Track 'n' Trace 4 - Inkijkexemplaar by VAN IN

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In aa

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In aa

track m

'n trace

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Els De Clercq Lies Alen Peter Koeck Manuel Lehmann Tina Raymaekers Leen Temmerman Ann Vandemaele

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In aa

CONTENTS 1 RSVP please 9

3 Pimp that room!

117

Check In 10

Check In 118

Main Track 12 Step 1: using the present continuous and the going-to future 12 Step 2: inviting people to your party 19 Step 3: using the present perfect 26

Main Track 120 Step 1: describing where things are in 120 your room Step 2: giving your opinion about 126 colour and design Step 3: giving a presentation 135

On Different Tracks 151 Check 1: describing where things are in your room 151 Check 2: giving your opinion about colour and design 157 Check 3: giving a presentation 165

On Different Tracks 44 Check 1: using the present continuous and the going-to future 44 Check 2: inviting people to your party 49 Check 3: using the present perfect 54

Summary 142 Grammar 142 – HOW TO mention where things 142 are (going) – HOW TO express obligation and prohibition 144 Vocabulary 146 – Furniture, decoration and accessories 146 – Colours 147 Strategy 148 – HOW TO give a presentation 148 Useful expressions 150 – HOW TO express your opinion 150

Summary 34 Grammar 34 – HOW TO talk about (fixed) plans and intentions 34 – HOW TO talk about when and where things happen 36 – HOW TO talk about unfinished actions and experiences 37 Vocabulary 42 – Types of parties 42 – Event organization 43

Check Out: setting up an event 59

2 Spooktacular 61

Check Out: pimp that room!

175

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Check In 62

Summary 85 Grammar 85 – HOW TO tell a story in the past 85 Vocabulary 87 – Mystery and horror words 87 Strategy 91 – HOW TO listen/watch more effectively 91

On Different Tracks 92 Check 1: describing scary past experiences 92 Check 2: using typical mystery and 99 horror words Check 3: retelling and writing 104 creepy stories

Check Out: telling or writing a scary story 113

4 Love it or hate it

177

Check In

178

Main Track Step 1: learning the language of advertising Step 2: expressing probability Step 3: giving instructions Step 4: describing infomercials

179 179 189 194 196

Summary 202 Grammar 202 – HOW TO make comparisons 202 – HOW TO express probability and certainty 203 205 – HOW TO give instructions Vocabulary 206 – Products 206 – Other words 207 Strategy 209 – HOW TO advertise a product 209 On Different Tracks 210 Check 1: learning the language of advertising 210 Check 2: expressing probability 216 Check 3: giving instructions 220 Check 4: describing infomercials 224 Check Out: making an infomercial 231

three

Main Track 63 Step 1: describing scary past experiences 63 Step 2: using typical mystery and horror words 74 Step 3: retelling and writing creepy stories 80

Contents

T'n'T 4

5 #Backtothefuture 233 Check In 234 Main Track 236 Step 1: expressing reason and purpose 236 Step 2: describing the past 243 Step 3: describing the future 251

267 267 273 280

On Different Tracks Check 1: expressing reason and purpose Check 2: describing the past Check 3: describing the future

Summary 262 Grammar 262 – HOW TO express reason and purpose 262 – HOW TO talk about the future 263 Vocabulary 265 – Past and future 265 – Storage 265 – Items 266

6 How can I help you? 289 Check In 290

Main Track 292 Step 1: learning words to make complaints 292 302 Step 2: filing a complaint Step 3: filling in a customer satisfaction survey 309

Check Out: presenting a time capsule 288

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Summary 313 Vocabulary 313 Strategy 315 – HOW TO write a formal letter/email 315 – HOW TO make a complaint (spoken interaction) 316 On Different Tracks Check 1: learning words to make complaints Check 2: filing a complaint Check 3: filling in a customer satisfaction survey

317 317 326 335

Check Out: making a formal complaint 345

four

T'n'T 4

Contents

STARTEN MET TRACK 'N' TRACE Welkom in Track ‘n’ Trace. We leggen graag even uit hoe je met dit boek aan de slag gaat.

1 / Op weg met Track ‘n’ Trace Het leerwerkboek bestaat uit zes units en elke unit is op dezelfde manier opgebouwd.

Op de voorpagina van elke unit vind je terug wat je zult leren om de taak aan het einde van de unit, de Check Out, goed uit te voeren. Deze voorpagina toont je de weg die je zult afleggen.

UNIT 2: SPOOKTACULAR

check in Step 1: describing scary past experiences

main track

Step 3: retelling and writing creepy stories

Step 2: using typical mystery and horror words

In de Check In maak je kennis met het thema van de unit.

summary

trace your steps

CHECK IN

The car never starts 1

Discuss these questions with a partner.

SPOKEN INTERACTION

a Do you like scary ﬁlms or horror ﬁlms? Why (not)?

b Which ones are your favourite (scary) ﬁlms? Describe what happens in the story.

on different tracks

check out: telling or writing a scary story

SPEAKING

Imagine you could give horror ﬁlm characters tips on how to survive. What would you tell them? Think of 3 good tips and then share them with the class.

  

De Main Track is opgebouwd uit verschillende Steps. In elke Step leer je een afzonderlijke bouwsteen om de taak aan het einde van de unit te kunnen maken.

a Were of your tips mentioned? Which one(s)? Step 1 any My room, my home, my world

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b Which tipsDescribing did you not think of? List them here. where things are in

UNIT 2:

a rug

a footboard

a headboard

a picture

a chest of drawers

a mattress

a wardrobe

a lamp

a duvet (a duvet cover)

bed sheets

a bedside table

a wall

a window

a bed

a pillow (a pillow case)

SPOOKTACULAR

What is the correct name for each number in the photo? 1 2

5 6

8 9

120

UNIT 3:

PIMP THAT ROOM!

SUMMARY HOW TO mention where things are (going)

Prepositions of place and movement

1 Prepositions of place USE To say where things are.

above

below under

behind

in front of

next to beside by

to the left of on the left

to the right of on the right

between

inside

near

c Reflection: check your writing task by filling in this checklist.

kit .

on on top of

Yes I think so

among

opposite

against

Feedback

Source: www.mini.co.uk

ex. 3

GRAMMAR

jk Source: M / Shutterstock.com

credentials.

Every single model is packed with (8)

ex. 2

10 8

with (7)

and

character designed to make your life a whole lot (10)

Next exercise

2 Language • I built my sentences correctly. • I used correct vocabulary. UNIT 3: PIMP THAT ROOM! 142 • I used the correct tenses. • I used correct spelling and punctuation.

go-kart feel. It’s like date: (5)

≥7

one hundred and forty-two

gravity handling and (3)

9 14

one hundred and twenty

than ever, the (2)

Mini 3-Door Hatch embodies the essence of low-centre-of-

Score

1 Content and structure • I discussed what my life is like today. outside • I mentioned my hopes for the future. • I used the letter structure correctly.

awesome – brighter – charismatic – energetic – exhilarating – fun – iconic – impeccable – perfect – smart

(6)

Look at the photo and connect the numbers to the correct items in the photo.

sixty-two

Learning the language of advertising

and (9)

Checklist: letter to my future self

Fill in the correct words in this comment about the new Mini.

a (4)

1 / What’s in a room?

Je leerkracht zal je zeggen wanneer je de Check, die bij een bepaalde Step hoort, kunt maken in On Different Tracks. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.

ON DIFFERENT TRACKS

More (1)

your room

Voor je start met On Different Tracks is er een Summary: een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.

Check 1

listening

Watch the (funny) video How to survive a horror movie: A tutorial for white people.

Aan het einde van elke Step zie je een verwijzing naar een Check. Die Check vind je terug in het onderdeel On Different Tracks. In On Different Tracks ga je na of je de bouwsteen al onder de knie hebt.

CHECK 1, p. 44

MAIN TRACK

Read the promotional text taken from a Rolex commercial.

Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. Aan de hand van de handige scorewijzers weet je meteen welke oefeningen je moet maken. a Fill in the correct word in the sentences below. Choose from the following words: complexity – easily – elegant – revolutionary – simplicity

For those who travel the world this is the Sky-Dweller. The ﬁrst Rolex with two time zones and an annual calendar that discretely marks the passage of the months. At the heart of

Score

9 – 12

> 12

Next exercise

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the movement lies a planetary mechanism inspired by the alignment

of sun, moon and earth. It enables the Sky-Dweller to know the diﬀerence between a 30and a 31-day month.

Read these FutureMe emails and fill in the correct future forms.

a jumping hour hand to adjust to local time with a 24-hour disk for keeping track of time back home. To

operate the Sky-Dweller’s functions Rolex have engineered an

Source: rolex.com

To display two time zones simultaneously the Sky-Dweller combines

interface of : the ring

I haven’t started the course yet but I pray that I (to pass) my exams. When I read this, I (to know) the answer. That’s spooky!

command. Turning the bezel lets you select the date, local time or reference time for

two hundred and ten

b Watch the commercial for Rolex and check your answers in exercise a.

UNIT 4:

LOVE IT OR HATE IT

five

setting. Only Rolex can make such so elegantly simple. listening

2 Dear FutureMe,

Starten met Track 'n' Trace

I hope you smile at the future. I hope you laugh with your heart and sing with your soul.

T'n'T 4

College (to come up), but don’t be afraid. If you’ve changed your pick, then don’t worry – it’ (to come out / all) in the end.

hundred and eighty-one

210

1 Dear FutureMe,

Als je alle bouwstenen in de Main Track hebt doorlopen en ze voldoende hebt ingeoefend in On Different Tracks, dan ben je zeker klaar voor de Check Out, de taak aan het einde van de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.

CHECK OUT: PRESENTING A TIME CAPSULE Orientation You will put together your own personal time capsule and present it in 60 seconds to 4 of your classmates. You will choose 5 personal belongings that are very important to you and will still be important when you open the box.

Optional: add a letter to your future self. Open the box in 10 years from now!

Preparation 1

What do you want to know about your past self … in the future? a Choose 5 items that are important to you. b Bring a box or something similar that can be sealed and stored for 10 years. c Think of what you are going to say about each item. d Use the past and future forms correctly.

Action Present your time capsule to a group of classmates. a You will present your own capsule and evaluate the other presentations. b You have about 60 seconds, so watch the timing. c Make sure you explain what each items is, what it meant or means to you and why you put it in your capsule. Use linking words correctly. d Speak clearly and mind your presentation skills. Use the tips on how to give a presentation (Unit 3, p. 148).

Elke Check Out gebruikt de OVUR-strategie: Orientation

Reﬂection 3

Reﬂect on your speaking task by filling in the checklist. Checklist: presenting a time capsule

Yes I think so No

1 Preparation • I picked 5 items and brought a box that can be sealed for 10 years. • I thought what I wanted to say about each item and made an outline of my presentation. • I thought of the most important vocabulary necessary for this topic. • I checked how to form the past and future forms. • I checked (online) if I didn’t know how to pronounce a word. • I practised the presentation.

Checklist: describing your holiday

Yes

Preparation

1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft ﬁrst.

I think so

Reflection

2 Content • I wrote about 75 words. • I included all the necessary elements. • I respected the rules for writing an informal note or postcard.

two hundred and eighty-eight

3 Language • I used the correct vocabulary. • I used the past and future tenses correctly. • I minded my pronunciation.

Feedback

c Reflection: check your writing task by filling in this checklist.

We willen graag dat je vorderingen maakt 3 Language use en dat je reflecteert op je taken en leert uit • I used the correct vocabulary to describe the activities and the feedback. weather.

Checklist: letter to my future self

Trace your steps on diddit.

Yes I think so

1 Content and structure • I discussed what my life is like today. • I mentioned my hopes for the future. • I used the letter structure correctly.

#BACKTOTHEFUTURE

UNIT 5:

Action

2 Content and structure • I spoke for about 1 minute. • I discussed all 5 items. • The presentation was fluent and I spoke clearly.

288

3 Reflect on your task by filling in the checklist.

2 Language • I built my sentences correctly. • I used correct vocabulary. • I used the correct tenses. • I used correct spelling and punctuation.

• I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.

Feedback

Feedback Score

9 – 12

Next exercise

ex. 2

ex. 5

> 12

ex. 6

Trace your steps on diddit.

Reflection

Read these FutureMe emails and fill in the correct future forms.

Ten slotte kun je na elke unit je online portfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten. 1 Dear FutureMe,

I haven’t started the course yet but I pray that I (to pass) my exams. When I read this, I (to know) the answer. That’s spooky!

two hundred and eighty-one

2 Dear FutureMe,

I hope you smile at the future. I hope you laugh with your heart and sing with your soul. College (to come up), but don’t be afraid. If you’ve changed your pick, then don’t worry – it’ (to come out / all) in the end.

2 / Nuttig voor onderweg

#BACKTOTHEFUTURE

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UNIT 5

In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. Use the examples in exercise 4 and your own answers to fill in the grammar grid below. How to express reason and purpose

GRAMMAR

SUMMARY

Some linking words help you connect the ideas in a sentence.

GRAMMAR

1 Expressing reason: ,

– ‘Because’ is followed by and (= subclause or ).

e.g. Laura included the comics because she thought they would become valuable later.

HOW TO express reason and purpose

Combining sentences with conjunctions and prepositions

Who did this? Tell me because I don’t like it.

C’mon, tell me who did this, so that I can punish them.

– ‘Because of’ is followed by .

e.g. Laura included them because of the value they might have later.

2 Expressing purpose: , ,

- ‘So’ and ‘so that’ are followed by and (= subclause or ).

e.g. She included them so (that) she could sell them later.

- The most common type of purpose clause is a .

pagenumber

Connectors or linking words help you connect the ideas in a sentence. Some linking words are conjunctions, while others are prepositions, but they can be used for the same reasons.

Link a clause on the left with the most logical ending on the right. 1 I am donating any clean and usable items to a local church or shelter

A because I really hate clutter!

2 I’m keeping my report cards

B mainly because of all the hard work I put into it.

3 I’m keeping only a few really important pieces of my artwork

C because I enjoy looking back at them and I think my son will too when he gets older.

4 I got rid of all the stuff my mum saved for me, and I’ve never regretted it

D because a thing is just a thing unless there’s a story behind it.

5 I’m going to keep a few things that

E so they can go to those who would truly love to have them.

e.g. Laura included them because of the value they might have later. e.g. She included them to sell them later.

them

e.g. She included them so (that) she could sell them later. so (that) + subject + (auxiliary verb) + verb

Fill in a correct linking word in the sentences below.

1 It is a bizarre thing going through old photos of my past self it is like looking

when you want to and enjoy it.

give it to me when I was little.

two hundred and thirty-nine

through a window into a past memory.

2 Store your memorabilia collected over the years in one box you can access it

3 My nan kept her old teddy bear for all those years

262

because of + noun

The most common type of purpose clause is a to-infinitive clause.

Keep in mind! – Using the form ‘cause instead of because is informal and only done conversation. 3 /inOver to you! – The ‘so’-clause is usually put in the second part of the sentence. – If you can replace ‘so’ by: How to give a presentation • ‘so that’ = it expresses purpose e.g. I opened the box so I could see the items. = I opened the box so that I could see the items. 1 Choose an interesting topic. • by ‘therefore’ = it expresses result e.g. The box can’t be opened, so we will never know what is in it. = The can’t be presentation opened, 2 box Plan your and practise: therefore we will never know what is in it. • in front of a mirror

Omdat leerstrategieën ontzettend belangrijk zijn, vind je die ook in de Main Track terug wanneer je ze nodig hebt. Elke leerstrategie kun je via een handig schema of overzicht nog eens rustig bekijken in de Summary, ook als je er later nog eens gebruik van wilt maken. 7

because + subject + verb

– To express purpose.

Adapted from ask.metafilter.com

FORM

e.g. Laura included the comics because she thought they would become valuable later.

UNIT 4: prompted a forgotten OFF WstoryEwhen WI unboxed ENT 1

USE

– To express reason.

226

See p. 262

e.g. She included them to sell later.

Grammaticale regels staan in de Main Track altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.

UNIT 5

#BACKTOTHEFUTURE

UNIT 5:

STRATEGY

• film yourself. 3 Make sure the audience can follow what you are saying: • Use visuals: a video, a PowerPoint or Prezi. • Speak clearly: naturally and loud enough. • Be confident: stand up straight and look at your audience, not your visuals. 4 Reflect and do it all over again.

TWO HUNDRED AND SIXTY-TWOBACKTOTHEFUTURE

239

STRATEGY

HOW TO give a presentation BEFORE PRESENTING

What words come to mind?

Know your audience

See p. 148

Who are they?

SPEAKING

Choose 1 of the following topics and make a short presentation. First prepare yourself by filling in the grid. Use the strategy on how to give a presentation (check the Summary on p. 148 for more information).

TOPIC

What do they know? What do they want to know?

Favourite item in my bedroom

Outline presentation

My 2 favourite colours My 2 favourite classrooms at school

PLAN

What do you plan to talk about? e.g. I’m going to talk about (your chosen topic) … My topic(s) … is/are …

1 Your audience: think about these questions: • Who: do they know you or do you need to introduce yourself?

What is your message or story? e.g. In today’s presentation I’d like to … / show you … / explain to you how … I want to show you ... / I intend to demonstrate … / prove to you ... Let’s start by looking at … / I’d like to start by looking at … I got the idea when ... / I chose this because ... Now let’s move on to … / Moving on to the next part, I’d like to …

• What do they already know about your topic? • What do they want to know? 2 Outline presentation:

Conclude by repeating your message. e.g. In conclusion, I think it is clear that ... Thank you for your attention. That brings us to the end of my presentation. I’d like to thank you (all) for your attention and interest. If anyone has any questions, I’ll do my best to answer them. If anyone has any questions, please feel free to ask them now.

• What do you plan to talk about? I’m going to talk about (your chosen topic) My (topic) … is/are …

USEFUL EXPRESSIONS

• What is your message about the topic?

Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan. My favourite item in my bedroom is … because …. (Explain why this is

HOW TO express your opinion

important to you.)

1 Expressing your opinion

it is really soothing to me.’ I (really) think that …

I guess/imagine … I’m certain that … I strongly believe that … To be honest … / Honestly …

one hundred and forty

I feel that …

140

six

2 Agreeing ’Yes, I agree!’ I agree with the statement that says … Yes, I agree with you. I couldn’t agree more.

Starten met Track 'n' Trace

3 Disagreeing

’I disagree, red is an aggressive colour. I really think you can’t call it a ’calm’ colour at all.’

Speak clearly: naturally and loud enough. Check the pronunciation of words.

colours are your favourite.)

In my opinion … / My opinion is …

T'n'T 4

Use visuals: video, PowerPoint, Prezi, etc.

My 2 favourite colours are … and … because … (Explain why those 2

Practise: in front of the mirror or film yourself.

one hundred and forty-eight

I believe (that) …

Produce your presentation

’I really think that red is my ideal colour,

Choose topic/subject What do you know about the topic?

148 UNIT 3:

PIMP THAT ROOM!

UNIT 3:

PIMP THAT ROOM!

Translation

My notes

VERBS

prom

tea party

pool party

graduation party

Source: ChameleonsEye / Shutterstock.com

(gala)

bar mitzvah

fancy dress party

bar

house party feestje thuis

goodbye party

wedding

street party

baby shower

forty-two

UNIT 1:

sluipen, kruipen

to curse

vervloeken, vloeken

to disappear / to vanish (into thin air)

(plots) verdwijnen

to gasp

naar adem snakken

to go through walls

door muren gaan

to knock

kloppen

to lurk

op de loer liggen

to pursue / to chase

achtervolgen

to scare

laten schrikken, bang maken

to shriek / to scream

gillen, krijsen

to slither

glibberen, glijden

to stare

staren

to startle

doen opschrikken

to tremble / to shiver (with fear)

beven, trillen

to yell

gillen, roepen

dark alley

donker steegje

attic

zolder

castle / ruin

kasteel, ruïne

cave

grot

cellar / basement

kelder, kelderverdieping

graveyard / cemetery

begraafplaats, kerkhof

mental hospital

psychiatrische inrichting

retirement party

Questioning my worth, am I a mistake?

RSVP PLEASE

We were falling from the stars Bleeding from the heart

(uit het niets) verschijnen

to creep

NOUNS: LOCATIONS

dinner party

Chorus:

to appear (out of thin air)

UNIT 2

Cos I’m black and my sisters white 70

birthday party

eighty-seven

quinceañera

De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen toe te voegen.

SPOOKTACULAR

Does it mean it’s fate? That I end up on

And I (9 to believe) in you

the street

from day oh

Bottle at my feet questioning, where I’m

VOCABULARY

Word

VOCABULARY

WORD LIST

1 TYPES OF PARTIES

Vaardigheden zijn onderdeel bij het leren van een nieuwe taal. Daarom geven we Now I’m reaching for the stars een belangrijk gonna live Holding on to Mars And how I’m gonna eat? bij elke oefening aan op welke Because of you today oh Hell no vaardigheid je het meest aan het oefenen bent: listening, reading, Lemme tell you how it’s gonna be speaking , spoken interaction , writing. Yeah drama, stress, no dough I’m the priest of my own religion 75

I can only preach what I know

Tears, pain, so broke, lost, child And I’m about to take you back to the place that I’m just tryna forget

listening

READING

And what I’ve seen I can tell the streets 80

Every story from my journal I’m just still

SPEAKING

With theI drama, stress the imagine no When returnedthe to my car and you can my tryna compete to ﬁnd dough With the lows, the peak when you’re a afﬁxed to the windscreen. I cried, as Jesus did on Christmas And the tears, the pain, so broke, lost, tryna find your feet Day. ‘Forgive these sinners, they know not what they do.’ I may have also chased your And your future looks so bleak you turn child parking enforcement shouting ‘DIE JUDAS’. 85 But that (10 to be) all about to to the streets and the roads

3 / Fijn en handig voor onderweg My mummy (12 to try) her change ‘cos I was growing up I am to offer, as payment, a bottle of sherry. If you fail to accept this best and (13 to ignore) the Defended for myself look within 14 days it will be reduced to half a bottle. If you this offer I will I (11 to have) a step daddy side effects have to pay the using money fromCos the the orphanage will force strugglewhich (14me to teach) right 90is me to yin starve of the weaker children. Graham (picture But andone yang hasn’t always been His name all that I know.

Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.

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black white he isand a 6-year-old boy with fair hair and the voice of an angel – doctors tell me that Chorus x2 Cos I could remember occasions where the winter. without food he will not make it through 65 we would have a fight gonna: going to , And I would run away, sit down and look lemme: let me Lycett upJoe at the sky tryna: trying to

READINGlistening

b Listen the song about and correct yourself. Answer thesetoquestions Lycett’s letter.

a Who is Lycett (probably) writing to? 3 Answer the questions about the song. b What is his problem? a How does Bugzy Malone feel about his childhood? c What is his solution?

Check 2

Soms jeletter? extra uitleg bij een boek, een auteur of d How doeskrijg he begin his e How doesdoes he end his letter? b How Malone describe his relationship with his father? een film. f Is Lycett’s letter appropriate? Why (not)?

Indicate the different parts of the letter by putting the number in the right place of exercise 2. Prove withona how line from thethe textproblem that Bugzy’s mum wasn’t ready for a child. 1 Ac suggestion to solve 2 Name of the sender 3 Closing 4 Explaining what the problem is 5 Introduction to the problem UNIT 5: #BACKTOTHEFUTURE 6 Greeting the recipient

Did you know?

When you are talking to someone you know well (e.g. a friend), you are using informal language. You can use emoticons and abbreviations in your writing and when you speak you will often use shorter forms and certain words (e.g. chill, dude). When you are talking to someone who outranks you (e.g. a headmaster) or someone you don’t know well, you should use formal language. Respect all grammar and spelling rules, write full sentences and be polite.

UNIT 6:

HOW CAN I HELP YOU?

Describing the past

FEED – M.T. ANDERSON Feed (2002) is a young adult dystopian novel of the cyberpunk subgenre written by M.T. Anderson. The novel portrays a near-future in which the feednet, a huge computer network (apparently an advanced form of the Internet), is directly connected to the brains of about 73 % of American citizens by means of an implanted device called a feed.

Source: wikipedia.org

READING

Read the 2 extracts from the novel Feed by M.T. Anderson.

In de Did You Know -kaders vind je leuke weetjes en 1 Describe life from before ‘the feed’. achtergrondinformatie. a Answer the questions.

three hundred and three

two hundred and forty-four

244

READING

303

De volgende iconen helpen je ook nog een eind op weg.

2 Describe the pros and cons of ‘the feed’ as mentioned in extract 1. 3 How does the main character (Titus) feel about ‘the feed’ in extract 1? 4 Would you like to have ‘the feed’? Use the pros and cons from question 2.

Het luisterfragment dat hierbij hoort, vind je ook online5 terug. How do you feel when you are digitally disconnected?

Het beeldfragment dat hierbij hoort, vind je ook online terug. Score:

/ 7

Als je dit icoon ziet, moet je iets online opzoeken of vind je extra materiaal terug op diddit.

UNIT 5

#BACKTOTHEFUTURE

Starten met Track 'n' Trace

T'n'T 4

273

seven

WRITING

two hundred and seventy-three

SPOKEN INTERACTION

het onlineleerplatform bij Track ‘n’ Trace Leerstof kun je inoefenen op jouw niveau.

Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.

Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.

Hier vind je de opdrachten terug die de leerkracht voor jou heeft klaargezet.

Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.

ex e

Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.

Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier ook nog eens verzameld.

Past simple and past continuous

GRAMMAR

HOW TO tell a story in the past

VOCABULARY

1 PRODUCTS

after-shave

airline company

cereal

She was running in the forest when suddenly the sound of an owl startled her.

1 Past simple

FORM

Subject

Positive (+)*

Negative (-)

Questions (?)

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

I laughed. You laughed. He/She laughed. We laughed. You laughed. They laughed.

I didn’t laugh. You didn’t laugh. He/She didn’t laugh. We didn’t laugh. You didn’t laugh. They didn’t laugh.

Did I laugh? Did you laugh? Did he/she laugh? Did we laugh? Did you laugh? Did they laugh?

Rule:

Subject + base form of the verb + (e)d

Subject + didn’t / did not + base form of the verb

Did + subject + base form of the verb

*Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see Unit 1, p. 39).

chopping board

I (really) think that … In my opinion … / My opinion is … I guess/imagine …

To be honest … / Honestly …

device

diamond

diet pills

What words come to mind?

Type of text/video

maintenance products

shampoo

Task

UNIT 4:

Read through the question and highlight key words.

2 While listening watching

pillow

soft drink

What do you already know about this type of text/video?

Do you understand the task?

I agree with the statement that says … Yes, I agree with you. I couldn’t agree more.

Topic What do you know about the topic?

’Yes, I agree!’

Focus on what you hear/see

206

Before listening watching

What kind of text/video are you going to listen to/watch?

2 Agreeing

eighty-ﬁve

SPOOKTACULAR

HOW TO listen/watch more effectively

I feel that …

I strongly believe that …

fan

two hundred and six

Think ahead: what might happen next?

’I disagree, red is an aggressive colour. I really think you can’t call it a ’calm’ colour at all.’

Take short notes.

I disagree with the statement that says … No, I disagree with you. I don’t agree with you.

washing powder

LOVE IT OR HATE IT

Listen to the intonation and stress of the speakers.

Ignore the words you think are less important. Focus on key words and facts.

After listening watching 3 one hundred and fi fty

it is really soothing to me.’

container

3 Disagreeing

UNIT 2

’I really think that red is my ideal colour,

I believe (that) … cleaning products

USE

1 Expressing your opinion

I’m certain that …

Keep in mind: – Mind the spelling of regular verbs like ’try’ (tried), ’stop’ (stopped), ’arrive’ (arrived), ’travel’ (travelled) in the positive form. – In the negative, the auxiliary can have a long or short form: e.g. I didn’t send a reply back. = I did not send a reply back. – ’To be’ is a special verb: there is no ’did (not)’ for negative sentences and questions. e.g. My friend wasn’t downstairs. e.g. Was my friend downstairs?

– Consecutive actions in the past. e.g. I sent the message and waited for him to respond. – The events in a story that is told in the past. e.g. When he heard the clock strike midnight, he knew it was time to go.

HOW TO express your opinion

STRATEGY

USEFUL EXPRESSIONS

SUMMARY

150

Check your understanding If possible, listen again to difficult passages.

UNIT 3:

PIMP THAT ROOM!

Have you completed the task?

Read your notes.

ninety-one

Have you understood the main points?

UNIT 2

eight

T'n'T 4

DIDDIT

SPOOKTACULAR

UNIT 1: RSVP PLEASE check in

Step 1: using the present continuous and the going-to future

Step 2: inviting people to your party

ex e

Step 3: using the present perfect

main track

trace your steps

summary

on different tracks check out: setting up an event

CHECK IN Bringing down the house 1

Discuss these questions.

SPOKEN INTERACTION

a What could go wrong at a house party you organize? b Share your ideas with your class and make a list for each of the categories below. The food

The music

The guests

ex e

The house

Watch the trailer for Project X. Highlight the things you wrote down in exercise 1b that you see in the trailer.

listening

Read the description of the film and fill in the missing information. Watch the trailer again if necessary.

READING

Project X

Project X is a 2012 American directed by Nima Nourizadeh and written

by Michael Bacall and Matt Drake, and produced by Todd Philips. The film follows friends – (Thomas Mann), Costa (Oliver Cooper) and J.B. (Jonathan Daniel

Brown) – who plan to become and attract by throwing a small while Thomas’s parents are . The plan quickly

ten

Source: Nathan Meijer - Flickr: Project-X Haren B&W 4

gets out of their .

UNIT 1:

RSVP PLEASE

A friend tells you about a party at Thomas’s place. Go through the flowchart and see where you end up.

Do you want to go to the party?

YES

Were you invited by your friends?

YES

Thomas’s parents probably have plenty of drinks somewhere in their house.

ex e

Was there a Facebook event page?

YES

Do they know Thomas personally?

YES

I don’t know.

Was it private?

You should go. It seems everyone’s invited!

YES

Don’t go.

Maybe it’s OK for you to miss out on the best party of the year.

Go meet him. He might be cool.

YES

You should go. eleven

Don’t go.

You should definitely go check the party out.

YES

Were you invited by friends of your friends?

Bring drinks to make an impression.

You should go anyway.

Will you bring anything?

YES

You should wait until they are asleep and sneak out.

Were you invited by Thomas?

Do you have permission from your parents?

READING

UNIT 1:

RSVP PLEASE

MAIN TRACK What’s the plan?

Step 1

Using the present continuous and the going-to future

1 / What are you going to do this week? 1

Take a look at Dominic’s week schedule and pick a day that you think is interesting.

SPOKEN INTERACTION

e.g. On Tuesday at 5 p.m. he is visiting his grandmother. After that, he is gaming with his best friend Jared. MON

TUE

WED

Celebrating Dad’s birthday

THU

Taking train at 8:15 Arriving at Audi

9 a.m.

Mentor visiting

Starting factory tour

11 a.m.

Eating lunch at Audi canteen

Playing tennis match

2 p.m.

Sleeping in Gaming

Having a birthday brunch with Farah’s parents

Watching my brother’s soccer match

Taking test ride

3 p.m.

4 p.m.

Having dinner with Granny

5 p.m.

Taking train to Central Station at 4:25

Going home at 5:45

Writing week report Sending in week report

6 p.m.

Gaming

7 p.m.

Playing tennis

Bowling with family

8 p.m.

Playing tennis

Watching films with Farah

9 p.m.

10 p.m. 11 p.m.

Taking class Working at garage School trip to Audi (Brussels)

twelve UNIT 1:

Sleeping in

Attending safety lesson

1 p.m.

SUN

Sleeping in

ex e

12 p.m.

SAT

Taking French test

10 a.m.

FRI

Hour

8 a.m.

a Find someone who did not choose the same day as you. Tell each other what Dominic is doing on the day you chose. Talk about at least 4 different things. Follow the example.

RSVP PLEASE

Studying for French

Clubbing with Jared

b Check the example sentence in exercise a and highlight the verb forms. What verb tense is used? c Do you know when the first event is happening in the example sentence? d Do you remember how this tense is formed and why it is used? Fill in the grammar grid below and fill in an example of each form.

GRAMMAR

How to talk about fixed plans

The present continuous tense:

– is formed with the auxiliary in the present simple followed by

Positive (+): e.g.

Negative (-): e.g. Question (?): e.g.

– is used to talk about and personal arrangements in the . There is often .

e.g. Rachid is playing basketball at 2 p.m. this Saturday.

ex e

See p. 34

e Mind the spelling of the -ing form of the verb. Fill in the grid below. Spelling of the -ing form Verb to make to live to sue

to die

-ing form

Rule:

verb ends in a stressed vowel + one or more consonants + -e or -ue

 + add -ing verb ends in -ie

 + add -ing

to beg

verb ends in a vowel + one consonant

to chat

 the consonant + add -ing

to lie

to sit

to refer

verb ends in a stressed vowel + -r  + add -ing

to suffer

verb ends in an unstressed vowel + -r

to answer

 + add -ing

to ski

all other verbs

to go

 just add -ing

thirteen

to spy

UNIT 1:

RSVP PLEASE

Complete the sentences with the verb in the present continuous. 1 During the autumn holidays, we

(to spend) a full day at a theme park.

2 They (not to go) to Morocco this year. 3

(you – to join) us for Vicky’s party at her parents’ house tomorrow?

4 On Sunday afternoon I

(to cheer) for my sister during her football match.

(Mary and Misty – to attend)

the same TED talk next week?

8 At 4 a.m. Louise 9 My tutor Ludo

(to plan) our road trip through Northern Europe today.

7 Jonas and I

6 I (to watch) Netflix the entire day after my last exam.

(to hike) up the mountain to reach the top at sunset. (not to come) to my house for my exam preparations;

we (to meet) at school at 4:30 p.m.

(to buy) new running gear for the school race.

10 On Saturday, she

Now it is your turn: make your own schedule and talk about it with a partner.

a Preparation: make a list of activities you like to do in a week. – Think about the things you do in the mornings, what you do for food, what you do at school or after school, which activities you like at the weekends or during holidays.

ex e

– Fill out the schedule your teacher gives you with activities you have planned for this week. Use the -ing form.

– Switch your schedule with a classmate and check whether they have used the correct -ing forms.

b Action: take back your schedule and talk to another classmate about your plans for the week. Make sure to use the present continuous. You can ask each other questions. e.g. What are you doing on Tuesday? What are you doing Saturday morning? fourteen

UNIT 1:

RSVP PLEASE

SPOKEN INTERACTION

c Reflection: check your conversation using the checklist below. Checklist: talking about my week schedule

Yes

I think so

1 Preparation • I filled out the schedule. • I checked my classmate’s schedule. 2 Content and structure • I used full sentences in my conversation. • I planned at least one activity for every day.

2 / What are you going to do there?

Feedback

3 Language • I used the present continuous correctly. • I minded my pronunciation.

Read these people’s plans for the weekend. What are they going to do?

READING

Who?

a Fill in the grid with the plans these people have. Write a full sentence. Plan?

Riza Josh

ex e

Martin

b Underline the verb forms in each of those sentences.

c Which verb form(s) is (are) always present in the verb tense? d What is the name of this tense?

New messages

Martin,

3 hours ago

Message Board

All messages

I’m going to finish this track I’m working on: https://soundcloud. com/martin-l I recently bought a nice synth: http://instagram. com/p/daWBpf so this is what I spend some of my free time on. Also I have a wonderful son I’m going to play around with: http://instagram.com/p/unFG9pt

Riza Saydam, 2 hours ago

Josh, 1 hour ago

I am going to attend the ‘Smart City Hackathon for the City of Istanbul’. I’m going to watch The Darkest Minds with my sister tomorrow in the cinema and I’m going to this beautiful fun park near my house with my cousins. Excited! fifteen

Source: www.designernews.co

UNIT 1:

RSVP PLEASE

Check the form of the verbs in the comments and use this information to fill in the grammar grid below. Add your own examples too.

GRAMMAR

How to talk about plans and intentions

The is formed with the auxiliary followed by and . Positive (+)

e.g. She is going to watch The Darkest Minds with her sister.

e.g. Martin is not going to work for school.

Question (?)

Negative (-)

e.g. Are you going to attend the Smart City Hackathon?

The is used to talk about or things you in the . It is not always fixed yet.

ex e

Did you know?

e.g. After graduation Luna is going to look for a job.

See p. 34

• Days, months and holidays are generally capitalized in English because they are proper nouns. e.g. My dentist’s appointment is on Wednesday afternoon. Your birthday is in July, right? Thanksgiving is in November, Christmas in December and New Year is in January.

• The seasons aren’t capitalized unless they are used as a proper noun (like a personification in a poem). e.g. My favourite season is spring.

sixteen

UNIT 1:

RSVP PLEASE

READING

Make your own plans. a Go to one of the event calendars for New York, Sydney, London or Edinburgh. b Pick out an activity for Friday, Saturday and Sunday. Write them down in full sentences using the going-to future. Indicate when you plan to do this. Time

Plan

e.g. On Friday

afternoon

I am going to visit an exhibition at the MOMA.

ex e

Day

Walk around the classroom and ask at least 5 people what they are going to do on each of the SPOKEN INTERACTION days. Make a few notes on the worksheet you will get.

Pick 10 activities you found interesting and want to do yourself. Write them down using the going-to future. Here are some verbs that you could use in the sentences.

WRITING

to attend – to dance – to drink – to drop by – to eat – to hang out – to join – to see – to stay – to stroll around – to visit – to walk around

e.g. Layla is going to dance at the Roxy Club on Friday.

seventeen

UNIT 1:

RSVP PLEASE

WRITING

Write a conclusion about the activities your classmates have planned. a Preparation: highlight the activities that several people are going to do in exercise 4. Compare them with your own activities. b Action: write your conclusion. Make sure that you write at least 7 sentences (50-75 words). Use the going-to future correctly.

Checklist: writing a conclusion

c Reflection: check your conclusion by filling in the checklist. Then sit with a partner and read your conclusion. Do you have the same information?

ex e

1 Content and structure • I wrote about 50-75 words. • The conclusion mentions the activities that my classmates and I have in common. 2 Language • I used the going-to future correctly. • I used correct spelling and punctuation.

Feedback

CHECK 1, p. 44

eighteen

UNIT 1:

RSVP PLEASE

Yes

I think so

BYOB

Step 2

Inviting people to your party

1 / You’re invited! 1

Discuss these questions with a partner.

SPOKEN INTERACTION

a What is the last party you went to? What was the party like? b Have you ever organized a party or an event? If so, describe it.

c If you have never organized a party yourself, talk about any event you were part of. Maybe you planned a date with someone, or you helped your family for the New Year’s Eve party? Watch the video in which YouTuber Kendrick talks about organizing a party. Answer the questions. a Which type of party does Kendrick give you tips about?

b Explain the following words:

listening

– a party mum:

– a hype man:

c Which 5 themes does Kendrick talk about?

ex e

d Work in groups. Every group will get a theme. Highlight the keywords that are relevant to your theme. buy more than you need

entrance fee

venue

prom party mum

your house

taste in music

not too drunk

chemistry

lighting

beverage

RSVP

engage in conversation

non-alcoholic alternatives

playlist

space for chilling

DJ friend

invitation

space for dancing

dress code

hype man

rent a place

Spotify

ice

safety

wide variety

chasers and mixers

free entry nineteen

friends of friends

date

BYOB

iPod

UNIT 1:

RSVP PLEASE

e Watch the video again and correct your guesses: which tips are the most important for your group’s theme? f Form new groups. – Tell the members of your new group what you decided on as the most important tips for your theme. – Listen to the tips for the other themes. g Go back to your first group and put the words from d in the correct row.

Location

Music

Drinks

People

ex e

Fun

You will get a few flyers and an invitation. Find the words in the documents that match these descriptions. 1 2

a place where you can hold a party, like a club, concert hall or bar bring your own bottle/beer/booze; for this party you have to bring your own drinks

the money you have to pay to go into the party

répondez s’il-vous-plaît; you have to let the organizer or host know whether you are going to come to the party or not

you do not have to pay to go to the party

organized by

a list of people who are invited; at a club these people don’t have to pay the entrance fee

a small gift you receive at the end of the party to thank you for coming

drinks

twenty

UNIT 1:

you have to wear certain clothes or colours to match the theme of the party

RSVP PLEASE

READING

Read the flyer and answer the questions. a What type of event is the flyer for?

d How much is the entrance fee?

b Where does the event take place?

e Is this a BYOB event?

c Who hosts the event?

TOP PARTY EVENTS

MUSIC m

PRESENTS

ex e

FEST SHENANIGANS - THE STRIKES DJ AVUCI - MASTROIANI LENNON - SAMK - TLK

SATURDAY 21 MAY

MUSIC - DRINKS - FOOD - CONTESTS - ANIMATION - OFFERS - FUN STARTING AT 08PM PARTY STREET 565, DUBLIN, IRELAND - WWW.MUSICFEST.COM

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TICKETS AT DOOR COME EARLY

UNIT 1:

â&#x20AC;&#x201A; RSVP PLEASE

2 / Prepping the party 1

Link the type of party with the correct picture. baby shower – bar mitzvah – birthday party – dinner party – fancy dress party – goodbye party – graduation party – house party – pool party – prom – quinceañera – retirement party – street party – tea party – wedding 2

Source: a katz / Shutterstock.com

Look at the party pictures. Circle the correct answers in the sentences.

Source: a katz / Shutterstock.com

1 Jenny’s at a street party / at a bar mitzvah with all her neighbours. 2 The street party is always held in summer / in winter.

twenty-two

3 It usually starts at 5 p.m. / at 5 a.m. on a Friday / on a Sunday after work. UNIT 1:

RSVP PLEASE

ex e

Source: Chameleons Eye / Shutterstock.com

Source: kamira777 / Shutterstock.com

READING

4 Louis loves organizing pool parties at the weekend / in January. 5 He invites his friends on Wednesday / on Saturday and they party all through the weekend. 6 They were lucky to have a friend with a pool in his garden / on his porch. 7 Haruo is an exchange student in the US / in Belgium and he gets to go to his first prom. 8 He was invited by his classmates in August / in May. 9 He started getting ready with Amy at noon / at midnight and the party only started at 6 p.m. / at 6 a.m.

10 Back in 1834 / in 2015 Salma loved hanging out with her high school friends. 11 They would buy beer at the liquor store / at the baker’s and sneak it into the party.

12 On her birthday / On Christmas Day her parents caught her drinking eggnog and punished her. 13 She had to work for free at her father’s shop on the corner of the street / at school. Look at the sentences above and fill in the grid.

GRAMMAR

How to talk about when and where things happen

TIME

GENERAL

ex e

– Centuries, decades, years, months, seasons, parts of the day: e.g. 2015 Salma loved hanging out with her friends. e.g. Her birthday is May.

We can use prepositions to talk about (= time) and (= place) things happen. To describe time and place, the prepositions in, on, and at go from general to specific.

– Days and dates: e.g. Christmas Day her parents caught her drinking. e.g. Haruo’s birthday is 15 July.

– Hours, noon, (mid)night: e.g. Jenny’s street party starts 5 p.m. e.g. The police broke up the party midnight.

PLACE

– Countries, cities and neighbourhoods: e.g. She was born Norway. e.g. He lives Tokyo.

– Streets, avenues and parts of streets: e.g. She lives Tate Avenue.* e.g. There’s a block of flats the corner. – Address, specific location: e.g. Her house is 98 Penn Street. e.g. They would buy drinks the liquor store.

SPECIFIC

Keep in mind:

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* In British English you live in a street or avenue (vs. on a street in American English). e.g. in the morning, on time, at Christmas e.g. in space, on the floor See p. 36

UNIT 1:

RSVP PLEASE

Fill in the correct preposition of time or place. 1 Jane, the party organizer extraordinaire, set up a little get-together her house yesterday. 2 She had only sent the invitations Thursday so not that many people could come. 3 The last party she had been involved in was held Brussels a small concert hall. 4 That party July had been absolutely crazy. 5 Everyone had confirmed and showed up 8 o’clock sharp. 6 This time, she tried to be even smarter about it and planned a smaller party her garden.

7 It had worked out fine and midnight there were about twenty people dancing her terrace.

8 Unfortunately, she didn’t coordinate the clean-up very well so the morning she had to do all the work herself. 9 She swore to herself that her next party – 2023 maybe – would be organized better!

WRITING

Plan your own party.

a Preparation: read the role cards your teacher will give you. Use the information to fill in the grid with some of the basic information. If any information is missing, make it up yourself.

Name of your party

Organizers

Reason for the party

Date

Time

Venue

ex e

General information

Additional information RVSP

BYOB

YES

Surprise party

YES

YES Details:

twenty-four UNIT 1:

10 Dress code

YES Date:

RSVP PLEASE

b Action: complete the invitation for your party using the writing grid. Make sure that you mention all the details: dates, venue, theme, etc.

date - time

location date

You are welcome We are holding the party Please, RVSP by Make sure to

r . . .

ex e

additional information

We are celebrating

reason for the party

organizers

You are invited to hosted by

name of your party

c Reflection: check your writing by filling in the checklist.

Checklist: a party invitation

Yes

I think so

1 Preparation and content • I used the grid to prepare my invitation. • I included all the necessary information: who, when, where, cost, theme, etc.

2 Language • I used correct vocabulary related to organizing events. • I used the correct prepositions for time and place. • I used correct spelling and punctuation. Feedback

twenty-five

CHECK 2, p. 49

UNIT 1:

RSVP PLEASE

Check yourself before you wreck yourself

Step 3

Using the present perfect

1 / Party plan 1

listening

Watch the first part of the video and answer the questions. a What is Miss Mikayla G giving you information about in this video?

b What is her experience?

Watch the second part of the video and fill in the gaps in the checklist.

