they pushed on his abdomen, causing it to burst. Mourners supposedly ran for the door to escape the putrid stench. 9. He is an ancestor of millions of people.

Every English monarch who followed William, including Queen Elizabeth II, is considered a descendant of the Norman-born king. According to some genealogists, more than 25 percent of the English population is also distantly related to him, as are countless Americans with British ancestry.

William spoke no English when he ascended the throne, and he failed to master it despite his efforts. (Like most nobles of his time, he also happened to be illiterate.) Thanks to the Norman invasion, French was spoken in England's courts for centuries and completely transformed the English language, infusing it with new words.

10. He's responsible for scores of British Wills.

6. His jester was the first casualty of the Battle of

Hastings. William's jester rode beside him during the invasion of England, lifting the troops' spirits by singing about heroic deeds. When they reached enemy lines, he taunted the English by juggling his sword and was promptly killed, initiating the historic skirmish.

William, an Old French name composed of Germanic elements ('wil', meaning desire, and 'helm', meaning protection), was introduced to England by William the Conqueror and quickly became widespread. By the 13th century, it was the most common given name among English men. Today it still ranks in the top 10, and some have predicted that the future crowning of another King William will propel the name even higher.

―

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UNIT 1 History

Lesson 1: Reading

Doing research on William the Conqueror

Read William the Conqueror. a

Take turns with your classmate to tell each other what the different paragraphs are about. Decide who starts. The student who starts explains the first paragraph, the second person explains the second, and so on. Use your own words. Look up words that you both don't know if they are necessary to understand the text.

You are going to test the reliability of a text with the help of a checklist. Read the Tip: Determining the reliability of a source.

Determining the reliability of a source

TIP

Not everything you hear or read is absolutely true. A renowned website or newspaper can usually be trusted. Someone who is known as an expert probably gives reliable information. Someone who wants to make an impression on you, wants to sell you something, or convince you of an opinion for their own gain may have invented or changed facts. To decide if information is reliable you should check: • What is the source? Is it neutral and renowned? • Do facts match with other sources? • Is the information complete? • Is it objective; supported with facts, not opinions? • Is the story too good to be true? Then it is probably not true.

On a separate piece of paper, make a checklist. Then answer the questions. The checklist should include: • five criteria that you can use to check the reliability of a text; • room to write down your findings on William the Conqueror. 1 What steps do you need to take to use your checklist on a text?

2 What do you see when you compare your list to the ten paragraphs of William the Conqueror?

3 Do you both think William the Conqueror is reliable? Why (not).

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UNIT 1 History

Lesson 1: Reading

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

• • • •

Determing the reliability of a source.

◯

Clearly explaining what a paragraph is about.

◯

Understanding information in a text.

◯

Making a checklist.

◯

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.

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UNIT 1 History

Lesson 2: Writing

Lesson 2: Writing LEERDOELEN

• • •

Sociale en culturele vaardigheden – Je kunt je eigen gevoelens en opvattingen benoemen en hierop reflecteren. A2.2 – Je kunt eenvoudige en korte aantekeningen maken voor jezelf. A2.4 – Je kunt zeer kort en elementair gebeurtenissen, activiteiten en persoonlijke ervaringen beschrijven.

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 11

Speaking about toys You are going to read a few forum posts about favourite childhood toys. First answer the following questions for yourself. Then discuss them with a classmate. Use a separate piece of paper. 1 2 3 4 5

What sort of toys did you play with as a child? Did you ever play without toys or make your own toys? Describe a game you used to play with your friends when you were little. Have the games children play changed a lot since your parents were children? How? If you compare modern and old-fashioned games, which do you think are better for children? Why?

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UNIT 1 History

Lesson 2: Writing

Find out www.playtimefavourites.co.uk

Playtime favourites HOME

ABOUT US

BLOGGERS

CONTACT

Hey, I'm doing a project about toys through the decades and I want to include some photos and comments from other people about their favourite childhood toys. Has anyone out there got vivid memories of particular toys? Personally, I've always loved electronic stuff and when I was younger my preference was for digital games. I was absolutely obsessed with my Tamagotchi. My sister, on the other hand, was only interested in her pogo stick!