CHECKLIST

PARTY TIME

 Get inspired

ONE WEEK BEFORE THE PARTY

 Send a reminder

TWO MONTHS BEFORE THE PARTY

ONE MONTH BEFORE THE PARTY 

DAY BEFORE THE PARTY



ex e

  Find and book a venue

DAY OF THE PARTY

 Make up a guest list



 Set up decor

 Make up a plan for food



 Make up a plan for decorations

TWO WEEKS BEFORE THE PARTY

 Check the RSVPs

AFTER THE PARTY



 Clean up

 Go shopping

 Create DIY decorations

You are organizing a party and you have one more week before the party. You are right on schedule.

a Check off everything that you have already done in exercise 2. b One week to go. Are the following statements true or false? Statement 1 I have already picked a theme. 2 I have already cleaned up the house. 3 I have checked the RSVPs. 4 I haven’t set up the food yet. 5 I have sent out thank-you notes.

twenty-six

6 I haven’t made a guest list yet.

7 I haven’t done any cooking yet.

UNIT 1:

RSVP PLEASE

True

False

READING

Look at the sentences in exercise 3 b and answer the questions. a What verb is used in every sentence? b Highlight the other verb form in every sentence. c Circle the correct answer. In sentences 4-7:

• the verb is regular / irregular

• the form of the verb looks like / does not look like the past simple tense

• the corresponding base forms of the verb

are:

In sentences 1-3:

The main verb in the sentences in exercise 3 is in the past participle form.

a Use the information from exercise 4 to fill in the grid below for the following base forms of the verbs in exercise 3. book – check – clean – create – do – find – get – go – make – pick – prepare – send – set Regular verbs Past participle

e.g. be

Past participle

e.g. been

ex e

e.g. worked

Rule: past participle of the verb =

Study by heart! See the list on p. 39-41.

Base form

Base form e.g. work

Irregular verbs

Tip: regular past participle =

b Mind the spelling for certain verbs in the past participle form. Fill in the right form and complete the rule. Rule:

I have always (to enjoy) planning parties.

vowel + y:

He has not (to reply) to the invitation yet.

consonant + y:

Example

The music hasn’t playing yet (to stop). stressed vowel + consonant:

Amber has just (to arrive) home from the party.

verb ends in -e:

He has (to travel) to Ibiza to party many times.

vowel + l:

twenty-seven

UNIT 1:

RSVP PLEASE

READING

Read this text about a girl’s quinceañera and answer the questions. 1 What is a quinceañera? 2 Which two dresses has she already bought? 3 Which theme has she chosen?

4 Why does she love her crown? 5 Which people are in her perfect court?

6 Why did she also pick Darlin?

7 Why does she think this will the best quinceañera it can be?

ex e

Poetry / Fiction / Nonfiction / Reviews

PLANNING A QUINCEAÑERA

A quinceañera (in Latin America and among Latinos) is a celebration of a girl’s fifteenth birthday and her transition from childhood to adulthood. My big day will be on April 15. So it’s about 3 months until my big day! I’m more than excited for this day to come. It has been one of my greatest dreams for a very long time and to see how hard I am working for it gives me the hope of it coming true! So far, I have already bought my big puffy dress with my crinoline and my after-party dress. Buying these dresses was a really special moment for me because that was the beginning of an amazing journey! It was hard to choose from a thousand beautiful dresses but knowing the colors of my Quince (blue and white) made it a bit easier and I found the perfect blue dress with diamonds! Every girl needs to wear the perfect accessories with the perfect dress! You know something is right when you look at it once and fall in love with it right away! My crown is the most shiny thing I have ever

twenty-eight

UNIT 1:

RSVP PLEASE

Submit

Forum

With the boys, Dario has been in my life for about 3 years now, and he has always found a way to make me smile and help me up when I fall down. Eddy can brighten up anyone’s day with just a smile. Josue has been a friend to me since I first came to Massachusetts. He has always found the way to make me smile and bring out the laughter in me. Randy is the kid who always has respect towards you and who will always want to make you laugh. These guys have impacted my life in one way or another. They are the ones I look up to and I go to when I have boy issues.

The most important decision but not the hardest, was choosing my main chambelan! As this has been one of my dreams, I have always had that one guy who I always wanted for the main guy in my Quince, Fabricio Martinez! Fabricio is someone who has been in my life for almost 5 years now. He has been my guy best friend for a long time now.

That is why I chose to have my cousin. I look up to her because every time I make a mistake she would always tell me why I shouldn’t do it and what the consequences of my actions are. I also chose Darlin because she has had experience with a quinceañera and she can be a great help on my big day! My uncle’s girlfriend Deborah has been a great help to my family and me. And lastly but most importantly: Jasmine. We have been through a lot together and she has been there for me on my toughest moments. These girls have all had a big impact in my life.

The Quinceañera’s court of honor is composed of girls (called damas) and boys (called chambelanes). In addition the Quinceañera’s own chambelan de honor! The court is dressed in gowns and tuxedos representing the theme of the party. Thinking of who has really made my life better and who has been there with me through ups and downs was hard but I knew that I wanted the perfect court and I know who has been in my life and who has never left and who’s still with me now to support me.

ex e

seen! It shapes a heart around the number 15 and even fits perfectly on my head! I can’t wait till I have my hair all done and for my father to put the crown on me. It will be an emotional moment but a moment I will remember forever!

I know I have found the right team to make this Quince come alive and to make it the best and even more than the best it could be. While it is hard to plan my sweet 15 and to practice every step of the a court of honor/honour: a group of people that have a special way, I only do this for my place at a formal event dreams and I only hope that a crinoline: an underskirt made of a stiffened fabric it comes out to be the best a gown: a formal dress it could be at the end of the an issue: a problem day! puffy: soft, light and fluffy a transition: going from one stage, phase or place to another Adapted from www.teenink.com a tuxedo: a semiformal evening suit

twenty-nine

UNIT 1:

RSVP PLEASE

Look at these sentences from the text in exercise 6. a Underline the verb forms. 1 So far, I have already bought my big puffy dress with my crinoline and my after-party dress. 2 (I know) who has been in my life and who has never left and who’s there now to support me. 3 She has had experience with a quinceañera. 4 I have found the right team. 5 My uncle’s girlfriend Deborah has been a great help to my family and me.

b Complete the grid with the correct form of the verb. Then add the rule on how to form this tense. Form of the present perfect Positive (+)

Negative (-)

1st p. sing.

I have bought my dress.

my dress.

You haven’t asked Fabio.

3rd p. sing.

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2nd p. sing.

1st p. plur.

We have been through a lot together.

You haven’t received the invitation.

Rule:

3rd p. plur.

Has she had experience with a quinceañera?

2nd p. plur.

my dress?

Question (?)

Subject

Have they impacted my life?

c Link a sentence (and verb form) in exercise a to an explanation. Sentence Explanation An action that happened at an unspecified time in the past. It is an accomplishment up until now or an experience, possibly with ’already’. A past event or action that is important at the time of speaking.

thirty

UNIT 1:

RSVP PLEASE

d Now use the information to fill in the grammar grid below.

GRAMMAR

How to talk about unfinished actions and experiences The present perfect (simple) tense is used:

– to talk about actions that happened in the and that are important at the time of speaking. e.g. Darlin has organized a quiceañera before. (= so she knows what to do now)

 Careful, when you want to indicate when it happened, you have to use the past simple. e.g. She organized the party for my cousin in 2017.

– to talk about recent events.

Keywords: , so far, up until now e.g. So far, I have chosen a theme, a dress and a crown. e.g. I have already celebrated my quiceañera.

– to talk about or in your life up until now.

Keywords: , recently e.g. I have recently assembled a team of damas and chambelanes.

– to talk about an event that has not yet started or hasn’t been completed. Keyword: e.g. She hasn’t sent out the invitations for the quinceañera yet.

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 Careful, you only use this with or sentences. Don’t forget that many verbs are irregular in English. This means that they also have an irregular form for the past participle. You can find the list of the irregular verbs in the Summary of this unit on p. 39-41. See p. 37 8

Complete the sentences with the verb in the present perfect (simple).

My name is Farah and I’m going to high school in the US this year. So far, I (1 to have) a blast here, especially this month, since I

am helping to organize the spring prom. My friend Charlie and I are in charge of the decorations. As part of the student board we (2 to get) together a couple of times to discuss the prom. We decided

privately on a theme. Of course, we (3 to talk) to the other students to see if they agree on everything. In the end, we (4 not to have) to make any changes! Everyone was really enthusiastic about our ideas. The others are responsible for many things. John and Tim (5 to book / already) a venue. Romi and Salma

(6 to write) the invitations but they (7 not to send) them out yet. Some of the students and even teachers (8 to ask) us about our plans thirty-one

even though they know we prefer to keep it all a secret. We want prom to be a fun night full of surprises!

UNIT 1:

RSVP PLEASE

Read the text in exercise 8 again and choose the correct answer. Then complete the sentences using a short answer. 1 Has Farah already had fun in the US?

Yes, / No,

2 Has the student board had a meeting yet?

Yes, / No,

3 Have Tim and John already booked a venue?

Yes, / No,

4 Has Salma already sent the invitations?

Yes, / No,

5 Have they told the teachers about their plans? Yes, / No,

6 Have you ever been to a prom?

Yes, / No,

10 Make your own bucket list.

a Preparation: read the bucket list below and tick the things you have already done.

Me Classmate Bucket list X

to bungee jump to eat sushi

to lie to your parents

to cheat on a test

6 7

to kiss someone

to steal something

to read a book in a day to fly in an airplane

ex e

to run 10k

to go on a date

to visit Brussels

to turn 16

In thirty-two

UNIT 1:

e.g. Khalid hasn’t bungee jumped yet.

b Action: • Go around the class and ask your classmates about the activities and events on the bucket list. • Write down their answers using ’yet’ and ’already’. Write a full sentence.

to babysit for a neighbour

to practise Ramadan

to skip class

to sleep in a tent

to play tennis

to cook for your family

RSVP PLEASE

SPOKEN INTERACTION

WRITING

• Write a paragraph (about 75 words) summarizing what the people in your class have already done or haven’t done yet. Choose at least 5 things you hadn’t expected.

c Reflection: check your task by filling in the checklist. Checklist: bucket list

Yes

I think so

ex e

1 Preparation • I indicated what I have already done.

2 Action • I asked my classmates about things they have already done. • I wrote a sentence in the grid about each activity. • I chose at least 5 surprising facts to write my summary. • I wrote about 75 words.

3 Language • I used the present perfect in my questions. • I used the present perfect in my answers. • I minded my pronunciation. • I used the present perfect correctly in my summary. • I used correct spelling and punctuation.

Feedback

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CHECK 3, p. 54

UNIT 1:

RSVP PLEASE

HOW TO talk about (fixed) plans and intentions Present continuous and going-to future Rachid’s mother is picking us up at six and then I’m having dinner at their place.

After that, I have invited some friends, and we are going to play some videogames.

GRAMMAR

SUMMARY

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1 Present continuous

What are you going to do after the tournament?

FORM

Subject 1st p. sing. 2nd p. sing. 3rd p. sing.

Negative (-)

Questions (?)

I am working.

I am not working.

Am I working?

You are working.

You are not working.

Are you working?

He is working.

He is not working.

Is he working?

We are working.

We are not working.

Are we working?

1st p. plur.

Positive (+)

You are working.

You are not working.

Are you working?

3rd p. plur.

They are working.

They are not working.

Are they working?

Rule:

Subject + ’ to be’ in the present simple + -ing form of the verb

Subject + ’not to be’ in the present simple + -ing form of the verb

’to be’ in the present simple + subject + -ing form of the verb?

2nd p. plur.

Keep in mind: - Mind the spelling of the -ing form for verbs like make (making), sue (suing), lie (lying) and sit (sitting). - There are short and long forms in the positive and in the negative. e.g. You’re working. = You are working. e.g. I’m not working. = I am not working. USE

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Fixed plans and personal arrangements in the future, often with a specific time reference. e.g. Rachid is participating in a tournament at 2 p.m. this Saturday.

UNIT 1:

RSVP PLEASE

2 Going-to future FORM Positive (+)

Negative (-)

Questions (?)

1st p. sing.

I am going to work.

I am not going to work.

Am I going to work?

2nd p. sing.

You are going to work.

You are not going to work.

Are you going to work?

3rd p. sing.

He is going to work.

He is not going to work.

Is he going to work?

1st p. plur.

We are going to work.

We are not going to work.

Are we going to work?

2nd p. plur.

You are going to work.

You are not going to work.

Are you going to work?

3rd p. plur.

They are going to work.

They are not going to work. Are they going to work?

Rule:

Subject + ’to be’ in the present simple + going to + base form of the verb

Subject + ’not to be’ in the present simple + going to + base form of the verb

Subject

USE

’to be’ in the present simple + subject + going to + base form of the verb?

– Intentions or plans. Usually the decision for this has already been made. e.g. After dinner Rachid is going to play some videogames with friends.

– To predict something that we think is certain to happen or which we have evidence for now. e.g. With 5 points behind and 2 minutes on the clock, Jesse is going to lose the game for sure.

thirty-five

ex e

Keep in mind: If the verb following ‘going to’ is ‘go’ or ‘come’, we usually use a present continuous. e.g. I’m going to go to the park next week.  I’m going to the park next week.

UNIT 1:

RSVP PLEASE

thirty-six

UNIT 1:

RSVP PLEASE

The party is at 25 Box Street. I will wait for you at the bus stop.

There are many shops on Arlon Street. She lives on Tate Avenue.* There’s a block of flats on the corner.

Football was invented in England. He lives in Tokyo. He always goes out in the city centre. The party is in my backyard but I will keep the drinks in the kitchen.

* In British English you live in a street or avenue (vs. on a street in American English).

• IN + space • ON + surfaces: e.g. on the table, on the floor • No preposition: downtown, e.g. I live downtown.

PLACE Examples

PLACE

– address – specific location

– avenues – parts of a street

– streets

– countries – cities – neighbourhoods – enclosed spaces

Keywords

VERY SPECIFIC

• IN + parts of the day: e.g. in the morning, in the afternoon, in the evening • IN + period of time: e.g. in 2 days (= 2 days from now) • ON time (= just at the right time) • AT + holidays without ’day’: e.g. at Christmas, at Easter • AT the weekend

Keep in mind:

TIME

Jenny’s street party starts at 5 p.m. They will still be sleeping at noon. The police broke up the party at midnight.

– hours – specific time noon, (mid) night

GENERAL

ex e

My party is on Friday. Haruo’s birthday is on 15 July. We have a huge family dinner on Christmas Eve. Everyone is happy on Christmas day.

– days – dates – holidays with ’day/part of the day’

– years – months – seasons

Archery was popular in the Middle Ages. Football was invented in the 1800s. Dance music became popular in the 1980s. I was born in 2002. My birthday is in July. Selma likes to go to parties in the summer.

– long periods – centuries – decades

Examples

Keywords

TIME

In HOW TO talk about when and where things happen Prepositions of time and place

HOW TO talk about unfinished actions and experiences Present perfect simple Have you already received my invitation?

No, I haven’t got anything in the mail yet.

1 Present perfect simple

That’s so weird. I sent it last Monday.

FORM

Negative (-)

Questions (?)

I have worked. I have fallen.

I have not worked. I have not fallen.

Have I worked? Have I fallen?

You have worked. You have fallen.

You have not worked. You have not fallen.

Have you worked? Have you fallen?

He has worked. He has fallen.

He has not worked. He has not fallen.

Has he worked? Has he fallen?

We have worked. We have fallen.

We have not worked. We have not fallen.

Have we worked? Have we fallen?

2nd p. plur.

You have worked. You have fallen.

You have not worked. You have not fallen.

Have you worked? Have you fallen?

3rd p. plur.

They have worked. They have fallen.

They have not worked. They have not fallen.

Have they worked? Have they fallen?

Rule:

Subject + have/has + past participle*

Subject + have not / has not + past participle*

Have/has + subject + past participle*?

1st p. sing. 2nd p. sing. 3rd p. sing.

1st p. plur.

Positive (+)

ex e

Subject

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* Irregular verbs have an irregular past participle. e.g. to eat g eaten to go g gone to write g written

UNIT 1:

RSVP PLEASE

USE 1 Actions at an unspecified time in the past If you talk about actions that happened at an unspecified time in the past but are important or not over yet at the time of speaking. e.g. Darlin has organized a quinceañera before.  Careful, when you want to indicate when it happened, you have to use the past simple. e.g. She organized the party for my cousin in 2017.

3 Recent events If you talk about something that happened recently.

Keywords: just, recently e.g. I have recently assembled a team for my quinceañera.

Keywords: already, so far, up until now e.g. So far, I have chosen a theme, a dress and a crown. I have already celebrated my quinceañera.

2 Accomplishments or life experiences If you talk about accomplishments or experiences in your life up until now.

4 Unfinished actions If you talk about an action that hasn’t happened, hasn’t started or hasn’t finished yet.

Keyword: yet e.g. She hasn’t sent out the invitations for the quinceañera yet.

ex e

 Careful, you only use this with questions or negative sentences.

thirty-eight

UNIT 1:

RSVP PLEASE

2 Irregular verbs Past simple

Past participle My notes

arise

arose

arisen

was/were

been

bear

bore

born/borne

beat

beaten

become

became

become

begin

began

begun

bend

bent

bet

bid

bid/bade

bid/bidden

bite

bit

bitten

blow

blew

blown

break

broke

broken

bring

brought

build

built

burst

buy

bought

cast

catch

caught

chose

chosen

came

come

cost

cut

dealt

dug

come cost cut deal

aa pl

did

done

draw

drew

drawn

drink

drank

drunk

drive

drove

driven

eat

ate

eaten

fall

fell

fallen

feed

fed

feel

felt

fight

fought

find

found

fly

flew

flown

forget

forgot

forgotten

forgive

forgave

forgiven

thirty-nine

dig

ex e

choose

Base form

UNIT 1:

â&#x20AC;&#x201A; RSVP PLEASE

Past simple

Past participle My notes

freeze

froze

frozen

get

got

got/gotten

give

gave

given

went

gone

grow

grew

grown

hang

hanged/hung

have

had

hear

heard

hide

hid

hidden

hit

hold

held

hurt

keep

kept

know

knew

known

lay

laid

lead

led

leave

left

lend

lent

let

lay

lain

lit/lighted

lost

made

meant

met

light lose make mean

paid

prove

proved

proved/proven

put

pay

quit

read

ride

rode

ridden

ring

rang

rung

rise

rose

risen

run

ran

run

say

said

see

saw

seen

seek

sought

sell

sold

UNIT 1:

â&#x20AC;&#x201A; RSVP PLEASE

quit

forty

aa pl

meet

ex e

lie

Base form

Past simple

Past participle My notes

send

sent

set

shake

shook

shaken

shine

shone/shined

shoot

shot

show

showed

shown

shut

sing

sang

sung

sink

sank

sunk

sit

sat

sleep

slept

slide

slid

speak

spoke

spoken

spend

spent

split

spread

stand

stood

steal

stole

stolen

stick

stuck

struck

swore

sworn

swam

swum

took

taken

taught

tore

torn

swear swim take teach

aa pl

told

think

thought

throw

threw

thrown

tell

understood

undertake

undertook

undertaken

upset

wake

woke

woken

wear

wore

worn

win

won

wind

wound

write

wrote

written

understand

forty-one

tear

ex e

strike

Base form

UNIT 1:

â&#x20AC;&#x201A; RSVP PLEASE

quinceañera

birthday party

prom

tea party

VOCABULARY

1 TYPES OF PARTIES

pool party

ex e

Source: ChameleonsEye / Shutterstock.com

bar mitzvah

fancy dress party

house party

graduation party

goodbye party

dinner party

street party

wedding

forty-two

UNIT 1:

baby shower

RSVP PLEASE

retirement party

2 EVENT ORGANIZATION Translation

My notes

beverages

drankjes

BYOB

bring your own beer, bottle, booze, beverage, eigen drank meebrengen

dress code

kledingvoorschriften

drinks

drankjes

entrance fee

toegangsprijs

free entry

gratis toegang

guest list

gastenlijst

hosted by

georganiseerd door, gepresenteerd door

party favour

cadeautje voor de aanwezigen

RSVP

Répondez s’il vous plaît, antwoord alstublieft

venue

locatie, plaats

forty-three

ex e

Word

UNIT 1:

RSVP PLEASE

ON DIFFERENT TRACKS Using the present continuous and the going-to future

Check 1

WRITING

Happy birthday to me!

a Preparation: think about your next birthday party. What are your plans or what would you like to do?

b Action: write a text of about 75 words detailing what your fixed and intended plans are for your next birthday party. Use the correct tenses. Share your plans with a partner.

ex e

c Reflection: check your text by filling in the checklist.

Checklist: writing about an event

Yes

1 Content and structure • I explained in detail what my fixed plans and intentions are. • I wrote about 75 words. • My text is logical and well-structured.

2 Language • I used the correct tenses (focus on the present continuous and the going-to future). • I used correct words. • I used correct spelling and punctuation. Feedback

Score

6 – 8

Next exercise

ex. 2

ex. 4

ex. 6

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UNIT 1:

RSVP PLEASE

I think so No

Fill in the correct present continuous. Rewrite the sentence into the third person singular. 1 (I – to play) with his band at the party? (He) 2 They (to not go) to the party together. (he – with her) 3 We (to plan) every step in detail at the meeting.

(Eunice) 5 (you – running) the marathon? (She) Score Next exercise

ex. 3

Answer the questions with your intentions, using the going-to future.

4 – 5

4 Next Friday you (to book) the venue.

(Dad)

1 What are you going to do for New Year’s Eve?

ex e

2 Who are you going to ask to celebrate your birthday with?

3 What are you going to do when you graduate?

4 Which festival are you going to in the near future?

5 What are you going to do next with your pocket money?

Score

Next exercise

ex. 5

WRITING

What’s the plan?

4 – 5

forty-five

a Preparation: read John’s notes for the upcoming street party committee meeting. Which sentences will have to be positive, which are negative and which will be questions? Highlight them using different colours.

UNIT 1:

RSVP PLEASE

Assigned tasks

Next meeting???

John -> talk to the police -> tomorrow

- Suggest theme

Ren -> order traffic sign -> tonight

- Assemble a decoration team

Charleen -> call about drinks -> Monday

- Buy decorations (not yet!)

Mohammad -> interview band -> Tuesday 2 p.m.

- Discuss Flyer

Rick -> send info DJ -> after meeting

- Involve the shops

Fina -> design poster -> ASAP

- Need vegetarian?

- Research food trucks?

THE MOST AWESOME STREET PARTY EVER

- Book a clean-up crew

- ...

b Action: write sentences with the information given. Use the present continuous or the goingto future in questions, positive and negative sentences.

ex e

c Reflection: check your sentences by filling in the checklist. Checklist: writing about plans

Yes

I think so

1 Preparation • I highlighted the questions, positive and negative sentences in different colours.

2 Content • I wrote sentences using John’s notes.

3 Language • I used the correct tenses (focus on the present continuous and the going-to future). • I used correct words. • I used correct spelling and punctuation. Feedback

Score Next exercise forty-six

UNIT 1:

RSVP PLEASE

6 – 8

Check 2, p. 49

Look at Jessyâ&#x20AC;&#x2122;s weekend calendar. Her fixed plans are in a time slot and things she would like to do are in the notes section. Form sentences with the prompts.

January

9:00

10:00

study

11:00

study

12:00

study

lunch Granny

13:00

14:00

15:00

16:00

visit Uncle Dave

9:00

16:00 17:00

18:00

17:00

12:00

READING

19:00

19:00 Notes

cinema

Notes

Prepare meals for the week

Film Festival in London Party with Roxane?

Sleep in

Street Art Festival in Birmingham

Write back to Auntie

ex e

Date w Fadhil?

1 Jessy / to take the train / the Street Art Festival / morning

2 to cook / lunch / with Granny

3 Sunday / to prepare meals for the week

4 cinema / Fadhil / to take / her

5 to party / with Roxane / she / ?

6 to visit / Uncle Dave / around 4 p.m.

7 to study / exams / all morning 8 not / to travel / London / the Film Festival

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UNIT 1:

â&#x20AC;&#x201A; RSVP PLEASE

9 to write / back / Aunt Em 10 to ask / second date / Fadhil / she / ? <8

8 – 10

Next exercise 6

Check 2, p. 49

Score

listening

Watch Mikayla’s video on how to spend your summer.

a Preparation: write down the 7 tips Mikayla gives to make sure you don’t waste your summer.

SPEAKING

Which of these tips sound so useful you are definitely following it up? How are you going to apply each tip? Which tips are you not going to apply yourself? Which tips are you already planning on doing?

ex e

– – – –

b Action: tell a classmate how you are going to spend your next (summer) holiday. Use the questions to help you out.

c Reflection: fill in the checklist to check your task. Then give your list to a partner who will do the same. Give each other feedback about your speaking exercise. Checklist: speaking about your summer plans

Yes I think so

1 Preparation • I wrote down the 7 tips correctly.

2 Action • I told my classmate about my plans for summer. • I used the prompts in my conversation with my partner.

3 Language • I used the going-to future to talk about intentions. • I used the present continuous to talk about fixed plans. • I minded my pronunciation. Feedback

forty-eight

UNIT 1:

Score

Next exercise

ex. 5

Check 2, p. 49

RSVP PLEASE

Classmate No

Yes I think so

Inviting people to your party

Check 2 1

Your class’s ideal party.

SPOKEN INTERACTION

a Preparation: form groups of 3. Figure out what the members of your group want by asking them about at least 4 elements of a party. – Include at least the theme, guest list, venue and times (date and hours). – Fill in as much information as possible in the word web below.

IDEAL PARTY

ex e

b Action: make up a party proposal and present it to the members of your group. – Listen to the other group members’ proposals and give them your opinion. – Make changes if necessary. MY PARTY PROPOSAL

The theme of the party is

The party is going to be held (venue)

These people are invited:

The party is (date)

It will start and finish

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OTHER INFORMATION

UNIT 1:

RSVP PLEASE

c Reflection: listen to your group members and fill in the grid to evaluate their proposals. Fill in the grid for yourself based on their comments. Checklist: speaking about an event

My classmates

1 Content and structure • I have talked about at least 4 elements of the party: the theme, venue, guest list and times. • I have included my group’s input. • My text is logical and well-structured.

2 Language • I have used full sentences. • I used the correct words about the event. • I used the correct prepositions for time and place. • I used correct basic grammar. • I minded my pronunciation.

8 – 10

> 10

Next exercise

ex. 2

ex. 5

ex. 6

Score

Which type of party can you link to the people in the photos?

ex e

Feedback

UNIT 1:

Source: Maksim Dubinsky / Shutterstock.com

fifty

RSVP PLEASE

Next exercise 3

ex. 3

Score

READING

Read the Facebook event below. Fill in the correct word for each circled phrase.

Hi everyone!

Events

Birthdays

ex e

Discover Past

If you have received this invitation, that means you are on the guest list! You made it! As you know, my sister is pregnant and I am throwing her a pink and blue baby shower! Make sure you wear at least one item of each colour! Since my sister isn’t able to drink, we will be making all virgin cocktails. Now, I know some of you pretty well ... Let’s keep it fun, so please don’t bring any booze! Of course, there will be something in it for you as well! I rented a photo booth, which will be free for all of you to use! This way, everyone will be able to leave with a lovely memory of what will surely be a great get-together! The baby shower will be held at my house. If the weather is still nice, we’ll be able to have the party outside. Maybe bring a sweater in case it turns a little chilly.

Calendar

+ Create Event

Next exercise

I am sooooo looking forward to this! Love, Naomi

5–6 ex. 4

fifty-one

Score

Please let me know by Thursday May 13th if you will be able to make it to the party!

UNIT 1:

RSVP PLEASE

Fill in the correct preposition for time or place. 1 A pool party is typically held summer. 2 Starting a prom 8 o’clock gives everyone time to get ready. 3 The bar mitzvah ceremony is held the synagogue. 4 Our street party is the corner of Town Street and King Street. 5 Devin hosts the best parties his house. 6 My first dinner party was a winter barbecue February.

5–7

Next exercise 5

Check 3, p. 54

Score

7 Tuesday I sent out the invitations for our wedding.

Read the Facebook invitation in exercise 3 and answer the questions. Write in full sentences.

1 Where is this event held?

3 Is this a BYOB event?

ex e

2 When is the RSVP date?

4 What is the dress code?

5 Who is the event hosted by?

6 How much do you have to pay to get in?

7 What types of beverages will they have?

8 What’s the party favour?

Score

Next exercise

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UNIT 1:

RSVP PLEASE

5–6

7–8

ex. 4

Check 3, p. 54

Write a thank-you note to a friend who invited you to a party.

listening

a Preparation: watch the video and take notes about all the party details such as the venue and the dress code.

ex e

WRITING

b Action: write a note (about 50 words) thanking your friend for the lovely party explaining in detail all the things you liked about the party.

c Reflection: check your text by filling in the checklist. Checklist: writing about an event

Yes

I think so

1 Content and structure • I explained in detail which parts of the event I liked. • I wrote about 50 words. • My text is logical and well-structured.

2 Language • I used the correct words about the event. • I used the correct prepositions for time and place. • I used correct basic grammar. • I used correct spelling and punctuation.

Score

8 – 10

Next exercise

ex. 5

Check 3, p. 54 fifty-three

Feedback

UNIT 1:

RSVP PLEASE

Using the present perfect

Check 3 1

You and a friend are organizing a prom at school next month.

SPOKEN INTERACTION

a Preparation: your teacher will give you a role card. Prepare your role well.

TIME

CHECKLIST

PARTY

b Action: use the role card to have a conversation. Use the checklist below.

TWO MONTHS BEFORE THE PARTY

ONE WEEK BEFORE THE PARTY

 Get inspired

 Send a reminder

ONE MONTH BEFORE THE PARTY

DAY BEFORE THE PARTY  Clean your space

 Pick a date and time

 Prepare food that doesn’t go bad

 Pick a theme  Find and book a venue

DAY OF THE PARTY

 Make up a guest list  Make up a plan for food

 Set up decor

 Make and send invitations

 Set up food

 Do some cooking

 Make up a plan for decorations

AFTER THE PARTY

TWO WEEKS BEFORE THE PARTY

ex e

 Send out thank-you notes

 Check the RSVPs

 Clean up

 Go shopping

 Create DIY decorations

c Reflection: check your conversation by filling in the checklist. Checklist: checking your work

Yes

1 Content and structure • I used full sentences or short answers. • I checked my classmate’s work.

2 Language • I used the present perfect in my questions. • I used the present perfect in my short answers. • I minded my pronunciation.

Feedback

Score

6 – 8

Next exercise

ex. 2

ex. 4

ex. 6

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UNIT 1:

RSVP PLEASE

I think so

Complete the sentences with the correct past participle. 1 Lacey’s sister has (to put) her in charge of organizing her wedding reception. 2 Tomi hasn’t (to give) Lacey a lot of details about what she wants. 3 She knows that Lacey and her fiancée have (to travel) to Spain a lot. 4 They have always (to be) very enthusiastic about the Spanish cuisine. 5 That’s why Lacey has (to decide) to invite a Spanish chef to make the food for the reception.

some background music and (to buy) some decorations.

6 So far, she has also (to call) around for a flamenco guitarist to come play

7 After having (to talk) to Tomi’s friends a little bit more, Lacey was shocked to hear that Lauren is a vegetarian!

8 She has (to know) Lauren since Tomi introduced her a couple of years ago

Next exercise 3

8 – 10 ex. 3

Score

and they have (to have) food together plenty of times.

Complete the sentences in this conversation using the present perfect simple.

ex e

Allie: I’m just checking up on you to see if I can help you with anything. Bruno: I (1 to do – already) most of the work. A: I could help you finish up maybe. (2 you – to hang up) the posters in the hallway?

B: Y es, I (3 to put – already) them up. I (4 to go – yet) to every classroom though.

A: I’ll make sure there’s a poster everywhere. Is there anything else you (5 not to get) around to yet?

B: L et me check my list. I (6 to ask) the faculty members who would like to chaperone. They (7 not to reply).

A: That’s typical ... Teachers always miss deadlines.

B: T he decoration team (8 to go) completely bonkers with the theme. They (9 not to hold) back at all.

A: The list says that you (10 to book) a DJ and that party favours (11 to arrive). Can I see any of it?

B: Y ou know I (12 to swear) to keep the party favours a surprise! This prom (13 to be) so much work, you have to let me have some fun,

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too.

UNIT 1:

RSVP PLEASE

A: I understand ... You (14 to work) really hard on this. When did you start all this? B: I started working on it over summer actually, setting up the mood boards. I (15 to lose) count of how many hours I (16 to put) in our prom. A: (17 you – to have) any fun organizing it? B: Definitely! I (18 to laugh) a ton ... but I (19 to stress) a lot as well.

A: I’m sure it will pay off in the end!

checklist anywhere? A: Bruno ... It’s in your hand. Score

> 16

< 16

B: Not if we don’t get back to work! (20 you – to see) that frigging

Next exercise

All done!

Watch the video about The Inbetweeners and answer the questions in full sentences using the prompt in the present perfect tense.

1 Which party are these kids organizing? (to choose)

ex e

2 What is the theme for the party? (to decide on)

3 Which part of the organization does John talk about? (to not stop)

4 Which venue are they having the party at? (to pick)

5 Why can’t the boy DJ during the entire party? (already – to book)

6 How many parties does the wannabe DJ say he has organized? (to organize)

7 How much experience has he had really?

(to not have)

8 Who has basically organized everything already? (to do)

9 What does he use to lead the meeting? (to write out) Score

7 – 9

Next exercise

ex. 3

ex. 5

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UNIT 1:

RSVP PLEASE

listening

Watch the scene from Drop Dead Diva. a Answer the following questions. 1 What type of event are they talking about? 2 Who is Jane, the brunette, looking for? 3 What website does Stacy mention? b Write 7 sentences in the present perfect simple tense about what Stacy and Jane have done, using the prompts.

1 (engagement ring)

2 (Owen) 3 (to-do list) 4 (blog) 5 (personal and interactive)

7 (cake concepts) Score

Next exercise

ex. 3

All done!

6 (cake)

WRITING

Your sister, brother or cousin is getting married.

ex e

a Preparation: think about things you have experienced together, how long you have known each other, what has been important between you two etc. b Action: write your sister, brother or cousin a letter (about 75 words) that you want to give him/ her on the day of the wedding in which you describe experiences and important events.

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UNIT 1:

â&#x20AC;&#x201A; RSVP PLEASE

c Reflection: check your text by filling in the checklist. Checklist: writing an informal letter

Yes

I think so

2 Language • I used the correct tenses in my text (the present perfect for unfinished actions and experiences and the past simple for specific past time actions.) • I used correct spelling and punctuation.

Feedback

Next exercise

ex. 5

All done!

ex e

Score

fifty-eight

UNIT 1:

RSVP PLEASE

1 Content and structure • I wrote about 75 words. • I mentioned experiences and events.

CHECK OUT: SETTING UP AN EVENT Orientation You are organizing this year’s spring prom with a partner. This is a party specifically for your year. You are free to organize it in the way that you want but keep your audience in mind: all students from your form. You will design a flyer and set up a Facebook event.

Before you start, you need to agree on the details with your partner. To make sure you include all the necessary information, fill in the grid.

WRITING

Preparation

MY PARTY PLANNER

General information 1 Name of your party

2 Theme of your party 3 Organizers

ex e

4 Reason for the party 5 Date

6 Time

7 Venue

Additional information

YES Date:

9 BYOB

YES

10 Surprise

YES

YES Details:

8 RVSP

11 Dress code

Action

Make a flyer that includes all the information from the grid and that reflects your party’s theme. You can use any platform you are comfortable with. Your teacher will give you some suggestions.

WRITING

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UNIT 1:

RSVP PLEASE

WRITING

Write the invitation for the Facebook event. Make sure you add all the information. Search

Events

Calendar

Discover

Past Hosted by  Interested

ex e

Check your work by filling in this checklist.

Checklist: setting up an event

1 Content and structure • We have a good name for our party. • We chose an original theme for our party. • We set a date for our party. • We picked a time for our party. • We decided on a venue for our party. • We added all additional information in the Facebook event. • We made an attractive flyer.

2 Language • We used correct words to talk about our event. • We used the correct prepositions for time and place. • We used the present continuous correctly to talk about our event. • We used correct spelling and punctuation. Feedback

Trace your steps on diddit.

sixty

...

About Discussion

Reflection 4

Show map

+ Create Event

Birthdays

UNIT 1:

RSVP PLEASE

Yes

We think so

UNIT 2: SPOOKTACULAR check in

Step 1: describing scary past experiences

Step 2: using typical mystery and horror words

ex e

Step 3: retelling and writing creepy stories

main track

trace your steps

summary

on different tracks check out: telling or writing a scary story

CHECK IN The car never starts 1

Discuss these questions with a partner.

SPOKEN INTERACTION

a Do you like scary films or horror films? Why (not)? b Which ones are your favourite (scary) films? Describe what happens in the story. Imagine you could give horror film characters tips on how to survive. What would you tell them? Think of 3 good tips and then share them with the class.



Watch the (funny) video How to survive a horror movie: A tutorial for white people.

a Were any of your tips mentioned? Which one(s)?

ex e

b Which tips did you not think of? List them here.

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SPEAKING

UNIT 2:

SPOOKTACULAR

listening

MAIN TRACK Are you scared yet?

Step 1

Describing scary past experiences

1 / Come downstairs … 1

SPEAKING

You will get one of the shortest horror stories ever written.

a Walk around the classroom and read your story out loud to at least 4 of your classmates.

ex e

b Report back to the class: which one was most spine-chilling? Why was that?

Read the different parts of the scary story ’I’m Downstairs’ and answer these questions.

READING

a The paragraphs are not in the right order. Highlight the words that show the connection between the paragraphs. b Answer these questions to help you find the right order.

1 How does the story begin?

2 What is the first text message Ben sends to his friend?

3 How does the story end?

c Reconstruct the storyline. Put the paragraphs in the right order. 2

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UNIT 2

SPOOKTACULAR

I’m downstairs

A “Hey man. I’m outside by the back door. Can you let me in?” I knew he was lying. For the last few weekends, he had been messing with me. One weekend he told me he was parked in my cul-de-sac when in reality, he was in his bedroom. The following weekend, he told me he was coming over to hang out. When I came outside to greet him in his car, he floored it out of my neighbourhood. I wasn’t going to let him get me this time. I sent a reply back.

ex e

C “Aren’t you going to come upstairs? I can hear you walking around downstairs. Just come up here already.” I sent the message and waited for him to respond. I was starting to get a little annoyed after a minute of waiting. I got up from my bed and went to the doorway. I proceeded to shout downstairs.

B The clock struck midnight. I was on my laptop in my bedroom, browsing through YouTube videos. However, my browsing stopped when my phone vibrated. I saw that I received a text message from my friend, Ben.

D “I’m downstairs.” “Ben, you can’t troll me three weekends in a row. However, I’ll give you an A for effort.” I placed my phone down again. I wasn’t going to play his little game. As I was about to continue my search, I started to hear something coming from the deafening silence of my dark house. I faced the doorway behind me and listened closely. It sounded like footsteps, silent footsteps walking around downstairs. It was nerve racking. I couldn’t believe it. Was my mind tricking me or was Ben actually in my house? I grabbed my phone.

E “Are you joking with me, man?” I continued to listen as my phone vibrated again. “No, I told you I was downstairs, but you didn’t believe me.” I was quite relieved that it was him, but I was pissed off that he had broken into my house. I could hear him walking around downstairs still as I waited for him to come into my bedroom. I grabbed my phone again.

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F “Get your ass upstairs already! Stop fucking around!” I sat back on my bed as I began to hear him walk upstairs. Suddenly, my phone vibrated again. It was a text message from Ben. “You know I was fucking with you, right?” My heart dropped. I looked up at the doorway to see my killer smiling at me.

UNIT 2:

SPOOKTACULAR

G “ I know you’re just messing with me again.” He immediately replied. “No? I’m being serious this time, I am by the back door.” “Nice try, I know you’re not there.” I placed my phone down and continued my search. About a minute later, my phone vibrated again. to floor: to drive really fast to troll: to bother by following around

READING

Read the story a second time to answer these questions.

a Put the feelings Ben is dealing with in chronological order. Number them from 1 (first) to 5 (last). angry and probably terrified nervous, in doubt feeling of being trolled

annoyed relieved but pissed

b Which words or phrases are used to evoke the scary atmosphere? Write down 5 examples.

ex e

c How many texts do the two friends send each other?

10 11

d Explain the underlined words or phrases. Check the strategy on how to deal with difficult words in a text on diddit if necessary. For the last few weekends, he had been messing with me.

I was quite relieved that it was him.

One weekend he told me he was parked in my cul-de-sac … a highway a street closed at one end a forest road

How to deal with difficult words in a text

STRATEGY

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In Track ’n’ Trace 3 you learned how you have to deal with difficult words in a text. Check the strategy on diddit if you are still experiencing difficulties.

UNIT 2

SPOOKTACULAR

2 / Telling a story with past tenses 1

Take a closer look at the text on p. 64 and 65 and answer these questions. a Which tense is used to tell the story? a present tense

a past tense

a future tense

b Look at these examples from the text. Do you remember what the tense is called?

e.g. The clock struck midnight. e.g. He immediately replied. What do you remember about the form of this tense?

b Fill in the example in each column. Form of past simple - regular verbs (e.g. Positive (+)

)

Negative (-)

Example (my phone / to vibrate)

a Fill in the grid with the rule on how to form the past simple of regular verbs.

Tense:

Questions (?)

(they / to know)

(you / to believe / him)

Rule:

ex e

Keep in mind! • Mind the spelling! Check the Summary, p. 85.

• Regular past participle = c Fill in the grid with the rule on how to form the past simple of irregular verbs. d Fill in the example in each column.

Form of past simple - irregular verbs (e.g. Positive (+)

Example I (to sit)

Negative (-)

on my bed. You (to begin)

) Questions (?) . they (to run)

Rule:

Example It

You (to be)

Rule:

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UNIT 2:

SPOOKTACULAR

a text from Ben. It here. You (to be)

a text from Ben. here. (to be)

Ben in my house? they here?

Answer the following questions and then fill in the grammar grid below. a Do you remember what the tense is in the examples below?

e.g. Are you joking with me, man? e.g. I know you’re just messing with me.

Tense:

b Now look at these examples. What is this tense called then? Think logically! e.g. … he was coming over to hang out … e.g. They were starting to get a little annoyed …

Tense:

c How is the tense in exercise b formed?

Form of past continuous (e.g.

)

Positive (+) I was working.

2nd p. sing.

He/She/It wasn’t working. We were working.

2nd p. plur.

Rule:

Were we working?

You weren’t working.

They weren’t working.

ex e

3rd p. plur.

3rd p. sing.

1st p. plur.

Questions (?)

1st p. sing.

Negative (-)

d Use the information from exercises a to c to fill in the grid about the past continuous.

Fill in the sentences in the past continuous.

1 (you – to joke) with me?

2 My killer (to spy) on me while I (to browse) on my

laptop.

3 Ben (to lie). He was not downstairs at all. 4 I (to sit) in my room and someone (to walk) around

downstairs.

5 (he – to start) to feel a bit nervous?

6 I felt like I (to die). 7 My friend and I (to chat) all night long. I (to study)

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for my exam.

UNIT 2

SPOOKTACULAR

Look at these examples and answer the questions. e.g. They were looking at the Ouija board when the lights went out. e.g. I was browsing on my laptop when my phone vibrated. a Which verb forms express longer background actions? b Which verb forms express short actions that interrupt other activities?

c Draw the verbs on the timeline. NOW FUTURE

PAST

Use the information from exercise 5 to fill in the grammar box below.

GRAMMAR

How to tell a story in the past

The past simple and the past continuous are used to tell a in the . Tense 1:

– longer actions going on in the past

ex e

– ( shorter or single) completed actions in the past e.g. The clock struck midnight.

Tense 2:

e.g. He was walking around downstairs.

– consecutive actions in the past e.g. I sent the message and waited for him to respond.

Combine the two tenses if you want to make clear something happened you were in the middle of a longer action going on.

e.g. I was browsing on my laptop when my phone vibrated.

Keywords: - and + past continuous - + past simple

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UNIT 2:

SPOOKTACULAR

See p. 85

Fill in the correct form of the verb in the sentences below. Choose between the past simple and past continuous.

1 All of a sudden I (to get) the strange feeling something (to watch) me.

(to unlock) his front door and (to step) into the

2 James (to arrive) home late at night. He

darkness of his apartment.

3 She (to lie) still in her pitch black room, not daring to make a single sound.

sheets.

4 She (to shiver) with terror, clinging on to her

5 The burglars (to hide) in the upstairs bedroom,

when the police (to knock) on the front door.

The police (to open) the door, (to go) upstairs and quickly (to find) the burglars.

ex e

6 One evening, while I (to browse) on my

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computer, a strange noise (to echo) through my room.

UNIT 2

SPOOKTACULAR

READING

Read the creepy short story below. a Fill in the missing verb forms. Use the past simple or past continuous correctly. Watch out for irregular verbs!

The girl in the photograph 1 One school day, a boy named Tom (1 to sit) in class and

doing maths. It (2 to be) six more minutes until school ended.

As he (3 to do) his homework, something (4 to catch) his eye.

5 His desk (5 to be) next to the window, and he

(6 to turn) and (7 to look) at the grass outside. It (8 to look) like a picture. When school was over, he (9 to run) to the spot where he (10 to see) it. He (11 to run)

fast so that no one else could grab it.

10 He (12 to pick) it up and (13 to smile). It (14 to be) a picture of the most beautiful girl he had ever seen.

ex e

She (15 to wear) a dress, tights and red shoes, and her hand (16 to hold up) a peace sign. She was so beautiful that he wanted to meet her, so he (17 to run) 15 all over the school and (18 to ask) everyone if they knew her or had ever seen her before. But everyone he asked (19 to say)

“No.” He was devastated.

When he got home, he (20 to ask) his older sister if she

(21 to know) the girl, but unfortunately she also said “No.” It was very late, so Tom

20 (22 to walk) up the stairs, (23 to place) the

picture on his bedside table and (24 to go) to bed. That night, while Tom (25 to sleep), something awakened

him. It was a tap on his window. It was like a nail tapping. He (26 to get) scared. After the tapping he (27 to hear) a giggle. He

25 (28 to see) a shadow near his window, so he (29 to get) out of his bed, (30 to walk) toward his window,

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UNIT 2:

SPOOKTACULAR

(31 to open) it up and (32 to follow) the giggling. By the time he had reached it, it was gone. The next day again he (33 to ask) his neighbours if they 30 (34 to know) her. Everybody (35 to say) “Sorry, no.” When his mother (36 to come) home he even (37 to ask)

her if she (38 to know) her. She (39 to say)

“No.”