@soph00

I remember having a pogo stick too – I used to spend all my spare time bouncing around. It would drive my parents mad! When my pogo stick broke, I decided to try a different toy, and that's when I discovered the Rubik's Cube. I've just found this photo which brings back so many memories. The story here is that I'm challenging my next-door neighbour and childhood rival, Emma. We always got together on Saturday mornings with our Rubik's Cubes. Emma nearly always finished first, and I was convinced that she was cheating somehow. Sadly, she and her family moved away when I was ten and I've since lost touch with her. I've still got my @tomjonson Rubik's Cube, though! I'd choose it over any contemporary toy. In my opinion, the best toys are those that require kids to use their imaginations. When I was young, I adored Lego. I was always constructing something or other. The reason I was so fond of my Lego was that I could create whatever I wanted with it. I stopped playing with Lego as a teenager, because I thought it was uncool, but I've rediscovered it as an adult! Have you seen some of the complicated Lego sets you can buy nowadays? I'd rather create my own designs but this generation seems to prefer building models of famous buildings. If you ask me, Lego is the @veejay82 best toy ever. Let me tell you a bit more about this photo, which dates back to April 1948. It was my eighth birthday and my grandparents gave me this toy piano. Back then, toys were very expensive, and most of us only had a few things to play with. All my friends envied my toy piano! Really, I preferred to climb trees, but I did love my little piano. For many years, I kept it in my attic, but I have given it to @mbrady40 my grandson now.

Thanks so much for sharing all your memories!

@soph00

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UNIT 1 History

Lesson 2: Writing

Answering questions about a text

Read Playtime favourites. Answer the questions. If you are asked 'how' something is said, asked or explained, copy sentences from the text. 1 Why does @soph00 want to know about other people's toys?

2 How does @soph00 ask others on the forum about their childhood toys?

3 How does @tomjonson say he spent his free time when he was a child?

4 How does @tomjonson say that he prefers Rubik's Cube to any of the modern toys?

5 What type of toys does @veejay82 like?

6 How does @veejay82 say when and why he stopped playing with Lego?

7 How does @mbrady40 explain why she only had a few toys growing up?

8 What story does @mbrady40 tell about the little piano in the photo?

Vocabulary Puzzle

Use Vocabulary 1.2. a

Fill in the crossword. Two words have already been filled in. Across  6. a group of people born during and living in the same period 9. (attic) 10. a period of ten years

4 5

Down  1. difficult to understand 9 2. to need or demand something 3. an object with six square sides of the same size 4. (rival) 5. very clear, bright or detailed 7. at the present time 8. to love or like something very much

7 6

a t t

r i v a l

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UNIT 1 History

Lesson 2: Writing

There were two words already filled in in the crossword puzzle: attic and rival. Write English descriptions for these two words. Use your own words. 1 attic 2 rival

Translate Use Vocabulary 1.2. Complete the sentences with the English translations of the words. Note: There are three extra words. Choose from: benijden – bouwen, in elkaar zetten – dateren uit/van – ervan overtuigd zijn – gek maken – geobsedeerd door – helemaal – herinnering – uit het oog verliezen – valsspelen – verhuizen. If the word is a verb or a noun, make sure you use the correct form. 1 This little toy train is one of the earliest models, it 1840s. 2 I

the

with my old friends when I changed schools.

3 My friend and I used to toy cars on.

large racing circuits to race our

4 I never liked playing cards because my brother always 5 One of my earliest

. is playing in the sand on the beach.

6 I

my cousins because they always had the latest toys.

7 Some scientists

that gaming can improve your memory.

8 Merima

adored her Barbie doll when she was little.

Grammar 15

Grammar: Present perfect Use Grammar: Present perfect. Complete the sentences. GRAMMAR

Present perfect I have played a game. He / She / It has played a game. We / You / They have played a game.

I haven't played a game. He / She / It hasn't played a game. We / You / They haven't played a game.

Have I played a game? Has he / she / it played a game? Have we / you / they played a game?

You can find the complete explanation in the Checkbook.

1 You may not believe me, but I 2

(to not cheat), honestly.

your parents

(to give) you all these toys? 23

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UNIT 1 History

Lesson 2: Writing

3 My aunt

(to make) this teddy bear for my little sister.

4 I robots. 5

(to always envy) my brother's large collection of toy Giovanni

(to buy) this train set himself?

6 I hope I obsession.

(to not drive) you all mad with my Rubik's Cube

7 Look, I a child.

(to just find) the toy that I used to play with as

8 My best friend social media.

(to move) away but we stay in touch via

Grammar: Past simple <> present perfect Your great aunt in Canada is writing to you about the toys of her childhood. Use Grammar: Past simple <> present perfect. GRAMMAR

Past simple < > present perfect past simple I did my homework last Sunday. She gave me a really good idea yesterday. I was here last night, too. I didn’t see her last week.

present perfect I’ve done my homework. Here it is. She’s given me a really good idea. I’ve been here since coffee time. I haven’t seen you in weeks.

You can find the complete explanation in the Checkbook.

Fill in the correct past simple or present perfect forms. Today you can buy virtual reality headsets and watch films in 4D, but I (1) (to grow up) in the sixties so I (2)

(to have) a View-master.