He (40 to go) to his room, (41 to place) the 35 picture on his desk and (42 to fall) asleep.

Once again he was awakened by a tapping. He (43 to take) the

picture and followed the giggling. He (44 to walk) across the road, when suddenly he (45 to get) hit by a car. He was dead with the

picture in his hand.

40 The driver (46 to get) out of the car and (47 to try) to help him, but it was too late. Suddenly he (48 to see) the picture

ex e

and (49 to pick) it up.

He saw (50 to see) a cute girl who (51 to hold) up three fingers.

Adapted from www.thoughtcatalog.com

b Now answer these questions about the story.

1 Describe the girl in the photograph that Tom picked up.

2 Describe the girl in the photograph the driver picked up.

3 Explain the end.

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UNIT 2

SPOOKTACULAR

Describe a scene from The Hound of the Baskervilles, based on the original novel by Arthur Conan Doyle.

WRITING

ARTHUR CONAN DOYLE Arthur Conan Doyle (1859-1930) was a British writer best known for his detective fiction featuring the character Sherlock Holmes. In 1887 he published A Study in Scarlet, the first of four novels about Holmes and Dr. Watson. The Sherlock Holmes stories are milestones in the field of crime fiction and there have been many adaptations of the stories with this famous fictional detective: films, series, graphic novels, plays, etc.

a Preparation: read the scene and write down some keywords to describe the atmosphere.

ex e

b Action: describe what is going on. Use the past simple and past continuous correctly. Use all the verbs that are given. Write 2 or 3 sentences per image.

(to ride / to notice)

(to lie / to startle) seventy-two

UNIT 2:

SPOOKTACULAR

r aa pl

ex e

(to tear / to growl)

Source: The Hound of the Baskervilles, adapted by I.N.J. Culbard. Published by SelfMadeHero.

c Reflection: fill in the checklist to reflect on your writing. Then read your story to a classmate. Do you have the same sentences? Checklist: telling a story in the past

Yes

I think so

UNIT 2

SPOOKTACULAR

1 Content and structure • I used all the given verbs. • I wrote 2 or 3 full sentences for each image.

2 Language • I formed and used the past simple correctly. • I formed and used the past continuous correctly. • I used correct spelling and punctuation. Feedback

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CHECK 1, p. 92

From A(ttics) to Z(ombies)

Step 2 1

Using typical mystery and horror words

Do the carousel exercise. Afterwards, complete the word web below.

creepy sounds

details

characters

NOUNS

creepy locations

a professional killer / a hitman

SPOKEN INTERACTION

ex e

VERBS

MYSTERY AND AND HORROR HORROR MYSTERY

feelings

horrified

ADJECTIVES

descriptive adjectives

Form groups and play the domino game. Add words that are new to you to the word web too.

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UNIT 2:

â&#x20AC;&#x201A; SPOOKTACULAR

SPOKEN INTERACTION

READING

NEIL GAIMAN Neil Gaiman is an English author of short fiction, novels, comic books, graphic novels and films. Important works he has written are the comic book series The Sandman and the novels Stardust, American Gods, Coraline and The Graveyard Book. He has won many awards, such as the Hugo, Nebula, and Bram Stoker awards, as well as the Newbery and Carnegie medals. He is the first author to win both the Newbery and the Carnegie medals for the same work, The Graveyard Book (2008). Gaiman often writes fantasy but sets it in contemporary society with a lot of references to mythology and folklore. He has also appeared on The Simpsons and The Big Bang Theory as himself. More information can be found on his website: www.neilgaiman.com.

Source: Kyle Cassidy

Read the first pages of The Graveyard Book by Neil Gaiman and answer the questions.

b How many people did the man Jack kill in this scene?

d Where is his bedroom?

c Who is his next target?

ex e

e How did he kill the people in this scene?

f The man Jack doesn’t need light. He has ’other skills’. Which other skills do you think he has?

Source: The Graveyard Book, Neil Gaiman

a Complete: the man Jack is a professional .

g Where does the man Jack go next to look for the boy, since he is not in his cot?

The Graveyard Book

Chapter One - How Nobody came to the graveyard

There was a hand in the darkness, and it held a knife.

The knife had a handle of polished black bone, and a blade finer and sharper than any razor. If it sliced you, you might not even know you had been cut, not immediately.

The knife had done almost everything it was brought to that house to do, and both the blade and the handle were wet. The street door was still open, just a little, where the knife and the man who held it had slipped in, and wisps of night-time mist slithered and twined into the house through the open door.

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The man Jack paused on the landing. With his left hand he pulled a large white handkerchief from the pocket of his black coat, and with it he wiped off the knife and his gloved right hand

UNIT 2

SPOOKTACULAR

which had been holding it; then he put the handkerchief away. The hunt was almost over. He had left the woman in her bed, the man on the bedroom floor, the older child in her brightly coloured bedroom, surrounded by toys and half-finished models. That only left the little one, a baby barely a toddler, to take care of. One more and his task would be done. 15

He flexed his fingers. The man Jack was, above all things, a professional, or so he told himself, and he would not allow himself to smile until the job was completed. His hair was dark and his eyes were dark and he wore black leather gloves of the thinnest lambskin.

The real moon shone through the casement window. Its light was not bright, and it was diffused by the mist, but the man Jack would not need much light. The moonlight was enough. It would do.

The toddler’s room was at the very top of the house. The man Jack walked up the stairs, his feet silent on the carpeting. Then he pushed open the attic door, and he walked in. His shoes were black leather, and they were polished to such a shine that they looked like dark mirrors: you could see the moon reflected in them, tiny and half full.

He could make out the shape of the child in the crib, head and limbs and torso.

The crib had high, slatted sides, to prevent the child from getting out. Jack leaned over, raised his right hand, the one holding the knife, and he aimed for the chest ... ... and then he lowered his hand. The shape in the crib was a teddy bear. There was no child.

The man Jack sniffed the air. He ignored the scents that had come into the room with him, dismissed the scents that he could safely ignore, honed in on the smell of the thing he had come to find. He could smell the child: a milky smell, like chocolate chip cookies, and the sour tang of a wet, disposable, night-time nappy. He could smell the baby shampoo in its hair, and something small and rubbery – a toy, he thought, and then, no, something to suck – that the child had been carrying. The child had been here. It was here no longer. The man Jack followed his nose down the stairs through the middle of the tall, thin house. He inspected the bathroom, the kitchen, the airing cupboard, and, finally, the downstairs hall, in which there was nothing to be seen but the family’s bicycles, a pile of empty shopping bags, a fallen nappy, and the stray tendrils of fog that had insinuated themselves into the hall from the open door to the street.

The man Jack’s eyes were accustomed to the dim moonlight, so he had no desire to turn on an electric light. And light was not that important, after all. He had other skills.

ex e

The man Jack made a small noise then, a grunt that contained in it both frustration and also satisfaction. He slipped the knife into its sheath in the inside pocket of his long coat, and he stepped out into the street. There was moonlight, and there were street lights, but the fog stifled everything, muted light and muffled sound and made the night shadowy and treacherous. He looked down the hill towards the a casement window: a window that is attached light of the closed shops, then up the street, where to its frame by one or more hinges at the side the last high houses wound up the hill on their way a handkerchief: a square piece of cloth or paper to the darkness of the old graveyard. used for cleaning the nose or drying the eyes The man Jack sniffed the air. Then, without to slither: to move easily and quickly across a hurrying, he began to walk up the hill. surface, like a snake does to stifle: to silence; to suppress Source: The Graveyard Book, Neil Gaiman stray tendrils of fog: traces of lingering fog treacherous: dangerous, unsafe

seventy-six

UNIT 2:

SPOOKTACULAR

Look at the underlined words in the text. Add them to the word web in ex. 1.

Watch Lana McKissackâ&#x20AC;&#x2122;s video How to survive in a horror movie.

listening

a Which typical things were mentioned? Tick the box. Add the correct words too.

ex e

seventy-seven

b What is the best way to survive a horror film, according to Lana McKissack? UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

Fill in the crossword puzzle. 1

6 7

ex e

Across 4 a narrow street with walls or buildings on both sides 5 an imaginary evil spirit or being, used to frighten children 7 a room under the ground floor of a building, usually used for storing things 8 to pass quickly from sight; to disappear 10 a dead body 11 strange in a frightening and mysterious way; creepy; spooky 15 a type of ghost or spirit that is responsible for physical disturbances, such as loud noises and objects being moved or destroyed

seventy-eight

UNIT 2:

â&#x20AC;&#x201A; SPOOKTACULAR

Down 1 a large, flat inscribed stone standing or laid over a grave 2 a person who changes for periods of time into a wolf, typically when there is a full moon 3 a personification of death in the form of a cloaked skeleton wielding a large scythe 6 the partial or total absence of light 9 the part of a building, especially of a house, directly under a roof 12 to move or jump suddenly (as in surprise or alarm) 13 to move slowly and carefully in order to avoid being heard or noticed 14 an area of ground in which dead bodies are buried

Complete the grid. If one of the options does not exist, write an X. Something is …

I feel …

to …

1 scary 2

horrify

creep (someone out)

4 fearful

frighten

6 eerie

5 terrifying

Rank the adjectives describing feelings on the scale below, going from ’only slightly afraid’ to ’extremely afraid’.

afraid – alarmed – anxious – nervous – panicked – paralysed with fear – petrified – shocked – suspicious – terrified – uneasy – worried

extremely afraid

only slightly afraid

ex e

SPEAKING

Tell your own story.

a Preparation: roll the story dice. Write down the words that come up. Also write down some keywords that clearly show your understanding and that link these words together in a short story.

b Action: tell your short story to someone in the class. Add some creepy details if you can.

seventy-nine

OU DID Y T A H W W O N K I

UNIT 2

SPOOKTACULAR

c Reflection: read your partner’s story. Fill in the checklist for him/her and give some feedback. Peer evaluation: telling a story

Yes

I think so

1 Content and structure • My partner used all the keywords. • My partner told the story in a logical order. • The story included creepy details/information. 2 Language • My partner used correct grammar. • My partner spoke fluently.

Feedback

What my partner did really well is: What my partner could work on is:

ex e

CHECK 2, p. 99

Read at your own risk

Retelling and writing creepy stories

Step 3

1 / Tell the story again! 1

Do the reading and listening quest.

a Read the first paragraph of the two scary stories below.

b Choose one of the stories you would like to read or hear more of. c Your teacher will show you how to get to the next (listening) extract. d You will get a handout with questions about the story you have chosen. Answer the questions while listening or reading. Each correct answer will lead you to the next part.

e Check the strategy on how to listen/watch more effectively in the Summary on p. 91 before getting started.

eighty

UNIT 2:

SPOOKTACULAR

READING listening

Coraline Front cover by Dave McKean

NEIL GAIMAN

Coraline discovered the door a little while after they moved into the house. It was a very old house – it had an attic under the roof and a cellar under the ground and an overgrown garden with huge old trees in it. Coraline’s family didn’t own all of the house – it was too big for that. Instead they owned part of it. There were other people who lived in the old house. If you want to find out what happens next in Coraline, ask your teacher for further instructions.

MISS PEREGRINE’S HOME FOR PECULIAR CHILDREN

RANSOM RIGGS

I had just come to accept that my life would be ordinary when extraordinary things began to happen. The first of these came as a terrible shock and, like anything that changes you forever, split my life into halves: Before and After. Like many of the extraordinary things to come, it involved my grandfather, Abraham Portman.

ex e

Growing up, Grandpa Portman was the most fascinating person I knew. He had lived in an orphanage, fought in wars, crossed oceans by steamship and deserts on horseback, performed in circuses, knew everything about guns and self-defence and surviving in the wilderness, and spoke at least three languages that weren’t English. It all seemed unbelievably exotic to a kid who’d never left Florida, and I begged him to entertain me with stories whenever I saw him. He always obliged, telling them like secrets that could be entrusted only to me.

Report back to the class. What was the story you read and listened to all about?

SPEAKING

Listen to the creepy story ‘Know Thy Neighbours’. Answer the questions.

listening

If you want to find out what happens next in Miss Peregrine’s Home for Peculiar Children, ask your teacher for further instructions.

a What happened to Ken in the end?

b What probably happened to Jude and Stella? eighty-one

UNIT 2

SPOOKTACULAR

c Are these statements true or false? Correct the false statements. Statement

True False

1 The girl was invited to Jude and Stella’s farewell party. 2 Ken’s apartment looked just like Stella and Jude’s, except for one new painting.

3 She and Ken went on a date.

4 Ken often came over to lend stuff, like kitchen materials. 5 Ken even came to cook at her apartment.

6 Ken has a weird way of describing routes – not like normal people.

7 Ken became more and more pushy.

ex e

8 At one point she called the police.

What did you think of ‘Know Thy Neighbours’?

WRITING

a Preparation: listen to the story again if necessary.

listening

b Action: write a paragraph (about 50 words) in which you explain whether you thought it was creepy or not. Use some of these sentence starters in your paragraph. I really liked the story. What I really liked/didn’t like about the story was … I thought the story was (really) creepy/not that creepy, because … I thought the story was (a bit) boring/predictable/ … I never thought/already knew the story would end like this.

– – – – –

eighty-two

UNIT 2:

SPOOKTACULAR

c Reflection: evaluate your text by filling in the checklist. Then share your opinion with a partner. Checklist: opinion

Yes

I think so

1 Content and structure • I wrote about 50 words. • My opinion is clear.

Listen to the scary story ‘Charlotte’.

listening SPEAKING

Feedback

2 Language • I used correct grammar and vocabulary. • I used the sentence starters and added my own information in a correct way. • I used correct spelling and punctuation.

a Preparation: sit together in pairs and read through the keywords on the card you will get. b Action: listen carefully to the story. Mark when a word on your card is mentioned. Afterwards, retell the story to your partner by using the words you marked on your story card.

Peer evaluation: retelling a story

c Reflection: listen to your partner’s story and fill the peer evaluation form for him/her. Yes

I think so

UNIT 2

SPOOKTACULAR

ex e

1 Content and structure • My partner marked all the keywords on the story card. • My partner used all the keywords from the story card when retelling the story. • My partner told the story in a logical order. • The story included all the necessary details/information. 2 Language • My partner used correct grammar. • My partner spoke fluently.

Feedback

What my partner did really well is:

What my partner could work on is:

eighty-three

2 / It was a dark and scary night … 1

WRITING

Do the writing carousel exercise. a Preparation: form groups and read through the fictional profile fact file you will get. Do you understand all the words? b Action: do the writing carousel exercise.

d Report back to class: which story is the winner. Explain why.

ex e

CHECK 3, p. 104

eighty-four

UNIT 2:

c Reflection: your teacher will put the stories up around the class. Walk around (with your group) and read the other stories. Which is best, according to your group? Evaluate all the stories with the checklist provided with each story. Give some feedback.

SPOOKTACULAR

SUMMARY

Past simple and past continuous

GRAMMAR

HOW TO tell a story in the past

1 Past simple

She was running in the forest when suddenly the sound of an owl startled her.

FORM

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

Negative (-)

Questions (?)

I laughed. You laughed. He/She laughed. We laughed. You laughed. They laughed.

I didn’t laugh. You didn’t laugh. He/She didn’t laugh. We didn’t laugh. You didn’t laugh. They didn’t laugh.

Did I laugh? Did you laugh? Did he/she laugh? Did we laugh? Did you laugh? Did they laugh?

Subject + base form of the verb + (e)d

Subject + didn’t / did not + base form of the verb

Did + subject + base form of the verb

Rule:

Positive (+)*

ex e

Subject

*Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see Unit 1, p. 39).

USE

eighty-five

SPOOKTACULAR

2 Past continuous FORM Positive (+)

Negative (-)

Questions (?)

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

I was talking. You were talking. He was talking. We were talking. You were talking. They were talking.

I wasn’t talking. You weren’t talking. He wasn’t talking. We weren’t talking. You weren’t talking. They weren’t talking.

Was I talking? Were you talking? Was he talking? Were we talking? Were you talking? Were they talking?

Rule:

Subject + was/were + -ing form of the verb

Subject + wasn’t (was not) / weren’t (were not) + -ing form of the verb

Was/were + subject + -ing form of the verb

USE

– Longer actions going on in the past. e.g. He was walking around downstairs.

Subject

– (background) descriptions. e.g. The girl was wearing a grey dress.

Keywords: ’while’ and ’as’ + past continuous e.g. As she was going down the stairs, she saw the shadows of men in the distance.

ex e

’when’ and ’suddenly’ + past simple e.g. She was running in the forest when suddenly the sound of an owl startled her.

3 Past simple and past continuous

USE

Combine the two tenses if you want to make clear something happened while you were in the middle of a longer action going on.

e.g. I was browsing on my laptop when my phone vibrated. e.g. We were telling ghost stories, when we suddenly heard a shrieking sound.

Past

were telling past continuous

eighty-six

UNIT 2:

SPOOKTACULAR

heard past simple

Now

Future

Word

Translation

VOCABULARY

WORD LIST My notes

sluipen, kruipen

to curse

vervloeken, vloeken

to disappear / to vanish (into thin air)

(plots) verdwijnen

to gasp

naar adem snakken

to go through walls

door muren gaan

to knock

kloppen

to lurk

op de loer liggen

to pursue / to chase

achtervolgen

to scare

laten schrikken, bang maken

to shriek / to scream

gillen, krijsen

to slither

glibberen, glijden

to stare

staren

ex e

to startle

to creep

(uit het niets) verschijnen

to appear (out of thin air)

VERBS

doen opschrikken beven, trillen

to yell

gillen, roepen

to tremble / to shiver (with fear)

donker steegje

attic

zolder

castle / ruin

kasteel, ruĂŻne

cave

grot

cellar / basement

kelder, kelderverdieping

graveyard / cemetery

begraafplaats, kerkhof

mental hospital

psychiatrische inrichting

dark alley

eighty-seven

NOUNS: LOCATIONS

UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

abandoned house

verlaten huis

haunted house

spookhuis

hospital morgue

mortuarium

prom

schoolbal

sĂŠance

seance

(misty/dark) woods

(mistige/donkere) bossen

vervallen hotel

NOUNS: SOUNDS ratelende kettingen

ringing church bells

slaande kerkklokken

ticking clock

tikkende klok

barking dog

blaffende hond

creaking door

krakende deur, piepende deur

footsteps

voetstappen

ex e

rambling chains

breaking glass

brekend glas

grunt

grom, brommend geluid gedempt geluid

muffled sound

rinkelende telefoon

whispering

gefluister

howling wind

huilende wind

cackling witch

lachende heks, kakelende heks

ringing telephone

NOUNS: CHARACTERS

eighty-eight

clown

demon

demon, boze geest

ghost

spook

UNIT 2:

rundown hotel

â&#x20AC;&#x201A; SPOOKTACULAR

lifter

poltergeist

klopgeest

professional killer/ hitman

huurmoordenaar

spirit

geest

vampire

vampier

werewolf

weerwolf

witch

heks

zombie

the bogeyman

de boeman

the Grim Reaper

Pietje de Dood, de Man met de Zeis

NOUNS: DETAILS verschijning

bat

vleermuis

black cat candles cobwebs coffin

zwarte kat kaarsen

spinnenwebben doodskist lijk

corpse

ex e

apparition

hitchhiker

duisternis

red eyes

rode ogen

goose bumps

kippenvel

moonlight

maanlicht

anonymous phone call

anoniem telefoontje donkere schaduw

skulls and bones

schedels en botten

tombstone

grafsteen

dark shadow

eighty-nine

darkness

UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

diffused

gedempt

evil

kwaadaardig

floating, hovering

zwevend, in de lucht drijvend

hideous

erg lelijk, afschuwelijk

shadowy

schimmig

transparent, barely visible

doorschijnend, bijna onzichtbaar

treacherous

verraderlijk

griezelig, eng, angstaanjagend

creepy, eerie, scary, spooky

ADJECTIVES: DESCRIPTIVE ADJECTIVES

ADJECTIVES: FEELINGS

bang, angstig

alarmed

gealarmeerd, bang

anxious frantic

ex e

afraid, scared

bezorgd, ongerust hysterisch

horrified, terrified

erg bang, geschokt

in shock, shocked

geschokt

nervous

nerveus

in paniek

paralysed (with fear), petrified

doodsbang

suspicious

achterdochtig

uneasy

ongemakkelijk

worried

bezorgd, ongerust

panicky / panicked / in a panic

ninety

UNIT 2:

â&#x20AC;&#x201A; SPOOKTACULAR

Before listening watching

STRATEGY

HOW TO listen/watch more effectively 1

Topic What do you know about the topic?

What words come to mind?

What kind of text/video are you going to listen to/watch?

Type of text/video What do you already know about this type of text/video?

Task Do you understand the task?

Read through the question and highlight key words.

ex e

2 While listening watching Focus on what you hear/see Think ahead: what might happen next?

Ignore the words you think are less important.

Focus on key words and facts.

After listening watching 3 Check your understanding If possible, listen again to difficult passages. Have you completed the task?

Read your notes.

Have you understood the main points?

ninety-one

Take short notes.

Listen to the intonation and stress of the speakers.

UNIT 2

SPOOKTACULAR

ON DIFFERENT TRACKS Check 1

Describing scary past experiences WRITING

Describe a scene from Through the Woods.

a Preparation: look at the pages taken from Through the Woods by Emily Carroll. Check these verbs and highlight the verbs that you can use in your description. Look at the example.

to ask – to believe – to be scared – to call – to crawl – to disappear – to eat – to enter – to grin – to have – to hear – to live – to lurk – to seep – to speak – to tell – to warn

b Action: write your description. Use the past simple and past continuous to retell or describe what was happening. Write at least 100 words. Make sure you use at least 10 of the verbs from the list in a.

e.g. One day, Bell asked her mother for a story.

ex e

ninety-two

UNIT 2:

SPOOKTACULAR

UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

ninety-three

ex e

In aa

r aa pl m ex e jk ki

In ninety-four

Source: Through the Woods, Emily Carroll

UNIT 2:

â&#x20AC;&#x201A; SPOOKTACULAR

c Reflection: check your text by filling in the checklist below. Then give your text to the teacher who will give you some feedback. Checklist: describing events in a comic book

Yes

I think so

1 Content and structure • I clearly described the events in the comic book. • I used at least 10 verbs from the list and wrote at least 100 words. • My sentences are logical and well-structured.

9 – 12

Next exercise

ex. 3

ex. 2

> 12

ex. 5

Read these fragments taken from online scary stories. Fill in the correct form of the past simple or past continuous.

Score

Feedback

2 Language • I used the past simple and past continuous together in a sentence correctly. • I used correct spelling and punctuation.

a The doctor (1 to pull) the stethoscope ear tips out and

ex e

(2 to hang) the device around his neck. ”Mr. Weatherby, all of your tests have come back negative and my examination shows nothing abnormal.” Adam (3 to know) what (4 to come) next. ”I’m not crazy, Doctor.” ”I’m sorry, but there is no physical reason for why you occasionally lose control of your hands. A psychologist can help ...” ”I don’t need therapy. I need answers. They seem to have a life all their own. I can’t hold a job. I’m under investigation for assault. I almost (5 to kill) my neighbour.

(Hands by minnboy)

b I don’t know why I (6 to look up), but when I (7 to do)

I (8 to see) him there. He (9 to stand) against my window. His forehead (10 to rest) against the glass, and his eyes were still and light and he (11 to smile) a lipstick-red, cartoonish grin.

(He Stood Against My Window by sabethook)

c Last night a friend (12 to rush) me out of the house to catch the opening act at a local bar’s music night. After a few drinks I (13 to realize)

my phone (14 not to be) in my pocket. I (15 to check) the table we (16 to sit) at, the bar, the bathrooms, and after no luck I (17 to use) my friend’s phone to call mine. After two rings someone

(20 to hang up). They (21 not to answer) again.

UNIT 2

SPOOKTACULAR

ninety-five

(18 to answer), (19 to give out) a low raspy giggle, and

I eventually (22 to give) it up as a lost cause and (23 to head) home. I (24 to find) my phone lying on my night stand, right where I (25 to leave) it. (So I lost my phone ... by Lynxx) Source: www.scoopwhoop.com

< 15

15 – 20

> 20

Next exercise

ex. 3

ex. 4

ex. 5

Score

Read the scary story ‘The Accident’ and fill in the correct form of the past simple or past continuous.

It (1 to be – past simple) 1 a.m. and Guy Halverson (2 to sit –

past continuous) in his dark living room. He hadn’t moved for over an hour. The accident earlier that evening (3 to keep - past simple) playing over and over in his mind. The

light (4 to turn – past simple) red, but he (5 to hurry – past

simple) and (6 to accelerate – past simple). An orange blur

(7 to come – past simple) from his right, and in a split second there (8 to be – past simple) a violent jolt, then the bicyclist (9 to roll – past simple) across his hood and (10 to fall – past simple) out of sight on the pavement. Horns

ex e

(11 to blare – past simple) angrily and he (12 to panic – past simple), stepping on the gas and screeching away from the chaos into the darkness. Totally shaken, he (13 to keep – past continuous) an eye on his rearview mirror until he (14 to get – past simple) home. Why (15 you to run – past simple), you idiot? He’d never committed a crime before this and punished himself by imagining years in jail, his career gone, his family gone, his future gone. Why not just go to

the police right now? You can afford a lawyer. Then someone (16 to tap – past simple) on the front door and his world suddenly (17 to crumble – past simple) away beneath him. They (18 to find – past simple) me. There was nothing he

could do but answer it. Running would only make matters worse. His body

(19 to tremble – past continuous) as he (20 to get up – past simple),

(21 to go – past simple) to the door and (22 to open – past simple) it. A police officer (23 to stand – past simple) under the porch light.

"Mr. Halverson?" (24 to ask – past simple) the grim officer. He (25 to let out – past simple) out a defeated sigh. "Yes. Let me …” "I am terribly sorry, but I’m

afraid I have some bad news. Your son’s bike was struck by a hit-and-run driver this evening. He (26 to die – past simple) at the scene. I’m very sorry for your loss." Source: www.scoopwhoop.com

ninety-six

Score

< 18

Next exercise UNIT 2:

SPOOKTACULAR

≥ 18 ex. 4

WRITING

Read the creepy story starters. Write the missing sentences in full. Use past simple or past continuous correctly. Story 1 1 When I was in the 4th grade

. (to sleep / door open)

2 I went through a phase where

(every night / to wake up / between 3:00 and 4:00 a.m.) .

3 Every single night

(to hear / footsteps / to walk around / hallway)

. (to stop / doorway / to turn around / to go back / basement)

5 But one night

. (to stop / not)

. (to sleep / door closed / next night)

Story 2

(to freeze / to rain)

. (to run / main road / car / lights / to flash) .

(to jog along / suddenly / to feel / bump / head)

ex e

1 It was 6 a.m. January 2017.

(to see / shadow / girl / to look / to walk away)

(to look up / to see): the blade of his bloody, rusty knife glistening in the rain …

Checklist: writing a story in the past

Yes

I think so

UNIT 2

SPOOKTACULAR

1 Content and structure • I used all the words given between brackets. • My sentences are logical and well-structured.

2 Language • I formed the past simple and past continuous correctly. • I used the past simple and past continuous correctly. • I used correct spelling and punctuation. Feedback

Next exercise

< 12

≥ 12

ninety-seven

Score

Check 2, p. 99

SPEAKING

Describe a scary experience you had in the past. a Preparation: write about 10 sentences about the experience. Think about where it was, who was with you, what you were doing at the time, what happened next, etc.

ex e

b Action: tell your scary experience to a partner. Use the past simple and past continuous correctly. Make sure you tell the story. Don’t just read it! c Reflection: ask your partner to fill in the peer evaluation below while you are telling the story. Then check the feedback: do you agree with it? Then take turns. Checklist: describing scary past experiences

1 Content and structure • My partner clearly described a scary past experience. • My partner’s story is at least 10 sentences long. • My partner spoke fluently and didn’t read from the paper.

2 Language • My partner formed the past simple and past continuous correctly. • My partner used the past simple and past continuous correctly in a sentence. • My partner’s pronunciation is good. Feedback

Score

Next exercise

ex. 4

Check 2, p. 99

ninety-eight

UNIT 2:

SPOOKTACULAR

Yes

I think so

Using typical mystery and horror words

Check 2 1

Find the magic number in the magic square. a Match each word from Part 1 with its correct definition from Part 2. Write the number in the magic square’s appropriate box. If your answers are correct, all rows, columns, and the two diagonals will add up to the same number. Watch out: 5 words cannot be matched. Part 1

Part 2

grim reaper: 160 diffused: 157 slithering: 161 yelling: 176 coffin: 162 skulls: 177 cobwebs: 164

eerie: 168 alley: 159 cemetery: 166 treacherous: 170 run-down: 167 lurking: 165 abandoned: 172

corpse: 163 haunted: 173 hovering: 158 vanish: 175 bogeyman: 174 startled: 171 whispering: 169

A The little boy didn’t dare to look under his bed, convinced that the would be there waiting for him to fall asleep.

had you on his list.

B When you die, some people believe it means the C The girl could barely see the snake

back to the swamp it had come from.

D When he spoke, the sound of his voice her.

ex e

E The coroner examined the 20-year-old that had been remarkably well preserved.

F She heard something like a soft in her ear. G From out of the deep dark woods came the voice of a man singing in a cracked, voice.

H I always visit the local

when I’m on holiday. I love the creepy vibe there.

I Our family stayed in a hotel during our visit to Baton Rouge: bathrooms with cracked ceilings, worn-out tiles and a mouldy smell.

J He could sense something evil was from the dark.

K Coraline had to force her way through the narrow hallway covered in thick layers of dust and . It was clear that nobody had been in that room for ages.

L The road leading up to the old house was . You had to watch your step or you risked sliding down the steep cliffs.

M The vampire crawled out of his , ready for another night of blood-sucking pleasure.

N Have you ever visited an house at night? Would you dare to go there by yourself? O Our old family home was definitely . It could sense a strange P I prefer to take the long walk home. Anything to avoid having to walk through that dark after school. UNIT 2

SPOOKTACULAR

ninety-nine

presence all the time.

Magic square

The magic number is: Score:

/ 16

b Make good (and creative!) sentences with the 5 words you could not use in the magic square. WRITING

Score:

ex e

Score

/ 5

Next exercise

< 13

13 – 17

> 17

ex. 2

ex. 3

ex. 5

Vocabulary from A to Z. Write down as many words as you can remember from this unit. Try to find words for each letter of the alphabet listed below.

A-Z Words A

E F

H I K L

one hundred

100

N UNIT 2:

SPOOKTACULAR

P R S T U V

Z < 35 words

≥ 35 words

Next exercise

ex. 4

Check 3, p. 104

Score

Find the typical ’horror’ vocabulary.

ex e

a What do you see in the picture? The first and the last letter have been given to help you get started. The number of dots indicates the number of letters.

g . . . . . . .d / c . . . . . . y

d...n

h......l m....e

G..m R....r

s . . . . s and b . . . s

to l . . k

Score:

to c . . . e

h . . . . . d house

a...c

/ 10

UNIT 2

SPOOKTACULAR

one hundred and one

c....n

101

WRITING

b Choose 5 of the words and write a coherent paragraph with them. - Preparation: highlight the words you want to use. Revise the past simple and past continuous if necessary (Check 1). - Action: write your paragraph here. Write about 50 words.

- Reflection: reflect on your writing by filling in the checklist. Checklist: writing a spooky paragraph

Yes

2 Language • My sentences are well structured. • I used the (past) tenses correctly. • I used correct words. • I used correct spelling and punctuation.

Score

ex e

Feedback

Score:

/ 10

< 15

≥ 15

ex. 4

Check 3, p. 104

Next exercise

Find the 15 scary words that are described below. First, try to find the word just by looking at the description/definition. If necessary, look for the words in the word search below.

1 deserted, empty

2 an imaginary evil spirit, used to frighten children

3 a room below ground level in a house

4 a dead body

5 spooky, scary (synonym)

6 spooky, scary (synonym)

7 a place where dead people are buried

8 an imaginary character who represents death

9 the light of the moon

In one hundred and two

102

UNIT 2:

1 Content and structure • My paragraph shows I understand the words. • My paragraph is logical.

I think so

SPOOKTACULAR

10 partial or total absence of light

11 to scream with a high-pitched voice

12 a large, flat inscribed stone standing or laid over a grave

13 very afraid

14 to disappear

Score

R R N P G O U C A L F X V T A

K I L S V R M B Z C U C A G B

N M I E J H A B I K R P N O O

E R G X U N G V S E I L I O G

S E H R D C P P E T B N S S E

< 10

Next exercise 5

S A T O S P O P R Y O V H E Y

J P N B H H Y H I I A N Y B M

Q E W B R G S D V X K R E U A

D R N F I E C E E R I E D M N

X F C I E Q J G O L J L Q P O

P N C U K W K N Z S J V V S F

A G O R T Q J J U A G K I W H

D S O O W T B R M M A V C H A

L D M C T E R R I F I E D I E

ex e

Z M N U P C E L L A R F V G I

15 the hairs on your skin stand up so that it is covered with tiny bumps

≥ 10

Check 3, p. 104

WRITING

Make your own crossword puzzle.

a Preparation: check the vocabulary in the Summary on p. 87 and choose at least 10 words to add to your crossword puzzle. Choose verbs, nouns and adjectives.

one hundred and three

b Action: make your puzzle. Follow these steps. • Write clues for the words you chose on a piece of paper. • Draw your solved puzzle on a piece of paper. • Write down the clues ’down’ and ’across’ below. • Draw your puzzle on another piece of paper. • Pass on your page to a partner who will try to solve your puzzle.

UNIT 2

SPOOKTACULAR

103

c Reflection: check your task by filling in this checklist. Was your partner able to solve the puzzle? Checklist: crossword puzzle

Yes

I think so

Feedback

Next exercise

ex. 4

Check 3, p. 104

Score

Retelling and writing creepy stories

ex e

Check 3 1

2 Language • The sentences in my clues are well-structured. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

1 Content and structure • My clues clearly describe the word. • Each clue refers to the correct word/part of speech (a noun for a noun, a verb for a verb, an adjective for an adjective). • I wrote creative sentences or good definitions.

Retell a scary story. First listen to the scary story. Student A listens to story A, student B listens to story B. a Preparation: look at the listening grid below. Write down keywords in the grid while listening. listening Use the grid to write a rough draft of what you will say.

When does the story take place?

Where does the story take place?

Who are the main characters?

one hundred and four

104

UNIT 2:

SPOOKTACULAR

What happened?

How does it end?

b Action: work with a partner. You will both get a new listening grid. Retell the story to a classmate who listened to another scary story. Can they fill in the listening grid? Compare your grids.

SPEAKING

ex e

c Reflection: check your task by filling in the checklist below. Checklist: retelling a scary story

Yes

I think so

What my partner says

1 Content and structure • I told the story in a logical order. • I could keep track of the events. • All the answers to the WH-questions from the grid were used in the story. • My partner could fill in the same information in the grid.

2 Language • I formed correct sentences. • I used the past tenses correctly. • The story was told fluently. • I minded my pronunciation. Feedback What my partner did really well is:

Score

more ✗ / ? than ✓

at least 5 ✓

only 1 ? or ✗

Next exercise

ex. 4

ex. 2

ex. 5 UNIT 2

SPOOKTACULAR

one hundred and five

What my partner could work on is:

105

WRITING

Write the next paragraph of a scary story. a Preparation: choose a story starter and brainstorm words that could be used in your paragraph. Story starters:

A I had never seen a ghost. But like they say, there is a first time for everything. B Wandering through the graveyard it felt like something was watching me. C The phone rang. ‘Hello,’ I said, ‘Hello.’ No one was there. I hung up. All the lights went out ... D I pushed open the old creaky door and looked inside. E My next door neighbours, the Johnsons, were all sleeping in their coffins when I climbed the fence to get the ball. F I couldn’t sleep. I was tossing and turning for hours, but my mind kept racing. G Then I noticed the man in my rear-view mirror. Source: www.literacyshed.com

Brainstorm:

CREEPY WORDS …

ex e

b Action: write the next 100-150 words of this story. Use past tenses in your text correctly. Try to use the creepy words from your brainstorm session as well. Write your story on a separate piece of paper. c Reflection: check your story by filling in the checklist. Give your text to a partner who will read it and give you some feedback too. Did you manage to scare them? Give your text to the teacher who will also give feedback. Checklist: writing a scary story

1 Content and structure • My paragraph has a spooky atmosphere. • I wrote at least 100-150 words. • My story is well-structured. • My story is interesting to read.

2 Language • I used the past tenses correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation. 3 Strategies • I used a dictionary when needed and used it correctly. • I prepared my text well (e.g. brainstormed words). • I checked and reread my text when I was finished. Feedback

one hundred and six

106

UNIT 2:

Score

≥7

Next exercise

ex. 4

All done!

SPOOKTACULAR

Yes

I think so

listening

Retell the story ‘Lock Your Doors at Night!’ a Preparation: while listening to the podcast, mark the words you hear. front door

handle began turning

basement

bad habit

something

porch

cried for help

second key

dark graveyard

video camera

ghost

scratching at the door

red eyes

heart stopped

strange sounds

terrified

peephole

from the kitchen dark rags

loud bang

getting over the shock

sick to my stomach

unlocked

unnaturally long fingers

Score:

/ 15

staring at me

b Action: retell the story to your teacher. Use the keywords. Write out a short draft first, if necessary.

ex e

c Reflection: check your task by filling in the checklist. Checklist: retelling a scary story

Yes

I think so

UNIT 2

SPOOKTACULAR

1 Content and structure • The story was told in logical order. • I used all the (correct!) keywords from the grid in the story.

2 Language • I formed correct sentences. • I used the past tenses correctly. • I told the story fluently. • I minded my pronunciation.

Score:

/ 10

Score

< 18

Next exercise

≥ 18 All done! one hundred and seven

Feedback

107

Read the story ‘Yeeeeeeees?’. Some sentences have been left out. Complete the text by putting the number in the correct gap. 1 One early evening when I came home, the house was still dark. 2 I called her again as I climbed the stairs to see which room she was in, and again got the same “Yeeeeees?” reply. 3 I jumped back, startled and ran down the stairs to her, but as I glanced back from the top of the stairs, the door to the room slowly opened a crack.

4 When I was a child, my family moved to a big old two-storey house, with big empty rooms and creaking floorboards.

5 I felt uneasy, but I figured that was only natural so I rushed forward to see my mum, knowing that her presence would calm my fears, as a mother’s presence always does.

Missing sentence nr. . Both my parents worked so I was often alone when I came home from school.

Missing sentence nr. . I called out, “Mum?” and heard her sing song voice say “Yeeeeees?” from upstairs.

Missing sentence nr. . W e were decorating at the time, and I didn’t know my way around the maze of rooms but she was in one of the far ones, right down the hall.

Missing sentence nr. . Just as I reached for the handle of the door to let myself in to the room I heard the front door downstairs open and my mother call “Sweetie, are you home?” in a cheery voice.

Score

ex e

Missing sentence nr. . For a brief moment, I saw something strange in there, and I don’t know what it was, but it was staring at me. <4

Next exercise

4 – 5 ex. 3

Complete a scene from the graphic novel The Graveyard Book, Volume I by Neil Gaiman.

a Preparation: read the information about The Graveyard Book so you know the context of the book. Look at the fragment from the graphic novel and write down some keywords that come to mind.

THE GRAVEYARD BOOK - NEIL GAIMAN After the shocking murder of his entire family, a toddler ends up in a graveyard where the ghosts and other supernatural residents agree to raise him as one of their own. Nobody Owens, known to his friends as Bod, is a normal boy. He would be completely normal if he didn’t live in a graveyard, being raised and educated by ghosts, with a lonely guardian (Silas) who belongs to neither the world of the living nor of the dead. There are dangers and adventures in the graveyard for a boy. But if Bod leaves the graveyard, he will come under attack from the man Jack – who has already killed Bod’s family. One day, Bod makes a human friend, the intelligent Scarlett, who assumes Bod must be imaginary because her parents tell her so.

one hundred and eight

108

Adapted from www.goodreads.com

UNIT 2:

SPOOKTACULAR

WRITING

one hundred and nine

ex e

b Action: fill in the captions and the speech bubbles. Use past tenses in the captions. You can use present tenses in the speech bubbles. Try to create an eerie atmosphere.

UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

109

r aa pl m ex e jk ki

In one hundred and ten

110

UNIT 2:

â&#x20AC;&#x201A; SPOOKTACULAR

r aa pl m ex e jk ki

one hundred and eleven

In © Neil Gaiman/Chris Riddell, 2009, The Graveyard Book, Bloomsbury Publishing Plc

UNIT 2

SPOOKTACULAR

111

c Reflection: check your scene by filling in the checklist. Then share the scene with a partner or the class. Give your text to the teacher who will give you some feedback too. Checklist: writing a scene in a graphic novel

Yes

I think so

Feedback

< 11

≥ 11

Next exercise

ex. 3

All done!

ex e

Score

2 Language • I used the correct past tenses in the captions. • I used the correct present tenses in the speech bubbles. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.

one hundred and twelve

112

UNIT 2:

SPOOKTACULAR

1 Content and structure • There is a spooky atmosphere in my scene. • I completed each speech bubble and caption.

CHECK OUT: TELLING OR WRITING A SCARY STORY 1 / Telling a scary story Orientation

You are going to listen to a scary story podcast and retell the story by recording your own podcast.

Preparation Prepare yourself.

a Check the strategy in the Summary on how to listen more effectively, p. 91.

listening

b Note down key words while listening by answering the questions in the grid.

ex e

Where does the story take place?

When does the story take place?

c Write some extra notes if necessary.

Who are the main characters?

one hundred and thirteen

What happened?

UNIT 2

â&#x20AC;&#x201A; SPOOKTACULAR

113

How does it end?

Action Use your preparation to record your own podcast.

Send it to the teacher.

Reflection 4

Reflect on your task by filling in the checklist. Checklist: retelling a scary story

ex e

1 Listening • I was able to mark all the correct key words. • I was able to keep track of the story. • I was able to select relevant information from the text. • I was able to derive the meaning of unknown words from context. • I remained focused even when I didn’t understand everything.

2 Speaking: content and structure • I told the story in logical order. • I used all the keywords used in the story. • There was a spooky atmosphere in my podcast.

3 Speaking: language • I formed correct sentences. • I used the past tenses correctly. • I told the story fluently (but it did not appear ’read’!). • I minded my pronunciation. Feedback

one hundred and fourteen

114

SPEAKING

UNIT 2:

SPOOKTACULAR

Yes

I think so

2 / Writing a scary story Orientation WRITING

You are going to write a complete scary story, a horror story, if you will.

Preparation 1

Make sure you are prepared.

a Whenever you see this hand pick words from the bags: villains – scary locations – details (verbs – nouns – adjectives – feelings – scary sounds).

b Fill out these words on your hand-outs. Short notes are enough. You will have to put them in your story somehow. c You can choose to change cards, but only once and a maximum of 2 cards.

What will happen in your story? What?

d Answer the WH-questions to prepare your writing.

Who is the main character? Is it you? A fictional person? Who?

ex e

Who is the villain of the story?

Where does the story take place?

Where?

When does it all take place? (Halloween, at 3 o’clock in the morning …)

When?

Why?

one hundred and fifteen

Why did the main character end up in the scary situation?

UNIT 2

SPOOKTACULAR

115

Which details will be in your story? Pick a card from the 5 details bags: verbs, nouns, descriptive adjectives, feelings, scary sounds.

Which?

How?

How does the story end? Will the problems be resolved or will the story have an open ending? Make up a surprise ending. Good stories shock the reader.

Action 2

Write your story on a separate piece of paper.

a Use the past simple and past continuous in your text. Mind the irregular verbs.

b Write your story in full. Write at least 300 words. c Come up with a good, catchy title for your story.

ex e

Reflection 3

Before handing in your text, check your story by filling in the checklist. Checklist: writing a scary story

1 Content and structure • My story has a spooky atmosphere. • I wrote at least 300 words. • I put in all the words from the different bags (7 in total) and underlined them in my text. • My story is well-structured (varied sentences, paragraphs etc.). • My story is interesting to read. • My story has a fitting, catchy title.

2 Language • I used the past tenses correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation. 3 Strategies • I used a dictionary when needed and used it correctly. • I prepared my text well: I filled in the preparation grid. • I checked and reread my text when I was finished.

one hundred and sixteen

Feedback

116

Trace your steps on diddit.

UNIT 2:

SPOOKTACULAR

Yes

I think so

UNIT 3: PIMP THAT ROOM! check in

Step 1: describing where things are in your room

Step 2: giving your opinion about colour and design

ex e

Step 3: giving a presentation

main track

trace your steps

summary

on different tracks check out: pimp that room!

CHECK IN Celebrity bedrooms

Robert Pattinson This Hacienda-style home in the Hollywood Hills was just bought by Robert Pattinson for a reported $2.176 million – 20 % over asking price! The bedroom’s direct access to the backyard and exposed beam ceiling make it easy to see why Rob splurged!

Kate Moss Yes, this bedroom used to belong to Kate Moss and Johnny Depp. Located in the West Village, this master suite is complete with a floating tub and a large walk-in closet. But, it will cost you. For a mere $19,000 a month, you can rent this little piece of ’90s history.

Anne Hathaway Recently renovated by interior design and architecture firm David Howell & Company, each room in Anne Hathaway’s loft is filled with high-end details. Her bedroom is complete with epic views of the East River and Manhattan!

Madonna Surprisingly, "Material Girl" Madonna’s bedroom was rather minimal. Furnishings in rich, neutral shades created a calm vibe in the $23 million town house.

Vanessa Carlton Vanessa Carlton’s SoHo loft is the example of a cool-girl home. Filled with tons of texture, a mix of eclectic furniture, and exposed brick walls, the Manhattan pad perfects bohemian living.

PIMP THAT ROOM!