If you (3)

(to never hear) of that, don't worry. I'll describe

it to you. The View-master (4)

(to create) 3D images by

using two photos side by side. It (5) (to come) with thin cardboard discs with seven pairs of photographs. It wasn't meant to be a children's toy, but in the sixties it (6)

(to become) very popular with kids. The discs I

(7)

(to collect) were mostly about animals and zoos. I wish

I could show them to you. I (8)

(to look) for the viewer up in

the attic, but couldn't find it. I (9)

(to find) something else up

there though, my old Spirograph set! I (10) had it. (11)

(to not know) I still I ever

(to tell) you about this toy? I (12)

(to adore) it when I was

a kid. I (13)

(to use) it to sketch geometric designs on paper.

I (14)

(to just make) another design. If you want to have a

look, I (15)

(to attach) a scan to this email. 24

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UNIT 1 History

Lesson 2: Writing

Phrases 17

How do you say this in English? Mark, who works in a toy shop, is blogging about his childhood. Use Phrases Writing. Complete the blog post. Use the clues.

Mark's BLOG By Mark – 18 April

I grew up in the seventies. (1) (Toentertijd waren er geen computers.)

(2) (Ik bracht vroeger bijna al mijn vrije tijd buiten door met mijn vrienden.)

(3) (We spraken altijd in het weekend af of na school.)

(4) (We gingen liever boomklimmen) rather than sit at home all day. My friends and I only stayed indoors when it rained. (5) (Ik heb levendige herinneringen aan de spelletjes die we speelden.)

(6) (Persoonlijk heb ik Cluedo altijd leuk gevonden)

but we also played Scrabble, Risk and Monopoly and lots of other board games. (7) (Naar mijn mening zijn bordspellen veel gezelliger dan computerspelletjes.)

When you play a board game, you really interact with the other players. (8) (Ik zou bordspelletjes boven elk hedendaags computerspelletje verkiezen.)

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.

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UNIT 1 History

Lesson 2: Writing

Express yourself Describing board games

You and a classmate will take turns to describe three different board games. a

First make notes that you can use in your description. Make sure your classmate doesn't read your notes. Board game 1

Board game 2

Board game 3

Name:

Aim:

Rules:

Your opinion:

Play the guessing game. Take turns to describe your board games to your classmate. Don't mention the names of your board games in your description! Can you work out which board games your classmate is talking about? Write down their names below (in Dutch if you don't know the English name). Then check with your classmate how many you've got right.

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UNIT 1 History

Lesson 2: Writing

Writing a forum post Have another look at Playtime favourites and read the Tip: Before writing. TIP

Before writing

Before you start writing, first read the instructions carefully. Writing is a lot easier if you know what kind of text you'll be writing, who it is for and what should be included.

Write down your own reaction to the forum question from Playtime favourites in 90–120 words. Make sure your reaction includes: • your preference in toys and your opinion on toys in general; • a description of at least two toys you used to play with; • your memories of playing with these toys; • your opinion on the toys you used to play with then and how you feel about them now. Can you still imagine why you liked them so much?

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 opinion and feelings about toys.

◯

Reflecting on your opinions and feelings.

◯

Describing board games.

◯

Writing a forum post.

◯

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.

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UNIT 1 History

Lesson 3: Listening and watching

Lesson 3: Listening and watching LEERDOELEN

• • • •

Kritisch denken – Je kunt gevonden informatie beoordelen op bruikbaarheid, betrouwbaarheid en representativiteit. A2.4 – Je kunt in vertrouwde situaties eenvoudige feitelijke informatie begrijpen (luisteren). A2.5 – Je kunt wezenlijke informatie verstaan en onderscheiden in korte opgenomen passages over voorspelbare alledaagse zaken (luisteren). A2.5 – Je kunt je een indruk vormen van de belangrijkste inhoud van een feitelijk nieuwsbericht op televisie (kijken).

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 21

Answering questions about history Read Keeping the past alive.

KEEPING THE PAST ALIVE Do you like visiting historic places? Stately homes and castles are very popular places for a day out, and worldwide, millions of pounds are spent every year to preserve them for future generations. It can be really good fun, exploring all the different rooms and imagining what life was like for the original inhabitants! Sometimes, in very atmospheric places, it's almost as if you can still feel their presence ...

Discuss the questions with a classmate. 1 What kind of historic buildings are there in your area? 2 What kind of historic building would you most like to visit? Explain. 3 Compare historic buildings to modern ones. Do you have a preference? Discuss what you like and dislike about them (style, atmosphere, comfort level, etc.). 4 Have you ever seen pictures of stylish interiors of old ships? What do you like or dislike about them? 5 Have you ever seen brochures for old buildings or ships that you can visit? If so, did you think that the information in the brochure gave you a good idea about what to expect? Why (not)? 28

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UNIT 1 History

Lesson 3: Listening and watching

Find out listening 22

Answering questions while listening Read the Tip: Before listening. Then listen to The old manor house. There are pauses. TIP

Before listening

Before you listen to a recording, decide what kind of information you are listening for. You can do this by reading the questions or statements first.