Source: T.O.Pictures / Shutterstock.com Source: Featureflash Photo Agency / Shutterstock.com Source: JStone / Shutterstock.com Source: DFree / Shutterstock.com Source: JStone / Shutterstock.com

Source: Everett Collection / Shutterstock.com

ex e

jk ki

James Marsden The actor recently purchased this mid-century home in the Hollywood Hills for $1.8 million. We love the floor-to-ceiling windows and the minimal looks of the master bedroom.

In one hundred and eighteen UNIT 3:

Source: JStone / Shutterstock.com

Kourtney Kardashian In Kourtney’s bedroom, a custom pop-up TV cabinet looks like a piece of eye candy rather than an eyesore. Custom-built cabinets and end tables also serve a special purpose. One cabinet holds outfits that are already put together so that Kourtney can grab and go, while the other holds pieces from the Kardashian Collection.

118

READING

Read the information about the celebrities and their rooms. Match each celebrity to the correct bedroom.

Leonardo DiCaprio After selling his Malibu home for $17.35 million, Leonardo DiCaprio bought this Palm Springs pad for a mere $5.23 million. Designed by famed architect Donald Wexler in 1963, the large master bedroom includes a fireplace and, of course, views of the San Jacinto Mountains.

Source: JStone / Shutterstock.com

Source: Tinseltown / Shutterstock.com

Willow Smith The centrepiece of Willow Smith’s bedroom, which was featured in Architectural Digest, is an iron four-poster canopy bed draped with a canopy of patterned silk. Down the hall is an in-house recording studio, where she recorded her hit single, "Whip My Hair."

a cabinet: a piece of furniture with shelves, cupboards, or drawers, used for storing or showing things an eyesore: something that looks unpleasant or ugly a pad: a person’s house splurged: to spoil oneself with some luxury or pleasure, especially a costly one

ex e

Source text: www.popsugar.com

SPEAKING

Whose room do you prefer? Explain why.

UNIT 3

PIMP THAT ROOM!

one hundred and nineteen

119

MAIN TRACK My room, my home, my world

Step 1

Describing where things are in your room

1 / What’s in a room?

Look at the photo and connect the numbers to the correct items in the photo.

10 8

ex e

a footboard

a headboard

a picture

a chest of drawers

a mattress

a wardrobe

a lamp

a duvet (a duvet cover)

bed sheets

a bedside table

a wall

a window

a bed

a pillow (a pillow case)

a rug

What is the correct name for each number in the photo?

1 2

5 6

7 8

one hundred and twenty

120

UNIT 3:

PIMP THAT ROOM!

8 5

9 7

listening

3 Watch the room tour and indicate the items you see. Add 3 more items of your own. a pillow

a wardrobe

a rug

a bedside table

a shelf

a lamp

2 / Where’s your stuff? 1

SPEAKING

Discuss with a partner what furniture and accessories you have in your bedroom.

a bed

listening

Listen to Neil Gaiman reading an extract from the book The Dark. Answer the questions by completing the sentences. 1 What is Lazlo afraid of?

2 Where does the Dark live? It lives

He is afraid

as Lazlo.

3 Where did the Dark sometimes hide?

It sometimes hid

4 Where did the Dark spend most of its time?

ex e

It spent most of its time

5 When does the Dark go out? It goes out

6 Where does it go then? It spreads

of Lazlo’s house.

7 What does Lazlo do every morning?

He visits the Dark every morning

8 Why does he do that?

He hopes that if he visits the Dark , the Dark would never come

Look at the phrases you filled in in exercise 1.

a With what type of word does every phrase you filled in start?

b Which of those words indicate a place or a location? Write them down here.

one hundred and twenty-one

c Write down other prepositions that you know that indicate place.

UNIT 3

PIMP THAT ROOM!

121

d Complete the grid below with the correct preposition of place. Choose from the list in the box.

above – against – among – at – behind – below – beside – between – by – in – in front of – inside – near – next to – on – on top of – opposite – outside – to the left of/on the left – to the right of/on the right – under

ex e

one hundred and twenty-two

122

UNIT 3:

PIMP THAT ROOM!

In the sentence ’The Dark would never come to his room.’ the preposition ’to’ indicates something a little bit different than ’place’. a What does it indicate? b Link a preposition of movement to a picture.

one hundred and twenty-three

ex e

across – along – down – from ... to … – into – off – onto – out of – over – past – through – towards – up

UNIT 3

PIMP THAT ROOM!

123

Choose the correct prepositions of movement to fill in these sentences. 1 We jumped the swimming pool at the same time. 2 Dave! Can’t you read the sign? You have to get my room! 3 The cat jumped

the bed and didn’t want to get

it anymore.

4 Ugh, my brother is such a slob. You have to navigate a pile of dirty socks and other clothes to get

the door

his desk.

5 I didn’t see the dog lying my bedroom floor and tripped right it! Spot the differences and complete the sentences with the correct preposition of place.

ex e

one hundred and twenty-four

124

UNIT 3:

PIMP THAT ROOM!

In the second picture … 1 there is no guitar

the wall.

2 There is no clock

the wall.

3 There is a huge poster the wall. the poster there is a lamp.

5 There is a teddy bear 6 There is no chair

the bed and the desk.

the box.

8 The magazines are now 6

the bed.

7 The rug is still

the bookcase.

Write a paragraph (about 50 words) in which you describe where things are.

WRITING

a Preparation: look at the photo and locate the following items.

backpack – bed – lamp – pillow – wardrobe

ex e

b Action: write your paragraph about where the 5 items are. Then write about 5 more items in the photo. You can check the prepositions of place and movement in the Summary on p. 142.

e.g. There is a rug on the floor.

one hundred and twenty-five

UNIT 3

PIMP THAT ROOM!

125

c Reflection: check your text by filling in the checklist. Checklist: bedroom description

Yes

I think so

1 Content • I wrote about 50 words. • I described where at least 10 things are.

2 Language • I used the words to describe the items correctly. • I used the prepositions of place correctly. • I used grammatical structures correctly. • I used correct spelling and punctuation.

Work with a partner. You will get a floor plan of a bedroom.

Feedback

SPOKEN INTERACTION

b Talk about 2 more items of your choice.

a Describe where the following items are: the bed, night stand and chest of drawers. You can check the prepositions of place and movement in the Summary on p. 142.

Step 2

ex e

CHECK 1, p. 151

c Listen to your partner and draw where those items are.

How to redecorate a room

Giving your opinion about colour and design

1 / Seeing red 1

Watch the video about colours and their psychological effect.

a Answer the following questions.

1 What type of video is this? Informative: it gives you information. Narrative: it tells a story. Prescriptive: it tells you what to do.

2 Why did humans evolve to see colours according to scientists? It is how people distinguished between different objects. It is how people knew what food was good to eat or not. It is how people showed what they liked. 3 What do you see in the video when they mention the word ’authority’?

one hundred and twenty-six

126

4 What does ’lose your temper’ mean? You relax. You feel extremely happy. You get really angry.

UNIT 3:

PIMP THAT ROOM!

listening

5 What does ’it enhances feelings of calmness’ mean? You feel less calm. You feel calmer. 6 The presenter says that ’personal experience is also important towards the meaning of a colour to you’. Explain in your own words or give an example.

b Complete the grid with the correct colour.

1 Humans can see a mix of 3 colour groups. 2 This colour causes your heart rate to rise. 3 This colour has the power to calm you down.

4 This colour is used to strengthen authority, power. Also used for evil and death. But when you wear it, you will feel more confident.

5 This colour gets your attention, it makes us hungry. It also makes you lose your temper more easily.

6 According to investigation 42 % of men and 32 % of women have this same favourite colour. It enhances feelings of calmness and is used with authority. 7 This colour represents nature, calmness and relaxation.

ex e

8 This colour was difficult and expensive to make, only royalty could afford it. So this colour is associated with royalty and wealth. Look at the chart and say the COLOUR not the word.

YELLOW BLUE ORANGE BLACK RED GREEN PURPLE YELLOW RED ORANGE GREEN BLACK BLUE RED PURPLE GREEN BLUE ORANGE

Left-right conflict: your right brain tries to say the colour but your left brain insists on reading the word.

Colourful idioms are everywhere!

a Complete the idioms in the sentences with the correct colour. If you are unsure, consult a(n online) dictionary. 1 That storm came out of the 2 Katie was

and I didn’t have an umbrella!

with envy when she saw you got a new car for your birthday.

3 The issue of allowing mobile phones in the classroom is a

area right now,

it could go either way. 4 Ludo was caught -handed while stealing those candy bars.

UNIT 3

PIMP THAT ROOM!

one hundred and twenty-seven

127

5 My mother has a 6 Rachel is the

thumb, she can make anything grow!

sheep in the family because she left school without a

degree, unlike her brothers and sisters. 7 Once in a

moon you will see that mean professor smile.

8 I took the -eye from California to New York last night and now I am exhausted. that you called on her birthday! lie because I didn’t want to offend her.

10 I didn’t like her dress, but I told a b Add the correct colour idiom for each explanation. Explanation

9 Your grandma was tickled

Colour idiom

1 a small lie that is told to be polite or avoid hurting someone’s feelings

3 to be skilled at gardening 4 very jealous, envious

5 something that is unclear, undefined

2 a late night flight that arrives early in the morning

6 to be caught in the act of doing something

7 the outcast, the odd one out, unlike the others

ex e

8 extremely pleased 9 very rarely

10 randomly, without warning, surprisingly

READING

Take the colour quiz and find out what colour you are.

a Write down the conclusion of the quiz and whether you agree with it.

The quiz says that my colour is

I agree / disagree with this because

b Form groups and discuss your result.

a Collect at least 5 different items with their colour name. e.g. Russian Navy as a type of blue, Glitzerland for a type of gold …

one hundred and twenty-eight

128

Colours from specific brands and products always get special names. Search the Internet to find original colour names.

b Compare your items’ colour with a partner and discuss where the colour’s name might come from.

UNIT 3:

PIMP THAT ROOM!

READING

Look at the following colours. Give at least 4 of them a new colour name. Explain why you chose these names.

listening

Watch Matty B’s room tour. Answer the following questions. a How long did he have to wait for his own room?

c Are the following items in his room?

2 curtains 3 a chalk wall

ex e

4 a clock

Yes 1 a bed

b Who did he share his room with before?

2 / Before and after

SPEAKING

5 a walk-in wardrobe 6 bedside tables 7 a pillow

8 a chest of drawers

d Name at least 5 other items that you see in his room.

e Which colours are used in the room? 1 The chalkboard is … 2 The walls are …

3 He writes something on his chalkboard in … 4 The colour of his favourite hat is … 5 The colour of the pillows is … one hundred and twenty-nine

6 The colour of the drumsticks is … 7 The colours of the chest of drawers are …

UNIT 3

PIMP THAT ROOM!

129

Watch the ’before and after’ video.

listening

a Check the item you will focus on and describe what has changed. Colours before: after: Decorations before:

after:

Furniture before: after:

b Discuss the results. 1 Sit with someone who focused on the same item and compare your answers. 2 Sit with 2 people who focused on the other items so you get the complete picture. 3 Do you like the result? Why (not)? 3

Have you ever thought about what steps you have to take to redecorate a bedroom? a Read the text and answer the questions.

ex e

1 What is important about the style of the room?

2 What are the 3 steps to think about when you want to redecorate your bedroom? 1 2 3

3 What should the colour of the room be and why?

4 Which colours should you avoid and why?

5 What does the text say about accessories?

one hundred and thirty

130

UNIT 3:

PIMP THAT ROOM!

SPOKEN INTERACTION

READING

Steps

Your bedroom is surely the most personal relaxing room of your house. It is where you relax and clear your mind after a long day of working. Therefore your bedroom must be full of comfort and cosiness to surround you with the relaxing atmosphere that you need. Your bedroom style must speak of your personality and reflect your interests and likes. Although renovating your bedroom could be costly we will give you some tips to give a new look to your bedroom even with a tight budget.

for redecorating your bedroom

The first step to take is to determine a 10 favourite theme for your bedroom. The type

ex e

of accessories and furniture will be chosen to resemble that theme in your bedroom. Keep in mind while choosing the theme you wish for your bedroom that it must be a reflection of your personality so you can never get bored of your bedroom theme. For 15 example, if you like nautical things you can choose decorative objects that enhance the nautical feel in your bedroom. Make sure that you choose easy objects to work with so when you come to remodel your bedroom with a different theme in the future, it will be easier for you. The second step to take is deciding the colour scheme you want in your bedroom; 20 different colours enhance different themes. Having the fact that the bedroom is a place for relaxation should refer your mind to a warm colour. Avoid bright colours as they make the room vibrant and cause extreme feelings like anger. Wall papers will give the room a rich look but they are more expensive and more difficult to apply and 25 remove. Instead choose a soothing colour paint for your walls. This still will give you a cool look and interesting result.

Finally, choose furniture and accessories for the room to show the character of the room 30 and enhance your chosen theme. Accessories must match and complement the theme of the room. Items like rugs, lighting fixtures and curtains are very affordable items that can easily transform the look of your bedroom. Just changing these items can give your room a whole new look without much expense or having to repaint the walls 35 or even change the furniture set. nautical: maritime, of the sea soothing: calming

Adapted from www.interiordesign4.com

b How is it said in the text? 1 It should be a sign of what you like. 2 It doesn’t have to cost a lot. one hundred and thirty-one

3 Stay away from bright colours. 4 They make the room lively. 5 Accessories make the theme stronger.

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6 Accessories must go together with the theme. 7 The items are not too expensive. 4

Look at the ’before and after’ photos on the next page and answer the questions. a Start by writing down 3 differences. Think about colours, furniture and accessories. Do you think there is a theme? Use the structure of room 1 for your own answers for rooms 2 and 3.

WRITING

Room 1

it, but/and now it is (where?)

and there was nothing

1 At first, the bed was (where?)

In the after picture, the colour(s) is/are 3 Before, (discuss accessories)

ex e

I think the theme is I’m not sure if there is a theme. Room 2

1 Bed:

2 Colours:

3 Accessories:

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. .

Now there are

2 In the before picture, the colour(s) of the room was/were

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Room 3 1 Bed: 2 Colours:

ex e

3 Accessories:

b Form groups to give your opinion about the makeovers. You will get a set of opinion phrases. Take a piece of paper and use the phrase in your sentence. Check the strategy on how to express your opinion in the Summary of this unit (p. 150). e.g. In my opinion, itâ&#x20AC;&#x2122;s a good thing that the bed in room 1 is still against the right wall. I believe the colours in the after picture of room 1 are too dark.

UNIT 3

SPEAKING

â&#x20AC;&#x201A; PIMP THAT ROOM!

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133

c Use the information from exercises a and b to write a fluent paragraph (about 75 words) in which you give your opinion about the 3 makeovers. Make sure you mention which makeover you like the best.

WRITING

d Reflect on your writing by filling in this checklist. Checklist: bedroom description

Yes

1 Content • I wrote about 75 words. • I described the 3 makeovers and gave my opinion about them. • It is clear which makeover I like the most.

ex e

2 Language • I used the words to describe the items correctly (colours, furniture and accessories). • I used the prepositions of place correctly. • I used expressions to give my opinion correctly. • I formed my sentences correctly. • I used correct spelling and punctuation.

Feedback

CHECK 2, p. 157

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I think so

The big reveal

Step 3

Giving a presentation

1 / Planning and preparing 1

listening

Watch the video Presentation skills: tips and tricks. a Fill in the missing words in the grid (plan, perform and reflect).

are they?

• What do they already ?

•

1 Know your .

PLAN

• What are their : what do they want to know? 2 Outline your presentation. •

your presentation.

– Tell what you plan to talk about.

– Tell your . – Say what your presentation was about. • Make

or flowchart of your presentation.

3 Produce your presentation. • Use .

• : rehearse, rehearse, rehearse.

ex e

– Control your nerves. – Don’t run overtime.

PERFORM 1 Start with a good opening.

• Be confident. If you are nervous, show

first.

2 Set the . • Be clear.

• Strongest points .

3 Open and close each section with a clear . 4 Inspire and entertain.

• Be ! • Don’t be afraid to make . Making your audience smile is the easiest way to success.

SMART TIPS

After the presentation ask yourself this: • Did I achieve my

(= goals)?

• Was the audience interested? • How can I ? one hundred and thirty-five

REFLECT

1 2 3

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b Work with a partner. Come up with 3 ’smart tips’ you want to share with the class that can help you give better presentations.

SPOKEN INTERACTION

1 2 3 c With the class, agree on the top 3 tips and add them to the grid. Complete the box. First read these situations and determine who your intended audience is. Then decide what level of expertise they have. Are they ’beginners’ or ’experts’ on the topic?

READING

A You are part of the student council at your school and you have ideas to make your classrooms better.

B You are buddy to a first-year student at your school and you want to show her around at her new school. C You get to present the refurbished wing of the school on your school open day.

D You went to camp and you want to show pictures during the spaghetti night of your youth movement.

1 New student

Situation

Audience

Beginner Expert

2 Members of youth movement and their parents

Beginner Expert

3 Teachers and headmaster/headmistress

Beginner Expert

4 Potential students and their parents

Beginner Expert

ex e

Level of expertise

Work with a partner. Pick one of the 4 situations in exercise 2 and decide how you would outline the presentation.

a Make a sketch or a flow chart on a separate sheet of paper. b What visuals would you include in your presentation?

c Show your sketch or flowchart to another pair of students, and tell them how you would give your presentation.

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SPOKEN INTERACTION

2 / Lights, camera, action listening

Watch these presentation videos and list what went wrong.

Draw some conclusions from these mistakes.

ex e

a Divide your advice into dos and don’ts. DO

have to

can’t

Auxiliary verbs

What do these verbs express?



obligation / prohibition

b Which auxiliary verbs can you use to describe things you have to do when giving a presentation? c Which auxiliary verbs can you use to describe things you can’t do when giving a presentation?

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Advice

DON’T

137

READING

Indicate what is appropriate when you give a presentation. Why do you say this? You have to practise your presentation.

You must read from your paper.

You must be prepared.

You can’t read from your slides.

You don’t have to introduce yourself to the

You need to pace up and down the whole

audience.

time.

You shouldn’t maintain eye contact with the

You have to avoid saying ’um’ within a

audience.

sentence.

You always have to ask if the audience has

You have to be enthusiastic.

any questions.

You should fidget with your hands.

You mustn’t speak too fast or too slow.

4 Check the sentences in exercise 3 and answer the questions.

a Underline the verb forms in every sentence. b How many verb forms are there in every sentence?

c Which auxiliary verbs (= helping verbs) are used?

ex e

d Indicate in exercise 2 whether these verbs express: • an obligation (= how to say when you have to do something); • a prohibition (= how to say that you are not allowed to do something). Complete each sentence in the grammar box with the correct word.

can’t – modal auxiliary verbs – must – mustn’t – obligation – prohibition – should – shouldn’t

GRAMMAR

How to express obligation and prohibition

The verbs ’must’, ’should’ and ’can’ are called . They help other verbs and are always followed by the base form of another verb.

These verbs have a special meaning. They can be used to express: –

= to say that you have to do something.

e.g. You ask for help if there is a problem.  Giving advice. You listen carefully.

–

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UNIT 3:

 The speaker wants me to.

= to say that you are not allowed to do something.

e.g. You fidget with your hands.

 Giving advice.

You sit down.

 The speaker forbids it.

You read your entire presentation.

 General prohibition.

PIMP THAT ROOM!

See p. 144

Complete the sentences with a correct modal verb from the box. can’t – must – mustn’t – should – shouldn’t 1 Peter

put up posters in his room because the walls have just been painted.

2 Oh dear, does that hurt a lot? I call a doctor? 3 You drive a car unless you are 18 and have a licence. 4 Are you sure you have the right colour? You

put your fingers in the plug!’ lay out the

6 You simply start your DIY project! First, you materials.

5 ’No, no, no!!! You

check first.

7 Mum was pretty clear: you first read the instructions; you skip a step. 8 That’s very nice, but you

Give tips to make presentations better next time.

put the ladder in front of the door.

SPOKEN INTERACTION

a Watch the presentations in exercise 1 again and pick one of the speakers. speaker 1

speaker 2

speaker 3

b Write down 3 tips for your chosen speaker so his presentation will be better next time. Use a different verb structure for each tip.

2 3

ex e

c Find a partner who has chosen a different speaker and tell them the tips. 8

Watch the 2014 World Champion Speaker Dananjaya Hettiarachchi give some tips about body listening language. a What are the 4 essential body language tips? Use the imperative form.

b Rewrite the tips using different modal auxiliary verbs.

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3 / Over to you!

STRATEGY

How to give a presentation

1 Choose an interesting topic. 2 Plan your presentation and practise: • in front of a mirror • film yourself. 3 Make sure the audience can follow what you are saying: • Use visuals: a video, a PowerPoint or Prezi. • Speak clearly: naturally and loud enough. • Be confident: stand up straight and look at your audience, not your visuals. 4 Reflect and do it all over again.

TOPIC

Favourite item in my bedroom

My 2 favourite colours

See p. 148

My 2 favourite classrooms at school

PLAN

1 Your audience: think about these questions:

ex e

• Who: do they know you or do you need to introduce yourself? • What do they already know about your topic? • What do they want to know?

2 Outline presentation:

• What do you plan to talk about?

I’m going to talk about (your chosen topic)

My (topic) … is/are …

• What is your message about the topic?

My favourite item in my bedroom is … because …. (Explain why this is

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important to you.)

My 2 favourite colours are … and … because … (Explain why those 2 colours are your favourite.)

SPEAKING

My 2 favourite classrooms are … and … because … (Explain why those

PLAN

2 are your favourites. Maybe because of something that happened? The courses you get there? How come?)

• Conclude by repeating your message.

In conclusion, I think it is clear that ... Thank you for your attention.

That brings us to the end of my presentation.

I’d like to thank you (all) for your attention and interest.

If anyone has any questions, I’ll do my best to answer them.

3 Produce presentation:

If anyone has any questions, please feel free to ask them now.

dictionary.

• Do you know all the words you need? If not, use the summary or a • Do you know how to pronounce those words? If not, check the pronunciation in an online dictionary.

ex e

• Visuals: do you have a photo (maybe on your smartphone)? • Practise: choose a partner to practise with. My practice partner will be:

PERFORM Over to you!

Sit in a group of 4. Each of you will present their topic to the group. • Don’t be afraid! • You planned!

• You practised! • You will rock!

REFLECT

In your group of 4, listen to the presentations. You will get a (peer) evaluation

form. Use this to give each other feedback. HOW CAN I IMPROVE?

Now switch groups and do this again. Use the feedback to improve your presentation.

SPEAKING

CHECK 3, p. 165

UNIT 3

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one hundred and forty-one

WHAT WENT WELL?

141

GRAMMAR

SUMMARY HOW TO mention where things are (going) Prepositions of place and movement 1 Prepositions of place USE

below under

behind

in front of

ex e

above

To say where things are.

to the left of on the left

to the right of on the right

between

inside

near

on on top of

among

opposite

against

next to beside by

outside

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2 Prepositions of movement USE

along

down

from ... to ...

off

onto

ex e

into

across

To show movement from one place to another.

out of

past

through

towards

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over

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143

HOW TO express obligation and prohibition

Relax, take a deep breath. You can start now.

Yes, you have to stand up to do this!

You mustn’t sit.

Expressing modality

You need to speak louder.

You practised, so you don’t have to be nervous!

ex e

1 MODAL AUXILIARY VERBS

FORM

Modal auxiliary verbs are special helping verbs that can express a certain meaning like obligation, permission or prohibition: could, may, should, must and can*. They have only one form (never add -s, -ed, or -ing!). They are always followed by the base form of a verb: e.g. You must go to the headmaster! To form the negative: add ’not’ after the modal verb. e.g. You should not show off. To form questions: use inversion. Don’t use do/does /did. e.g. Can I borrow a pen?

– – – –

* The same modal can have more than one ’meaning’. e.g. ’can’t’ g for prohibition e.g. You can’t smoke in public places. = You are not allowed to do something. g for inability e.g. I can’t swim. = I am not able to do this.

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USE PROHIBITION = to say that you are not allowed to do something

must

speaker wants it

mustn’t

speaker forbids it

have to

a rule or law that says so or when the circumstances force you to do it

can’t

general prohibition

need to

it is necessary

should

advice

shouldn’t

advice

FORM

2 OTHER VERBS

OBLIGATION = to say that you have to do something

have to, need to – followed by the base form of a verb. e.g. You need to go now. – to form negatives and questions: use ’to do’ for ’have to’ and ’need to’. e.g. I do not need to go to the headmaster. e.g. Do I have to go to the headmaster now?

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ex e

Keep in mind: You can use the imperative to show obligation or prohibition: – Obligation: base form of verb e.g. Raise your hand! – Prohibition: don’t + base form of verb e.g. Don’t lean back!

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bed

bed sheets

headboard

footboard

bookcase

desk

ex e

duvet

pillow (pillow case)

VOCABULARY

1 FURNITURE, DECORATION AND ACCESSORIES

wardrobe

rug

mirror

mattress

wall

chest of drawers

window

ceiling

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bedside table

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curtains

shelf, shelves

2 COLOURS YELLOW

ORANGE

GREEN

RED

BLUE

VIOLET

ex e

PRIMARY COLOURS

TERTIARY COLOURS

SECONDARY COLOURS

3 IDIOMS white lie

small lie that is told to be polite or avoid hurting someone’s feelings

to take the red eye

to take a late night flight that arrives early in the morning

to have a green thumb

to be skilled at gardening

green with envy

very jealous, envious

grey area

something that is unclear, undefined

to be caught red handed

to be caught in the act of doing something

black sheep

outcast, the odd one out, unlike the others

to be tickled pink

to be extremely pleased

once in a blue moon

very rarely

out of the blue

without warning, surprisingly

to see red

to become angry, quickly

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Explanation

Idiom

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147

STRATEGY

HOW TO give a presentation Before presenting

Choose topic/subject What do you know about the topic?

Know your audience

What words come to mind?

Who are they?

What do they know?

What do they want to know?

Outline presentation What do you plan to talk about? e.g. I’m going to talk about (your chosen topic) … My topic(s) … is/are …

ex e

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Produce your presentation

Use visuals: video, PowerPoint, Prezi, etc. Speak clearly: naturally and loud enough. Check the pronunciation of words. Practise: in front of the mirror or film yourself.

2 While presenting Open strong Be confident: stand up straight.

If you’re nervous show a video first.

Set the theme Strongest points first.

Use good transitions

Be clear.

Linking words are very useful here.

Inspire and entertain Be enthusiastic.

Make eye contact.

Use cue cards, don’t read.

Make a joke.

ex e

After presenting 3 Check your goal

Does the audience know something more about the topic?

Was the audience interested?

Evaluate your performance

How can I improve?

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What went well?

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1 Expressing your opinion

’I really think that red is my ideal colour, it is really soothing to me.’ I (really) think that … I believe (that) …

USEFUL EXPRESSIONS

HOW TO express your opinion

I feel that …

In my opinion … / My opinion is … I guess/imagine … I’m certain that …

I strongly believe that …

2 Agreeing

ex e

’Yes, I agree!’

To be honest … / Honestly …

I agree with the statement that says … Yes, I agree with you. I couldn’t agree more.

3 Disagreeing

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’I disagree, red is an aggressive colour. I really think you can’t call it a ’calm’ colour at all.’ I disagree with the statement that says … No, I disagree with you. I don’t agree with you.

ON DIFFERENT TRACKS Check 1 1

Describing where things are in your room WRITING

Where are the items in this bedroom? a Preparation: look at this photo and identify at least 10 different items.

ex e

b Action: write a short paragraph (about 75 words) about the items in the bedroom and where they are. Mention at least 10 different items.

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c Reflection: check your text by filling in the checklist. Checklist: bedroom description

Yes

I think so

1 Content • I wrote about 75 words. • I described where at least 10 things are.

6 – 8

Next exercise

ex. 2

ex. 3

ex. 5

Score

Feedback

Read the descriptions and complete the crossword.

ex e

Down 2 The item in which you store your clothes. 3 The room where you sleep. 4 In front of the window you have a set of ... you can close to keep the light out. 5 A soft fabric on the floor to keep your feet warm. 7 The piece of furniture that you sleep in.

Across 1 The item under your head while you sleep. 3 The table next to your bed is a ... table. 4 The item you use to sit on. 6 The poster is not on the right, but on the ... of the window. 7 The item in which you keep your books.

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Score

Next exercise

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6 – 8

ex. 3

ex. 4

Watch the video of the song ’You belong with me’ by Taylor Swift. Write down at least 10 items you see in the two bedrooms. His bedroom

Next exercise

Her bedroom

≥8 ex. 6

SPEAKING

Describe these bedrooms.

Score

listening

a Preparation: choose 2 rooms and mark at least 3 different items in each of them and where they are.

ex e

Source: John Thackwray

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b Action: describe the rooms to a classmate.

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c Reflection: check your speaking by filling in the checklist. Checklist: room description

Yes

I think so

2 Language • I used the correct preposition of place. • I used the correct vocabulary for the items in the room. • I spoke fluently and clearly.

Score

≥7

Next exercise

Check 2, p. 157

Feedback

Read the text ‘My Sanctuary’ and answer the questions.

ex e

2 Explain the title ‘My Sanctuary’.

1 Which items are in the room? Name at least 5 different items.

3 What does the bed look like?

4 What special ’powers’ does the bed have?

5 Where does the author rarely sit?

6 What makes the red wallpaper turn into a dark depressed bloody colour?

7 What did the author forget to do yesterday? The author forgot to close the windows. The author forgot to feed the fish. The author forgot to close the door.

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1 Content • I described 2 rooms. • I mentioned at least 3 different items in each room, and where they are.

READING

8 How is the rug (carpet) described? 9 The author has: a dog a fish

a cat a worm

10 Which place or room is your sanctuary? Explain why.

Archive

My room is my sanctuary; it is a place where I feel most comfortable and at home. I sleep on a multi-coloured bed with parallel lines alternating between red, blue, and white. It is my shelter and protection from all the evil in the world. The memory foam mattress swallows you up like a feathery white cloud. The extremely fuzzy dark blue carpet stretches from wall to wall warming the room to a pleasant temperature. This carpet reminds me of a deep ocean where you could get lost if you jump inside. The thick fluffy strings of the carpet are like millions of worms coming out of the ground on a rainy morning.

About

Jan/20

Home

MY SANCTUARY

My black and white cat rolls around on the carpet as natural light beams through the multiple windows displaying a satisfying dusk gradient. The windows let out an occasional cool breeze that sweeps through the room causing my cat to twitch. As the breeze lets up, the lifted up blinds smash back down. My dark wood desk remains empty as I rarely sit there. The leather spiral desk chair spins from the gusts of wind that continue to occur. The deep creases in the leather chair remind me of how long I have had that chair. However, there would be no point in getting a new chair as I would never use that one either. The sunset gradient starts to fade away to nothing.

ex e

There is a TV in the corner that I never use either but suits the room nicely. The dusk light darkens the room slowly, which transitions the red wallpaper into dark depressed blood. I glance at my bedroom side table where I see my turquoise and red fish swimming around in his bowl. I forgot to feed him yesterday, so I drop double the pellets inside. I observe the shrimp pellets dropping to the bottom of the bowl as they silently hit the black and brown gravel at the bottom. I try to remember the last time I cleaned my room, as I gather some clothes off the majestic carpet. It is Sunday night, I begin to get scared about the homework I must have forgot to do. Then I remember a weekly writing due at midnight, which is in a few hours. I accept the zero out of four because I am way too lazy to do anything.

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Adapted from www.teenink.com

Next exercise

≥6

Check 2, p. 157

Look at the picture and complete the text with the correct preposition.

ex e

Score

I hear the front door thrust open and slam close, which temporarily shakes my room like an earthquake. It must be my brother coming home from college. I want to continue to procrastinate instead of doing my homework, so I start to heat my shower to a comfortable temperature. I throw the hundreds of pillows off my bed to prepare myself for a pleasant slumber. The pillows vary in colour and shape. I gently toss my cat off my bed to leave more space for myself. I glance over to the small couch in the corner of the room. My cat repositions himself there. The small microfibers of the couch absorb the loose hair of the cat. The windows are now dark which turns the room into a fish bowl from the outside. I proceed to gently close the blinds as I remind myself of the scariest horror movies. I hear the shower water turn off then catch my brother claiming I am “wasting the warm water”. I don’t answer him, as I am annoyed with the situation. I must be dawn: at sunrise, getting lighter the last one on Earth because I can dusk: at sunset, getting darker hear my own brain thinking, as time gradient: the line where one colour gradually seems to halt. turns into another to procrastinate: to postpone, put off until later

This is a huge bedroom. There is a wooden panel

the wall.

the

bed there is a stone surround. There is a chair in the room. One guitar is pointing (or

or ) the window. There are 4 pillows

the bed. There is a shelf

with some books and vases . There is a plant

the floor. of the alarm there are some books. The white chair

the window. There are three guitars, one is

which is

and

the chair and a third one

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Score

Next exercise

UNIT 3:

the bed and the alarm,

PIMP THAT ROOM!

≥9 Check 2, p. 157

the chair, one the wall.

Check 2 1

Giving your opinion about colour and design WRITING

Give your opinion about 2 different bedrooms. a Preparation: indicate a most and least favourite bedroom. Think about theme, colours, furniture and accessories. b Action: write a paragraph (about 75 words) in which you discuss: theme, colours, furniture and accessories in the rooms. Make sure it is clear which room you like the most.

ex e

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c Reflection: check your text by filling in this checklist. Checklist: bedroom description

Yes

I think so

1 Content • I wrote about 75 words. • I described the 2 rooms and gave my opinion about them. • It is clear which bedroom I like the most.

2 Language • I used the words to describe the items correctly (colours, furniture and accessories). • I used the prepositions of place correctly. • I used expressions to give my opinion correctly. • I used grammatical structures correctly. • I used correct spelling and punctuation.

Feedback

6 – 8

Next exercise

ex. 2

ex. 6

ex. 5

Score

What is the colour of the following items in the picture?

Item

– the back wall

– – – –

– the door

– the bed

– the small chairs

– the small table

ex e jk Score

Next exercise

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–

4 – 5 ex. 4

Work in groups of 4. Play the game of ’I spy with my little eye’. Take turns at describing an item in class. Mention where it is and what colour it is. Have 3 turns each. Score

158

Colour

PIMP THAT ROOM!

+ Check 3, p. 165

SPEAKING

Name an item in the room that has the following colour. Colour

Item

– blue

– grey

– white

– red

Score

Next exercise

ex. 3

READING

Read the text ‘How to Use Paint Colours to Change the Feeling of a Room’.

4 – 5

– orange

a Indicate whether the sentences are true or false. Correct the false statements. Statement

True

False

1 Colour can make a room appear bigger or smaller.

2 Lighter colours and cooler colours have different perceptions.

ex e

3 Paint a ceiling darker to make the room look smaller. 4 Lighter paint colours make rooms bigger.

5 To enlarge is the same as to make a room appear bigger.

6 If you want a room to look cosy, you have to paint it lighter.

7 If your room is rectangular, you should paint the shorter walls darker to give it a more square feel.

8 Painting vertical stripes will make a room space feel smaller.

9 In a small home, paint each room a different colour to make it look bigger.

10 Paint unattractive items the same as your wall to make them more invisible, e.g. heating system. one hundred and fifty-nine

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159

How to Use Paint Colours to Change the Feeling of a Room

Paint colours can create different moods and perceptions

Use darker colours to create a cosy room

Darker colours can make a room feel cosy and personable. Don’t make the painting mistake of assuming dark colours will always make your room feel like a cave. When walls are a deep colour and the trim is white or another light colour, the eye notices the borders of a space. If the room is small, this will accentuate the feeling of enclosure. However, if the trim does not stand out because it’s painted a deeper colour as well, the eye does not stop at the edges or borders but continues around the room. Because the eye doesn’t register the borders, space feels like it continues on, so it feels more expansive.

ex e

Different paint colours and even different shades of the same colour have different effects. Overall, lighter and cooler colours tend to recede: they appear farther away. Darker colours and warmer colours advance; they appear to move towards us. We can use this concept to make a space look larger or smaller; to change the shape of a space; to draw attention to focal points and positive aspects of a space, or to hide or minimize the not-so-attractive features. Here are just a few examples.

Enlarging a room with a single lighter colour enables your eye to travel continuously around the space, making the room appear more spacious. When you use different colours, your eye stops at the line where the colour changes. This makes the edges, and therefore the size of the room, more apparent. You see the boundaries. With the same colour, you don’t see boundaries and space seem to continue.

To enlarge a room use lighter paint colours

Paint colours can make the difference in enjoying or feeling uncomfortable in a room. Colour is even more exciting when we realize how it affects the way we see a space. Colour can change our perception of a room’s size and shape. Are you trying to work out how best to paint a room? Take a look at these design tips to assist you in your painting project.

Painting the ceiling can make a room feel larger or smaller

If a room is very large and doesn’t feel comfortable, paint the ceiling a darker colour than the walls to make it appear lower, thereby making the room feel cosier. Conversely, if space makes you feel claustrophobic, paint the ceiling a lighter colour, which will raise the height of the ceiling. As a result, the room will feel more spacious. You can also paint the ceilings of exterior spaces, such as the porch. A soft blue will give the illusion of the sky above.

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How to use paint to alter the shape of a room 55

If you have a long, narrow space, paint both end walls (the shorter ones) a shade or two darker than the other walls so the end walls feel closer to you. As a result, the room appears to be more of a square shape. If you have very large, bare walls, break up the space with molding; paint different colours above and below. Use a darker colour on the bottom to ground the space.

molding: material used to cover transitions between surfaces (like a wall) or for decoration

1 Light colours tend to recede.

Adapted from www.thespruce.com

b How is it (also) said in the text?

There are so many ways to use colour when staging a home to accentuate the positive features and downplay or eliminate those that are less than desirable.

To highlight a unique ceiling or decorative trim, paint the walls a different colour than whatever feature you want to highlight.

Painting vertical stripes will make a room space 80 feel taller. Conversely, horizontal stripes make the space feel longer. In a small home, paint adjoining rooms the same colour. By doing this, the eye keeps moving from room to room and judges the space as being larger than it is. Use paint colour to disguise unattractive items. Sometimes there are features in a room we hate looking at but can’t get rid of, such as heating or AC vents. Paint these and other ’eyesores’ the same colour as the walls so they blend in and become less noticeable. If you have lots of angles and other architectural features you want to downplay, paint all surfaces the same colour. This is common in attic rooms. Sometimes these features are attractive.

Painting stripes can add visual interest

ex e

2 The most important items of a space. 3 Making a room look bigger.

4 Decoration used to frame windows, walls or doors. 5 Something you don’t like looking at.

Score

> 12

ex. 3

Check 3, p. 165

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9 – 12

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PIMP THAT ROOM!

161

READING

Read the text ‘Symbolism of Colours and Colour Meanings around the World’. a Write down at least 3 cultural meanings of each colour in western cultures. 1 blue 2 green 3 red

4 yellow 5 orange

6 purple

7 white 8 black

Symbolism of Colours and Colour Meanings around the World

considered to be soothing and peaceful. But it Have you ever had the blues, or felt green can also represent depression, loneliness, and with envy, or been so angry you saw red? Or maybe you’ve been tickled pink by a golden sadness (hence having ’the blues’). opportunity that came out of the blue? Colour 25 In some countries, blue symbolizes healing and 5 plays such an integral role in our lives that it evil forces. Blue eye-shaped amulets, believed even shapes the way we describe our moods. to protect against the evil eye, are common The way different cultures see and describe the sights in Turkey, Greece, Iran, Afghanistan, and meaning of colour varies dramatically around Albania. In Eastern cultures, blue symbolizes 30 immortality, while in Ukraine it means good the world. For instance, the Bassa people in 10 Liberia only have two words for classifying health. In Hinduism blue is strongly associated colours (ziza for red/orange/yellow and hui for with Krishna, who embodies love and divine joy. green/blue/purple), while the Inuit have 17 different words for white alone, which are Green changed by different snow conditions. In Western cultures green represents luck, nature, freshness, spring, environmental 15 Here’s a more in-depth look at what different 35 awareness, wealth, inexperience, and jealousy colours mean and the symbolism of colours (the ’green-eyed monster’). Of course, green across the globe. is also the colour for Ireland, which earned its nickname ’The Emerald Isle’ from its lush green Blue landscapes. Blue is considered the safest colour choice around the world, since it has many positive 20 associations. In North America and Europe blue represents trust, security, and authority, and is

Source: CHRISTIAN DE ARAUJO / Shutterstock.com

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40 Green has traditionally been forbidden in Indonesia, whereas in Mexico it’s a national colour that stands for independence. In the

UNIT 3:

PIMP THAT ROOM!

Orange Orange represents autumn, harvest, warmth, 75 and visibility in Western cultures. In Hinduism saffron (a soft orange colour) is considered auspicious and sacred. In the Netherlands orange is the colour of the Dutch Royal family, while it represents sexuality and fertility in 80 Colombia. In Eastern cultures orange symbolizes love, happiness, humility, and good health. Buddhist monks’ robes are often orange.

Red 50 Red symbolizes excitement, energy, passion, action, love, and danger in Western cultures. It’s also associated with communism and revolution in countries like Russia. In Asian

70 the colour of sunlight), joy, and hope, as well as caution and cowardice. In Germany, yellow represents envy, but in Egypt, it conveys happiness and good fortune.

Middle East green represents fertility, luck, and wealth, and it’s considered the traditional 45 colour of Islam. In Eastern cultures green symbolizes youth, fertility, and new life, but it can also mean infidelity. In fact, in China, green hats are taboo for men because it signals that their wives have committed adultery!

Purple Purple is often associated with royalty, wealth, spirituality, and nobility around the world. 85 Historically in Japan only the highest ranked Buddhist monks wore purple robes. Purple is also associated with holiness and faith, and in Catholicism, penitence. However, in Brazil and Thailand purple is the colour of mourning. 90 It’s also a colour of honour – the Purple Heart is the oldest military award still given to US military members.

ex e

cultures red is a very important colour – 55 it symbolizes good luck, joy, prosperity, celebration, happiness, and a long life. Because it’s such a successful colour, brides often wear red on their wedding day and red envelopes containing money are given out during holidays 60 and special occasions. In India red is associated with purity, sensuality, and spirituality. On the other hand, some countries in Africa associate red with death, and in Nigeria it represents aggression and 65 vitality. It’s considered a lucky charm in Egypt and symbolizes good fortune and courage in Iran.

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Yellow In Western cultures, yellow is associated with happiness, cheeriness, optimism, warmth (as

UNIT 3

PIMP THAT ROOM!

163

Black In many cultures black symbolizes style, complexity and formality, but it also represents death, evil, mourning, magic, fierceness, illness, bad luck, and mystery. In the Middle East black 105 can represent both rebirth and mourning. In Africa it symbolizes age, maturity, and masculinity. As companies become more global, it can be beneficial to understand the cross110 cultural meanings of colours. By knowing the symbolism of different colours around the world you’ll be able to speak to your audience in a way that’s both culturally appropriate and effective.

adultery: cheating on someone embodies, to embody: to represent a quality or an idea exactly fertility: being able to have children infidelity: cheating on someone lush: a lot of green, healthy plants, grass and trees mourning: great sadness felt because someone has died penitence: regretting for a mistake and willingness to correct it prosperity: the state of being successful and having a lot of money

ex e

Adapted from www.shutterstock.com

White In Western cultures, white symbolizes purity, elegance, peace, and cleanliness; brides 95 traditionally wear white dresses at their weddings. But in China, Korea, and some other Asian countries white represents death, mourning, and bad luck, and is traditionally worn at funerals. In Peru, white is associated 100 with angels, good health, and time.

b Do you remember what these colour idioms mean? Write down the explanation. 1 a white lie:

2 to be green with envy:

3 to see red:

4 to be tickled pink:

5 once in a blue moon:

6 to come out of the blue:

c Which colour do you want to be associated with the most? Why?

Score

Next exercise

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164

UNIT 3:

PIMP THAT ROOM!

9 – 12

> 12

ex. 3

Check 3, p. 165

Check 3

Giving a presentation listening

1 Watch Good presentation vs bad presentation and answer the questions. a Watch the first fragment and write down 5 things that go wrong.

b Write 5 tips for Ranjit to improve his presentation. Use at least 3 different modal auxiliary verbs to write your tips.

c Check the feedback the students give him. Tick the box in exercise b if your tip is mentioned.

ex e

d Watch the third part of the video and write down 4 things he did better than in his first presentation.

9 – 11

> 11

Next exercise

ex. 3

ex. 5

ex. 2

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Score

UNIT 3

PIMP THAT ROOM!

165

Give a short presentation (1 minute) describing a room of your choice (e.g. your bedroom, your living room, your classroom).

SPEAKING

a Preparation: • Create a mind map with all the items in this room. Only write down keywords, don’t use sentences!

Measurements

Colours

Decoration

Extra items

Furniture

MY ROOM

ex e

• Draw a map of the room on a separate piece of paper. • Prepare your presentation. Fill in the grid.

TOPIC PLAN

Outline presentation. • What do you plan to talk about?

• What is your message about the topic?

Produce presentation. • Do you know all the words you need? • Do you know how to pronounce those words? • Visuals: do you have the map of your room? • Practise!

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166

• Conclusion:

UNIT 3:

PIMP THAT ROOM!

b Action: • Work with a partner. Find a good spot to give your presentation and film each other while you are giving your presentation. • Then sit in a group of 6-8 and show your presentation to the group. c Reflection: in your group, watch and listen to the presentations. Give feedback to at least 2 of the presenters. Use the checklist. Me

ex e

Feedback

Score

Next exercise

< 14

> 14

ex. 5

ex. 7

Look at the pictures and write a response for each sentence. Use different modal verbs.

e.g. Mum has written a note. (you – to clean – room) You must clean your room!

It’s so dark in your room. (you – to open – window)

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2 Presentation and structure • There is a good opening. • There are good transitions. • I was enthusiastic. • The presentation was fluent. • I spoke clearly. • I made eye contact. • I used the room map.