Give short answers while listening. 1 When does the history project need to be finished?

2 What do most other students plan to write about?

3 How can Andy find out about the manor's opening hours?

4 When can visitors view Spendley Manor House?

5 What is Andy's phone number?

6 Where does Jaya propose to meet?

Answering questions after listening Listen to The old manor house again. Explain why these statements are true or false. 1 Jaya says there's plenty of time to finish the project.

2 Jaya thinks she has come up with a good idea for the project.

3 Jaya believes nobody lives in Spendley Manor House these days.

4 Andy finds out online who now owns Spendley Manor House.

5 Visitors are allowed to view Spendley Manor House without a guide.

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UNIT 1 History

Lesson 3: Listening and watching

6 Visitors who leave their details will be called back to confirm.

7 Andy and Jaya are going to view Spendley Manor House by themselves.

8 Andy and Jaya arrange to cycle to Spendley Manor House together.

Choosing the correct answer Listen to A thrilling history. There are pauses. Choose the correct answer. 1 Andy knows a little about Spendley Manor House because … a. he has read a few stories about the servants. b. one of his relatives once worked at the house. 2 Andy jokes about … a. the idea that Judy lives in a manor. b. the idea that Judy might be a ghost. 3 The portrait above the fireplace shows … a. the first Duke of Charnwell. b. the first owner of Spendley Manor House. 4 After Edward stole his money, Thomas Charnwell … a. forgave his brother when he was caught. b. wanted to fight it out with his brother. 5 Andy and Jaya think … a. Judy is too young to be the woman in the portrait. b. Judy must be part of the Charnwell family. 6 It turns out that Judy … a. is the mother of the man who was supposed to be their guide. b. might have been Thomas Charnwell's daughter after all.

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UNIT 1 History

Lesson 3: Listening and watching

Vocabulary 25

Complete the story Use Vocabulary 1.3. Fill in the English translations of the words in brackets. If the word is a verb or a noun, make sure you use the correct form. Welcome to Musgrove Hall. Here in the Great Hall, over the staircase, you'll find (1)

(portret) of most of the Musgrove family members. May I

(2)

your

(aandacht vestigen op)

the large painting in the middle? It's of Henry Musgrove, the second Earl of Rosemont, who bought this (3)

(groot herenhuis) in the 17th century. Doesn't

he look (4)

(schitterend) in his red coat and white lace neck

collar? Next to him, you can see a painting of his daughter Hermione on her horse. Can you (5)

(zien, onderscheiden) the girl in the background?

I have done some (6)

(onderzoek) and I have found out that her

name was Morwen Kestle. She was one of the (7)

(bediende)

here. Because Morwen was a great beauty, Hermione was (8) (jaloers) of her and eventually had her sent away. Morwen fell ill and died shortly afterwards. There's talk up in the village that Musgrove Hall is (9)

(het spookt) by her ghost to this very day.

Match Use Vocabulary 1.3. Match the words and the definitions. Note: There are three extra definitions.

to do up outskirts passionate abandoned to pay attention coward

• • • • • •

• • • • • • • • •

extremely happy or pleased no longer used or left by the owner parts of a town or city that are furthest from the centre showing great enthusiasm for something someone who is not brave or courageous someone who lives in a particular place to look at or listen carefully to officially say or write something to repair or redecorate a building

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UNIT 1 History

Lesson 3: Listening and watching

Vocabulary extra 27

Filling in prefixes Read the Tip: Prefixes. Look at the chart. You may use a dictionary. Use the prefix to make new words from the base words. Then fill in the translation of the new words. TIP

Prefixes

Prefixes are placed at the beginning of a word to change its meaning. They are often used to create words with an opposite meaning. Compare, for example, happy and unhappy, possible and impossible, appear and disappear. They can also say something about time, place or manner. For example, an inhabitant is someone who lives in a particular area.

prefix

meaning

base word

dis

opposite

honest

il*

opposite

legal

im*

opposite

perfect

opposite

secure

place

land

ir*

opposite

responsible

do again

build

opposite

usual

new word

translation

* Use il with words starting with l, use im with words starting with m or p, use ir with words starting with r.

Adding prefixes Fill in words with prefixes. Use the base words in brackets and add a prefix. If the word is a verb, make sure you use the correct form. You may use a dictionary. 1

(like) you, I've finished my project in time.

2 Where is Judy? She has suddenly

(appear).

3 Another word for cheap is

(expensive).

4 It was very 5 6 I

(polite) of you to laugh at her accent. (fortunate), we don't have time to do research. (agree). Churches should always be open.

7 Whether the building is haunted is

(relevant).

8 When his wife died, the duke

(marry).

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Lesson 3: Listening and watching

Find out watching 29

Watching an interview Watch the interview with Eva Hart. Explain why the following statements are true or false. 1 Eva was on the Titanic to go on holiday with her parents.

2 The interviewer is in Eva Hart's London home for the interview.

3 Eva's father died when the Titanic sank.

4 Eva's mother didn't sleep that night because she was feeling unwell.

5 Eva got separated from her mother before she got into the lifeboat.

6 Eva is not interested in learning who was to blame for the disaster.

7 More than 1500 people died that night.

Watching an interview Watch the interview with Eva Hart again. Answer the questions in full sentences. 1 What were Eva Hart's first and second reactions to the news that the Titanic had been found?

2 How does Eva react when the interviewer asks her to tell us what happened?

3 Why is Eva surprised at the question why her father did not go on the lifeboat?

4 What emotions do you see in the interviewer's face when Eva says how terrifying it was not having her mother with her? How does he react?

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UNIT 1 History

Lesson 3: Listening and watching

5 Would you have reacted in the same way as the interviewer? Why (not)?

6 What could have prevented the huge loss of life in the disaster with the Titanic, according to Eva?

7 What do you think of the interview?

8 How do you think Eva felt during the interview? Why?

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

Express yourself Researching the Titanic

Read the Tip: Determining the reliability of a source.

Determining the reliability of a source

TIP

Together with a classmate, find sources about the Titanic on the internet, using the questions below. 1 Find and watch at least two more interviews with survivors such as the one with Eva Hart. What new information comes up?

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UNIT 1 History

Lesson 3: Listening and watching

2 Find out what people were saying and writing about the Titanic before its first departure.

3 What false information did some newspapers give immediately after the distaster?

Discuss what you have found. Include the following questions in your conversation. • What information was obviously unreliable? Why? • What information was reliable and trustworthy? Why? • Were the sources you used renowned? Why? / Why not? • Why is it important to compare different sources?

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

• • • •

Finding information online.

◯

Deciding whether found information is useful.

◯

Deciding whether found information is reliable.

◯

Discussing found information.

◯

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.

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UNIT 1 History

Lesson 4: Speaking

Lesson 4: Speaking LEERDOELEN

• • • • • •

Informatievaardigheden – Je kunt de voor het beantwoorden van een vraag of probleem benodigde informatie verwerven en daaruit een selectie maken. A2.1 – Je kunt op eenvoudige wijze voorkeur en mening uitdrukken over vertrouwde alledaagse onderwerpen (gesprekken). A2.1 – Je kunt deelnemen aan korte gesprekken over belangwekkende onderwerpen in een alledaagse context (gesprekken). A2.4 – Je kunt een eenvoudig gesprek aan een balie voeren (gesprekken). A2.5 – Je kunt vragen stellen en beantwoorden over gewoonten en routines (gesprekken). A2.1 – Je kunt plannen en afspraken, gewoonten en routinehandelingen, activiteiten uit het verleden en persoonlijke ervaringen beschrijven (spreken).

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 33

Do as the Romans do You are going to listen to and read a conversation about the Roman Baths in Bath, England. The title of the text you're going to read in this lesson is When in Rome … That is one half of the expression 'When in Rome, do as the Romans do.' Answer the questions together with a classmate. 1 What does the expression When in Rome, do as the Romans do mean?

2 How many other expressions with the word Rome can you find online? Write them down with the English explanation.

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UNIT 1 History

Lesson 4: Speaking

Find out 34

Answering questions during listening First read the questions. Then listen to When in Rome …; a conversation between Adam, Helen and Brutus. There are pauses. Complete the sentences while you listen. 1 Hoe zegt Adam dat hij zijn twijfels heeft over dit uitje? It's

2 Hoe zegt Helen dat ze graag een gids wil? a guide. 3 Hoe begint Brutus zijn antwoord op Helens vraag? The

is ...