1 Preparation • I made an outline of my presentation. • I thought of the most important vocabulary necessary for this topic. • I checked (online) if I didn’t know how to pronounce a word. • I practised my presentation.

Classmate

Checklist: presentation

UNIT 3

PIMP THAT ROOM!

167

Look, they still have their good clothes on while they’re painting the wall! (they – put on – old clothes)

I have just cleaned my room. (negative – you – to make a mess)

I sleep in a dorm room at boarding school. (negative – you – to hang up – posters)

Score

ex e

Oh no, the little boy is high up on the ladder! (you – to help – to get down)

Next exercise

4 – 5

ex. 4

ex. 5

Fill in a correct modal auxiliary verb in these sentences.

can’t – don’t have to – have to – must – mustn’t – should – shouldn’t

1 If people don’t ask for your advice, you

2 It’s getting late. We really

give it.

go.

3 If you want to know what is trending in interior design, you

4 We have a lot to do tomorrow so we

5 You 6 You 7

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168

spend a lot of money to change your room.

slow down and stop when the light turns orange.

ask Devon for advice if you plan on redecorating your living room. He’s

an expert. <4

Next exercise

UNIT 3:

be late.

you really wear that awful hat? I hate it!

8 You

Score

buy the latest catalogue.

PIMP THAT ROOM!

4 – 5 ex. 5

listening

Watch the fragment How to decorate a mantel and answer the questions. a Write down the top 5 tricks. Use the imperative form. 1 2 3

b Rewrite these 5 tips using an appropriate modal auxiliary verb. Don’t use a verb structure more than twice. Also add at least 2 prohibitions. 1

2 3 4 5 6

ex e

Score

ex. 6

one hundred and sixty-nine

Next exercise

≥7

UNIT 3

PIMP THAT ROOM!

169

Reorganize your classroom and present it (about 1 minute) to a classmate or the teacher. a Preparation: choose a part of the classroom to reorganize, using the tips from the video in exercise 4 (your desk, the teacher’s desk, etc.). How would you change this? • Complete the grid below. • Draw a map of the area of the classroom you want to reorganize on a separate piece of paper.

Colours

PART OF THE CLASSROOM

Furniture

Decoration

• Prepare what you want to say.

Extra items

ex e

TOPIC PLAN

Outline presentation. • What do you plan to talk about?

• What is your message about the topic?

• Conclusion:

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170

Produce presentation. • Do you know all the words you need? • Do you know how to pronounce those words? • Visuals: do you have the map of your room? • Practise!

b Action: find a quiet spot and ask a classmate to film you while you are giving your presentation.

UNIT 3:

PIMP THAT ROOM!

c Reflection: watch your presentation and fill in the checklist below. Your classmate will do the same for you. Checklist: presentation

Classmate

< 14

Next exercise

aa All done!

Read the text ’9 Totally Cringeworthy Home Improvement Fails’ and answer the questions.

READING

ex e

≥ 14

Score

Feedback

a Describe for each picture what they did wrong. Picture What did they do wrong? 1 2

3 4 5

6 7

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UNIT 3

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171

GH HOME BEAUTY HEALTH PRODUCT REVIEWS

9 Totally Cringeworthy Home Improvement Fails Who handed these people a hammer, anyway? By Kristen Lauletti

2 The roof mix-up Unless you plan on walking on the roof often, we suggest putting the kitchen tiles in your, ahem, kitchen.

1 The double switch plate We understand not wanting to make another trip to hardware store, but come on, people.

When it comes to sprucing up our homes, we’ve all had that moment when we realize we’ve bitten off more than we can chew (the feeling usually sinks in around the second coat of streaky paint). But while some novice mistakes are common, we have to wonder what these not-so-intrepid DIYers were thinking.

4 The interrupting tree These homeowners went so green, they don’t even care if they can’t get to their cars.

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3 The inconvenient cabinets These drawers seem to be installed nice and snuggly. Too bad nobody will be able to open them.

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UNIT 3:

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6 The missing door This entry is almost perfect. The only thing missing from it is an entrance.

5 The wonky door knob There are rules to installing these types of door handles, guys. They are not reversible.

ex e

7 The ill-placed spout Could this be a new water saving system?

9 The accident waiting to happen Itâ&#x20AC;&#x2122;s not a great sign when your weekend project turns into a balancing act.

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8 The toilet notch This is what happens when you realize your measurements were off, but starting over is just not an option.

Adapted from www.goodhousekeeping.com

UNIT 3

â&#x20AC;&#x201A; PIMP THAT ROOM!

173

b Look at the underlined words in the text. Can you work out what they mean? A improving the appearance of something by making it neater or by adding decorations

2 sprucing

B extremely brave and showing no fear of dangerous situations

3 streaky

C do it yourself

4 novice

D making you feel very embarrassed

5 intrepid

E covered with long, thin lines

6 DIY

F a person who is not experienced in a job or situation

7 snuggly

G cosy 2

c Have any home improvement fails in your house been fixed? If so, which ones?

Next exercise

All done!

ex e

Score

d Do you know anyone who would do/has done things like this?

one hundred and seventy-four

174

UNIT 3:

1 cringeworthy

PIMP THAT ROOM!

CHECK OUT: PIMP THAT ROOM! Orientation You are going to redesign and redecorate someone’s (bed)room. Afterwards you will present this ’pimped’ room and give your opinion about your own new room.

Preparation Create a mind map with all the information about the room as it is now. Make sure you find out the following things: • the measurements of the room • where the windows and doors are • the items in the room • the current colours of the walls • the current theme of the room • favourite colours/the theme Tip: ask your partner for their preparation of the presentation they gave in Check 3.

Action

Work out the new colour scheme.

Create the floor plan, and put items in the room. Make a sketch on paper or use an online programme to work out your plan. Consult your teacher.

Prepare your presentation and present the room. Explain your choices.

SPEAKING

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ex e

UNIT 3

PIMP THAT ROOM!

175

Reflection 5

Reflect on the task and your presentation by filling in the checklist. Checklist: presentation

Yes

I think so

1 Preparation • I interviewed my classmate about his/her wishes and found out all the details I needed. • I made an outline of my presentation. • I practised my presentation.

2 Presentation and structure • There is a good opening. • There are good transitions. • I was enthusiastic. • The presentation was fluent. • I spoke clearly. • I used the room map and other visuals. • I made eye contact.

ex e

Feedback

3 Language • I used the words to describe the (bed)room items correctly (colours, furniture and accessories). • I used the prepositions of place correctly. • I used expressions to give my opinion correctly. • I used grammatical structures correctly. • I minded my pronunciation.

Evaluate the person who pimped your room.

a Did they take your wishes into consideration? Do you like your new room?

b Fill in the peer evaluation form to give your classmate feedback about his/her presentation.

Trace your steps on diddit.

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UNIT 3:

PIMP THAT ROOM!

UNIT 4: LOVE IT OR HATE IT check in

Step 1: learning the language of advertising

Step 2: expressing probability

ex e

Step 3: giving instructions

main track

summary

trace your steps

Step 4: describing infomercials

on different tracks check out: making an infomercial

CHECK IN Smell like a man 1

READING

Look at this photo and answer the questions. a What do you think this will be a commercial for?

b Who is it meant for? c What do you expect to see in the commercial?

Watch the commercial for Old Spice and answer the questions.

listening

a What should a ’real man’ be like or do, according to this commercial?

ex e

b Did you see what you expected to see?

SPOKEN INTERACTION

c Do you think this commercial is successful? Why (not)? d Imagine you have to make a female version of this commercial. What would it look like?

Watch LeBron James in the Sprite commercial. Answer the questions.

a How would you summarize the idea of the ad? LeBron James warns us about the negative sides of drinking too much Sprite. LeBron James orders us to drink Sprite. LeBron James doesn’t want to force us to drink Sprite; the choice is up to us. b What is the goal of every commercial (so also the Sprite commercial)?

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178

UNIT 4:

LOVE IT OR HATE IT

listening

MAIN TRACK Simply the best

Step 1

Learning the language of advertising

1 / The language of advertising Test your slogan and tagline talent. Match these slogans or taglines with the correct product. READING 2 Esso

3 M&M’S

4 Coca-Cola

5 Red Bull

6 Disneyland

7 Carlsberg

8 L’Oréal

9 Nike

10 Gillette

Product Slogan

Why is this a great tagline (exercise 3)?

Probably the best beer in the world

Because you’re worth it

The happiest place on earth

ex e

The best a man can get

Can’t beat the feeling Think different

1 Apple

Put a tiger in your tank Just do it

Melts in your mouth, not in your hands

READING

What makes a great tagline or slogan?

It gives you wings

a Do you know any other slogans for products? Which ones? b Why do you remember them?

1 2 3 4 5 6 7

It includes a key benefit. It’s memorable. It’s aspirational. It differentiates the brand. It transmits positive feelings about the brand. Fewer words are better. It’s different.

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c Read the text ’What Makes a Great Slogan?’ and link a subtitle to each paragraph.

UNIT 4

LOVE IT OR HATE IT

179

What makes a great slogan? 1

Is the slogan quickly recognizable? Will people only have to spend a second or two thinking about it? A catchy few words can go a long way in advertisements, videos, posters, business cards, swag, and other places. How do copywriters make sure a slogan is memorable? They use memoryenhancing techniques such as alliterations ("Your flexible friend!" (Access credit card)), rhyme ("Don’t just book it, Thomas cook it!" (Thomas Cook)) or repetition ("Cats like Felix like Felix." (Felix cat food)).

According to neuroscientists the average English speaker can recall a memory loop (that is, the time to repeat what is heard), for about two seconds. That’s the power behind short slogans such as Bissell’s “We mean Clean.” or Nike’s "Just do it." Contrast that with something lengthier and yawn-worthy such as “The Leader in High Quality at an Affordable Price.” There are of course exceptions to the shorter is better rule, but in a nutshell five words or less is probably best.

Ever heard the marketing advice "Sell the sizzle, not the steak"? It means sell the benefits, not the features – which applies perfectly to slogans. A great slogan makes a company or product’s benefits clear to the audience.

Does your light beer have the fullest flavour? Or maybe the fewest calories? What is it about your product or brand that sets it apart from competitors? The Unique Selling Proposition or USP is that one thing that separates a brand or product from all others. Put another way, it is the point of differentiation. There are countless amusement parks across the planet, but there is only one that can claim it is “The happiest place on earth”. Of course, you know it as Disneyland.

ex e

The best taglines use words that are positive and upbeat. For example, Reese’s Peanut Butter Cups’ slogan, "Two great tastes that taste great together", gives the audience good feelings about Reese’s, whereas a slogan like Lea & Perrins’, "Steak sauce only a cow could hate", uses negative words. The former leaves a better impression on the audience.

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UNIT 4:

Is it possible for a tagline to inspire you enough to want to associate your heart and soul with a brand? This was the genius behind Nike’s slogan “Just do it.” In three simple words the company captured the imagination of the committed athlete as well as the wannabe because the desire it covers – working out and staying fit despite any barriers – is supremely aspirational.

LOVE IT OR HATE IT

The trouble with slogans and taglines that rely on sales puffery such as “the best” or “the finest” is that they are claims that any competitor can make. But a great tagline can help establish differentiation and promote positive associations. Take, for example, Master Card’s powerful motto which violates the short rule, but is nonetheless very catchy: “There are some things that money can’t buy. For everything else, there’s MasterCard.” Upon hearing that, haven’t you thought of a situation where that was applicable to your own life?

enhancing > to enhance: to improve swag: free things to yawn: what your mouth does when you are very sleepy

Adapted from blog.hubspot.com

READING

Go back to the slogans in exercise 1. Write down the reasons why they work so well in the column on the right.

Did you know?

The power of language: connotations Language has a powerful influence over people and their behaviour, especially in the field of advertising. By choosing specific words advertisers can show specific messages to influence people.

ex e

That is why it is important to understand the connotation of a word. Connotation is the feeling or idea that is suggested by a word, rather than the actual meaning of the word. Armchair, for example, suggests comfort, whereas chair arouses no particular feelings. Connotation is used in advertisements and commercials to get emotional responses out of the consumer. Companies can take advantage of the associations people naturally make with a certain word or phrase and sell consumers on an idea or a feeling and not just a product.

Adapted from www.linguarama.com

Discuss these questions.

SPOKEN INTERACTION

a What connotation do you think the words used in advertisements and commercials should have?

b Indicate the words that have this connotation in the slogans in exercise 1 on p. 179.

c In what form are a lot of these words?

What do you think might be the most powerful words in advertising?

SPOKEN INTERACTION

a List at least 3 words. b Why did you choose these words? 6

Read the text on the next page to find out if your guesses in exercise 5 are correct. a Which word is missing in each paragraph? Complete the subtitles and the paragraphs with the missing words. UNIT 4

LOVE IT OR HATE IT

READING

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10 of the most powerful words in advertising The psychology department at Yale University studied many words in the English language and discovered the following to be the most powerful, especially when trying to sell or persuade. Here are 10 words you should always consider using in your campaigns.

even better. They want the

misused over the years. When something is

watch.

really , a consumer will sit up

and take notice. However, these days it is often followed by the dreaded asterisk (*), or 10

trial) which soften the meaning.

However,

samples,

shipping,

returns, buy-one-get-

Indeed, Amazon’s Prime

shoes,

smells, and we’re willing to pay

service

course, there is the opposite use, and that’s

out.

Do it wrong, and you will come across as

either a pile-it-high-sell-it-cheap merchant, or untrustworthy. And as for 60

This one has multiple meanings. You can

on the list is . When used correctly,

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be “in ” with something (like

in class” or “winner of Car & new SUV of 2018” it has

real power. People want the , and if they can get it at a price they can afford,

LOVE IT OR HATE IT

well, time is money, which brings us right back

Another contender for the most abused word

Driver’s

time,

to something we all want to .

like “

Of course, HOW you talk about it is just as important as what you’re talking about.

with language that creates urgency. For shipping and an additional product free!”

someone

some money, you’d be foolish not to point this

The word has power, especially when coupled and you’ll get free

the richest of the rich want deals, they just get genuinely promise to

getting the customers to ACT .

example, “call

money is

them on more expensive purchases. If you can

includes the word in the title.

something , don’t promise it. Of

tastes,

something that 99 % of us want to do. Even

me .” If you cannot give people

UNIT 4:

clothes,

time or money. Exactly.

“I want it . Give it to

182

cars,

ex e

immediate downloads of movies and music.

Hands up if you don’t want to

especially in this age of fast, free shipping, and

phone model. We want

Instant gratification is important to people,

in reality. We want the

for it.

word a consistent power player in the list.

We all want , even if it’s not really

one- , and other offers make this

shoes, and the

all that

coupled with other words (risk- or

the

very efficient, but it has really been

jeans,

the TV, the

There’s no doubt that the word

phone,

new shoes) or you can “ ” 65

how well something works or performs – “I

how white it gets my whites.”

Either way,

course, you must be careful with its use. It’s one

thing to say “you’re going to

success. And this word is powerful

the

way it smells” when talking about a perfume. It’s

because it’s a promise that helps you

quite another to say “you will instantly fall in

rationalize the purchase. “Oh, well if this

with our toilet cleaner”. Really?

gets , it must be worth it.” If you “guarantee ” you’ve just upped

the ante. We all want , whether it’s

This one is a prompt that advertisers use to

from a household cleaner, our bank manager or

say, “you’re going to get something out of this, 75

is a word that also means

the President of the USA.

it’s worth your time to keep reading”.

1 100

is a strong word. Of

Still number one after all these years, and with good reason,

is the most

powerful word in advertising for a reason, it’s personal. Let’s talk about .

Or when it comes to product packaging, it’s

it comes to , ’re all

gift on your birthday,

ears. If I make a promise to make people rich,

always

bring a sense of excitement and adventure.

And any time you evoke those fond childhood

make

110

may be interested. If I promise to rich, that’s a different story.

is a word that must be used

when talking to your customers, because that’s

This word is a safety net. Just think of the way you use it in everyday life, and you’ll see its

power. “I I will be home by

5 p.m.” is your way of removing any doubt. In

advertising, a guarantee is a promise made by a corporation to a consumer. Whatever you

do, only use it if you can absolutely back up that , or your credibility is done.

who you’re addressing. And when you do that, you’re talking about a person’s favourite subject. a contender: a competitor, a contestant credibility: a feeling of being believed gratification: a feeling of pleasure merchant: seller purchase: something you buy to up the ante: to make something more serious

Adapted from www.thebalancecareers.com

b Work with a partner. • Think of 3 products you often use in your daily life. • Can you come up with a good sentence to advertise them? Make sure to use some of the words from the text in exercise a. Product

SPOKEN INTERACTION

Advertising sentence

UNIT 4

one hundred and eighty-three

find yourself interesting. Let’s be honest, when

something more to come. Like unwrapping a

feelings, you’re on a winner.

105

ex e

is a promise of

are interesting, and

worth trying.

LOVE IT OR HATE IT

183

2 / Finger Lickinâ&#x20AC;&#x2122; Good! 1

listening

Watch the commercials and answer the questions. a Write down all the positive adjectives and superlatives that you hear.

b Fill in an appropriate positive word in these slogans.

ex e

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184

UNIT 4:

Positive adjectives and superlatives

â&#x20AC;&#x201A; LOVE IT OR HATE IT

A good way to make a slogan more positive is by using the comparative and superlative form listening of an adjective. Watch the commercials and fill in the different forms you hear.

Remember how to form the comparative and superlative form? Fill in the grid below.

ki e.g. fast

than

the

e.g. big

than

the

e.g. large

than

the

e.g. tasty

than

the

e.g. perfect

than

the

e.g. amazing

than

the

e.g. powerful

than

the

Adjective 1 syllable

Comparative

Superlative

2 syllables

>2 syllables

UNIT 4

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one hundred and eighty-five

Superlatives

ex e

Comparatives

185

GRAMMAR

How to make comparisons

In Track ’n’ Trace 3 you learned how to make comparisons using the comparative and the superlative form. Check the Summary on p. 202 if you need more information. See p. 202

Make this advertisement about the hair guard better by using comparatives and superlatives correctly. Choose from the adjectives below.

Noodle Eater’s Hair Guard

clean – difficult – disgusting – easy – fashionable – good – gross – important

Finding a hair (even if it’s your own) in your lunch is one of the

things people experience at home or in restaurants. And if your hair is too short to fit in a

The

to prevent hair from ending up in your plate.

ponytail, it will be even

way to avoid hair ending up in your meal,

must be this Noodle Eater’s Hair Guard. You will find the pink one

than the black or white variant, but the

thing is that it will make sure one of the

situations during a meal will not happen to

you.

ex e

Not only your hair, but also your face will look than ever before.

And the

news is: it fits neatly into your handbag or briefcase! A truly

exhilarating accessory!

Adapted from The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami

To make a slogan stand out, sometimes a more colourful synonym of a basic word is used. Find more ’glittering’ words for these basic words. Take another look at the adjectives in exercise 1 or use a thesaurus if necessary.

1 good-looking

2 good, nice, okay

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186

UNIT 4:

3 a lot of

4 tasty

5 strong

LOVE IT OR HATE IT

Read this text about a new product. Fill in these words to make the text sound more like a commercial. easily – enjoyable – extremely handy – impeccable – more pleasure – perfectly dry – whole new

The Full Body Umbrella 200 years ago the umbrella was invented. It was the first step in the battle to stay dry in the rain.

Now step into a experience of walking

in the rain. With this 360° sheet of clear vinyl, you will find in walking in the rain, even more

than in going for a stroll in the sunshine. And you will look as well!

trips even more .

It will keep you making your shopping

The vinyl sheet can be detached and

folded in an bag that comes with the umbrella.

ex e

Adapted from The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami

WRITING

Compare the 2 smartphones.

a Preparation: consider the following aspects of the phones and make a few notes. Price Size

Camera (resolution) Memory

6.18”

MT6771 Helio P60

16 MP

1080x2246 pixels RAM: 6 GB MEMORY: 128 GB + microSD card slot BATTERY: 3000 mAh

Status: Coming soon.

one hundred and eighty-seven

Battery

Panasonic Eluga X1 Pro £300

UNIT 4

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187

5.84”

12 MP

1080x2280 pixels RAM: 4 GB MEMORY: 65 GB + microSD card slot BATTERY: 3060 mAh

Status: Coming soon.

mAh: The milliampere hour represents a unit of electrical charge commonly used to measure battery capacity. Batteries with larger mAh ratings generally last longer than those with smaller ratings, if you use them in the exact same way.

Nokia 7.1 £280

Snapdragon 636

b Action: write your paragraph (at least 5 comparative sentences or 50 words) and make sure that you use the comparative and superlative form correctly. Add a conclusion: which smartphone do you think is best?

ex e

c Reflection: check your task by filling in the checklist. Then compare your text with a partner. Did you come to the same conclusions about the phones?

Checklist: writing a comparative paragraph 1 Content • I wrote at least 5 sentences (50 words). • I mentioned which phone I think is best.

2 Language • I used the comparative form correctly. • I used the superlative form correctly. • I used correct spelling and punctuation.

one hundred and eighty-eight

Feedback

188

CHECK 1, p. 210

UNIT 4:

LOVE IT OR HATE IT

Yes

I think so

Step 2

And this is a commercial for what exactly? Expressing probability

1 / The secret of my success 1

listening

Watch the first section of 7 commercials. a Guess what the advertised product is. Choose from the products or services below.

yes no

’Proof’ in the clip

Proof

Commercial for …

an airline company – beer – cereal – chocolate – diet pills – glasses – shampoo – shaving gel – a snack – a soft drink – a ventilating pillow – washing powder

yes no

ex e

yes no

b What makes you say that? Indicate whether there was proof in the clip. 2

How sure are you of your guesses in exercise 1?

SPOKEN INTERACTION

Maybe it’s an ad for … It could/might be an ad for … It’s certainly an ad for … It’s probably an ad for …

1 2 3 4

5 6 7 8

I’m sure it’s an ad for … It can/may be an ad for … It’s definitely an ad for … It must be an ad for …

Quite sur e

Rather unsur e

b Discuss with a partner how certain you feel about your answers in exercise 1. Use the expressions in exercise a.

UNIT 4

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one hundred and eighty-nine

a Rank these expressions according to whether the speaker is sure or unsure about what they are saying. Write these sentences in the correct column.

189

Use the information from exercise 2 to fill in the grammar box below.

GRAMMAR

How to express probability and certainty To express probability and certainty, we can use: Probability

Certainty

Adverbs

See p. 203

Make sure you use adverbs in the correct position in the sentence. e.g. Maybe he wants to try a new deodorant. He probably buys all his groceries at a local supermarket.

Modal auxiliary verbs

Watch the complete commercials from exercise 1 and find out if your guesses were correct.

Make these statements less probable by using the right modal (M) or adverb (A).

listening

Consumer electronics and other technology improve (1) (M) in quality and drop in price after the bugs in the first-generation are worked out and market demand increases. If you camp out to be first in line to buy the latest gadget, you’ve spent (2) (M) a lot of money on technology that is not 100 % perfect yet (3) (A). 1 Consumer electronics and other technology 2 …,

a lot of money on technology

not 100 % perfect yet.

ex e

3 ...

…

Mark the 3 phrases that make this text sound less certain. Then make the text more certain by changing those modal verb forms or adverbs.

From kitchen knives that claim to cut through steel bars, to electronic belts promising to remove body fat overnight, many products sold only on TV probably fall short of their sales pitches. Miracle products offered at an ‘unbelievably low price’ or even for free may come with high shipping and handling costs. And if a product fails to perform as promised, getting your money back could require, a true miracle.

2 3

Watch the 3 commercials in the video and guess what the ads are for. Make sure you express listening how certain you really are. Also explain why you think that.

• Ad 1

one hundred and ninety

• Ad 2

190

• Ad 3 UNIT 4:

LOVE IT OR HATE IT

2 / If it’s good enough for Beyoncé, it’s good enough for me 1

There are some well-tested techniques that are used in a lot of commercials.

READING

a Read the descriptions below and link them to a technique. Techniques

A People tend to buy products which are claimed or shown to be used by their favourite celebrities. This is why advertisements of branded products show celebrities or famous personalities using them.

expert opinions real-life situations and people humour sensuality or sex

5 6 7 8

B Advertisers do add a bit of situational

humour in the commercial or newspaper advertisement to make consumers buy the product. In this way, the consumers get attracted to the advertisement which brings the product into the spotlight.

D Images that cause strong emotions move the consumers’ in some way. This technique doesn’t always need to be used to evoke emotions of sadness, pity, and empathy, though. You can use images that make people feel good and happy, jealous, worried, or any other range.

ex e

testimonial technique to help consumers identify with a product. Rather than offering the opinion of a celebrity or expert to build credibility, this method tries to show customer satisfaction by a user who in many ways resembles members of the target audience.

C The ’man-on-the street’ interview is a

1 bandwagon 2 celebrity endorsement 3 transfer 4 emotional appeal

E Some advertisements even claim that they

G Beer advertisers often use sex appeal to

promote their product to men. The typical scene involves several young, average-looking men in a bar. The men purchase the beer and gain the attention of an attractive young woman. Fragrance products use sex appeal to convey romance to women by indicating the use of the product will help her find the man of her dreams.

F A doctor wearing a white laboratory coat may praise the effectiveness of a new medicine or medical treatment, or an engineer may cite the benefits of a piece of safety equipment. The endorser’s expertise in the field adds credibility to the product or service and also can alleviate fears consumers might have about trying something new and unfamiliar.

H Advertisers may associate almost any positive feeling with their product. For instance, it can play on people’s desire to do good things for the environment by selling something as ’green’ and environmentally friendly, even when those are only one small aspect of the product.

UNIT 4

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one hundred and ninety-one

are already being used by most of the people. This usually makes the viewer feel that he is ’out of the crowd’, simply because he is not using that product.

191

b Look at the advertisements and decide which technique is used to convince the audience.

ex e

one hundred and ninety-two

192

UNIT 4:

â&#x20AC;&#x201A; LOVE IT OR HATE IT

Express your opinion about these commercials.

listening

a Preparation: watch the commercials and decide which techniques are used. Product

Technique

1 John Lewis 2 Hyundai

3 Aston Martin

4 Colgate 5 Doritos

8 Haynes Baked Beans 9 Diet Pepsi

7 Old Navy

6 Volvo

WRITING

ex e

b Action: write down a short paragraph (about 50 words) about which commercial you liked best and least. Explain why you say this. Compare the 2 commercials.

c Reflection: check your text by filling in the checklist. Then compare with a partner. Do you have the same opinion about the commercials or not? Checklist: writing an opinion

Yes

I think so

1 Content • I wrote about 50 words. • I explained which commercials I liked best and least. • I made a good comparison.

one hundred and ninety-three

2 Language • I used comparative and superlative correctly. • I used the correct words. • I used correct spelling and punctuation. Feedback

CHECK 2, p. 216 UNIT 4

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193

Step 3 1

Just do it!

Giving instructions listening

Watch the Amazon Echo Plus commercial and answer the questions. a What is Echo Plus exactly? b Write down the orders the family members give to Alexa.

c Which orders would Alexa hear at your house? Who would give these orders? Write 3 sentences. e.g. My dad would say: ‘Alexa, lock the front door.’ 1

2 3

Watch the videos and write down the positive and negative orders that are given in the taglines and slogans.

ex e

Positive or ders

Check your answers in exercise 2 to fill in the grammar box about the verb form used in orders and instructions. Add your own Echo Plus examples.

GRAMMAR

Negative or ders

How to give instructions

If you want to give orders or instructions to someone, you have to use a verb in the

one hundred and ninety-four

194

Positive

Negative

of verb

e.g. Call 1800 Direct TV.

e.g. Don’t judge too quickly.

e.g.

UNIT 4:

See p. 205

LOVE IT OR HATE IT

listening

WRITING

Your parents bought a high tech cleaning robot. They want you to use it to clean your bedroom. a Preparation: think of 5 things the robot should do and 5 things the robot can’t do in your room. b Action: write your instructions for the robot. Use the imperative form correctly. NO!

YES!

Checklist: giving instructions

c Reflection: work with a partner and tell them your instructions. Check your orders by filling in the checklist below. Yes

I think so

ex e

1 Content and structure • I wrote 5 positive orders. • I wrote 5 negative orders.

2 Language • I used the imperative form of the verb correctly. • I used correct spelling and punctuation.

Feedback

one hundred and ninety-five

CHECK 3, p. 220

UNIT 4

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195

Step 4 1

But wait, thereâ&#x20AC;&#x2122;s more! Describing infomercials

Before watching the Axe commercial, answer these questions.

SPOKEN INTERACTION

a What is Axe? b What do you expect to see?

listening

Watch the commercial and answer the questions.

a What problem does the man in the commercial have?

b Why is this a problem? c How is he going to solve this problem?

d What are the advantages or positive features of this product?

The key questions in exercise 2 often come back in commercials. Now have a look at the ad below and answer these key questions.

ex e

a What is the problem?

b Why is it a problem?

c How can the problem be solved?

d What are the advantages or positive features of this product?

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196

UNIT 4:

â&#x20AC;&#x201A; LOVE IT OR HATE IT

READING

Look at these photos. a What is the difference between them? • • b Which of the 2 photos is an example of an ad or commercial?

c The other photo is an example of an infomercial. What do you think this word means?

Read this text about how infomercials work and what the most used phrases in infomercials are. Fill in the phrases in the correct gaps. Choose from the list below. Call right now. / Act now! Limited time only! You can do it! But wait, there’s more! Life’s a pitch and then you buy. Money back guaranteed!

READING

6 Two easy payments of $19.99! 7 Operators standing by! 8 We’ll double the offer. 9 Not available in stores. 10 Set it and forget it.

1 2 3 4 5

ex e

’But wait ... there’s more!’ Top 10 infomercial sayings of all time

We’ve all been there. Watching TV, perhaps late at night, when a booming, animated voice snaps you out of your sleep to pay attention to the latest gizmo or gadget that will solve a longstanding annoyance of domestic life. You watch, sceptical that said device could possibly live up to its boastful claims. But then the over-the-top demonstrations (are you really going to cut aluminium cans with that knife?) begin to win you over.

one hundred and ninety-seven

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197

10 Then comes the closer: the offer. In the lingo of the pitchman, this is referred to as “the turn”. This is when the infomercial turns from information to commercial, when a simple sales pitch turns into an offer too good to refuse. As Seen On TV Inc., a company that sells products featured in TV pitches, recently outlined the top 10 most-used sayings in infomercials, and how they help convert scepticism to sales: 10

No matter the product, there is one thing that will deter the purchase of any viewer: a high price tag. By splitting a purchase into easy payments, it is seen as more affordable.

There’s no reason not to buy a product when you are guaranteed to get your money back if you are dissatisfied.

This addresses a common excuse: “I’ll pick it up next time I go to the store.” 7

This common As Seen On TV phrase creates a sense of urgency in the purchase-making decision process. 6

To sweeten the deal, the pitchman may add more value to the purchase with a free product or two of the same item.

25 4

ex e

This saying was made popular by fitness guru and pitchman Tony Little. If Tony can do it, so can you.

Some infomercials even include a ticking clock, suggesting that once the ad or paid program is over, no one will be able to take an order. 3

This phrase was made popular by Ron ’Ronco’ Popeil, one of America’s most celebrated inventors who first gained acclaim for his role as pitchman in his own product infomercials. Over the past 40 years, his products have pulled in more than $2 billion in sales. “I’m the ’set it and forget it’ man”, said Ron Popeil, inventor and pitchman of the Ronco Showtime Rotisserie, to AsSeenOnTV.com. “If people see me at an airport, that’s what they call me.” Popeil first incorporated this saying into the infomercial for his Showtime Rotisserie.

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UNIT 4:

affordable (> to afford): to have enough money to do or buy something without difficulty annoyance (> to annoy): something that makes someone feel rather angry boastful (> to boast): expressing too much pride in yourself or the things you have got a claim: a statement that something is true to deter: to discourage someone from doing something a device: a tool, a thing invented to fulfil a special purpose dissatisfied: not satisfied, not pleased domestic life: everyday life at home notable: interesting, important a purchase: the act of buying something sceptical: doubtful about a lot of things that other people say

LOVE IT OR HATE IT

One of the most quotable sayings from one of the most acclaimed As Seen On TV pitchmen of all time Billy Mays, most notable for his promotion of OxiClean, Orange Glo, Kaboom, and other cleaning, home and maintenance products.

And last, but certainly not least:

Source: www.businessobserverfl.com

listening

Watch the infomercial for Slap Chop. a Highlight the techniques below when they are used.

Call now! Act now!

But wait, there’s more.

1 Arguably the most popular infomercial tagline: This phrase was made popular by, once again, Mr. Ron Popeil, the ’set it and forget it’ 40 man. Although he was not the creator of the phrase, he certainly popularized it.

You can do it!

Not available in stores!

Operators standing by!

Two easy payments of …

We’ll double the offer!

Money back guaranteed!

b What do you think Slap Chop is?

ex e

c Which other commercial techniques from step 2 are used?

Making A

merica sk inny agai one slap n, at a time.

UNIT 4

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one hundred and ninety-nine

199

listening

Watch the infomercial again and fill in the grid with the correct answer.

STRUCTURE Answer

1 What is the problem?

2 Why is it a problem? What are the negative consequences?

3 How can this problem be solved?

a How does it work?

b Name 3 advantages or positive features of the product.

ex e

Question

ADDITIONAL INFORMATION

Answer

1 How much does the product cost?

2 Is there a special promotion?

3 Where can you buy it?

Question

two hundred

200

UNIT 4:

â&#x20AC;&#x201A; LOVE IT OR HATE IT

STRATEGY

How to advertise a product

If you want to advertise and present a product in an infomercial, use the structure in the Summary of this unit. See p. 209

SPEAKING

Imitate the Slap Chop infomercial.

aa pl

b Action: present the Slap Chop! • Mention the product at least 3 times. • Mention the slogan at least twice. • Follow the structure of an infomercial. • Be detailed. • Be enthusiastic! • Mind your language and pronunciation.

a Preparation: use your answers of exercise 7 as the base for your infomercial. Rewrite them in short notes on a separate cheat sheet if necessary.

c Reflection: check your presentation using the checklist. Your partner will also give you some feedback. Me

Checklist: presenting an infomercial

Yes I think so

Classmate

Yes I think so

ex e

1 Content and structure • I mentioned the product’s name 3 times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed. 2 Language and performance • I used good vocabulary. • I used correct basis grammar. • I spoke enthusiastically. • I minded my pronunciation.

Feedback

two hundred and one

CHECK 4, p. 224

UNIT 4

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201

HOW TO make comparisons

Comparative and superlative

I am cheaper!

I’m good.

But I am the cheapest!

I’m better!

I’m the best!

USE Adjectives can be used to make comparisons.

I am really cheap!

GRAMMAR

SUMMARY

Superlative

– To compare 1 person or thing with another person or thing. – Used with ’than’: e.g. A Swatch watch is cheaper than a Rolex.

– To compare 1 person or thing with all of their group. – Used with ’the’: e.g. James Bond has the fastest car.

Comparative

FORM

Comparative

– Adjectives ending in consonant + y g y changes to i before adding -er e.g. healthy ghealthier crispy g crispier

– Adjectives ending in consonant + y g y changes to i before adding -est e.g. healthy g healthiest crispy g crispiest

– Other adjectives more + adjective + than e.g. more boring than more pleasant than

– Other adjectives the most + adjective e.g. the most boring the most pleasant

more + adjective + than e.g. more expensive than more delicious than

the most + adjective e.g. the most expensive the most delicious

2 syllables

adjective + est e.g. fast g fastest

adjective + er e.g. fast g faster

ex e

1 syllable

Superlative

> 2 syllables

Keep in mind! – Adjectives ending in a short vowel + consonant = double the consonant e.g. big, bigger, biggest – Irregular forms! e.g. good, better, best – Some 2-syllable adjectives can have both forms: healthier than - the healthiest OR more healthy than - the most healthy

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202

Adjective good bad much little UNIT 4:

LOVE IT OR HATE IT

Comparative better worse more less

Superlative best worst most least

HOW TO express probability and certainty

Unforgettable!!

It could be for some tech thing …

Maybe it was for beer …?

What a great ad!

Whatever it was, those marketers must have been proud when they saw the result.

What brand was it again?

Classic!

My favourite ad is probably the funny one with the famous guy.

Expressing modality

1 Modal auxiliary verbs

FORM & USE

ex e

– We use some modal verbs when we want to express probability and certainty. – They can refer to the present or future. • modal + base of the verb e.g. It could be for some tech thing. • modal + ’be’ + ing-form of the verb e.g. They must be working on their new ad. – They can refer to the past. • modal + have + past participle e.g. The marketers must have been proud. • modal + have been + ing-form of the verb e.g. They can’t have been working long on it. How certain are you? 100 %

Negative (-)

Can’t / cannot e.g. He can’t be that rich, because he had to sell his Porsche.

Positive (+)

Mustn’t / must not e.g. Gary’s second hand phone broke down a week after he bought it. He must not have checked it before buying it.

Must e.g. He bought a new Porsche last week. He must be very rich!

May e.g. Cheap products may be of lower quality.

May not He may not buy a new car after all.

Might e.g. He might have bought her a new watch, because I saw him at the department store.

Might not e.g. This car might not be ideal, but it’s good value for money. < 50 %

UNIT 4

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two hundred and three

Could e.g. You could buy a Fiat 500 or a MINI Cooper. They’re both easy to park.

203

2 Adverbs FORM & USE

ex e

– Make sure that you use the adverbs in the correct position in the sentence. • ’Maybe’ and ’perhaps’ are usually placed at the beginning of the clause. e.g. Maybe he wants to try a new deodorant. • The other adverbs of probability usually come: ° before the main verb. e.g. He probably buys all his clothes at Primark. ° after the verb ’to be’. e.g. They are clearly very expensive!

– We use some adverbs when we want to express probability and certainty. • Probability: maybe, probably, possibly, perhaps • Certainty: certainly, definitely, clearly, surely

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HOW TO give instructions

The imperative

ex e

Don’t vacuum the floor. Do my homework instead!

FORM

Positive imperative

Negative imperative

= don’t + base form of verb

e.g. Call 1800 Direct TV. e.g. Do my homework!

e.g. Don’t judge too quickly. e.g. Don’t vacuum the floor.

= base form of verb

USE

– to order someone to do something – to give instructions

two hundred and five

Keep in mind! If you want to structure your instructions, use linking words or sequencers: – First(ly) ... – Then ... – Next ... – After that ... – Finally ...

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205

after-shave

cereal

chopping board

cleaning products

container

ex e

airline company

VOCABULARY

1 PRODUCTS

device

diet pills

diamond

fan

pillow

maintenance products

two hundred and six

206

shampoo

UNIT 4:

soft drink

â&#x20AC;&#x201A; LOVE IT OR HATE IT

washing powder

2 OTHER WORDS Word

Translation

My notes

alliteration

alliteratie

aspirational

strevend naar een hogere sociale positie

benefit

voordeel

brand

merk

campaign

(reclame)campagne; reeks acties om de verkoop van een product te stimuleren

catchy

goed in het gehoor liggend, gemakkelijk te onthouden

commercial

reclamefilmpje

company

firma, bedrijf

consumer

consument

copywriter

iemand die reclameteksten schrijft

to differentiate (your brand/product)

je merk/product onderscheiden

endorsement

steun, goedkeuring

expert

to influence

kenmerk

beĂŻnvloeden

infomercial (langer reclamefilmpje dat (ogenschijnlijk) veel informatie bevat)

infomercial

ex e

feature

reclame maken voor

advertentie, reclame

to advertise

ad(vertisement)

ADVERTISING VOCABULARY

gedenkwaardig, gemakkelijk te onthouden

memorable

betaling

to persuade

overtuigen

rhyme

rijm

sales pitch

verkooppraatje

slogan

tagline

slagzin

payment

amazing

ongelooflijk

awesome

geweldig

brand new

gloednieuw

charismatic

charismatisch

two hundred and seven

DESCRIBING PRODUCTS

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207

goedkoop

complexity

complexiteit

delicious

heerlijk

disgusting

walgelijk

energetic

energiek

enjoyable

aangenaam

exhilarating

opwindend

expensive

duur

fashionable

modieus

fuel efficient

zuinig

full of flavour

vol smaak

fun

leuk

gross

smakeloos, vulgair, vuil, walgelijk

handy

handig

iconic

iconisch

impeccable

onberispelijk

(use) in moderation

(gebruik) met mate

to last long

lang meegaan

magical

magisch

perfect

pleasure

plezier

revolutionary

revolutionair

smart unbreakable

(hier) piekfijn, vlot onbreekbaar onbeperkt

In two hundred and eight

208

UNIT 4:

aa pl

eenvoud

unlimited

ex e

simplicity

cheap

â&#x20AC;&#x201A; LOVE IT OR HATE IT

STRATEGY

HOW TO advertise a product 1

Before presenting the product

Problem • What is the problem? • Why is it a problem? (= Are there negative consequences?)

Solution = the product!

• Your product solves the problem!

Choose a name for the product and think of a slogan. What are the positive features of the product? How does it work? How much does it cost? Is there a special promotion? Where can you buy it?

• • • • • •

Prepare

• Practise in front of a mirror or a live audience at home.

2 While presenting the product Be confident

ex e

• Look your audience in the eye. • Be enthusiastic. Demonstrate

• Show how the product works. • Follow the problem structure. • Give detailed information.

Be clear

• Mention the product’s name several times. • Repeat the slogan a few times. • Use the correct vocabulary. • Form good sentences.

After presenting the product

Check the structure

• Did you mention the product’s name more than twice?

Did you repeat the slogan enough? Did you follow the structure of an infomercial? Did you answer the key questions of the problem structure? Was the information detailed enough? Did you mention price, promotion, where you can buy it, etc.? two hundred and nine

• • • • •

Evaluate your performance • Did the audience pay attention the whole time? • Did you feel confident? • Were you convincing? • What would you do differently next time?

UNIT 4

LOVE IT OR HATE IT

209

ON DIFFERENT TRACKS Check 1 1

Learning the language of advertising

Fill in the correct words in this comment about the new Mini.

awesome – brighter – charismatic – energetic – exhilarating – fun – iconic – impeccable – perfect – smart

Source: M / Shutterstock.com

More (1) than ever, the (2) Mini 3-Door Hatch embodies the essence of low-centre-of-

gravity handling and (3) go-kart feel. It’s like a (4) date: (5) and

(6) with (7) credentials. Every single model is packed with (8) kit

Source: www.mini.co.uk

Score

Next exercise

ex. 2

and (9) character designed to make your life a whole lot (10) .

≥7

ex e

ex. 3

Read the promotional text taken from a Rolex commercial. a Fill in the correct word in the sentences below. Choose from the following words: complexity – easily – elegant – revolutionary – simplicity

For those who travel the world this is the Sky-Dweller. The first Rolex with two time zones

and an annual calendar that discretely marks the passage of the months. At the heart of the movement lies a planetary mechanism inspired by the alignment

of sun, moon and earth. It enables the Sky-Dweller to know the difference between a 30and a 31-day month.

a jumping hour hand to adjust to local time with a 24-hour disk for keeping track of time back home. To operate the Sky-Dweller’s functions Rolex have engineered an

Source: rolex.com

To display two time zones simultaneously the Sky-Dweller combines

interface of : the ring two hundred and ten

command. Turning the bezel lets you select the date, local time or reference time for

210

setting. Only Rolex can make such so elegantly simple. b Watch the commercial for Rolex and check your answers in exercise a.

UNIT 4:

LOVE IT OR HATE IT

listening

c Write down 2 special features of the Rolex. Score

Next exercise

ex. 3

Compare the old Mini Cooper (designed in 1959) to the new version (designed in 2000).

6 – 7

Price Dimensions

Top speed Fuel economy

READING

a Preparation: read the infographic and make some notes in the grid below to compare the 2 Minis.

WRITING b Action: write your paragraph (at least 5 comparative sentences or 50 words) and make sure that you use the comparative and superlative form correctly. Add a conclusion: which Mini do you prefer?

ex e

c Reflection: check your task by filling in the checklist. Then compare your text with a partner. Did you come to the same conclusions about the phones?

Checklist: writing a comparative paragraph

Yes

I think so

1 Content • I wrote at least 5 sentences (50 words).

2 Language • I used the comparative form correctly. • I used the superlative form correctly. • I used correct spelling and punctuation.

two hundred and eleven

Feedback

UNIT 4

LOVE IT OR HATE IT

211

The original Mini was one of the iconic vehicles of the 1960s. Its stylish appearance and enviable handing ensured that it has remained in production in roughly the same form until the year 2000, surviving the collapse of its original manufacturer thanks to its overwhelming popularity and fan base.

ex e

It was superseded by BMW-manufactured Mini Hatchback in 2001, which retained its predecessor’s trendsetting styling but combined this with much improved performance. But does this mean that it is the better vehicle? You decide ...

Adapted from www.moneysupermarket.com two hundred and twelve

212

UNIT 4:

Score

6 – 8

Next exercise

ex. 4

ex. 5

ex. 7

LOVE IT OR HATE IT

Make sentences using the comparative or superlative form of the adjectives. Use the infographic in exercise 3 to check your answers. 1 The old/new Mini is (long) than the old/new one. 2 The selling price of the old/new Mini is (low) than that of the old/new one. 3 Judging from the top speed, the old/new Mini is (fast) than the old/new one. 4 The old/new Mini accelerates (quickly) than the old/new one. 5 The old/new Mini is (economical) than the old/new one.

6 The old/new Mini is the (British) one because it is/was designed by a Brit

and it is/was manufactured in Britain.

7 The old/new Mini is the (expensive) of both: the (cheap) model (without options) costs around £16,000.

8 The amount of old/new Minis that has been sold so far is (high) than the

amount of old/new Minis.

9 In terms of dimensions, the old/new Mini is the (high): 1.42 metres high. Score

12 – 15

< 12

Next exercise 5

Check 2, p. 216

READING

Read these famous slogans and taglines.

ex e

a Fill in the correct typical ad words. Choose from:

bright – champions – fresh – fun – great – new – smile – special – quality – ultimate b Combine the slogans with the right product. Choose from: airline (2 x) – car – cereal – chewing gum – jeans – soft drink (2 x) – take-away food – telecom provider

Slogan

Product

1 Breakfast of .

2 Double your pleasure, double your .

3 Have a Coke and . 4 A

way to fly.

5 The future’s . The future’s orange. 6 Something

in the air.

7 The driving machine. never goes out of style.

9 The choice of a

generation!

two hundred and thirteen

10 Eat !

UNIT 4

LOVE IT OR HATE IT

213

c Choose 3 slogans and give 2 reasons why they can be considered good slogans. – I think number

is a good slogan because

– I think number

is a good slogan because

< 11

≥ 11

Next exercise

ex. 6

Check 2, p. 216

Score

is a good slogan because

– I think number

Watch the clip in which Steve Jobs announces the iPad (2010).

a Write down 7 typical ad words in column A.

listening

b Add 8 things you can do with the iPad in column B. A

ex e

Score

≤ 12

Next exercise

> 12 Check 2 , p. 216

Make your own voice-over for a commercial. a Preparation • Check the opening shot of the commercial. What product do you think it advertises?

two hundred and fourteen

214

UNIT 4:

LOVE IT OR HATE IT

listening

• While you are watching the commercial, make a note of at least 10 different typical ad words you can use in your voice-over.

WRITING

• Write your voice-over here.

ex e

SPEAKING

b Action: work with a partner. Watch the commercial together and read out your voice-over while the commercial is playing. Then switch. c Reflection: check your task by filling in the checklist. While you are reading your voice-over, give your checklist to your partner who will give you some feedback too.

Checklist: creating a voice-over

Yes I think so

Classmate No

Yes I think so

1 Content • I used 10 typical ad words. • My voice-over sounded convincing.

2 Language • I used correct vocabulary. • I used correct grammar. • I minded my pronunciation.

Score

≥7

Next exercise

ex. 6

Check 2, p. 216

two hundred and fifteen

Feedback

UNIT 4

LOVE IT OR HATE IT

215

Check 2 1

Expressing probability

Look at these ads. They all represent a different commercial technique.

READING

a Write the technique(s) used under each picture.

ex e

b Explain your choice and express how sure you are about the used technique using 4 different modals or adverbs. 1 The technique used in the Unicef ad

2 The technique used in ad number 2

3 The technique used in the Festina ad .

4 The technique used in the McDonald’s ad .

c Decide which ad you think is the most successful. Give 2 reasons for your opinion. Make sure WRITING that you mention the technique used in your answer.

two hundred and sixteen

216

UNIT 4:

Score

6 – 8

Next exercise

ex. 3

ex. 2

ex. 6

LOVE IT OR HATE IT

Look at the contents of this garbage bag that was left at a local park last week.

WRITING

a What information do these items give you on the person who dumped the bag? b Write 5 sentences.

Score

Next exercise

ex. 3

ex. 5

Source: urbanbuzz / Shutterstock.com monticello / Shutterstock.com Emilio100 / Shutterstock.com

UNIT 4

LOVE IT OR HATE IT

two hundred and seventeen

ex e

Maybe this is true …

This I’m sur e of !

217

Read the list of things that advertisements want to make us believe. a Make the statements less probable. 1 Colgate creates a wonderful smile. 2 In an average family the mother does the laundry. 3 If you drink Coke, you will have a lot of friends.

4 If you use Dash, even the dirtiest spots will disappear.

b Now turn these guesses into facts that you are absolutely sure of.

1 Maybe Duracell batteries are not the longest lasting batteries they claim to be.

2 Samsonite suitcases probably fall apart after they’ve been run over by a truck.

Score

ex e

3 It’s possible that Clearasil doesn’t make your spots disappear within a week.

Next exercise

ex. 4

Rewrite these sentences using could, may or might.

≥5

1 Selena Gomez and Eva Mendes probably wash their hair with Pantene shampoo.

2 Beyoncé probably doesn’t drink Pepsi.

3 Brad Pitt probably wears Tag Heuer watches.

two hundred and eighteen

218

4 Katy Perry probably doesn’t wear the shoes she designs.

UNIT 4:

LOVE IT OR HATE IT

5 Maybe Kirstin Stewart will appear in the next Chanel ad. Score

Next exercise

Check 3

Look at the pictures about the future in 2100. Which things are you absolutely sure of and which are you unsure about? Make 10 (positive or negative) sentences with ’will’.

WRITING

ex e

4–5

Doubt

In Score Next exercise

two hundred and nineteen

Sur e

≥7 Check 3, p. 220

UNIT 4

LOVE IT OR HATE IT

219

In ads the voice-over tries to identify with the potential customer. The voice-over describes how you (probably/surely) feel and why their product is the ideal solution. a Try to think up the rest of these sentences. 1 After a hard day’s work, you probably feel . Time to relax in a bath with Dove bath foam! 2 After an intense session at the fitness club, . Get fresh again with Rituals shower gel.

3 After working in the garden,

. . Always keep

your bottle of Vittel mineral water close at hand.

4 While working out at the gym,

Get your muscles in shape again with Voltaren gel.

listening

b Now watch another Direct TV ad and make what you hear less certain. Finish these 6 sentences with modals or adverbs. 1 When you pay too much for cable,

2 When you feel depressed,

3 When you need some comfort,

. . .

4 When you make a surprise visit home,

ex e

5 When you discover something new about your parents,

6 When you speed off with tears in your eyes, Score

≥7

ex. 5

Check 3, p. 220

Next exercise

Check 3

Look at the scenario below. It is from a commercial that sells washing powder. Write the instructions for the actor or actress, based on what you read in the text.

Giving instructions

Scenario (for the camera man) Setting: Kitchen and utility room Actors: parent and son

two hundred and twenty

SHOT N°

220

1 in profile

UNIT 4:

ACTOR parent

LOVE IT OR HATE IT

ACTION Takes a clean white T-shirt out of the washing machine. The washing powder (Whity) is clearly visible.

TEXT

WRITING

SHOT N°

ACTOR

ACTION

TEXT

2 frontal

parent

Holds the shirt up to check if all the stains have disappeared. Looks serious.

3 close-up

parent

Smiles mysteriously and holds it in his/her hands.

4 frontal

parent

Turns away from the washing machine and walks towards the camera. Looks right in the lens.

5 closer frontal parent

Smiles and continues to walk towards the camera.

6 close up frontal

parent

Frowns forehead.

7 camera zooms out

parent

Walks to the kitchen smiling.

8 in profile

parent

Takes up a white shirt clearly smeared with dirt. Looks straight into the camera smiling.

Still has a lot of fun at school, so it seems!

9 medium shot parent

Puts the dirty shirt next to the box of washing powder, without losing eye contact with the camera.

Whity: for a life full of fun!

SHOT N° 1 2

He’s 23 now. Works as a teacher.

ACTION

TEXT

Take a clean white shirt out of the washing machine.

Said he had so much fun at school.

ex e

Instructions for the actor

My son … used to come home with his T-shirts all dirty.

Said he had so much fun at school.

My son … used to come home with his T-shirts all dirty.

He’s 23 now. Works as a teacher.

Still has a lot of fun at school, so it seems!

Whity: for a life full of fun!

Score

6 – 8

Next exercise

ex. 2

ex. 3

ex. 4 UNIT 4

LOVE IT OR HATE IT

two hundred and twenty-one

221

Here are some tips for the smart consumer. Fill in positive and negative imperatives in the text. Choose from: book (3 x) – buy (2 x) – expect – get – keep – look – start – take – wait

TIPS FOR THE SMART CONSUMER 1 a car in January and February. Car dealers give big discounts, especially when

there’s a car fair. The best day of the week to buy a car would be on Monday, especially if the car dealer didn’t sell a lot of cars over the weekend.

2 for Christmas decoration and Christmas cards right after New Year’s day. You will get a big discount and your Christmas cards will still be alright next year.

3 advantage of price drops on digital cameras, TVs, tablets, and other electronics

in January as retailers are looking to clear their shelves for new models.

4 New furniture models come out in February, so bargains arrive in January. an eye on office furniture, as retailers target entrepreneurs launching new ventures in the new tax

year.

5 As temperatures rise and demand cools in March, sellers are ready to strike deals on winter sporting equipment and apparel. Also that last ski trip of the season.

ex e

6 planning your summer holiday in March or April, but a flight that leaves on Friday, because that’s the most popular day to depart. For lots of hotels and airline tickets, the longer you wait the more you pay. Unless you don’t really care where exactly you’re going; then a last minute holiday trip. That’s probably the cheapest option.

7 garden furniture in June or July, because that’s when everyone needs a sun

lounger or a garden table and chairs. until the end of the summer and you’ll

find great bargains, as retailers want to free shop space for winter items.

8 In November Black Friday deals can be made not only on that very day only. Some deals last for 2 or 3 weeks. the best deals in online shops. discounts

on big and small appliances, vacuum cleaners, and furniture. This is also a good time to buy

laptops, HDTVs, tablets, digital cameras, and other electronics. Source: uk.businessinsider.com

Score

Next exercise

two hundred and twenty-two

222

UNIT 4:

LOVE IT OR HATE IT

7 – 10 ex. 3

Watch the Echo/Alexa commercial and write down 5 orders you hear. Invent a negative equivalent for each of the orders, as in the example. Negative equivalent

e.g. Play my sweet victory playlist everywhere.

e.g. Don’t play my calm Sunday list.

Score

8 – 10

Next exercise

Watch the Dr Pepper commercial and make a list of (10) instructions for the main male character (student Todd Johnson) and the main female character (the nurse) in the video.

ex e

Check 4, p. 224

Positive order

listening

Say that you got it stuck in a key hole. Say that he needs a band aid, but add that you don’t have one that’s small enough.

Thank the nurse. Leave her office. UNIT 4

LOVE IT OR HATE IT

two hundred and twenty-three

223

Say: ‘He should be more careful where he sticks that thing.’

Look puzzled when you see the crowd laughing.

Score

7 – 10

Next exercise

ex. 3

Check 4, p. 224

Describing infomercials

Check 4

Below you will find some information about the ’Picture Protector’.

READING

a Put the sentences in the correct order.

Source: The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami

ex e

A But since it’s unlikely that the King is available for more unscheduled photo shoots, the Picture Protector should be all you need. B For total idiots – who either don’t see the string or think it’s a finish line – each cable is also equipped with a sign that says ’Picture taking in progress’. C Elvis Presley was notorious for picture crashing. D With two cords that are attached to the side of the photographer and the subject an impassable fortress is created. E He’d lean into a scene, unbeknown to the photographer or the subject, and when they got their film developed they’d be all shook up.

Keeps creeps from sneaking into your shots

b Answer these questions about the Picture Protector. 1 What is the problem? 2 Why is that a problem? (What are the negative consequences?)

two hundred and twenty-four

3 How can the problem be solved?

224

- What are the advantages or positive features of the product? - How does it work?

UNIT 4:

LOVE IT OR HATE IT

c You decide to put the product on the market. Answer these questions. 1 How much would you sell it for? 2 Which special promotion could launch the product?

8 – 10

> 10

Next exercise

ex. 2

ex. 4

ex. 5

Score

3 Where can people buy it?

Look at the picture and try to get an idea of what the product is meant for.

READING

a Put the sentences in column A back in the correct position in the text.

b Write in column B what you think the sentences explain. Choose from these words. cause – price – problem – promotion – solution

But should this be a reason not to eat any nuts anymore?

ex e

There’s also a clear vinyl window that allows you to keep an eye on your work. The aftermath of a good shelling session is, however, the tidy housekeeper’s worst nightmare.

The peanut is a great nut, especially when freshly sprung from its shell.

Bits of peanut shell find their way into the most unlikely places. 2

The Peanut Deshelling Bag may sound an unlikely enough place itself, but once inside it, nothing can escape – except the nut you want to eat.

3 The bag is easily emptied after a session, but careful not to spill shell fragments through the hand holes on the way to the waste bin. Source: The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami

UNIT 4

LOVE IT OR HATE IT

two hundred and twenty-five

There are two openings for your hands and ample storage for a feast of nuts.

225

c Answer these questions. 1 What is the problem? 2 Why is that a problem? (What are the negative consequences?) 3 How can the problem be solved? - What are the advantages or positive features of the product?

d Work with a partner and compare your answers. <9

Next exercise

9 – 11 ex. 4

Work with a partner. Look at the pictures and choose one gadget you would like to sell to your partner.

ex e

a hoverboard

virtual reality goggles

a Preparation: make some notes about the gadget you choose. 1 What is the problem?

2 Why is that a problem? (What are the negative consequences?)

3 How can the problem be solved? What are the advantages or positive features of the product? – How does it work? – How much does it cost?

two hundred and twenty-six

226

SPOKEN INTERACTION

Score

- How does it work?

– Is there a promotion? – Where can you buy it?

UNIT 4:

LOVE IT OR HATE IT

a smart watch

SPEAKING

b Action: sell your item to your partner. • Mention the product’s name at least 3 times. • Follow the structure of the grid you filled out when preparing for this task. • Make sure you sound convincing. Be enthusiastic. c Reflection • Give the checklist to your partner who will give you some feedback. • Fill in the checklist after you spoke and discuss the feedback your partner gave you. Checklist: selling a gadget

Me Yes I think so

aa ≥7

ex e

Next exercise 4

Feedback

ex. 4

2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I minded my pronunciation.

Score

Yes I think so

1 Content and structure • I mentioned the product’s name 3 times. • I followed the structure of an infomercial.

Classmate No

All done!

Watch the infomercial and try to retell it to a partner.

listening

a Preparation • Mark the items below when you hear them.

We’ll double the offer!

Money back guaranteed!

You can do it!

Call now! Act now!

Two easy payments of …

Operators standing by!

Not available in stores!

Why wait?

But wait, there’s more.

• Which other commercial techniques are used?

two hundred and twenty-seven

UNIT 4

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227

• Watch the infomercial again and make some notes. What is the problem?

How can the problem be solved? Name all the advantages or positive features of the product.

– How does it work?

ex e

– How much does the product cost?

– Is there a special promotion?

– Where can you buy it?

b Action: use your preparation to retell the infomercial to a partner. Try to be as convincing as possible. Use the strategy on how to advertise your product on p. 209 in the Summary.

c Reflection: check your task by filling in the checklist. Checklist: retelling an infomercial

1 Content and structure • I mentioned the product’s name 3 times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed.

two hundred and twenty-eight

2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I minded my pronunciation.

228

Feedback

UNIT 4:

LOVE IT OR HATE IT

Yes

I think so

SPEAKING

Score

≥8

Next exercise 5

All done!

Make your own commercial storyboard. a Preparation: read this storyboard of a simple Colgate commercial and answer the questions. READING 1 What is the girl’s problem?

2 What is the cause of her problem?

3 How can her problem be solved?

You should use Colgate toothpaste. It makes your teeth whiter and they will look healthy again. And your breath will smell like mint.

Why not? Are you okay?

You were right! I’ve tried Colgate for a week and my teeth now look and feel healthy again. I can’t stop smiling. When’s our next date?

two hundred and twenty-nine

I don’t feel comfortable smiling.

ex e

My teeth aren’t white. They don’t look healthy and I’m afraid my mouth smells bad.

4 What are the advantages or positive features of the product?

UNIT 4

LOVE IT OR HATE IT

229

WRITING

b Action: create a similar storyboard for deodorant. • First answer these questions. Use your imagination. What is the problem? Why is that a problem? (negative consequences)

What is the cause of the problem?

ex e

Suggested slogan?

What are the advantages or positive features of the product?

How can the problem be solved?

• Now make your own storyboard. Your teacher will give you some tips on what tools or sites you can use. c Reflection: check your storyboard by filling in the checklist. Then try to sell your product to a partner by telling them what it is all about! Checklist: making a storyboard

1 Content and structure • I mentioned the product’s name 3 times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed.

2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I minded my pronunciation. Feedback

two hundred and thirty

230

UNIT 4:

Score

Next exercise

ex. 3

All done!

LOVE IT OR HATE IT

Yes

I think so

CHECK OUT: MAKING AN INFOMERCIAL Orientation You will present a new product using the infomercial format.

Preparation Work with a partner and make a infomercial for a product your teacher will give you or invent a new product that solves a problem you can have at school (e.g. a boring teacher). Think about these questions:

SPOKEN INTERACTION

STRUCTURE Question

Answer

What is the problem?

ow can the problem be solved? H What are the advantages or positive features of the product?

ex e

– What is your product’s name?

Why is it a problem? What are the negative consequences?

– How does it work?

ADDITIONAL INFORMATION Question

Answer

How much does the product cost? Is there a special promotion?

two hundred and thirty-one

Think up a slogan.

UNIT 4

LOVE IT OR HATE IT

231

Action SPEAKING

2 Make an infomercial video or perform ’live’ in class. 3 Present your product in 1 to 2 minutes. Try to convince your classmates (and your teacher) to buy it. Follow these tips:

Mention the product at least 3 times. Mention the slogan at least twice. Follow the structure of an infomercial. Be detailed. Be enthusiastic! Mind your language and pronunciation.

• • • • • •

Reflection 4 Reflect on your task by filling in the checklist.

1 Content and structure • I mentioned the product’s name 3 times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed.

Yes

ex e

2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I minded my pronunciation. Feedback

Trace your steps on diddit.

two hundred and thirty-two

232

UNIT 4:

LOVE IT OR HATE IT

I think so

Checklist: presenting an infomercial

UNIT 5: #BACKTOTHEFUTURE check in

Step 1: expressing reason and purpose

Step 2: describing the past

ex e

Step 3: describing the future

main track

trace your steps

summary

on different tracks check out: presenting a time capsule

CHECK IN Blast from the past 1

The items below used to play major roles in peopleâ&#x20AC;&#x2122;s lives, but do we still know what they are? Discuss these questions with a partner.

SPOKEN INTERACTION

a Do you remember these items? Have you seen them before? Explain. b Can you guess what each of these items was used for?

ex e

c Do we have alternatives for these objects? Which ones?

listening

Listen to these children exploring some items from the past.

a Do you know what they are talking about? Write down the name of the toy below. b What are they? Match the name and the description. Name

A You hit it and try to flip it.

B You have to raise a pet and look after it.

C You can record your own voice and listen to it.

D Electronic gadget that behaves like a pet and that you have to look after.

E Miniature worlds to play with.

two hundred and thirty-four

234

UNIT 5:

Description

â&#x20AC;&#x201A; #BACKTOTHEFUTURE

Look at these items. a Match the name with the correct picture.

Source: robtek / Shutterstock.com

Source: Popartic / Shutterstock.com

Game Boy – marbles – Rubik’s Cube – spinning top

SPOKEN INTERACTION

two hundred and thirty-five

ex e

b Can you guess when these toys were invented? Follow your teacher’s instructions.

UNIT 5

#BACKTOTHEFUTURE

235

MAIN TRACK Step 1

You mean the world to me

Expressing reason and purpose

1 / Things you would save in a fire 1

Imagine your house burned down.

SPOKEN INTERACTION

a Write down the 3 items that you would definitely save (sorry, no pets or people allowed).

b Discuss your 3 items with a partner and explain why you would save them. Use the following structure:

If my house burned down I would definitely save (+ item), because (+ reason).

Watch Tamzin Lena’s video about the 10 things she would save and answer the questions below.

a Tamzin Lena cheated a bit in her video. 1 Explain why.

ex e

listening

2 List the cheats.

b Why does she say that her phone doesn’t really count?

c Why does she keep the glass pot?

two hundred and thirty-six

236

Answer these questions individually first and then discuss with a partner.

a What do you think a Q&A book is?

UNIT 5:

#BACKTOTHEFUTURE

SPOKEN INTERACTION

b Think of 5 questions that you would write in your Q&A book. 1 2 3 4 5

Discuss these questions in your group.

SPOKEN INTERACTION

2 / For old timesâ&#x20AC;&#x2122; sake a What are your best childhood memories?

b What is the oldest item you have that brings back a memory? What is that memory?

Watch Laura opening her time capsule and decide whether the following statements are true listening or false. Correct the false statements. Statement

True

c If you could choose one item that you would like to show your future grandchildren, what would it be?

False

1 Laura made her time capsule in 1999.

ex e

2 Laura is still in touch with most of her 6th grade classmates.

3 Sarah gave her the teddy bear that is inside the box.

4 There is a can of Pepsi in her capsule.

5 Laura used to collect stickers to stick them onto anything.

6 Laura still lives in the same house.

7 Laura is very proud to show her old grades. two hundred and thirty-seven

8 Laura answered affirmatively to 2 questions in her checklist.

UNIT 5

â&#x20AC;&#x201A; #BACKTOTHEFUTURE

237

listening

Watch the video again if necessary and answer these questions. a Why is Laura surprised when she opens the time capsule? b What was the top secret item?

c At the end of the video Laura says: ‘Al Gore, the President of the United States, invented the internet’. • Why is it a stupid answer?

• Why do you think she gave that answer?

Watch the second part of Laura’s video. She gives reasons why she included certain items. Look at this example. Then answer each question using 2 different ways to express the reason and/or the purpose.

ex e

E.g. Why did Laura include comics in her time capsule?

She included them because she thought they would become valuable later. She included them because of the value they might have later. She included them so (that) she could sell them later. She included them to sell them later. a Why does Laura laugh when she says she had a D in language arts? -

b Why did Laura include a Goosebumps book in her time capsule? -

- -

c Why do you think Laura discusses her report card? -

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- - UNIT 5:

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listening

Use the examples in exercise 4 and your own answers to fill in the grammar grid below.

GRAMMAR

How to express reason and purpose Some linking words help you connect the ideas in a sentence. 1 Expressing reason: , – ‘Because’ is followed by

and

(= subclause

or ).

e.g. Laura included the comics because she thought they would become valuable later.

– ‘Because of’ is followed by . e.g. Laura included them because of the value they might have later.

2 Expressing purpose: , , - ‘So’ and ‘so that’ are followed by

and (= subclause

or ).

e.g. She included them so (that) she could sell them later.

- The most common type of purpose clause is a .

Link a clause on the left with the most logical ending on the right. 1 I am donating any clean and usable items to a local church or shelter

A because I really hate clutter!

2 I’m keeping my report cards

B mainly because of all the hard work I put into it.

3 I’m keeping only a few really important pieces of my artwork

C because I enjoy looking back at them and I think my son will too when he gets older.

4 I got rid of all the stuff my mum saved for me, and I’ve never regretted it

D because a thing is just a thing unless there’s a story behind it.

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See p. 262

e.g. She included them to sell later.

5 I’m going to keep a few things that E so they can go to those who would truly prompted a forgotten story when I unboxed love to have them. them

Adapted from ask.metafilter.com

Fill in a correct linking word in the sentences below. 1 It is a bizarre thing going through old photos of my past self it is like looking through a window into a past memory.

2 Store your memorabilia collected over the years in one box

you can access it

when you want to and enjoy it. 3 My nan kept her old teddy bear for all those years

give it to me when I was little.

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4 This is another reason I think it is so important to keep a family album; just the family can look back and remember things in their lives. 5 The headline said: ‘Man loses all of his childhood memories

a rare

condition’. 8

Discuss the following questions with a partner. Use a variety of ways to express your reasons.

SPOKEN INTERACTION

a What would you definitely put in a time capsule? Why?

b What would you definitely not put in a time capsule? Why not?

c Which of Laura’s items do you find most interesting to put in a time capsule? Why?

READING

Read the following article about a teenage time capsule and answer the questions. a List the items the teen scientists put in the time capsule.

b Which items do you know? Which one(s) was/were new to you?

c Name 3 items that you would not put in a time capsule and explain why. Use the correct structure to do so.

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* 56

Teen Scientists Create a Time Capsule for the Future

Taking inspiration from recently found time capsules that were buried for more than a 100 years (and sometimes even more than 200!), teens around the USA also gathered objects they would like to show to people from the future.

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In 2014, the New York Historical Society opened a time capsule that was created back in 1914. The original to-open date of this capsule was in 1974, but past curators forgot to do so. When the capsule was opened, historians found documents and news reports that depicted the life of NY businessmen of the time.

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More recently, the contents of a 220-year-old time capsule, buried in 1795 by Samuel Adams and Paul Revere, were revealed to the public: coins, letters, newspaper clippings, a silver plaque … all items reflecting early America. Teenagers around the US have used these remarkable finds to create their own time capsules for the future. Their goal? Showing people from the future how teenagers lead their lives today.

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What inspires teenagers today? What items did they choose to represent their generation?

Even the most photographic – and for some most annoying – invention of our time had to be included: the selfie …

cutiecutecosplay

Source: www.instagram.com/cutiecutecosplay

boleuzia

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Source: www.buzzfeed.com

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WRITING

10 There must be items in your life that you can’t live without. a Sum up 6 items and briefly explain why they are so important to you. Use the correct linking words. The items I cannot live without are: 1

because

so (that)

3 4

6 b Explain the items to a partner.

Checklist: explaining my 6 most important items

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1 Content • I thought of 6 items that I can’t live without. • I explained why these items are so important to me.

2 Language • I used linking words and built my sentences correctly. • I spoke fluently. • I minded my pronunciation.

Feedback

CHECK 1, p. 267

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SPEAKING Yes I think so

Sometimes in order to go forward, you must go back

Step 2

Describing the past

1 / I still remember 1

Discuss the following questions with a partner.

SPOKEN INTERACTION

a What is your best childhood memory? Explain.

b Do you write down your memories? If so, where? If not, why not?

Adapted from en.wikipedia.org

Source: Neal Whitehouse Piper

Bugzy Malone (real name Aaron Davis) is an English grime rapper from Manchester, England. He is one of the key MCs who started a ‘grime revival’ moving the UK urban scene away from more commercially orientated music. Bugzy Malone is present on social media (Twitter, Instagram and Snapchat) and has his own website at https://bugzymalone.tmstor.es/

Read the lyrics of the song ‘Childhood Memories’.

a Fill in the verbs in the past simple form.

20th of the 12th 1990

friends, no ties, wild, young

She (5 to tell) me that she’d

And I’m about to take you back deeper

never seen anything like me

than I can remember

I bet she (6 not to

Let me start with the smiles, the

With the family, the friends and the no

fight for her

ties

Now let me take you to my childhood

I (7 not to know) that

Because she (2 to have)

gangsters

responsibility now

And the ghetto was established and

She had a life in her tummy, I’m talkin’

we’re talking

the nineties (8 to be) full of

‘Bout the real hood

Daddy seen us as a meal ticket didn’t he

I just remember sitting in that living room

Well she

And for as long as I could hold a pen I

(3 to replace) him

like a real woman should’ve done

was drawing

And everything for her child like a real

For as long as I could see a dream I had

woman could 20

And I remember it being real good

that was all about to change

bout my mummy

know) I’d hold her back tight Given birth to a soldier that will always

She (1 to be) wild, young but

laughter, the good times

Smiles, laughter, good times, family,

visions of a city that was sparkling

And I (4 to be) born on the

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Childhood Memories – Bugzy Malone

243

Chorus:

Questioning my worth, am I a mistake?

We were falling from the stars

Cos I’m black and my sisters white 70

Bleeding from the heart 45

Does it mean it’s fate? That I end up on

And I (9 to believe) in you

the street

from day oh

Bottle at my feet questioning, where I’m

Now I’m reaching for the stars

gonna live

Holding on to Mars

And how I’m gonna eat? 75

Hell no

Because of you today oh

Lemme tell you how it’s gonna be I’m the priest of my own religion

Tears, pain, so broke, lost, child

I can only preach what I know

And what I’ve seen I can tell the streets

And I’m about to take you back to the place that I’m just tryna forget

With the lows, the peak when you’re

dough And the tears, the pain, so broke, lost, child

tryna find your feet

And your future looks so bleak you turn

change ‘cos I was growing up Defended for myself look

But that (10 to be) all about to

to the streets and the roads My mummy (12 to try) her best and (13 to ignore) the

I (11 to have) a step daddy

side effects

right

Cos the struggle (14 to teach)

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Every story from my journal I’m just still tryna compete

With the drama, the stress and the no 55

Yeah drama, stress, no dough

But yin and yang hasn’t always been

me all that I know.

black and white

Cos I could remember occasions where 65

Chorus x2

we would have a fight

And I would run away, sit down and look

up at the sky

gonna: going to lemme: let me tryna: trying to

b Listen to the song and correct yourself.

Answer the questions about the song.

a How does Bugzy Malone feel about his childhood?

b How does Malone describe his relationship with his father?

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c Prove with a line from the text that Bugzy’s mum wasn’t ready for a child. UNIT 5:

#BACKTOTHEFUTURE

listening READING

d Which image does Malone use to discuss the relationship with his stepfather? What was it like? e What was the result of that relationship? Discuss the following questions.

SPOKEN INTERACTION

b How do you see your personal or family life in 15 years?

a What kind of job would you like to do in 15 years?

c Have you ever read your earliest posts on social media or your old diaries and letters? What did they sound like? Watch the video and decide whether the following statements are true or false. Correct the false statements.

listening

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Statement

True

False

1 Scott wrote his letter back in 1991.

2 The teacher was allowed to read all of the studentsâ&#x20AC;&#x2122; letters.

3 The teacher started this assignment back in the 1960s.

4 The teacher agreed to send back the letters after 15 years.

5 Scott has lived up to most of his expectations.

6 The assignment to write the letter has spread over the country now.

7 Scott wanted to make the world a better place. two hundred and forty-five

8 The teacher will send his last letter in 2036.

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listening

Watch the video a second time to answer these questions. a Why did the teacher give this assignment? b Sum up the expectations that Troy had. Professional

Personal

c Name a prediction that Scott didn’t include in his letter, but that did come true. d Would you like to do such an assignment? Why (not)?

2 / Amor Deliria Nervosa

Who knows what the future holds? Read about Delirium, a novel set in a future world. What is different from our world today and what is still the same?

SPOKEN INTERACTION

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DELIRIUM – LAUREN OLIVER In an alternate United States, love has been declared a dangerous disease, and the government forces everyone who reaches 18 to have a procedure called the Cure. Living with her aunt, uncle, and cousins in Portland, Maine, Lena Haloway is very much looking forward to being cured and living a safe, predictable life. She watched love destroy her mother and isn’t about to make the same mistake.

But with 95 days left until her treatment, Lena meets enigmatic Alex, a boy from the ‘Wilds’ who lives under the government’s radar. What will happen if they do the unthinkable and fall in love?

Adapted from goodreads.com

listening

Listen to the first part of the first chapter of Delirium and answer these questions.

a Are the following statements true, false or not mentioned? Correct the false statements. Statement 1 Nobody in the speaker’s family has been treated in the past 9 years.

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2 Minors can’t get the treatment.

246

3 The speaker is not scared of the procedure.

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True False

Not mentioned

b What is the worst thing that could happen if the procedure fails? c What happens after the procedure?

GRAMMAR

How to talk about past events

Read the rest of the first chapter of Delirium and fill in the verb forms in the past simple tense. 1 Things

Do you still remember the form of regular and irregular verbs in the past simple tense? Check diddit and the Summary of Unit 1 on p. 39-41 if you need to refresh your memory. See p. 39-41

(1 not to be) always as good as they are now. In school we

(2 to learn) that in the old days, the dark days, people (3 not to realize) how deadly a disease love (4 to be). For a long time, they even

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(5 to view) it as a good thing, something to be celebrated and pursued. Of course that’s one of 5 the reasons it’s so dangerous: It affects your mind so that you cannot think clearly, or make

rational decisions about your own well-being. (That’s symptom number twelve, listed in the amor deliria nervosa section of the twelfth edition of The Safety, Health, and Happiness Handbook, or The Book of Shhh, as we call it.) Instead, people back then (6 to name) other diseases—stress, heart disease, anxiety, depression, hypertension, insomnia, (7 to be), in fact, only symptoms

10 bipolar disorder—never realizing that these

that in the majority of cases could be traced back to the effects of amor deliria nervosa.

Of course, we aren’t yet totally free from the deliria in the United States. Until the procedure

has been perfected, until it has been made safe for the under-eighteens, we will never be totally

protected. It still moves around us with invisible, sweeping tentacles, choking us. I’ve seen

15 countless uncureds

(8 to drag) to their procedures, so racked and ravaged by

love that they would rather tear their eyes out, or try to impale themselves on the barbed-wire

Several years ago on the day of her procedure, one girl (9 to manage) to slip from her restraints and find her way to the laboratory roof. She (10 to drop) 20 quickly, without screaming. For days afterward, they

(11 to broadcast) the

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fences outside of the laboratories, than be without it.

247

image of the dead girl’s face on television to remind us of the dangers of the deliria. Her eyes (12 to be) open and her neck was twisted at an unnatural angle, but from the way her cheek was resting against the pavement you might otherwise think she had lain down to take a nap. Surprisingly, there was very little blood—just a small dark trickle at the corners of 25 her mouth.

Ninety-five days, and then I’ll be safe. I’m nervous, of course. I wonder whether the procedure

uncured, though so far the deliria hasn’t touched me yet.

will hurt. I want to get it over with. It’s hard to be patient. It’s hard not to be afraid while I’m still

Still, I worry. They say that in the old days, love (13 to drive) people to madness. 30 That’s bad enough. The Book of Shhh also tells stories of those who

(14 to die)

things: it kills you both when you have it and

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35 when you don’t.

Source: Delirium, Lauren Oliver

to affect: to have an impact on anxiety: feeling nervous or worried about something bad that is going to happen barbed-wire fence: strong fence with short, sharp objects on it to choke: to stop from breathing hypertension: high blood pressure to impale: to push a sharp object through something to pursue: to do something or to achieve something over a period of time restraints: a type of seatbelt uncureds: people who have not been treated yet

The deadliest of all deadly

because of love lost or never found, which is what terrifies me the most.

Answer these questions about the extract in exercise 3.

READING

a Why do people call it ‘The Book of Shhh’?

b How does the main character feel about her own procedure?

c What happened to the girl who managed to escape?

Read these other extracts from the novel. a Put the extracts in chronological order.

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The evaluation is the last step, so I can get paired. In the coming months the evaluators will send me a list of four or five approved matches. One of them will become my husband after I graduate college (assuming I pass all my boards. Girls who don’t pass get paired and married right out of high school). The evaluators will do their best to match me with people who received a similar score in the evaluations. As much as possible they try to avoid any huge disparities in intelligence, temperament, social background, and age.

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READING

The evaluators nod, make notes. Romeo and Juliet is required reading in every freshmanyear health class. “And why is that?” Evaluator Three asks. It’s frightening: That’s what I’m supposed to say. It’s a cautionary tale, a warning about the dangers of the old world, before the cure. But my throat seems to have grown swollen and tender. There is no room to squeeze the words out; they are stuck there like the burrs that cling to our clothing when we jog through the farms. And in that moment it’s like I can hear the low growl of the ocean, can hear its distant, insistent murmur, can imagine its weight closing around my mother, water as heavy as stone. And what comes out is: “It’s beautiful.” Instantly all four faces jerk up to look at me, like puppets connected to the same string. “Beautiful?” Evaluator One wrinkles her nose. There’s a zinging, frigid tension in the air, and I realize I’ve made a big, big mistake.

“Remember,” she is saying for the thousandth time, “they want to know about your personality, yes, but the more generalized your answers the better chance you have of being considered for a variety of positions.” My aunt has always talked about marriage with words straight out of The Book of Shhh, words like duty, responsibility, and perseverance. “Got it,” I say. A bus barrels past us. The crest for St. Anne’s Academy is stenciled along its side and I duck my head quickly, imagining Cara McNamara or Hillary Packer staring out the dirtencrusted windows, giggling and pointing at me. Everyone knows I am having my evaluation today. Only four are offered throughout the year, and slots are determined well in advance.

ex e

One piece of really good news is this: All of yesterday’s evaluations have been invalidated. All of us will receive a new evaluation date, which means I get a second chance. This time I swear I’m not going to screw it up. I feel completely idiotic about my meltdown at the labs.

“Would you like some water?” Evaluator One, the woman, gestures to a bottle of water and a glass set up on the table. She has noticed my momentary flinch, but it’s okay. My personal statement is done, and I can tell by the way the evaluators are looking at me—pleased, proud, like I’m a little kid who has managed to fit all the right pegs in all the right holes—that I’ve done a good job.

Source: Delirium, Lauren Oliver

Lauren Oliver

b Why are the Evaluators shocked when she says Romeo and Juliet is beautiful?

c How do the Evaluators find a good partner for you? d Compare how she feels in the extract in exercise 3 with how she feels in extract A. UNIT 5

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249

WRITING

You will write a short scene for a ‘fake’ novel using the past (simple) tense. Follow your teacher’s instructions. a Preparation - Find a partner to work with. - Read the synopsis of your ‘fake’ novel. If necessary, read it again. - Think of what you could let your protagonists do. Brainstorm and make a mindmap. - Write a few key sentences for your text here.

b Action - Use the key sentences and the rest of your preparation to write the scene on a separate piece of paper. - Use past tenses. - Use linking words correctly. - Make sure your text is between 100 and 200 words. Use paragraphs. - Reread your text and check for language mistakes.

c Reflection: check your scene by filling in the checklist below. Then swap your text with another pair of students and listen to their feedback. Checklist: writing a scene in a novel

ex e

1 Preparation • I read the synopsis very carefully. • We brainstormed about what we could write about. • We made a mind map and wrote down a few key sentences. 2 Content and structure • Our text is between 100 and 200 words. • We used paragraphs in our text. • We wrote a final version on a separate piece of paper.

3 Language • We used the correct vocabulary. • We used the past tenses correctly. • We used linking words correctly. • We used correct spelling and punctuation.

Feedback

CHECK 2, p. 273

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Yes I think so

Living in the future

Step 3

Describing the future

BACK TO THE FUTURE Back to the future is a trilogy in which Marty McFly (played by Michael J. Fox) is accidentally sent thirty years into the past and into the future in a time-travelling DeLorean invented by his close friend, the maverick scientist Dr. Emmett ‘Doc’ Brown (played by Christopher Lloyd). The first film came out in 1985.

1 / Inventions of and for the future

Adapted from www.imdb.com

SPOKEN INTERACTION

1 In Back to the future II a number of inventions are predicted. Look at these photos. a Link a word to a picture. Choose from the words below.

ex e

changing headlines – flying cars – hoverboard – self-lacing sneakers – technological glasses – thumbprints

b Discuss with a partner which inventions came true. Tick those boxes in exercise a. c Watch the news report about the predictions from the film and check your answers.

UNIT 5

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listening

Now watch the extract from the film introducing the DeLorean. The script of the film was rejected about 40 times until it was finally accepted by Columbia. Watch the extract and find out which of these versions is the final version.

A Jeez, Doc, a DeLorean! What the hell did you do to it?

Doc:

Grab the camera and start taping, Marty. I’ll explain as we go.

Marty:

And what’s with the Devo suit?

Marty:

Brown lifts open the driver’s side gull wing door. Come on, Einstein. Get in, boy.

Doc:

Marty, you made it.

Marty: Yeah.

Doc: Welcome to my latest experiment. It’s the one I’ve been waiting for all my life. Doc:

Bear with me, Marty, all of your questions will be answered. Roll tape, we’ll proceed.

Marty:

Doc, is that a de-

Doc:

Never mind that now, never mind that now.

Marty:

Alright, I’m ready.

You are watching the very first experiments of the DeLorean. What exactly is Doc doing?

Um, well it’s a DeLorean, right?

ex e

Marty:

How big was the time lapse?

You are part of the script writing team for the next Back to the future film. You have to decide on at least 3 new inventions to put in the next film.

a Preparation: form groups and brainstorm about which non-existent objects could be useful in the future. Consider the following questions. – Make a possible list. Then narrow it down to 3 objects. – What should these objects look like? – What are their characteristics? – How could they make your life more comfortable? – What are the names of the objects?

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SPOKEN INTERACTION

b Action: draw the objects and then present your objects to another group. Remember the tips SPEAKING on how to give a presentation. Check the Summary of Unit 3 on p. 148.

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c Reflection: after you have presented your objects, check your speaking by filling in the checklist. Yes I think so

1 Preparation • We brainstormed and decided upon 3 good objects quickly. • We made an outline of the presentation. • We thought of the most important vocabulary necessary for this topic. • We checked (online) if we didn’t know how to pronounce a word. • We practised the presentation.

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Feedback

3 Language • I used the correct words. • I minded my pronunciation.

2 Presentation and structure • I discussed all the necessary items: characteristics, use, name. • I was enthusiastic. • The presentation was fluent and I spoke clearly. • I made eye contact. • I used the drawing.

Checklist: presenting new inventions

2 / Future me 1

Answer the following questions.

SPOKEN INTERACTION

a Are you curious to know what your life will be like at the age of 30? b Do you think it will be very different from your life today?

c What will have changed? What will still be the same?

READING

2 Look at the FutureMe website and fill in this basic information.

Where?

What?

How?

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When?

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253

r aa

Discuss the following questions with a partner.

Source: www.futureme.org

SPOKEN INTERACTION

a What kind of emails do you think people send to themselves?

b Would it affect their future?

c Would you consider sending a message to your future self? What would be in it? 4

You will get one of these FutureMe emails. Read it carefully and then do the exercises.

ex e

a Make a few notes in the grid and try to answer the questions (if possible based on the information in your letter). Question

Answer

1 How does the writer feel at the moment of writing?

READING

2 Is the writer positive about the future?

3 Which hopes does the writer express for the future on a personal level? 4 Which ambitions does the writer express for the future on a professional level?

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b Use your preparation to explain to a partner what is in the letter.

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â&#x20AC;&#x201A; #BACKTOTHEFUTURE

SPEAKING

READING

Read some more inspiring letters that were posted on FutureMe. a Answer the following questions in the grid. – Is the writer satisfied with who he is at the moment of writing? – Write down at least 3 hopes and/or ambitions for each person. Letter

Satisfied?

Hopes and ambitions? – –

–

– – –

– –

– 4

–

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–

b Discuss these questions with a partner. – Are the predictions realistic? – Which email do you find the most interesting? Why? – Is there someone you can relate to? Who?

Hi Future Katie! Dear FutureMe,

Well, hi Katie! If you’re reading this, you live in Omaha, Nebraska. Hopefully you

like it, hopefully it rocks. Right now it’s September 29th, 2015, and I am moving to Omaha, Nebraska one week from today. I am worried that I will miss everyone in California more than I think I will. We are

planning to meet again next summer, but that won’t be the same. I am worried that I will feel more bitter about missing cheer competitions than I think I will. I’m worried that I will be freaked out in my new house, because it’s across the street from a Dollar Store but it’s like 100 years old. I am REALLY worried that I won’t fit in at my new school. I mean, right now I feel ok I guess, but I’m so shy around new

It’s kind of comforting to know that by the time I read this, Omaha will be like home to me. I will have been living there for a year and I will be all used to it and I will hopefully have made some great friends. And my room will be decorated and well, I don’t know what else. I will be fitting in just fine!

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people that I’m scared that I will be too shy to talk to anyone :-(

255

I mean, when I moved here, I never would have ever guessed how it would turn out. I mean, I accomplished so many things I had always wanted to do, like becoming a cheerleader. I also hope that by the time I read this, I will have fallen in love. Because it seems like everyone around me has or is falling in love, and I want to. I mean, mom says that I just have trouble settling for anyone that I am going to fall in love one day, but I’m 16 and I still haven’t even really come close to it. I have a pretty big crush on this guy Devin, and hopefully by the time I read this I won’t even think about

him anymore. Well, it will have been a year, so somehow I doubt I will. Hopefully one guy and it was a while ago.

you will have kissed some more guys by now, because right now I’ve only kissed

Well anyways, good luck in senior year! By the time you see this you’re going to be done with junior year already, wow that’s crazy.

<33333 Katie from a year ago!

2 Dear FutureMe,

A letter from March 14th, 2014

Be sure to have fun in your last 6 months in high school!

What’s up man?! How are things going?! You’ve finished high school, you’ve just started university and the girl of your dreams is back in your arms; life’s pretty

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good, am I right?! It’d better be! If not, fix it! You have your whole life ahead of you and things are going to be awesome, but don’t get lazy. You’ve only got a limited time on this Earth so make the most of it! You will have been walking around for 20 years and you’ll only have another 70 or so to enjoy the beauty that is this world. Take the time to appreciate the little things. Watch the clouds go by and smell the roses!

Also, if you haven’t signed up to the gym to get hot for Ebony, do it! Don’t neglect

your family, either, now that you’re an “adult”. Make time for them as well. Good luck with life, dude! I’m only seventeen but I’m pretty sure it’s not going to be a breeze. Work hard and strive for only the best. You will go far.

With much love,

You from the past, AKA

- Jack Willis.

Congrats on the graduation! Dear Alex, This is loser Alex of 2015 speaking. I’m not entirely sure what date you’ll be

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graduating, so I’m setting the send date to the last day of June. In all honesty, I have no idea what I’m going to do with my life. Hopefully, you do. Even if you don’t, whatever, now you’ve got a high school diploma (did Mum go through with the whole two-diploma thing?). And if you don’t, whatever, I’m sure there’s a good

UNIT 5:

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reason (are you famous? I hope so, or maybe not. I don’t know). So, whatever the case, happy graduation. No more IB exams or personal projects etc. You can now get a license. Rock on. We’re meeting in 5 years from now! - Loser Alex of 2015 P.S. Are you still playing football? I hope so, if not, go do that. Unless you have some terrible injury and you can’t. And don’t forget that even though athletics sucked, it shaped you. Alright, adios.

4 Future me!!!! Do you remember this ...?? Dear FutureMe,

IB exams: exams for the International Baccalaureate

sent 5 years into the future, to July 1st, 2020

Happy Birthday, future me!!! You are 29 years old today, and I am sitting here, 18

going on 19 in February. I have to remind myself to keep my email address for this

purpose ... it will be really cool. I wonder how my views will have changed in 10 years? Will I be in Europe? Will I have a family? Will I have found someone to be with for the rest of my life? Will I be happy? Will my artistic endeavors have become successful?

Hopefully I will be opening galleries in New York City ... and in Italy. I wonder how my parents will be in 10 years. Where will they be? Where will my sisters be? Will these questions be hard to answer? How will I look in 10 years? Will I remember anything from my high school in Oconee County? My high school friends? I wonder what

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memories I have now will be lost in 10 years. If only I could write all of them down right now, like a diary entry.