4 Hoe vraagt Helen hoe vaak mensen het bad bezochten? these baths on a daily basis? 5 Met welke woorden geeft Brutus aan dat hij het over vroeger heeft? wealthy people like me used to have ... 6 Hoe zegt Helen wat zij vindt van de Romeinse methode van wassen? I don't

7 Hoe vraagt Adam iets over de hoge temperatuur van het water? to get it so hot? 8 Hoe zegt Adam dat hij het eens is met Helen? I'm

WHEN IN ROME ... Arriving at the baths in Bath Adam There's the entrance, Helen … on the right, opposite the church. Helen Ah yes, 'Welcome to the Roman Baths'. Do I need to show our e-tickets, do you think? Adam Yes, I expect so. I hope this is going to be worthwhile. It's not my sort of thing, really. If I had the choice, I'd prefer to just read a book about the Romans … Helen Oh come on, Adam, it's bound to be impressive. Hello! Here are our e-tickets. Assistent Welcome! Would you like one of our costumed guides to show you round? Adam I'm sure we can manage ... 37

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UNIT 1 History

Lesson 4: Speaking

Helen I vote that we have a guide. I'd much rather listen to an expert. Brutus Good morning. I would be delighted to show you the main features of our magnificent Roman Baths. Helen I like your toga! You look really authentic. Brutus Thank you! My name is Brutus. This way, please … Adam Brutus? Inside the baths Helen So Brutus, what kind of Roman people used to come to these baths? Brutus The simple answer to that is: all kinds of people. All the costumed actors here are characters based on real people. My character, Brutus, was a businessman who lived here in Bath. Helen So people used to visit these baths on a daily basis? Brutus Yes! The thing is that these baths weren't just somewhere to get clean. Romans also came here to talk business and to catch up on the latest gossip. This way to the main bath … Helen It's huge! Adam So, even in winter, people used to jump into this bath, naked, with a bar of soap? Brutus The Romans didn't use soap, actually. In those days, wealthy people like me used to have a slave clean them. The slave would rub oil into the skin, then scrape the oil off using a tool with a curved blade. Adam Sounds like a great alternative to washing! Helen I don't like the sound of it at all. I'd favour soap and water any day Brutus After the scraping, the person used to then climb into the Great Bath. Adam There's steam rising from the water. How do they manage to get it so hot? Brutus There's a natural hot spring, underground. The baths were built here for that very reason. Follow me …

Looking back on the day Helen I can't wait to tell everyone at school about our trip to Bath yesterday. The most interesting part for me was the Roman method for getting clean. Adam I'm with you on that! When I got home, I decided to give it a try. Helen What? Adam I can tell you that it was quite painful and very time-consuming. Also, I've now got a funny rash!

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UNIT 1 History

Lesson 4: Speaking

Answering a question after reading Read When in Rome ... Discuss the question with a classmate and write down the answer. Figure out what the expression 'When in Rome, do as the Romans do.' has to do with the story in this lesson.

Vocabulary 36

Make a match Use Vocabulary 1.4. Match the synonyms. authentic

•

bound to

•

certain

•

delighted

•

genuine

magnificent

•

to scrape off

•

source

spring

•

to remove

•

overjoyed

splendid

Puzzle Use Vocabulary 1.4. Find the words in the puzzle that match the following definitions. Write them down and cross them out in the puzzle. Look in all directions! 1 someone who is forced to work without pay 2 what rises up when water is hot 3 the part of the knife you cut with 4 an interesting or important quality of something 5 without clothes 6 a group of small red spots on the skin 7 an instrument you can use to make things with 8 having lots of money and possessions L

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UNIT 1 History

Lesson 4: Speaking

Grammar 38

Grammar: Used to Use Grammar: Used to. GRAMMAR

Used to

My parents used to go on holiday to Spain, but they are going to Australia this year. I used to live in Sweden, but I live in South Africa now. My friend used to cycle to school, but she takes the bus these days. You can find the complete explanation in the Checkbook.

Translate the sentences into English. Use used to + full verb. 1 Rijke mensen droegen vroeger toga's.

2 De meeste mensen aten vroeger ontbijt.

3 De Romeinen bouwden vroeger veel wegen.

4 Er steeg vroeger stoom op uit deze baden.

5 Alle Romeinen gingen vroeger naar de baden.

6 Alleen rijke Romeinen aten veel vlees.

Grammar: Articles Use Grammar: Articles. GRAMMAR

Articles Je gebruikt wel the wanneer: je verwijst naar een specifiek publiek gebouw je verwijst naar een specifiek een jaargetijde je verwijst naar een specifieke maaltijd je play + een instrument gebruikt

Je gebruikt geen the wanneer: je verwijst naar een algemeen publiek gebouw je verwijst naar een algemeen jaargetijde je verwijst naar maaltijden in het algemeen je play + een sport gebruikt

Je gebruikt wel a / an: bij een beroep dat meer mensen doen bij religies

Je gebruikt geen a / an bij een beroep dat één iemand doet

You can find the complete explanation in the Checkbook.