Do you remember the time when you were obsessed with Muse and Radiohead? What kind of music do you listen to now? Did you ever get to go to another Muse or Radiohead concert like you wanted?

I don’t know ... a lot has changed between now and 10 years ago, and I really don’t know if we will still have emails 10 years from now, because even more will change in

the next 10 years.

You know? I just want the writing to come naturally, and to flow from my fingertips, not really thinking about what to say. Just sort of rambling. Because I think I will cherish

that more, because it is sort of a door into my head. 29-year-old self, I hope you found what you were looking for, and if you haven’t, I hope you are on your way. I hope your life is just beginning. I hope you do what you’ve

always wanted to do. Your 18-year-old self feels like her heart weighs a hundred pounds, because your 18-year-old self is just so awfully emotional like that. I hope you found someone equally as weird and strange as you are, and if they’re not, then I hope they are equally as accepting and tolerant of the weirder side of people. Someone that

But anyway. I guess I will close this email to myself, now ... Goodbye, current 18-year-old self, because each second of the day, you are a different person, so when you send this email, you will not be the same 18-year-old you were when you were writing it. sent 10 years into the future, to July 17th, 2020 Source: futureme.org UNIT 5

#BACKTOTHEFUTURE

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understands you. I hope they complete your life like you complete theirs.

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Mark the future forms in each of the emails and put them in one of the categories below. Look at the given example and decide to which group it belongs, then complete the rule. Going-to future

I will miss everyone in California.

I am going to fall in love one day.

Future continuous You will be graduating.

Present continuous I am moving to Omaha.

e.g.

Future simple

Rule:

What do we use which tense for? Look at the examples and make the correct combinations.

Tense

Use

A We use this tense to make a prediction for the future based on evidence in the present and for intentions and fixed plans in the future.

2 future simple e.g. I am worried that I will feel more bitter about missing cheer competitions than I think I will.

B With this tense you express that you think an action will take place in the future. It is also used for predictions and spontaneous decisions or promises.

3 future continuous e.g. Hopefully I will be opening galleries in New York City … and in Italy.

C We use this tense to express what will take place in the future with stress on the duration of the action. It is also used to talk about plans or arrangements.

4 going-to future e.g. By the time you see this you’re going to be done with junior year already, wow that’s crazy.

D This tense is used to talk about (personal) arrangements at a later time than now.

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1 present continuous e.g. We’re meeting in 4 years from now!

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Complete the grammar grid with the correct words. Also add your own example sentence.

GRAMMAR

How to talk about the future

There are several ways to talk about the future. – In Unit 1, we discussed the present continuous and the going-to future (p. 34-35). – Two other ways to talk about the future are the future simple and the future continuous. 1 Future simple =

• used for general e.g. Tomorrow will be warm and sunny.

2 Future continuous =

• to say that you think an action will take place in the e.g. I think I will be rich and famous one day.

• to express what will take place in the future, with a stress on the of the action e.g. Hopefully I will be opening many galleries in New York City.

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• to talk about or e.g. Next week we will be presenting our time capsules.

For an overview of all 4 future forms, check the Summary of this unit.

See p. 263

Fill in the correct future form of the present continuous. 1 ‘Dear, you

(to have) dinner tonight with my lord.’ ‘I am?’ Kurena asked

taken aback.

2 ‘ (you to stay) for dinner tonight?’ She asked him, already guessing the

answer.

3 We (to meet) my aunt and uncle at my grandparent’s house about an hour away.

10 Fill in the correct form of the future continuous. 1 My sister

(to go) off to college soon.

2 During their time in Washington, the finalists

(to meet) political

3 We need to speak up for our earth, and for our survival as well, so (to use) CFC items after reading this? 4 Your father

(to wait) for you in Shenzhen.

5 Summer’s packing up now. Soon she

(to leave). Autumn is on the way.

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leaders.

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11 Fill in a future simple or future continuous in the sentences below. 1 Hopefully I (to have) a successful job I like, and I can live a life that I

(to enjoy).

2 I don’t know what the future 3 I

(to have) in store.

(to sleep) when you arrive, so please try to be quiet.

4 After a month of travelling, he

(to arrive) home, where his family

(to wait) for him.

(to go) to Metro State University, and

5 After high school I

(to work) very hard so that my dream

come) true. 12 Fill in an appropriate future form in the letter below.

(to

I (1 to leave) soon. I hope my writing (2 to (3 to stay)

stand) for me, for all I have been through. I hope it

tucked away in a little corner of the internet, like a candle as its flame burns out.

(4 to go) on a new adventure, reading classic books. It is not over for

me. I

(5 to continue) writing. I did not choose writing; it chose me. (6 to bloom) and grow as the years pass. The trees

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(7 to grow) gnarled; the ants eating the mud. I hope readers continue) to enjoy my literature. I hope it

(8 to

(9 to endure).

Like cushions, as they are stacked on a sofa, I

(10 to leave) this

place. Writing literature was like drawing castles. I found creativity; I found silence; I found strength.

Source: www.teenink.com

13 Write a short text (about 75 words) in which you talk about your future plans: tomorrow, next WRITING month, at the end of this school year, in 2 years, in 25 years.

a Preparation: make a list of your future plans. One for each time slot.

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b Action: write a paragraph using the information from your list. Write about 75 words. Use the future tenses correctly.

c Reflection: check your paragraph by filling in the checklist. Then read your paragraph to a classmate. Do you have the same plans, or are they different? Checklist: my future plans

Yes I think so

1 Preparation • I made a list with my future plans for each time slot. • I checked how to form the future forms correctly.

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2 Content • My paragraph is about 75 words. • I wrote at least 1 sentence for each time slot. 3 Language • I used the correct vocabulary. • I used the future tenses correctly. • I checked my spelling and punctuation.

Feedback

14 Play the paper fortune telling game.

SPOKEN INTERACTION

a Think of 5 things you would like to know about your future.

b Write them down as yes/no questions. e.g. Will I be happy?

1 2 3 4

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CHECK 3, p. 280

UNIT 5

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HOW TO express reason and purpose Combining sentences with conjunctions and prepositions Who did this? Tell me because I don’t like it.

C’mon, tell me who did this, so that I can punish them.

GRAMMAR

SUMMARY

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Connectors or linking words help you connect the ideas in a sentence. Some linking words are conjunctions, while others are prepositions, but they can be used for the same reasons. USE

FORM

– To express reason.

e.g. Laura included the comics because she thought they would become valuable later.

because + subject + verb

e.g. Laura included them because of the value they might have later.

because of + noun

– To express purpose.

The most common type of purpose clause is a to-infinitive clause.

e.g. She included them to sell them later.

e.g. She included them so (that) she could sell them later. so (that) + subject + (auxiliary verb) + verb

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Keep in mind! – Using the form ‘cause instead of because is informal and only done in conversation. – The ‘so’-clause is usually put in the second part of the sentence. – If you can replace ‘so’ by: • ‘so that’ = it expresses purpose e.g. I opened the box so I could see the items. = I opened the box so that I could see the items. • by ‘therefore’ = it expresses result e.g. The box can’t be opened, so we will never know what is in it. = The box can’t be opened, therefore we will never know what is in it.

UNIT 5:

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HOW TO talk about the future In 15 years you will be working as a fashion designer in New York and you will have lots of money.

Sorry, no wait, … that was someone else. I’ll look in my crystal ball again ... You won’t have a job, but I promise you that you will be happy.

That sounds great!

What will my future look like?

Future forms

1 Future simple

FORM 1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

I will work. You will work. He will work. We will work. You will work. They will work.

Rule:

Negative (-)

Questions (?)

I will not work. You will not work. He will not work. We will not work. You will not work. They will not work.

Will I work? Will you work? Will he work? Will we work? Will you work? Will they work?

Subject + will not + base form of the verb

Will + subject + base form of the verb?

Positive (+)

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Subject

Subject + will + base form of the verb

Keep in mind! There are short and long forms in the negative: e.g. I will not work. = I won’t work. USE

– Actions that you think will take place in the future Keywords: I think, I hope, maybe, hopefully, etc. e.g. I hope I will be rich and famous one day.

– Predictions e.g. You will have lots of money in the future. – Instant decisions e.g. I made a mistake. I’ll look in my crystal ball again.

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– Promises e.g. I will help you to become a famous designer.

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2 Future continuous FORM Positive (+)

Negative (-)

Questions (?)

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

I will be working. You will be working. He will be working. We will be working. You will be working. They will be working.

I will not be working. You will not be working. He will not be working. We will not be working. You will not be working. They will not be working.

Will I be working? Will you be working? Will he be working? Will we be working? Will you be working? Will they be working?

Rule:

Subject + will + be + -ing form of verb

Subject + will not + be + -ing form of verb

Will + subject + be + -ing form of verb?

USE

Subject

– To express that (you think) something will take place in the future with stress on the duration of the action. e.g. You will be working as a waitress for at least 5 years, but then you will quit your job and you will become a fashion designer.

Past

will quit

will become

ex e

you will be working

Now

Future

– Plans or arrangements e.g. Next week we will be presenting our time capsules.

3 The going-to future

USE

– Intentions or plans that are not always fixed yet. e.g. After dinner Rachid is (probably) going to watch some tv.

4 The present continuous USE

– Fixed plans and personal arrangements in the future, often with a specific time reference. e.g. Rachid is participating in a tournament at 2 p.m. this Saturday.

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UNIT 5:

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Word

Translation

VOCABULARY

WORD LIST My notes

1 PAST AND FUTURE ambitie, streefdoel

arrangement

afspraak

to bring back memories

herinneringen oproepen

childhood

kindertijd

confidential

vertrouwelijk

decent

fatsoenlijk

fortune teller

waarzegger

to graduate

afstuderen

to have a family

een gezin hebben

to have a job

werk hebben

to have enough money

voldoende geld hebben

hope

hoop

to include

toevoegen

to live happily

gelukkig leven

to live in luxury

in luxe leven

to look like (someone)

lijken op (iemand)

memorabilia

gedenkwaardigheden

herinnering

to own a house

een huis bezitten

to predict

voorspellen

prediction

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memory

ambition

voorspelling

beloven / een belofte

to recall

(zich) herinneren

to relive

(iets) herbeleven

to remember

(zich) herinneren

to remind you of

doen denken aan

to satisfy

tevreden stellen

to promise / a promise

to volunteer

vrijwilligerswerk doen

to tell your fortune

de toekomst voorspellen

well-paid

goedbetaald

cardboard box

kartonnen doos

glass jar

glazen bokaal

metal box

metalen kist

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2 STORAGE

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time capsule

tijdscapsule

wooden box

houten kist

3 ITEMS muntstuk

doll

pop

jewellery

juwelen

marbles

knikkers

medal

medaille

newspaper

krant

personal letter

persoonlijke brief

photograph/picture

foto

photo frame

fotokader

Q&A book

vraag-&-antwoordboek

report card

rapport

robot

sketchbook

schetsboek

teddy bear

teddybeer

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coin

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UNIT 5:

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ON DIFFERENT TRACKS Check 1 1

Expressing reason and purpose

Meet Julian, 15 years old. Check his Instagram account and then do the exercises.

WRITING

a For each of the photos that Julian has posted on his account, give a reason or a purpose. Use at least 3 different linking words in your sentences.

edit your profile

332 followers

369 following

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125 posts

Julian

#friends4life #bestfriend @darrenwalker03

My first festival ever! #musicismylife #editors #friends4life

Ready to go for a run but not without my #music #dailyrun

Another passion of mine #naturephotography

My 2 favourite things combined: #homemadecooking and #sushi #yummy #cantwait

UNIT 5

â&#x20AC;&#x201A; #BACKTOTHEFUTURE

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e.g. Julian posted this photo so that people could see that Darren is his best friend.

My new tracksuit #sports #morningrun #proud

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b Write down what you see in each photograph.

3 Source: artapartment / Shutterstock.com

WRITING

c Choose 4 items from exercise b that match Julian’s personality and explain why. Write a fluent paragraph (about 50 words) using the correct linking words.

ex e

d Check your writing task by filling in this checklist. Checklist: describing Julian’s Instagram photos

Yes I think so

1 Content and structure • I chose 4 items from exercise b that match Julian’s personality. • I clearly explained why the items match his personality. • I wrote about 50 words.

2 Language • I used the correct vocabulary. • I used correct grammar. • I used the correct linking words. • I used correct spelling and punctuation. Feedback

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UNIT 5:

Score

< 10

10 – 14

> 14

Next exercise

ex. 3

ex. 2

ex. 4

#BACKTOTHEFUTURE

SPEAKING

Choose 5 personal belongings that you would definitely save in a fire. a Preparation: make some notes in the grid. Why is the item so important to you? Indicate whether it has a material or an emotional value. Sorry, no pets, people or phones allowed. Personal item

Reason

Value material emotional

material emotional

b Action: tell a partner what your items are.

c Reflection: check your speaking task by filling in this checklist. Your partner will do the same for you. Yes

I think so No

Checklist: talking about personal belongings

ex e

1 Preparation and content • I made a list of important personal items. • I indicated whether they have a material and/or an emotional value. • I explained to my partner which items are important and why. 2 Language • I used the correct vocabulary. • I used correct ways to express reason and/or purpose. • I minded my pronunciation.

Feedback

Score

ex. 6

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Next exercise

≥7

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READING

Read all about the history of the teddy bear. a Fill in a correct linking word in the text.

The History of the Iconic Teddy Bear 1

Teddy bears are naturally associated with babies and children. With such an association, you might be surprised to learn that the Teddy Bear is rather new in terms of history. In fact, the Teddy Bear was invented

president Theodore Roosevelt and was given that name at the beginning of

On November 14, 1902, president Roosevelt was on a bear hunting trip. Many in the hunting party had already hunted a bear, but president Roosevelt was not very lucky on this particular trip

he had not only not shot a bear,

but had yet to spot one. The president’s assistant didn’t want Roosevelt to look bad,

the 20th century. Just as interesting is the fact that the original teddy bears were not cute and cuddly.

they tracked a black bear deep in the woods

with the help of their dogs. After beating the bear, the assistant

tied the bear to a tree and then called to the president. He suggested that Roosevelt shoot the bear 15

the

hunting trip would not be a failure. Though he loved a good

hunt, Roosevelt didn’t feel that shooting a captive bear was he declined.

ex e

very sportsmanlike,

News traveled across the nation that president Theodore Roosevelt would not shoot the bear. Newspapers picked up the story, 20

political cartoonist Clifford Berryman drew a cartoon

showing how the president refused to kill the bear. Everyone loved to see the compassionate side of their president.

The first time a stuffed bear was referred to as a Teddy Bear came shortly thereafter. A candy shop

owner in Brooklyn named Morris Michtom saw the cartoon and had an idea to bring more customers into his shop,

other animals,

he didn’t have many customers. His wife often made stuffed bears and

he got two and placed them in the window of his store. He got permission

from the president to call them “Teddy's bears”. Ironically, though, Teddy is short for Theodore, president Roosevelt hated the nickname. Nonetheless, the name stuck!

Adapted from www.lilbabycakes.com

b What do you think about what president Roosevelt did? Complete the sentences with a correct linking word and your opinion. 1 I think president Roosevelt’s decision not to kill the bear was

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2 The name ‘teddy bear’ is Score

Next exercise UNIT 5:

#BACKTOTHEFUTURE

6 – 8

ex. 2

ex. 5

listening

Time capsules have been around for centuries. Watch the video and then answer the questions. a Decide whether the following statements are true or false. Correct the false statements. Statement

True False

1 Researchers are not excited about the contents of the time capsule. 2 The time capsule had been buried for 225 years.

3 The host is called Vinita.

4 The time capsule was buried in the Massachusetts State house.

5 The time capsule was opened under a painting of president Lincoln.

6 The contents of the time capsule were unfortunately in a terrible state.

7 The researcher used her grandfather’s dental tool to carefully empty the capsule.

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8 We don’t know when exactly the capsule was buried.

b List 6 items that were buried in the time capsule.

c Explain why the researchers waited 3 days to open the time capsule.

d What are their plans for the capsule?

e What would you do with the capsule? Give at least 2 reasons why.

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Score

< 12

≥ 12

Next exercise

ex. 2

ex. 6

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Watch the video of 100 years of toys.

listening

a Answer these questions about the video. 1 Which toys do you recognize? Write down at least 5 names.

Photographer: Oleksandr Lutsenko

2 Look at these modern toys. Link them with the toys in the video. Can you spot the differences?

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SPOKEN b Discuss the questions below with a partner. Use correct linking words. INTERACTION – What is your favourite toy in the video? Explain why. – Which were your favourite toys when you were a child? – Do you still have some of the toys from when you were a child? Why (not)? What did you do with these toys? -

Next exercise

ex. 6

Check 2, p. 273

Score

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272

UNIT 5:

Team up with a partner and discuss your best childhood memory that you can link with an item. Then take turns. Score

Next exercise

Check 2, p. 273

#BACKTOTHEFUTURE

SPOKEN INTERACTION

Describing the past

Check 2

Read the 2 extracts from the novel Feed by M.T. Anderson. a Answer the questions.

READING

1 Describe life from before ‘the feed’.

The novel portrays a near-future in which the feednet, a huge computer network (apparently an advanced form of the Internet), is directly connected to the brains of about 73 % of American citizens by means of an implanted device called a feed.

FEED – M.T. ANDERSON Feed (2002) is a young adult dystopian novel of the cyberpunk subgenre written by M.T. Anderson.

2 Describe the pros and cons of ‘the feed’ as mentioned in extract 1.

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3 How does the main character (Titus) feel about ‘the feed’ in extract 1?

4 Would you like to have ‘the feed’? Use the pros and cons from question 2.

5 How do you feel when you are digitally disconnected?

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Score:

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273

Missing the feed

I missed the feed. I don’t know when they first had feeds. Like maybe, fifty or a hundred years ago. Before that, they had to use their hands and their eyes. Computers were all outside the body. They carried them around outside of them, in their hands, like if you carried your lungs in a briefcase and opened it to breathe. People were really excited when they first came out with feeds. It was all da da da, this big educational thing, da da da, your child will have the advantage, encyclopedias at their fingertips, closer than their fingertips, etc. That’s one of the great things about the feed — that you can be supersmart without ever working. Everyone is supersmart now. You can look things up automatic, like science and history, like if you want to know which battles of the Civil War George Washington fought in and shit. It’s more now, it’s not so much about the educational stuff but more regarding the fact that everything that goes on, goes on on the feed. All of the feedcasts and the instant news, that’s on there, so there’s all the entertainment I was missing without a feed, like the girls were all missing their favorite feedcast, this show called Oh? Wow! Thing!, which has all these kids like us who do stuff but get all pouty, which is what the girls go crazy for, the poutiness. But the braggest thing about the feed, the thing that made it really big, is that it knows everything you want and hope for, sometimes before you even know what those things are. It can tell you how to get them, and help you make buying decisions that are hard. Everything we think and feel is taken in by the corporations, mainly by data ones like Feedlink and OnFeed and American Feedware, and they make a special profile, one that’s keyed just to you, and then they give it to their branch companies, or other companies buy them, and they can get to know what it is we need, so all you have to do is want something and there’s a chance it will be yours. Of course, everyone is like, da da da, evil corporations, oh they’re so bad, we all say that, and we all know they control everything. I mean, it’s not great, because who knows what evil shit they’re up to. Everyone feels bad about that. But they’re the only way to get all this stuff, and it’s no good getting pissy about it, because they’re still going to control everything whether you like it or not. Plus, they keep like everyone in the world employed, so it’s not like we could do without them. And it’s really great to know everything about everything whenever we want, to have it just like, in our brain, just sitting there. In fact, the thing that made me pissy was when they couldn’t help me at all, so I was just lying there, and couldn’t play any of the games on the feed, and couldn’t chat anyone, and I couldn’t do a fuckin’ thing except look at that stupid boat painting, which was even worse, because now I saw that there was no one on the boat, which was even more stupid, and was kind of how I felt, that the sails were up, and the rudder was, well, whatever rudders are, but there was no one on board to look at the horizon.

ex e

Awake

The first thing I felt was no credit. I tried to touch my credit, but there was nothing there. It felt like I was in a little room. My body — I was in a bed, on top of my arm, which was asleep, but I didn’t know where. I couldn’t find the Lunar GPS to tell me. Someone had left a message in my head, which I found, and then kept finding everywhere I went, which said that there was no transmission signal, that I was currently disconnected from feednet. I tried to chat Link and then Marty, but nothing, there was no transmission signal, I was currently disconnected from feednet, of course, and I was starting to get scared, so I tried to chat my parents, I tried to chat them on Earth, but there was no transmission etc., I was currently etc. So I opened my eyes.

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Source: Feed, M.T. Anderson

UNIT 5:

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b How does the story continue? Write the scene. 1 Preparation – Read the extracts again if necessary. – Think of what you could let your protagonist do. Brainstorm and make a mind map, using the verbs that need to be in your text.

WRITING

to begin – to come – to go – to keep – to kill – to step – Write a few key sentences for your text with the verbs that you have to use.

ex e

2 Action – Use the key sentences and the rest of your preparation to write the scene. – Use past tenses. Check whether all the given verbs were used (and highlight them). – Use linking words correctly. – Make sure your text is between 75 and 125 words. Use paragraphs. – Reread your text and check for language mistakes.

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3 Reflection: check your text by filling in the checklist below. Checklist: writing an ending to Feed

Yes I think so

1 Preparation • I read the extracts very carefully. • I made a mind map and wrote down a few key sentences.

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Next exercise

ex. 2

14 – 18

> 18

ex. 3

ex. 5

It looks like Pandagirl22 didn’t have a great day. Read her diary entry and fill in the verb forms in the past simple.

ex e

Score

Score:

Feedback

3 Language • I used the correct vocabulary. • I used the past tenses correctly. • I used linking words correctly. • I used correct spelling and punctuation.

2 Content and structure • There is a clear link between the extracts and my scene. • My text is between 75 and 125 words. • I used paragraphs in the text. • I used all the given verbs.

Semi frustrating day So today I (1 not to go) to school in a good mood, but it (2 to feel) like I (3 to be) mad or upset about

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something and my best friend being around (4 not to seem) to make

276

it any better. I’m not upset with him, I just tend to take everything out on him. Like I (5 to mention) in my first entry, so now it is just moving on …

UNIT 5:

#BACKTOTHEFUTURE

I (6 to think) about writing letters in a journal to the people I seem to be angry at, to let everything go but not give it to them. That would end horribly for so many reasons. So I think at some point this week I will try doing that and see how I feel after I get all of that off my chest. Other than that small tick, I feel kind of sad and tired all the time. I know I do not get

much sleep because of insomnia. I can’t fall asleep when I want to, but I can fall asleep

when I don’t need to. IT SUCKS!! I realize I am just ranting now, but this still helps

me. The only thing left that I seem to have a problem with is my jaw tightening up …

Anytime (like right now) when I feel annoyed or angry sometimes just super hungry, my jaw tightens up and then I start to get a headache and I do not know what causes this

to happen. Any ideas?

Other than that, I think that is all I (7 to have) on my mind. Oh wait there (8 to be) one more thing!

ex e

Future stuff …. I keep thinking about how life in the future might be with getting married and having kids and finally being that really awesome photojournalist that I want to be. Sure College is fun right now, but I am single and I can’t stop thinking about finding that one and settling down. Next year I will be 21 and I know I am still young, but my sister (9 to find) her soul mate and (10 to get) married at 19. So I might have some jealousy

issues that I need to talk about in my next entry, but for now I think I am going

to go back to watching How I Met Your Mother, till I fall asleep. Leave feedback if you have any suggestions and thank you for the feedback I got on my

last entry.

You guys are helping me. :)

Score Next exercise

6 – 8

ex. 4

ex. 3

UNIT 5

#BACKTOTHEFUTURE

two hundred and seventy-seven

Adapted from www.my-diary.org

277

READING

Read this poem by Thomas Hood. a Put the verbs in the correct position in the poem. Use the past tense correctly. be (2 x) – build – buy – come (2 x) – fly – make – set – think Past and present 1 I remember, I remember

I remember, I remember Where I was used to swing,

The little window where the sun

And the air must rush as fresh 20 To swallows on the wing;

peeping in at morn; 5 He never a wink too soon

My spirit in feathers then That is so heavy now,

But now, I often wish the night

And summer pools could hardly cool

Had borne my breath away.

The fever on my brow.

Nor too long a day;

25 I remember, I remember

10 The roses, red and white, The violets, and the lily-cups--

The fir trees dark and high;

I remember, I remember

I used to think their slender tops close against the sky:

The lilacs where the robin ,

It was a childish ignorance,

ex e

Those flowers of light!

And where my brother

30 But now ‘tis little joy

15 The laburnum on his birthday,--

To know I’m farther off from Heaven

The tree is living yet!

Than when I was a boy. a fir: a tree with needles a laburnum: a plant known as golden rain

Thomas Hood

b Answer these questions about the poem. 1 Where does the poem take place?

2 The place brings back memories. Which ones? -

- -

3 How does Hood feel about his youth?

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278

UNIT 5:

The house where I born,

Score

< 11

≥ 11

Next exercise

ex. 4

Check 3, p. 280

#BACKTOTHEFUTURE

Read the lines from this newspaper article and fill in the correct form of the verb in the past simple. 1 Construction crews in New York

(to shut) down a street in the Flatiron

district yesterday after accidentally digging up a bomb. 2 But they soon (to discover) that this bomb

(not to

be filled) with explosives, but with paper letters and photos. 3 Yes, this bomb (to be) actually a time capsule, originally buried in the 1980s.

(to know) what it

5 One Twitter user

(to be).

media before they

(to post) photos and videos of the bomb to social

(to proclaim) that the NYPD ‘literally

4 Some people even

(to find) a bomb on 21st Street’.

6 But after examining the object, NYPD (to discover) that the inactive bomb

(to be filled) with letters and photos from 1985, hidden by the owners

of the legendary (and now closed) Danceteria nightclub. The building is now office space, but construction crews were doing work to convert the space yet again into apartments. 7 The NYPD

(to call) John Argento, the old owner of the club, and

(to ask) him what the deal (to be).

8 He (to explain) that they (to purchase) the bomb from an Army Surplus store and (to hang) it inside the club for years before

ex e

deciding to turn it into a time capsule.

9 Argento and his partner

(to encourage) clubgoers and musicians to fill

the capsule with mementos, to be opened in 10,000 years. Adapted from paleofuture.gizmodo.com

Score

< 14

Check 3, p. 280

When do childhood memories fade? Watch the video and find out.

listening

a Answer the questions below.

Next exercise

≥ 14

1 What do we call the fact that we don’t remember being babies?

2 What is the difference between the age group 5-7 and 7-9 concerning memories? Fill in the grid. Age group

5-7

7-9 two hundred and seventy-nine

Quantity of remembering? Quality of remembering?

UNIT 5

#BACKTOTHEFUTURE

279

3 Why is that logical? 4 Complete the sentence. - You need to have enough

- If you don’t understand anything you’re experiencing ?

SPOKEN INTERACTION

b Discuss these questions with a partner. Your partner will check the box if you use a correct linking word when you explain the reason or purpose.

Linking word?

1 What is your earliest memory? Explain in detail. 2 What is your happiest memory? Explain.

3 Which memories would you like to relive and why?

4 Do you believe that a certain smell or song brings back a childhood memory very strongly? If so, can you give an example in your own life?

< 10

Next exercise

ex. 3

Check 3 1

≥ 10

Check 3, p. 280

ex e

Score

5 If you could change your memories, which ones would you make stronger and more vivid? Why?

Describing the future

Write a short letter to your future self.

a Preparation - Think of what your life is today and write down some keywords in a mind map. Think about family, education/job, hobbies. - Think of what your hopes are for yourself at the age of 30 and write those words in the mind map too.

b Action: write your letter (75-100 words) below. - Start your letter with ‘Dear + your name’ and end with a good salutation. - Make sure you have separate paragraphs. - Reread your letter for spelling or language mistakes.

two hundred and eighty

280

UNIT 5:

#BACKTOTHEFUTURE

WRITING

c Reflection: check your writing task by filling in this checklist.

Yes I think so

1 Content and structure • I discussed what my life is like today. • I mentioned my hopes for the future. • I used the letter structure correctly.

ex e

2 Language • I built my sentences correctly. • I used correct vocabulary. • I used the correct tenses. • I used correct spelling and punctuation.

Checklist: letter to my future self

Feedback

Score

> 12

ex. 2

ex. 5

ex. 6

Read these FutureMe emails and fill in the correct future forms.

ki 1 Dear FutureMe,

I haven’t started the course yet but I pray that I

When I read this, I

(to pass) my exams.

(to know) the answer. That’s spooky!

2 Dear FutureMe, I hope you smile at the future. I hope you laugh with your heart and sing with your soul. College

(to come up), but don’t be afraid. If you’ve changed your

pick, then don’t worry – it’

(to come out / all) in the end.

UNIT 5

#BACKTOTHEFUTURE

two hundred and eighty-one

9 – 12

Next exercise

281

3 Dear FutureMe, I would like to remind you that you are supposed to marry Ben. By now the age difference is fine, so you need to go to NY and FIND THE BOY! Find one who walks you to your car at night even if it’s out of his way ... find a guy who always opens the doors for you. Find a (to make) you happy. (cough, cough, BEN!)

gentleman that

4 Dear FutureBeau,

As noted on space.com, a thousand-foot meteor is RAPIDLY approaching our planet. It

(to wave) hello from 20,000 feet or so later tonight ... ‘It’s

(not to knock) your socks off, and it certainly (not to be) (to be) easily observable with

the brightest object in the sky, but it’

the naked eye,’ said Don Yeomans, manager of NASA’s Near Earth Object Program, in 2005.

But who wears socks anymore. That was like, totally 00s ... So, LOOK OUT!

5 Dear Self,

ex e

Your problem is that you live in the past and you live for the future. You regret your past mistakes. You keep hoping that things

(to get) better. You forget

what a good thing you have right now. Source: www.futureme.org

Score

Next exercise

6 – 8

ex. 5

ex. 3

You will take part in the time capsule project.

a Preparation: think of 3 personal objects that you will definitely still use or keep when you are 25 (sorry, no phone). Write one sentence explaining why each object is so important to you.

I choose:

1 , because

2 , because

two hundred and eighty-two

282

3 , because

UNIT 5:

#BACKTOTHEFUTURE

SPOKEN INTERACTION

b Action: imagine the government wants you to take part in a time capsule project to store information about how we live. One problem: there is only room for 5 objects and you work in a team of 3. Discuss your chosen objects and decide on which 5 objects will make it. This is our selection for the time capsule. 1 , because 2 , because

3 , because

4 , because

5 , because

c Reflection: check yourself by filling in the checklist. Then find a different group (or the teacher) and tell them what your final selection is. Checklist: the time capsule project

Yes I think so

ex e

1 Preparation • I thought of 3 personal objects. • I explained why I will still keep or use these objects when I am 25. 2 Conversation • We discussed every group member’s 3 items. • We discussed the pros and cons of each of the items. • We agreed on 5 different items to put in the capsule.

3 Language • I used correct words. • I used correct grammar. • I minded my pronunciation.

Next exercise

ex. 4

All done!

Score

two hundred and eighty-three

Feedback

UNIT 5

#BACKTOTHEFUTURE

283

Fill in the correct verb form. Choose between the future simple and the future continuous. 1 I hope I

(to find) a job and make enough money to make ends meet.

2 Do you have any plans for the summer? Not really, I (to binge-watch) Stranger Things all summer I guess. 3 When he has finished college, Yasin (to travel) the West Coast of the USA. 4

(you - to help) me carry the bags please? Of course, Nan!

4 – 5

Next exercise 5

All done!

Read the newspaper article about flying cars. a Fill in the correct future form.

Score

(to sit) on a sunny beach.

5 I know that we have a lot of school work, but keep in mind that in 2 months from now you

NEWS NIGHTLY NEWS MEET THE PRESS DATELINE MSNBC TODAY

this futuristic flying car ever (1 to get off) the ground?

ex e

The AeroMobil 5.0 VTOL looks like a mashup of a helicopter and an exotic sports car. by Denise Chow / Mar.22.2018 / 8:36 PM ET

If sci-fi films like Back to the future or Blade

runner ‒ or even the cartoon series The

Jetsons ‒ are to be believed, the highways of the future (2 to be) over our heads rather than under our feet. And

now a European company is looking to build

a futuristic vehicle that could fulfill these fantasies.

The AeroMobil 5.0 VTOL features vertical take-off and lift assistance motors on the tips of the wings. (AeroMobil)

Bratislava, Slovakia-based AeroMobil yesterday unveiled its concept for an autonomous flying car that could operate as an air taxi to carry four passengers within and between urban

centers ‒ while also offering the capability of driving on roads like an automobile. “The customers for this type of travel might be travelers who (3 to need) a fast and efficient connection up to 100 miles,” AeroMobil CEO Juraj Vaculik told NBC News MACH in

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284

an email.

Plans of the AeroMobil 5.0 VTOL show a wheeled vehicle with two rotors on its folding wings and a rear-mounted propeller. The craft would take off and land vertically like a helicopter, while its wheels would allow it to operate on roads to provide passengers door-to-door service — or if bad weather makes it unsafe to fly, Vaculik said.

UNIT 5:

#BACKTOTHEFUTURE

But not everyone is on board with the concept of a car-plane hybrid. Dr. Richard Anderson, a 20

professor of aerospace engineering at Embry-Riddle Aeronautical University in Daytona Beach, Florida, questions whether a vehicle that is sturdy enough to use on the ground (4 to be) too heavy to take to the air with any measure of efficiency.

“Airplanes that take off vertically are “With a vehicle like this, you have to meet regulations for airplanes and cars, both of which add weight in different categories.

critically weight sensitive,” Anderson said.

The electric 4-seater AeroMobil 5.0 VTOL (AeroMobil)

You (5 to have) car stuff that you wouldn’t normally have in an airplane that (6 to add) weight, and vice versa.”

“That extra bulk could lower the vehicle’s range and speed,” he added.

AeroMobil says its flying car (7 to have) a 100-mile range. But Anderson thinks that may be a bit optimistic. “The problem with electric is it relies on batteries, and batteries right now weigh 70 times more than gas,” he said. “A lot of these estimates must assume that

batteries (8 to get) better way faster than they have historically.” Tesla CEO Elon Musk has expressed his own concerns about flying cars. In a 2015 interview

ex e

reported by Inc., he said safety for people on the ground (9 to be) a big issue. “Even in autopilot, and even if you’ve got redundant motors and blades, you’ve still gone from 40

near-zero chance of something falling on your head to something greater than that,” Musk said, according to the news outlet.

AeroMobil says the 5.0 VTOL should roll out within five to seven years, but it’s not the only company working to develop flying cars. Terrafugia of Woburn, Massachusetts, is developing a

vehicle that can transform from an airplane into a car.

Other companies such as Joby Aviation of Santa Cruz, California, the German company Lilium, as well as

aerospace giants like Boeing and Airbus, are working on similar air taxi concepts.

Yet Anderson is dubious about the idea of taking to the skies and flying over traffic jams that bedevil people on the

ground. “It’s hard to see in the near future that this makes a lot of sense,” he said. “The math is easy to do, and if you put today’s batteries in,

100 miles: almost 161 km autonomous: able to do things without help to bedevil: to cause a lot of problems a craft: short for an aircraft dubious: not certain, slightly suspicious to estimate: to guess redundant: not needed a rotor: a part of a machine that turns around a central point sturdy: strong and not easily damaged to unveil: to show or introduce urban: connected with a city

you (10 to see) that we’re just not there.”

two hundred and eighty-five

Source: nbcnews.com

Score:

/ 10

UNIT 5

#BACKTOTHEFUTURE

285

READING

b Answer these questions about the text. 1 What potential problem does Elon Musk see? Explain in your own words. 2 What is the problem with the batteries of a flying car?

Score:

ex e

Score

/ 5

Next exercise

two hundred and eighty-six

286

UNIT 5:

3 Do you think we will ever have flying cars? Explain why (not). Give at least 2 reasons.

#BACKTOTHEFUTURE

8 – 10

≥ 10

ex. 3

All done!

listening

Watch the video of the man who owns a DeLorean and answer the questions. a Indicate if these statements are true or false or if the information is not mentioned. Correct the false statements. Statement

True False

Not mentioned

1 The car is the actual car that was used in Back to the future.

2 Ollie in fact owns 2 DeLoreans.

3 The car cost about £6500.

4 At the age of 26 Ollie invested all his money into this DeLorean.

5 Ollie’s favourite part of the car are the doors.

ex e

6 Anna isn’t really excited about the car.

b What do we know about the guy who built the DeLorean?

c Which replica props from the film does Ollie have?

d Explain how Ollie has managed to turn his boyhood dream into a business.

e Team up with a classmate and compare your answers. <6

6 – 8

Next exercise

ex. 2

ex. 5

ex. 3 two hundred and eighty-seven

Score

UNIT 5

#BACKTOTHEFUTURE

287

Optional: add a letter to your future self. Open the box in 10 years from now!

Preparation What do you want to know about your past self … in the future? a Choose 5 items that are important to you. b Bring a box or something similar that can be sealed and stored for 10 years. c Think of what you are going to say about each item. d Use the past and future forms correctly.

Action

Present your time capsule to a group of classmates. a You will present your own capsule and evaluate the other presentations. b You have about 60 seconds, so watch the timing. c Make sure you explain what each items is, what it meant or means to you and why you put it in your capsule. Use linking words correctly. d Speak clearly and mind your presentation skills. Use the tips on how to give a presentation (Unit 3, p. 148).

ex e

Reflection 3

Reflect on your speaking task by filling in the checklist. Checklist: presenting a time capsule

2 Content and structure • I spoke for about 1 minute. • I discussed all 5 items. • The presentation was fluent and I spoke clearly.

two hundred and eighty-eight

3 Language • I used the correct vocabulary. • I used the past and future tenses correctly. • I minded my pronunciation.

288

Feedback

Trace your steps on diddit.

UNIT 5:

#BACKTOTHEFUTURE

Yes I think so No

UNIT 6: HOW CAN I HELP YOU? check in

Step 1: learning words to make complaints

Step 2: filing a complaint

ex e

Step 3: filling in a customer satisfaction survey

main track

trace your steps

summary

on different tracks check out: making a formal complaint

CHECK IN Why has your shampoo turned my dog pink? READING

Read the situations below and match each complaint (1-4) with an answer (A-D).

3 C

ex e

Source: www.boredpanda.com

Discuss these questions.

a Which situations do you think are funny? Why?

b Which situations are not so funny? Why?

two hundred and ninety

290

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

SPOKEN INTERACTION

WRITING

Read the following situations and write a suitable answer for each of them.

ex e

two hundred and ninety-one

Source: www.boredpanda.com

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

291

MAIN TRACK What are you complaining about?

Step 1

Learning words to make complaints

1 / Top 10 consumer complaints Have you ever made a complaint about something you bought? a If so, what was it about?

Complete the word web below. a Add 2 other subcategories.

b If not, have you always been happy with all your purchases?

SPOKEN INTERACTION

b Write keywords for what people can complain about for each of the categories.

Multimedia

Restaurant

ex e

Clothes

Complaints

Read this text about consumer complaints.

a Write the correct title above each paragraph.

car complaints – credit/debt – home improvements – household goods – internet fraud – landlord/tenant problems – property/real estate – retail – services – utilities

TOP 10

consumer complaints

A customer’s expectations are always growing. Yet, your most unhappy customers are your greatest source of learning. That is why the Consumer Federation of America came out with a list of top consumer complaints. It is a strong signal of what is happening with customer service and consumer behaviour.

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292

#10 This relates specifically to appliances such as a dishwasher, refrigerator, or microwave. There were many problems with home appliances on this list, such as the failure to deliver, faulty repairs in connection with furniture or appliances, and misrepresentations or the failure to deliver in doorto-door telemarketing.

UNIT 6:

HOW CAN I HELP YOU?

#9 These problems are new to this year’s list and they include complaints about timeshare sales and resales, retirement communities and assisted living facilities, and real estate fraud.

READING

#7 If your car gets you from point A to point B, then your home is where you expect to be safe at night. Complaints against landlords and tenants were also very popular this year. Feedback included unhealthy or unsafe conditions, failure to make repairs or provide promised amenities, deposit and rent disputes, and illegal eviction tactics.

#6 Common issues with consulting and hired services made the list at number six. Customers had little to no tolerance for misrepresentations, shoddy work, the failure to have required licences, and the failure to perform.

#5 Utilities such as water and power came in fifth place on this year’s list. Common issues included service problems, mistakes on invoices or billing disputes with phone, cable, satellite, internet, electric and gas service.

#3 The third most popular type of complaint related to construction. From shoddy work, a failure to start, or delays completing the job; this list has it all.

#4 Both online and offline shopping companies continue to grow. But with that growth comes growing pains for many retail companies. These complaints were largely related to false advertising and other deceptive practices, defective merchandise, problems with rebates, coupons, gift cards and gift certificates, and the failure to deliver.

#8 This and internet related sales are number eight. This includes misrepresentations or other deceptive practices, and a failure to deliver online purchases. There is no shortage of examples here from bogus sweepstakes and lotteries, to work-at-home schemes, grant offers, and fake check scams.

#1 We have all been there. You depend on your car to get you where you need to go. And when it doesn’t work, you feel let down. Complaints include misrepresentations in advertising or the sales of new and used cars, lemons, faulty repairs, and leasing and towing disputes.

ex e

#2 Money is everything. So it’s no surprise that financial services and credit cards made the list. There is a long list of complaints related to finance such as billing and fee disputes, mortgage modifications and mortgage-related fraud, credit repair, debt relief services, predatory lending, and illegal or abusive debt collection tactics.

two hundred and ninety-three

bogus: false an invoice: a document that shows a list of goods or services and the prices paid for them a lease: a legal agreement that lets someone use a car, house, etc., for a period of time in return for payment misrepresentation: when something is not presented in the way it really is sweepstakes: a gambling game in which the winner receives all the price money timeshare: a holiday home that is owned or rented by several people who use it at different times of the year

Adapted from www.business.com

UNIT 6:

HOW CAN I HELP YOU?

293

b What category does each of the following pictures refer to? 1

ex e

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294

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

READING

c Below are some examples of complaints. In which category do they belong? 1 An electrician failed to repair the plug connection in your room and now you cannot charge your phone anymore. 2 You have recently changed to another mobile provider but after a month you haven’t received your nano-SIM card yet. 3 Through ads on Facebook you won €250, but apparently it was a case of phishing. 4 Your parents bought a house that apparently has a leak and a lot of moisture damage.

5 The new microwave has been installed incorrectly and it does not work. 6 There is oil leaking from the engine of your moped.

7 You have already been waiting 30 minutes for your meal to be ready; the chef is still on his phone.

8 The fire escape in your apartment has been blocked for two months but your landlord refuses to come and check it. 9 There is €250 missing from your bank account.

Read these Facebook comments and put the problems in the corresponding categories: food, clothes, gadgets or other. Write the numbers of the comments in the grid on p. 297.

ex e

READING

NorahMarks and Spencer

VanessaModCloth

4 January at 11:13

3 February at 00:10

Love the idea of a meal for two as a treat. Please can you include at least one vegetarian option in the main meal. We are being excluded. I understand you have to rotate meal ideas, but including macaroni and cheese as the vegetarian option, doesn’t cut it. There is not even a hint of a vegetable in pasta. Yes pasta is made with wheat, but it’s very fattening and processed, therefore not in the vegetable class.

6 Comments

I received my order today and the clothing is way bigger than I expected (I measured and used the size chart) so I would like to exchange it. Your website says that my order should have come with a return shipping label, but it did not. How can I send it back to the manufacturer without paying for shipping?

1 Comment

4 Aline D.Domino’s Pizza

1hr

Anna 26 December at 10:06

My son was just told he couldn’t use his gift card to purchase a game at your store today. Is that even legal?

I bought the coupon book from the local school. Our Domino’s does not know how to do the math on buy one get one. Disappointed.

1 Comment

UNIT 6:

HOW CAN I HELP YOU?

two hundred and ninety-five

10 The label on a T-shirt says it is on discount but the cashier says you have to pay the full price.

295

6 Peter WilliamsDomino’s Pizza

Domino’s Pizza was mentioned in a post.

7 hrs

Kateena B.

Thanks for the burnt pizza Domino’s!

3 hrs

1 Comment

7 26 December at 18:15

KeanuDunkin’ Donuts

Bruh Domino’s Pizza Ain’t Shit. I’ve been waiting on a pizza since 9:30. Then they talk about how they don’t have a corporate number, I gotta send an email. I said what’s the email? He said he’s not sure. Got me hangry AF. I’m hungry & angry.

Whoever is responsible for filling the donuts at your new shop … needs remedial training. And, yes, they are all like this.

ex e

Evelyn S.Marks and Spencer

I’ve just visited the Food Hall and Café. The bakery had samples of Rye bread for customers to try but had sold out of the loaves. We visited the café and decided on soup, 20-minute wait, dirty cutlery and our glass of water never arrived. Disappointing to say the least … We went to a local coffee house for a hot drink afterwards.

two hundred and ninety-six

296

3 February at 19:35

UNIT 6:

HOW CAN I HELP YOU?

Tina Williams 28 January at 20:40

Hi, I bought this shirt on sale. I just got it last week. I wore it once. As described on the label: I washed it on delicate, cold water and did not put it in the dryer. I noticed it had a hole , is it supposed to be like that? I love this shirt. There are no other holes so I don’t think it’s part of the design.

11 Sophie M.

Eileen S.Best Buy

18 January at 12:23

4 hrs

12 Douglas G.Best Buy 8 March at 17:13

Guaranteed our TV would be in today. They took my money yesterday saying they REALLY aren’t supposed to take them off the truck for people but they would for us … Spent $1,100 and somehow it is not on the truck, and they even dared to offer me store credit! Luckily the manager tempered my anger and gave me my money back. Needless to say that I am done with this store.