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UNIT 1 History

Lesson 4: Speaking

Complete the sentences with the correct articles. Choose ø when no article should be used. 1 He was sent to ø / a / an / the prison for his crimes. 2 My uncle Vinny is ø / a / an / the Italian from Rome. 3 The invitation said everyone has to dress in ø / a / an / the black. 4 Mrs Whitmore is ø / a / an / the photographer for a magazine. 5 My sister plays ø / a / an / the violin very well. 6 Jorge Mario Bergoglio was elected ø / a / an / the pope in 2013. 7 The man we saw was ø / a / an / the Buddhist. 8 Saturnalia was a Roman festival held in ø / a / an / the winter. 9 I'm in ø / a / an / the hurry; my train leaves in ten minutes! 10 We always have ø / a / an / the dinner together as a family.

Grammar: Used to and articles

Use Grammar: Used to and Grammar: Articles. a

Write sentences about the past. Use definite and indefinite articles correctly. Also fit in used to in one of the sentences about each topic. 1 Schrijf twee zinnen over maaltijden.

The Romans used to eat a slice of bread or a pancake for breakfast. 2 Schrijf twee zinnen over oude gebouwen.

3 Schrijf twee zinnen over vrijetijdsbesteding.

4 Schrijf twee zinnen over je jeugd.

Team up with a classmate. Read each other's sentences and suggest improvements. Explain your suggestions.

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UNIT 1 History

Lesson 4: Speaking

Phrases 41

How do you say this in English? Leo and his sister Abby are visiting a Roman site. They are having a conversation with their tour guide. Use Phrases Speaking. Translate the sentences in brackets into English.

Guide

Welcome to Britain's largest Roman amphitheatre, which is an ancient Greek word for 'round place for viewing'. I'll be showing you around today.

Leo

(1) (Waarom gingen Romeinse mensen vroeger naar dit amfitheater?)

Guide

(2) (Het eenvoudige antwoord daarop is) they came for entertainment, performances, and sports. (3) (Sommige Romeinen kwamen hier om zaken te bespreken.) But most were here just to enjoy themselves. This here is the entrance.

Abby

How often did Romans go the theatre?

Guide

(4) (Mensen bezochten het amfitheater vroeger vrij vaak.) You see, most of the Roman shows were free. Free entertainment kept people happy. (5) (Amfitheaters zijn om juist die reden gebouwd.)

Leo

What kind of shows did they use to perform here?

Guide

People watched things like boxing and wrestling. (6) (De meest interessante shows voor mij waren de gladiatorenwedstrijden.) Gladiators would fight each other or wild animals, such as bears or lions. The Romans loved that.

Abby

Wild animals? (7) (Dat lijkt me helemaal niks. Ik ga veel liever naar de bioscoop.)

Leo

(8) (Dat ben ik met je eens! Als ik de keuze had, zou ik liever een goede actiefilm zien.)

Abby

You and your action films! They're full of fighting too, you know.

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UNIT 1 History

Lesson 4: Speaking

Pronunciation Pronunciation: Vowels with an 'a'-sound

Practise your pronunciation. Pay special attention to the sound of the vowels (klinkers). Read Pronunciation: Vowels with an a-sound. P R O N U N C I AT I O N

Vowels with an a-sound

When Dutch people say 'love', it often sounds like 'luf'. But it should be pronounced with an a-sound: 'lav'. Likewise, if you say 'bus' in English, it should sound a bit like 'bas'.

Practise your pronunciation. 1 love

6 umbrella

2 tough

7 stuff

3 hundred

8 lucky

4 mother

9 above

5 duck

10 ugly

Choose the words with a-sounds like the one in 'love'. There are two or three in each sentence. 1 I'd love a cup of tea.

6 Can you buy me some butter?

2 McDuff drives a big black truck.

7 That's an ugly mug.

3 Neil never touched your money.

8 We've just studied ancient Rome.

4 My umbrella is stuck in the gutter.

9 Come and meet my mother on Monday.

5 Donald Duck didn't have much luck.

10 We're as snug as a bug in a rug.

Work with a classmate. Take turns reading the sentences in exercise b out loud. You can check your pronunciation by listening to the recording Vowels with an a-sound.

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

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UNIT 1 History

Lesson 4: Speaking

Express yourself 43

Talking to a classmate Team up with a classmate. You will be using speech card 1, speech card 11 and speech card 21 Read the Tip: Preparing for speaking and take a few minutes to prepare your role. TIP

Preparing for speaking Before you start a conversation, ask yourself the following questions: • What is the topic of this conversation? • What words and expressions will I need in this situation? • What questions can I ask? • What questions can I expect to get?

Have the conversation. The person with speech card 1 starts.

Talking about the Pump Room You are in Bath and the plan is to visit the Roman Baths and one other sight. A friend has given you a list of sights in Bath. Unfortunately, one of the sights on the list, The Pump Room, is missing a description. You're going to find out as much information about it as you can. You need to go online to find the necessary information. Discuss the following points with your classmate. 1 What is The Pump Room? 2 What is the connection between The Pump Room and The Roman Baths? 3 What special treat is free for customers? 4 Why is The Pump Room historically interesting? 5 How did you decide which information was useful, and which wasn't?

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

• •

Collecting information.

◯

Selecting the information that is necessary to answer questions.

◯

• •

Discussing questions.

◯

Having a conversation about a historic site.

◯

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.

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UNIT 1 History

Lesson 5: Mission

Lesson 5: Mission LEERDOELEN Je past je life én language skills toe in een mission. • Life skill: Kritisch denken • Hoofdvaardigheid: Spreken • Subvaardigheid: Lezen

Conspiracy theory Introduction Iemand vertelt je een verhaal over een onderwerp. Zelf heb je eerder andere verhalen gehoord. Je gaat op zoek naar meer informatie en komt allerlei complottheorieën tegen. In deze mission kies je een historische gebeurtenis die is omgeven door complottheorieën. Vergelijk verschillende bronnen en bespreek in een groepje van drie jullie gevonden informatie. Maak daarna een presentatie over het gekozen onderwerp om de discussie rondom jullie complottheorie uit te leggen aan klasgenoten.

Selecting a topic Werk in een groepje van drie. Kies een onderwerp. • Overleg met elkaar welk onderwerp dat is omgeven door complottheorieën jullie willen gaan onderzoeken. • Kies een onderwerp uit de actualiteit of een onderwerp uit de geschiedenis. Voorbeelden zijn: de moord op de Amerikaanse president John F. Kennedy, de eerste bemande maanlanding, de dood van Prinses Diana, de verkiezing van president Trump, het Covid-19 virus. • Vraag aan jullie docent of het onderwerp akkoord is.

Finding information Lees de Tip: Determining the reliability of a source.

Determining the reliability of a source

TIP

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UNIT 1 History

Lesson 5: Mission

Zoek en lees nu zelfstandig drie tot vijf bronnen over jullie onderwerp. • Schrijf op waar je de informatie vindt en maak aantekeningen. • Wat waren de complottheorieën? • Wat waren de bewijzen daarvoor? Zijn ze geloofwaardig? • Zijn de bronnen betrouwbaar? • Geloof je de theorieën? Waarom wel / niet?

Discussing the findings Bespreek wat jullie gevonden hebben. • Geef je mening en luister goed wat anderen hebben gevonden. Blijf je bij je standpunt, of zijn er voldoende argumenten om je standpunt te wijzigen? • Bekijk eventueel nog bronnen die je had gemist.

Preparing the presentation Lees de Tip: PowerPoint presentation. TIP

PowerPoint presentation

In a PowerPoint presentation you want to put what is necessary to keep people's attention, and therefore you ... • don't use too much text, only short sentences and key words; • don't use too many special effects; • use pictures and links to videos; • make the slides support your story. Remember that your story is the basis. Your PowerPoint illustrates what you say, clarifies your words and provides understanding.

Maak een gemeenschappelijke powerpointpresentatie. • Bepaal samen wat jullie in de presentatie willen vertellen en laten zien. Kies foto's en filmpjes die jullie verhaal kunnen ondersteunen. • Bekijk het resultaat en voeg alle onderdelen samen in een powerpoint. • Verdeel de taken. Wie gaat welke slides toelichten? • Zorg dat je allemaal een even groot aandeel hebt in de presentatie. • Oefen de presentatie. De presentatie duurt vier tot zes minuten.

Giving the presentation Elk groepje presenteert nu in de klas. Welk groepje heeft de meest interessante presentatie? Welke theorie is het boeiendst? En welke presentatie ziet er het mooist uit?

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UNIT 1 History

Lesson 5: Mission

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

• • • • • • • •

Deciding if a source is reliable.

◯

Selecting a topic.

◯

Finding information on a conspiracy theory.

◯

Taking notes.

◯

Discussing information.

◯

Dividing tasks.

◯

Putting together a presentation.

◯

Giving the presentation.

◯

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

Choosing a topic. Looking for information on the internet. Taking notes. Selecting the most useful information. Discussing information in a group. Working together and dividing tasks. Preparing a presentation. Doing a presentation. Other

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

CAMBRIDGE Do you have some extra time and do you want to learn more about Cambridge Exam style exercises? Then do the Cambridge exercises on the New Interface website.

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3 HAVO

CAN OPEN

WORLDS

ENGLISH 3 HAVO NAME YEAR

NEW 9789006919059_TMH NI omslag 3A HAVO 12_7mm.indd 2,4

28/12/2021 10:09