Bought a Samsung Galaxy cell phone from Best Buy in Boynton Beach on Dec 26th. On Jan 30th I was having phone issues with Wi-Fi. It ended up that I needed to call Samsung from the Best Buy store. When I read them the number on the back of the phone, Samsung said that phone’s warranty expired 5 months prior to my buying it. Which means the phone was used … I took the phone back to the store and even with my receipt I could not exchange it. They refused to replace it or repair it. I spoke to an employee and manager who were both very rude … I would NEVER buy anything from Best Buy again … I am out $600.00 and I can’t even use the phone … Call Samsung to check on a phone to make sure it isn’t used before you leave the store …

Hi I’m still waiting on a refund for a dress I sent back way before Christmas. According to your return policy the money should be refunded within 30 days. On top of that, I just looked back through my older orders and last summer I returned a pair of shorts and it’s not showing of that being refunded either?! Why is it so hard to get a refund? When I’ll have sent the items back that’s about £60.00 you’re owing me. What is your resolution?

ex e

Food

Luke F.Walmart 6 hrs

Why don’t you hire more cashiers? What is the point of having 20 checkouts if you open only 5? There was an enormous queue of people who lined up to pay. 2

Gadgets

Other

two hundred and ninety-seven

clothes

1 Comment

UNIT 6:

HOW CAN I HELP YOU?

297

Fill the gaps in the sentences with the correct word. Choose from the list. Not all words have to be used. checkouts – coupon – exchange – gift card – invoice – manufacturer – queues – receipt – refund – resolution – return policy – samples – store credit – warranty 1 Mikey: ‘I have bought the wrong size of trousers. Is it possible to Assistant: ‘Of course, our

them?’

says that items may be returned within

30 days of purchase date for a full . All returned items must have the tags

you get 30 % off at every shop at the mall.

2 With this

attached, along with the original sales .’

3 Once you have received the , you have 30 days to pay it.

4 It was so crowded at the ice-cream store. They were handing out new flavour.

in the supermarket. The

way to the back of the store.

6 If you buy this stereo here, you get a

for 3 years. This means that for 3 years,

will be responsible for repairing or replacing the product.

the

go all the

5 They should open more

of their

7 This is already the third time that I’ve come back with my stereo! The only possible is for you to give me a new one.

ex e

8 In this case, I cannot give you a full refund but I can offer you . It can be used in all our affiliates.

Which word is being described? Fill in the word in the crossword below.

Across 3 A small amount of something given to people to try. 4 Document that shows a list of goods or services and the prices to be paid for them. 5 Money given back to someone when a product is returned or when a service was not acceptable. 6 Place in a shop where you can pay for the things you buy. 7 Piece of paper on which the things or services you buy are listed with the price for each and the total amount.

ki UNIT 6:

HOW CAN I HELP YOU?

In two hundred and ninety-eight

298

Down 1 Piece of paper that lets you get a service or product for free or at a lower price. 2 A line of people who are waiting for something. 3 Piece of paper given by a shop when you return something you do not want, which allows you to buy other goods or services of the same value.

Source: baldovina / Shutterstock.com

READING

Find more examples of customer complaints. a Go to an online store and check the visitor posts to find other complaints. b Add them to the grid of exercise 4.

SPOKEN INTERACTION

c Share your findings.

2 / Excuse me, but …

Video 3 Video 4

Video 2

Video 1

listening

Watch the clips again and write down or complete the handy phrases.

ex e

Greeting each other Beginning a conversation

listening

Watch the clips and write down what would make you nervous if you were the customer.

What can I

I am looking for …

Thank you

General phrases

speak to somebody?

Could I borrow

to fill out

Thank you so much;

Ending a conversation

Read the following phrases. Indicate whether the phrase could be said by a customer, an assistant or both. Customer

Assistant

1 Good afternoon. 2 What can I assist you with?

3 There appears to be a problem. two hundred and ninety-nine

4 How unfortunate. 5 We will figure this out. 6 I would like to see this problem resolved. 7 I am terribly sorry. 8 I am going to put you on hold. 9 It was delayed. 10 Happy to help. UNIT 6:

HOW CAN I HELP YOU?

299

listening

Listen to the telephone conversation and answer the questions. a Who is calling?

b What is the problem? c Where does she live? d What went wrong?

e What is the solution?

2 There seems to be a problem.

3 That is right.

4 I would like to see this problem taken care of.

5 It was not delivered in time.

6 I am certain.

1 How can I help you?

Match the collocations.

1 reference

A email

2 confirmation

B policy

3 delivery

C centre D days

ex e

4 delayed

5 third-party

E vendor

6 shipping

F department

7 return

G costs

8 fulfillment

H number

9 business

I shipment

listening

Listen again and write down how the following phrases or sentences are said.

Use words from exercise 6 to match the definitions below.

1 : an officially accepted set of rules or ideas about what should be done

2 : a business that sells a particular type of product

3 : one of the major parts of a company 4 : someone who is not directly involved in a transaction; a third entity in the seller (first party) and customer (second party) relationship

5 : a response which shows that information is received and understood 6 : later than planned 7 : the act or process of delivering a product to a customer

three hundred

8 : a load of goods sent to a customer, store, etc.

300

UNIT 6:

HOW CAN I HELP YOU?

Look at the pictures below. What is wrong? Complete the sentences. Use as many of the phrases below as possible. I am sorry to say this but … Excuse me … There appears to be something wrong with … I hate to complain but … I want to complain about … There appears to be ...

Assistant: How can I help you? Customer:

– – – – – –

Assistant: How may I assist you?

Customer:

Assistant: What can I do for you? Customer:

ex e

Assistant: What brings you in today? Customer:

Assistant: What can I help you with today?

Customer:

 Oct. 31, 2019

2019-1876854

€ 30.00

 Sept. 30, 2019

2019-1704788

€ 15.00

 Aug. 31, 2019

2019-1531297

€ 15.00

 July. 31, 2019

2019-1354183

€ 15.00

 June. 30, 2019

2019-0996073

€ 15.00

Assistant: Welcome, may I help you? Customer:

three hundred and one

MY PAYMENT INVITATIONS

UNIT 6:

HOW CAN I HELP YOU?

301

Read these customer service answers. What do you think the ‘complaint’ could have been?

READING

The customer is always right Filing a complaint

ex e

Step 2

CHECK 1, p. 317

1 / A written complaint 1

What are the different channels you can use to make a written complaint?

Watch the video in which Joe Lycett describes a complaint he made. Complete the gaps in his letter.

bastards,

I got a

in Birmingham City centre on

24th December.

You may be more familiar with this date’s more popular name,

Eve.

I was in town buying food and toys for some sick and starving

three hundred and two

children that I look after in a local orphanage, plus a small gift for

302

my dear old aptly named Cocklates).

UNIT 6:

HOW CAN I HELP YOU?

(some novelty chocolates in the shape of male genitalia,

listening

When I returned to my car you can imagine my to find a

affixed to the windscreen. I cried, as Jesus did on Christmas

Day. ‘Forgive these sinners, they know not what they do.’ I may have also chased your parking enforcement I am

shouting ‘DIE JUDAS’.

to offer, as payment, a bottle of sherry. If you fail to accept this

using money from the orphanage which will force me

have to pay the

this offer I will

within 14 days it will be reduced to half a bottle. If you

to starve one of the weaker children. His name is Graham (picture ): he is a 6-year-old boy with fair hair and the voice of an angel – doctors tell me that

, Joe Lycett Answer these questions about Lycett’s letter.

without food he will not make it through the winter.

READING

a Who is Lycett (probably) writing to? b What is his problem?

ex e

c What is his solution?

d How does he begin his letter? e How does he end his letter?

f Is Lycett’s letter appropriate? Why (not)?

Indicate the different parts of the letter by putting the number in the right place of exercise 2. 1 A suggestion on how to solve the problem 2 Name of the sender 3 Closing 4 Explaining what the problem is 5 Introduction to the problem 6 Greeting the recipient

UNIT 6:

HOW CAN I HELP YOU?

three hundred and three

Did you know?

303

WRITING Adapt Joe Lycett’s letter so it is a more polite, formal, letter. Write it on a separate piece of paper. Check the strategy on how to write a formal letter or email in the Summary of this unit on p. 315.

Write an email of complaint.

WRITING

a Preparation: choose one of the situations in the tweets below and answer the introductory questions. 1 Think of a powerful subject line (keywords only).

2 How will you greet the recipient?

– What did you buy?

3 Introduce the problem. Make sure you answer the following questions:

– Where did you buy it?

5 Suggest a solution.

ex e

– When did you buy it? 4 Explain what the problem is.

6 How will you end the email?

three hundred and four

304

Source: www.boredpanda.com

UNIT 6:

HOW CAN I HELP YOU?

b Action: use all the information from your preparation to write the email. customerservice@store.co.uk

ex e

c Reflection: check your task by filling in the checklist below. Checklist: writing a formal email of complaint

Yes I think so

1 Content and structure • I included a subject in my email. • I described the situation and discussed the problem. • I suggested an appropriate solution. • I began and ended my email correctly. • I used paragraphs to structure the email.

2 Language • I used the correct formal register. • I used correct basic grammar. • I used the correct expressions to make a complaint. • I used correct spelling and punctuation.

three hundred and five

Feedback

UNIT 6:

HOW CAN I HELP YOU?

305

2 / A spoken complaint 1

How can you make a spoken complaint? .

Watch the video in which a woman is trying to return an item. Answer the questions.

listening

a What is the problem?

b Why isnâ&#x20AC;&#x2122;t it scanning?

c What is wrong with the receipt? d Is the statement in the cartoon true? Explain why (not)?

What are the steps you have to take when you want to return an item you have bought? Match the pictures with the steps.

ex e

Part 1: returning information

Part 2: returning the item

6 three hundred and six

306

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

READING

Research return policy.

Identify why you want to return it.

Find your receipt.

Go to the store if you want to file your complaint in person.

Explain what is wrong and say what you want.

Find your warranty.

Collect all the parts or accessories.

What do call centre employees really think? Watch the video and then replace the ‘rude’ sentences with a more polite sentence.

2 Rude ‘As soon as you started yelling, I zoned out.’ More polite

1 Rude ‘Yes, I know how long you have been holding, and I don’t care.’ More polite

listening

Ship the item to the manufacturer if necessary or if you bought your item online.

3 Rude ‘Oh, you are never going to use our company again. Great.’ More polite

4 Rude ‘Please stop telling me this pointless story.’

More polite

5 Rude ‘I am not sorry you feel that way.’ More polite

Suggest 3 rules on how you (the customer) should treat call centre employees.

ex e

If you are a call centre employee, there are certain steps you should follow.

listening

a Watch the video and write down the pieces of advice. Phrases

b Watch the video again and write down some specific phrases the call centre employee can use.

UNIT 6:

HOW CAN I HELP YOU?

three hundred and seven

Advice

307

Try to return the item you bought in exercise 6 on p. 304.

SPOKEN INTERACTION

a Preparation – Find a partner and decide who will be the customer and who will be the call centre employee. – Go back to your email of complaint on p. 305 and check what the problem was or read the situation on the role card the teacher will give you.

Checklist: making a complaint (spoken interaction)

Yes I think so

ex e

Feedback

1 Content and structure • I followed the different steps (as call centre employee). • I described the situation (as customer). • I suggested an appropriate solution. 2 Language • I used correct basic grammar. • I used the correct expressions. • I minded my pronunciation.

CHECK 2, p. 326

three hundred and eight

308

UNIT 6:

HOW CAN I HELP YOU?

c Reflection: reflect on your conversations by filling in the checklist.

b Action: follow the steps in exercise 3 p. 306-307 and have a conversation about returning the item. Use the strategy on how to make a complaint in the Summary of this unit on p. 316. Take turns.

Step 3 1

We appreciate your cooperation

Filling in a customer satisfaction survey READING

Read this email and answer the questions. a Who sent the email? b Why did they send an email?

c What is the advantage of this for the company?

d How do they promote the survey to the customer?

e Which questions could be asked in a customer satisfaction survey?

ex e

nikita@mail.co.uk

customer satisfaction survey Dear Nikita,

Thank you for visiting our TD store in Manchester.

If you don’t mind taking a few moments to provide your feedback, we would really appreciate it. Via this link, you can complete our customer satisfaction survey.

We do value all of the feedback from our customers and are constantly working to improve the service as a result of the suggestions that we receive. Additionally, if you fill out our survey, you will be entered to win a £100 gift card. Thank you and have a great weekend.

Sincerely, Ludo Lourdy

three hundred and nine

Customer Service Representative TD Manchester

UNIT 6:

HOW CAN I HELP YOU?

309

WRITING

Fill in a customer satisfaction survey. a Preparation: think about the last item of clothing you bought (where, when, etc.). b Action: fill in the customer satisfaction survey about your shopping experience. student@trackntrace.com Customer satisfaction survey Dear Customer,

Sincerely, Manager

As the manager of this company, I want to thank you for giving us the opportunity to serve you. Please help us to serve you even better by taking a couple of minutes to tell us about the service that you have received so far. We appreciate your business and want to make sure we meet your expectations. Attached you will find a coupon for 20 % discount on your next purchase. We hope that you will accept this as a token of our good will.

The following questions evaluate your views of the store you visited. Please indicate your

opinion about each of the following statements.

Strongly agree

Disagree

Strongly disagree

The stores are conveniently located.

Agree

The store hours are appropriate for my shopping needs. The store atmosphere and decor are appealing. A good selection of products is present.

The store has the lowest prices in the area.

ex e

The merchandise sold is of the highest quality.

The merchandise sold is good value for money. The merchandise displays are attractive. The advertised merchandise is in stock.

Overall, I am very satisfied with the store.

I am very satisfied with the price I paid for what I bought.

I am very satisfied with the merchandise I bought.

Adapted from www.questionpro.com

c Reflection: when you make a purchase (online or in a shop) is ‘customer satisfaction’ something you think of? Why (not)?

three hundred and ten

310

UNIT 6:

HOW CAN I HELP YOU?

Work with a partner. One of you will try to return an item and fill in a customer satisfaction survey.

SPOKEN INTERACTION

a Preparation: roll a dice to come up with a situation. Decide who will be the customer and who will be the customer service representative. Use the strategy on how to make a complaint in the Summary on p. 316, if necessary, to prepare your conversation. Item of clothing

Reason to return it

Extra

f ound a better price somewhere else

no receipt

a pair of sneakers

incorrect size

past date of returning

a pair of trousers

just changed your mind

It was a bargain.

a jacket

hey have charged you T the wrong price.

ne person is calling O on the phone.

a sweater

a hole in it

o verly friendly customer service employee

a track suit

Y ou don’t like it, it was a gift.

a T-shirt

he new item is not T available.

b Action – Act out your conversation for another pair of students. They will write down what your situation was like. – Then take turns and write down what the situation was like for the other pair.

three hundred and eleven

ex e

UNIT 6:

HOW CAN I HELP YOU?

311

– Using this information about the other pair’s conversation, fill in their customer service satisfaction survey. They will do the same for you. Superior

Very Somewhat Average Very poor satisfactory unsatisfactory



The process for getting your concerns resolved was:



How satisfied were you with the product you bought?



In thinking about your most recent experience with the company, what was the quality of the service you received?

If you are not satisfied with the product, will you please describe why.

Agree

Neutral Disagree Strongly disagree

The customer service representative was very courteous.



The customer representative handled my complaint quickly.



The customer service representative was very knowledgeable.



Strongly agree

ex e

Are there any other comments about the customer service representative you would like to add?

c Reflection: check both your conversation and the conversation of the other pair using the checklist below.

Checklist: making a complaint (spoken interaction)

Content and structure • I followed the different steps (as a call centre employee). • I described the situation (as a customer). • I suggested an appropriate solution.

Language • I used correct basic grammar. • I used the correct expressions. • I minded my pronunciation. Feedback

three hundred and twelve

312

CHECK 3, p. 335

UNIT 6:

HOW CAN I HELP YOU?

Yes I think so

Classmates No

Yes I think so

VOCABULARY

SUMMARY WORD LIST Translation

to assist

helpen

bill

rekening

business days

weekdagen

car complaints

klachten over je wagen

cashiers

kassiers

checkout

kassa

to complain

klagen

to confirm

bevestigen

confirmation email

bevestigingsmail

confirmation number

bevestigingsnummer

corporate number

bedrijfsnummer

coupon

kortingsbon

credit

krediet

customer

klant

delayed

vertraagd

to deliver / a delivery

leveren, bezorgen / levering, bezorging

employee

werknemer uitwisselen

an expiration date

vervaldatum, houdbaarheidsdatum

to expire

vervallen

faulty

verkeerd, foutief

to file a complaint

een klacht indienen

fulfillment

behandeling, uitvoering cadeaubon

verbouwing

household goods

huishoudartikelen

internet fraud

internetfraude

invoice

factuur

label

etiket

landlord problems

problemen met de huisbaas

manufacturer

fabrikant

order

bestelling

property/real estate

onroerend goed

to purchase / a purchase

aankopen / een aankoop

a queue / to queue

een wachtrij / in de rij staan

receipt

bon, rekening

reference number

referentienummer

refund

terugbetaling

home improvement

three hundred and thirteen

gift card

ex e

to exchange

My notes

Word

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

313

vervangen, omruilen

resolution

besluit, oplossing

retail

kleinhandel

to return

terugbezorgen, terugbrengen, retourneren

return policy

retourbeleid

sample

voorbeeld, proevertje

service

dienst

to ship / a shipping

versturen, verzenden / een verzending

shipping costs

verzendkosten

shop assistant

winkelbediende

size chart

maattabel

sold out

uitverkocht

store credit

winkeltegoed

third-party vendor

externe leverancier

(un)satisfactory

(on)voldoende, (niet) bevredigend, het voldoet (niet)

utility

voorziening (gas, water â&#x20AC;Ś)

vendor

verkoper

warranty

garantie

ex e jk ki

In three hundred and fourteen

314

UNIT 6:

to replace

terugbetalen

to refund

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

STRATEGY

HOW TO write a formal letter/email Before writing

1 Why & what? Why are you writing?

What are you writing about?

Be prepared

Do you have a professional email address?

Do you have the email address of the person you are sending a message to?

2 While writing

Be polite

Write in a formal way.

ex e

Do not use emoticons or abbreviations.

Keep it short and simple!

Mind the structure

Dissatisfaction with television

Dear Sir or Madam,

Write a subject that reflects the message of your email. Greeting the recipient

KISS

Explaining what the problem is

A suggestion on how to solve the problem

Closing

Name of the sender

I wish to express my dissatisfaction with the television, which I purchased from your store in Sydney on 30 October 2019. On using it for the first time, I found that the colour pictures were blurred and the tuning was also faulty. When I attempted to return the television to the store, the shop assistant said that the store was unable to replace it or offer me a refund but advised me to send it away for repair. As I use my television on a daily basis, and it was not clear how long a repair would take, this option was unsatisfactory. Since the television clearly does not function as it should, I am writing to you to ask for a full refund of the ÂŁ335.99 retail price. I look forward to hearing from you soon. Yours faithfully, Adnan Khan

After writing Edit! Avoid mistakes: read your email again. Hit the send button.

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

three hundred and fifteen

Introduction to the problem

315

HOW TO make a complaint Before speaking

Find your receipt. Collect all the parts or accessories.

Identify why you want to return it.

2 While speaking 1 Starting the conversation

Hello. / Good afternoon. How can I help you? / What can I assist you with?

ex e

There appears to be a problem.

2 Introducing the problem

What seems to be the problem? How unfortunate. I am terribly sorry.

3 Solving the problem

I would like to see this problem resolved.

We will figure this out.

I would like to see this problem to be taken care of.

4 Closing

Happy to help.

Thank you for your help.

three hundred and sixteen

316

Have a nice day.

After speaking Complete a customer satisfaction survey.

UNIT 6:

Anything else? Will that be all?

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

ON DIFFERENT TRACKS Check 1 1

Learning words to make complaints WRITING

Write and respond to complaints at Starbucks.

a Preparation: read the descriptions of annoying things that can happen to you when you are at Starbucks. Choose 3 that might happen to you.

b Action – Write 3 complaints. – Then switch roles with a classmate and write a suitable answer for the complaints they have written. Use the following words in your text. bill – order – queue – receipt – service

When the barista spells your name obnoxiously wrong. How do you confuse Ariel for Angel?

ex e

When you hear the price and you almost pass out. But then you still go back the next day anyway because you’re addicted. Admit it.

When they don’t have that ‘special’ drink on their menu yet even though you read about it everywhere. ‘But I really wanted that new frapp so can you like, make it happen plz?? Kthanx’

When the line is out of the door. Seriously, why is the Starbucks line always so freaking long?

When you’ve been daydreaming about your favourite pastry all day and they run out by the time you get there. But, but, where are the chocolate croissants?

three hundred and seventeen

Adapted from www.seventeen.com

UNIT 6:

HOW CAN I HELP YOU?

317

Situation 1 • Complaint: • Answer:

• Answer:

ex e

Situation 1 • Complaint:

• Answer:

three hundred and eighteen

318

UNIT 6:

Situation 1 • Complaint:

HOW CAN I HELP YOU?

c Reflection: check your task by filling in the checklist. Checklist: writing and responding to complaints

Yes I think so

Feedback

6 – 8

Next exercise

ex. 2

ex. 3

ex. 6

What do you see in the pictures below?

ex e

Score

2 Language • I used the correct register. • I used the given words correctly. • I used correct basic grammar. • I used correct spelling and punctuation.

1 Content • The complaints I wrote correctly reflect the descriptions of the customers. • I suggested appropriate solutions for my partner’s complaints.

Score

5 – 6

ex. 3

ex. 4

three hundred and nineteen

Next exercise

UNIT 6:

HOW CAN I HELP YOU?

319

READING

Put the sentences of these conversations in the correct order. Conversation 1 Customer: ‘Oh my God, no! I am a VEGAN! Don’t you know what they do to cows in those horrible farms. They force them to get pregnant all the time, and then they take away their babies and kill them so we humans can steal their milk! Dairy products are cruelty!’ Customer: ‘I DON’T CARE! PUT IT ON!’

Me: *preparing a gyro wrap for a customer* Would you like cheese on it?

Customer: ‘Tzatziki sauce, please.’ Me: ‘Ah, I’m afraid that’s a dairy prod-’

Me: ‘Okay, okay. No cheese. What sauces would you like on that?’

Conversation 2

Customer: ‘No, no, I don’t want a hamburger. I want a cheeseburger with no cheese.’ Customer: ‘Yeah, I’d like a cheeseburger with no cheese, and some fries.’

Me: ‘So, you want to pay a dollar extra for a cheeseburger, but you want no cheese?’ Me: ‘Okay, so you’d like a hamburger combo with fries. That’ll be $7.54.’ Me: ‘No, sir. So, a cheeseburger with no cheese, and fries. Your total is $8.54.’

ex e

Me: ‘So … a hamburger.’

Customer: ‘Yes! Is that so hard?’

Me: ‘Hi, what can I get for you today?’

Customer: ‘No! I don’t want a hamburger. I want a cheeseburger minus cheese!’

Conversation 3

Caller: ‘You sound very happy.’

Me: ‘Good morning, National switchboard, Smith speaking, how can I help?’

Me: ‘Well yes, it’s a nice day today. What can I help you with?’

Caller: ‘No one at National switchboard is happy! You can’t be there. You must be a scam.’

Score

< 15

Next exercise

three hundred and twenty

320

UNIT 6:

HOW CAN I HELP YOU?

≥ 15 ex. 4

READING

Read this text about what not to say to customers. a Answer these questions. 1 How do customers react when they feel that they were offended? 2 Why is it important to choose your words carefully?

3 Which words can you use to ‘pepper’ conversations?

b What could you say instead of the following phrases? 1 It’s no big deal.

2 Don’t worry about it.

3 You sound just like ...

ex e

4 You’re the first one to complain about this.

5 You don’t seem to understand.

6 I don’t think you are listening to me.

7 That sounds good in theory, but …

8 I know how you feel right now, but you really shouldn’t because …

9 I’m not the best person to deal with this, so I’ll send you to …

three hundred and twenty-one

10 That’s another department.

UNIT 6:

HOW CAN I HELP YOU?

321

10 things you should never say to customers

There are dozens of things you can say to customers that come across as condescending, flippant or tacky – things that will destroy the customer experience instantly. Nearly 70 % of customers quit doing business with an organization because they felt they were treated rudely or with indifference. Most of the employees who treated customers that way probably never even realized it. The worst part: most customers aren’t going to tell you that they were offended or bothered by what was said. They’ll just resent the experience and not come back.

Choose your words carefully

1 It’s no big deal.

Keep on peppering conversations, email exchanges, text messages and promotional copy with the words the customers love to hear – their names, ‘thank you’, ‘please’, ‘our pleasure’ and ‘problem solved’. Front-line employees want to share a smile, laugh or even a story. But by all means, avoid these sentences, words and phrases in customer communications:

It may not be a big deal to you, but rest assured if customers have brought something to your attention – a problem, concern or question – it’s a big deal to them.

ex e

2 Don’t worry about it.

You don’t know how any customer handles anxiety or personal and business issues. Worry may be healthy for one person. It may be a sign of weakness for another. The key is to never tell customers how to feel.

3 You sound just like …

Whether you compare one customer to another customer, your mother, colleague, husband or best friend, by saying he is similar to others is a form of dismissing his concern, idea or question.

4 You’re the first one to complain about this. Most customers walk away without ever saying a word. That’s never more apparent than when customer loyalty is down, but complaints are stable. Many customers don’t complain, so when you hear one, imagine there are many more unspoken issues like it. A customer who gives a unique complaint is doing you a favour by pointing to a potential bigger problem.

5 You don’t seem to understand. The problem could be that you aren’t being clear. But by saying this, you imply that customers are thick-headed.

6 I don’t think you’re listening to me.

three hundred and twenty-two

Like you, customers are distracted during conversations by a multitude of things. One of those things could be the way you’re presenting the information – perhaps at a scripted, dull pace or in a condescending tone.

322

7 That sounds good in theory, but … This suggests yours is a real-world perspective and the customer’s view is totally off base. That 30

UNIT 6:

may be how you see it, but customers will be insulted if their theory is quickly scoffed at.

HOW CAN I HELP YOU?

8 I know how you feel right now, but you really shouldn’t because … Customers may tell you outright, ‘I’m angry’, ‘I’m elated’ or ‘I’m frustrated’ so the first part of this sentence is correct. You do know how they’re feeling. The problem is, it’s never a good idea to tell customers why they should or shouldn’t feel one way or another.

9 I’m not the best person to deal with this, so I’ll send you to … condescending: arrogant, like you look down on other people credibility: reliability, sincerity to dismiss: to decide not to think about or consider (something or someone) flippant: dismissive, without respect multitude: a great number to scoff at: to ridicule or to laugh at someone or something in a disapproving or disrespectful way thick-headed: stupid

Customers got in touch with you, so they expect that you are the person to handle their questions or issues. Saying something like this undermines your credibility and the trust customers may have had in you. When there is someone more qualified to help, let customers know you want the best for them and aren’t just casting them off to someone else.

Customers don’t know the ins and outs of your organization. They just want a quick answer or solution without having to hear your company protocol. So when they hear, ‘I don’t do that’ or ‘It’s not really my job’, they often assume that people pass the envelope rather than actually do their jobs.

10 That’s another department.

Score

ex e

Adapted from www.customerexperienceinsight.com

Next exercise

Check 2, p. 326

What is wrong with the items in these pictures. Formulate a good answer to the question: ‘How can I help you?’ Start your sentence with a typical phrase such as ‘Excuse me, but...’.

WRITING

three hundred and twenty-three

≥9

UNIT 6:

HOW CAN I HELP YOU?

323

ex e

cats

Source: www.boredpanda.com

5 – 6

Next exercise

ex. 4

Check 2, p. 326

Score

three hundred and twenty-four

324

UNIT 6:

Read the text about these real complaints. a Preparation: choose 3 complaints to answer as a staff member of a travel agency.

READING

b Action: write a suitable answer for each of the complaints you chose. Write about 25 words per complaint.

WRITING

HOW CAN I HELP YOU?

The most ridiculous (real) complaints made by tourists 1 ‘We could not enjoy the tour as our guide

4 ‘On my holiday to Goa in India, I was

disgusted to find that almost every restaurant served curry. I don’t like spicy food at all.’

shouldn’t get on the hot air balloon ride if you’re afraid of heights.’

but no one told us we had to bring our swimming costumes and towels.’

ex e

3 ‘The beach was too sandy.’

5 ‘We booked an excursion to a water park

2 ‘There was no sign telling you that you

was too ugly. You can’t be expected to admire a beautiful view when you’re staring at a face like this.’

6 ‘It’s lazy of the local shopkeepers to close in the afternoons. I often needed to buy things during siesta-time; this should be banned.’

Source: www.telegraph.co.uk

Complaint number ...

three hundred and twenty-five

Complaint number ...

UNIT 6:

HOW CAN I HELP YOU?

325

c Reflection: check your task by filling in the checklist below. Show your responses to a partner who will give you some feedback too. Checklist: writing an answer to a complaint

Yes I think so

1 Content • I suggested an appropriate solution.

2 Language • I used the correct register. • I used correct basic grammar. • I used the correct expressions. • I used correct spelling and punctuation.

≤7

Next exercise

ex. 4

Check 2, p. 326

Filing a complaint

Check 2

Score

Feedback

Write an email to complain about bad services you received.

ex e

a Preparation: look at the pictures of what went wrong during your stay at the 5-star Ambassador Hotel.

three hundred and twenty-six

326

UNIT 6:

HOW CAN I HELP YOU?

WRITING

b Action: write an email of complaint to your travel agent. Make sure to include all the necessary items from the email template. Clearly describe the situation and suggest a solution.

ex e

c Reflection: fill in the checklist to reflect on your writing. Checklist: writing a formal email of complaint

Yes I think so

1 Content and structure • I included all the necessary items from the email template. • I described the situation and discussed the problem. • I suggested an appropriate solution. • I began and ended my email correctly.

2 Language • I used the correct formal register. • I used correct basic grammar. • I used the correct expressions to make a complaint. • I used correct spelling and punctuation.

Score

≤6

Next exercise

ex. 2

ex. 3

three hundred and twenty-seven

Feedback

UNIT 6:

HOW CAN I HELP YOU?

327

READING

Read the letter of complaint. a Answer these questions. 1 Who is writing this letter? 2 Who is he writing to? 3 What is his problem? 4 What is his solution?

5 How does he begin his letter?

ex e

6 How does he end his letter?

b Put numbers in front of the different parts of the letter. 1 A suggestion on how to solve the problem

2 Name of the sender 3 Closing

4 Explaining what the problem is

5 Introduction to the problem

6 Greeting the recipient

c Is this a good letter? Explain why (not).

three hundred and twenty-eight

328

UNIT 6:

â&#x20AC;&#x201A; HOW CAN I HELP YOU?

Dear Starbucks,

I am writing to you as I feel your staff need to be instructed clearly about the intrinsic differences between the ‘chai tea’ and the ‘chai tea latte’. Here is a handy diagram you may want to describe to your employees. Chai tea latte

Chai tea

ex e

Every time I have ordered a ‘chai tea’ I have received a ‘chai tea latte’. I have taken to explaining clearly that I want a ‘chai tea’ and certainly not a ‘chai tea latte’ when ordering, but this is futile. What’s more, as a result of your confusing ordering system, I have to explain this to three people – the person who takes the order, the person who takes my money and then to the person who has erroneously made me a ‘chai tea latte’ and has to throw it in the bin. As you can imagine this whole farce creates tension amongst other impatient customers, irks your staff and oft results in a wasted ‘chai tea latte’. I tried valiantly for months to take all of this on the chin but I have recently found it difficult to cope with the stress and have instead opted for a peppermint in Costa. I suggest you forward this email to all of your staff immediately to avoid losing my custom.

Also, your coffee is sub-standard, stop being so arrogant about it. I could make a flat white of superior quality to yours and I lost both my arms in a disastrous trip to Sea World when I was 6 years old.

Regards, Joe Lycett.

Score

≤9

Next exercise

>9 ex. 3

Watch the clip about returning items and answer the questions about each situation.

listening

Situation 1 • Customer’s problem: • Problem in returning the item:

UNIT 6:

HOW CAN I HELP YOU?

three hundred and twenty-nine

Source: twitter.com/joelycett

329

Situation 2 • Customer’s problem: • Problem in returning item: Situation 3 • Customer’s problem: • Problem in returning the item: >4

Next exercise 4

≤4

ex. 4

Work with a partner and act out a conversation.

– What is the customer’s problem?

a Preparation: read the text and choose a situation.

Score

– Why is there a problem in returning the item?

ManicHispanic85 17 points – 2 years ago Usually a few months after the Garden Center closes, people bring back plants that died. Sorry let me rephrase that … plants they couldn’t take care of properly. Also every January, people make the pilgrimage to their local Costco’s to return their Christmas decorations. Also right around September people love bringing back all their summer stuff, BBQ’s bathing suits, pool gear, patio sets, etc. I wanna live that life ... where I just don’t feel any shame for the scummy stuff I do to save money. Share Save

ex e

iheartrms 33 points – 2 years ago A huge safe bought online was returned reeking of marijuana. The police were called. Share Save

jb2255 13 points – 2 years ago A lady returned a bottle, an empty bottle of wine ‘cause it gave her a headache. Someone returned a Sony boombox (~$50) that was over a decade old, still had the receipt, a very faded receipt. Share Save

Xianricca 8 points – 2 years ago 13-year-old fish. Lady left it in her freezer and forgot about it. Wanted to return it and when we said no she threatened calling corporate and all that jazz. If I remember correctly they let her return it. Share Save

three hundred and thirty

WolfHunter209 11 points – 2 years ago I’ve seen plants come back after a few years because the owner was tired of them. Cakes came back half eaten because they didn’t like the taste. Couch sets come back every year, the member usually buys the newer model and the cycle continues. Play sets because the kids grew up (I can somewhat see this one). So much more. Share Save

330

Source: www.reddit.com UNIT 6:

HOW CAN I HELP YOU?

READING

SPOKEN INTERACTION

b Action: act out your conversation for another pair of students or the teacher. c Reflection: reflect on your conversation by filling in the checklist. Checklist: making a complaint (spoken interaction)

Yes I think so

1 Content and structure • I followed the different steps (as an employee). • I described the situation (as a customer). • I suggested an appropriate solution.

2 Language • I used correct basic grammar. • I used the correct expressions. • I minded my pronunciation.

Score

≤7

Next exercise

ex. 5

ex. 6

Work with a partner. Watch the video in which Mr Bean is trying to make a complaint. a Write out the conversation. Mr Bean:

ex e

Lady: (talking on the phone)

Feedback

listening

Source: Gerhard Heeke

Mr Bean:

Lady: (still talking on the phone)

Mr Bean: (lets the paper bag explode) Lady:

Mr Bean:

Lady:

Mr Bean:

Lady:

Mr Bean: Lady:

three hundred and thirty-one

b Act it out with your partner. Score Next exercise

–

+ Check 3, p. 335

UNIT 6:

HOW CAN I HELP YOU?

331

Read the complaints and the infographic. Answer the questions about each complaint.

READING

a Which type of complainer do you think the person is? b Write a suitable answer to the complaint. Think about the advice found in the infographic on p. 333-334.

10/3/18

Luna B.

‘They lost my pants, and didn’t give me my money back.’

Type of complainer

Answer

Angie L.

ex e

Horrible customer service. I purchased a pair of pants. They were defective, and therefore I was told to send them back to the company by Canada post (a shipping label was provided). A few weeks went by and I called to follow up, which they then told me they lost them and can’t locate them in their warehouse. After speaking to the countless rude and useless managers, they told me there’s nothing they can do and I won’t be getting any re-imbursement. More or less I was robbed by Zara. I will never shop there nor recommend that store to anyone.

10/4/18

‘Terrible quality lashes’

I bought lashes from here that would NOT stay on my eyes … I wear fake lashes EVERYDAY and when I tried to return them, they wouldn’t let me. SO I had to go through corporate just to get a new pair and that was 2 1/2 weeks ago and I STILL haven’t gotten them nor have I heard from them … Type of complainer

Answer

Sarah C.

10/16/18

‘UNETHICAL COMPANY’

H&M steals intellectual property from artists. When the artists complain H&M threatens them with criminal charges and expensive legal burdens. H&M is corrupt and unethical. DO NOT SUPPORT THIS COMPANY, THEY ATTACK ARTISTS.

three hundred and thirty-two

332

Type of complainer

Answer A

Source: www.sitejabber.com

UNIT 6:

HOW CAN I HELP YOU?

r aa

The customer complaint lifecycle differs by distinct complainer persona types, and social media plays a unique and critical part in protecting brand equity and customer loyalty. According to a recent article by the University of Florida, there are five types of complainers. To fully understand how social comes into play, it’s important to humanize each interaction and think about the individual types of complainers so that you can respond accordingly via social.

THE

MEEK CUSTOMER

The Meek Customer generally will not complain. However, they will post or comment on Facebook or Twitter when they have really been pushed to the edge. The Meek Customer will often have little to no history or complaining and is often just looking to be reassured that their voice is heard. HOW DIFFICULT TO FIX:

HOW IRRATIONAL:

ex e

HOW COMMON:



SOLUTION: A simple “I am sorry” on the social channel used for their comment will usually rectify the situation and turn the Meek Customer into a passive brand advocate.

THE

AGGRESSIVE CUSTOMER

The Aggressive Customer readily complains, often loudly and at length. However, if you solve the problem for this customer in a quick and efficient manner, you are likely to have a very vocal and prolific brand advocate through all social channels. The Aggressive Customer does not respond well to excuses or aggression.

HOW COMMON:

HOW DIFFICULT TO FIX:

HOW IRRATIONAL:



three hundred and thirty-three

SOLUTION: Always take this costumer offline through direct messaging or email. Listen completely and ask: “What else?” Agree that a problem exists, and indicate what will be done to resolve it.

UNIT 6:

HOW CAN I HELP YOU?

333

THE

HIGH-ROLLER CUSTOMER The High-Roller Customer expects the absolute best and is willing to pay for it. They are likely to complain in a reasonable manner, unless they are a hybrid of the aggressive customer. They are interested in results and what you are going to do to recover from the customer service breakdown. HOW COMMON:

HOW DIFFICULT TO FIX:

HOW IRRATIONAL:



THE

OPPORTUNIST CUSTOMER

SOLUTION: Always listen respectfully and actively, questioning carefully to fully determine cause. Quickly and publicly acknowledge the issue online and go offline to correct the situation.

For the Opportunist Customer, the goal is not to get the complaint satisfied, but rather to win by getting something the customer is not entitled to receive. A constant and repetitive “not good enough” response to efforts to satisfy this customer is a sure indicator of an opportunist. HOW COMMON:

HOW DIFFICULT TO FIX:

HOW IRRATIONAL:



ex e

SOLUTION: Remain unfailingly objective. Use accurate quantified data to back up your response. Consider asking “What can I do to make things right?” after the first “not good enough”.

THE

CHRONIC COMPLAINER CUSTOMER

The Chronic Complainer is never satisfied; there is always something wrong. This customer’s mission is to whine. Yet, they are your customer, and as frustrating as this customer can be, they cannot be dismissed. In spite of their constant complaining, they tend to be good customers and will tell others about your positive response.

HOW COMMON:

HOW DIFFICULT TO FIX:



SOLUTION: Extraordinary patience is required, but a two-way dialogue should never take place through social channels. One must listen carefully and completely and never get angry.

Source: www.pardot.com

three hundred and thirty-four

334

UNIT 6:

HOW IRRATIONAL:

Score

–

Next exercise

ex. 5

Check 3, p. 335

HOW CAN I HELP YOU?

Check 3 1

Filling in a customer satisfaction survey

Rate your customer experience.

READING

a Preparation: read the situation below and answer the questions. 1 What is the name of the man making the complaint? 2 Who is he addressing? 3 Do you know anything about this company? If so, what?

4 Which product is the man complaining about?

5 What was wrong with the cucumber? 6 What did Wes do when he saw it? 7 What does he plan to do?

8 What do you think about Tesco’s reaction?

a sarnie: a sandwich

ex e

Score

three hundred and thirty-five

Source: www.boredpanda.com

/ 8

UNIT 6:

HOW CAN I HELP YOU?

335

WRITING

b Action: complete the customer satisfaction survey as if you were Wes. Based on your visit, how likely is it that you would recommend this Tesco store to a friend or colleague? 



0 - Not at all likely



10 Extremely likely

Why did you give this score? Please include as much detail as possible.

How much do you agree with the following statements?

Neither agree nor disagree

Slightly agree

Strongly agree

N/A



The store staff treated me as an individual.



The store staff were proactive at offering me help.



I consistently get helpful and friendly service at this store.



Slightly disagree

The store staff were helpful.



The store staff were friendly.

ex e

Strongly disagree

How much do you agree with the following statements?

I was satisfied with the quality of fresh food overall that I saw in store.      Strongly disagree

Slightly disagree

Neither agree nor disagree

Slightly agree

Strongly agree

N/A



Neither agree nor disagree

Slightly agree

Strongly agree

N/A

I was satisfied with the prices I paid.   Strongly disagree

Slightly disagree



Was there a member of staff who did something special on your recent visit?  yes  no

We’re delighted to hear that someone made your visit special. Please tell us what they did. If you can remember their name, please include it here.

three hundred and thirty-six

336

Source: www.tescoviews.com

UNIT 6:

HOW CAN I HELP YOU?

c Reflection: reflect on your writing by filling in the checklist. Checklist: filling in a customer satisfaction survey

Yes I think so

1 Content • I completed the survey according to the situation. • I described the situation correctly. 2 Language • I used the correct register. • I used correct basic grammar. • I used correct spelling and punctuation.

Score:

/ 7 <9

9 – 12

Next exercise

ex. 3

ex. 2

> 12

Score

Feedback

ex e

ex. 5

Watch the video in which 2 men are trying to become employee of the month.

listening

a Answer these questions.

1 What should a customer be satisfied about when visiting a supermarket?

2 Which characteristics do you think you need to become employee of the month? b After watching the video, complete the survey as if you were a customer in this supermarket.

UNIT 6:

HOW CAN I HELP YOU?

three hundred and thirty-seven

337

What type of checkout did you use?  normal checkout  self-service checkout Based on your visit, how likely is it that you would recommend this Tesco store to a friend or colleague? 



0 - Not at all likely



10 Extremely likely

Why did you give this score? Please include as much detail as possible.

How much do you agree with the following statements?

The store staff were helpful.

Slightly disagree

Neither agree nor disagree

Slightly agree

Strongly agree

N/A

Strongly disagree



The store staff treated me as an individual.



The store staff were proactive at offering me help.



The store staff made me feel welcome.



The store staff were dressed smartly and appropriately.



I consistently get helpful and friendly service at this store.



ex e

The store staff were friendly.

Was there a member of staff who did something special on your recent visit?  yes  no

We’re delighted to hear that someone made your visit special. Please tell us what they did. If you can remember their name, please include it here.

three hundred and thirty-eight

338

UNIT 6:

Score

≥7

Next exercise

ex. 3

ex. 4

HOW CAN I HELP YOU?

listening

You will watch a video about getting service in a restaurant. Answer the questions. a Before watching the video decide what a customer in a restaurant should be satisfied with after their visit. Name 3 items. b Watch the video and answer the questions. 1 Who are the customers?

2 What did one of the men do?

3 What is the reaction of the waitress?

c Fill in the survey as if you were one of the boys in the restaurant. How much do you agree with the following statements?

Good

Excellent



2 Did the server suggest a beverage or appetizer?



3 Did the server check back with you during the course of your meal?



4 Was the greeter’s appearance appropriate to the nature of the restaurant?



5 What was your overall experience with the customer service?



Needs improvement

1 Was the greeting friendly and professional? If not, what was the problem?

ex e

Extra comments

Score Next exercise

9 – 12

> 12

ex. 6

ex. 4

UNIT 6:

HOW CAN I HELP YOU?

three hundred and thirty-nine

339

READING

Read the text and answer the questions. 1 What went wrong? 2 How did the employee react?

3 What is the opinion of the writer of the article?

4 Complete the customer satisfaction survey as if you were the angry woman.

Please indicate your level of agreement or disagreement with the following statements.

The quality of the food was excellent. The waiting time was



The food was very tasty and flavourful.

The food was served hot and fresh.

 about what I expected.  a little longer than I expected.  much longer than I expected.

 Yes  No

ex e

The server was friendly.

The server was able to answer our questions.

 Yes  No

Would you recommend our restaurant to a friend?  Yes  No If not, why?

Maybe you get bad customer service because you’re a bad customer By Matt Walsh

I could have taken a picture of you and posted it here to publicly shame you, but I didn’t. That’s because I am not trying to be vindictive, ma’am. I’d merely like to answer that question you posed. This can be what the politicians call a “teachable moment” for you and everyone like you.

three hundred and forty

340

UNIT 6:

See, I was in line at that particular fast food establishment yesterday. You probably didn’t notice me — I assume you didn’t notice any of us from the way you blatantly barged to the front. I was about to tap you on the shoulder and politely explain how lines are supposed to work in a civilized society, but I could tell you were in the throes of an ungodly rage. I figured this must be an emergency. My God, you were practically foaming at the mouth. I thought maybe someone at the counter had killed your dog, or framed you for a murder you didn’t commit, or urinated in your oatmeal this morning. Obviously something serious was going on.

HOW CAN I HELP YOU?

Then you suddenly screamed, “NO ketchup! I said NO ketchup!”

Okay, so maybe this wasn’t a dire situation. It was a condiment situation. Not exactly life or death, but close enough, I guess. The girl at the cash register looked confused. I don’t blame her, some irate middle aged woman just barrelled in the door yelling about ketchup. She asked you for some clarification, which was reasonable, but apparently you didn’t think so.

“What’s wrong with you people?! I just sat in the drive thru for ten minutes and now I have to come in here because you guys can’t understand English! I ordered this burger with NO ketchup but of course I get it with gobs of ketchup. Unbelievable. This happens every f*cking time!” Wait, it’s unbelievable yet it happens every time? Hmmm. And your ketchup specifications are this important to you yet you continually come to the one place in town that apparently has a ketchup obsession? There are literally six other fast food joints within a two mile radius, but here you are at the one place that screws up your order “every f*cking time.” Interesting. Logical thinking isn’t exactly your forte, is it?

The poor girl at the counter, who likely had no hand in this ketchup fiasco, offered to give you a new burger, plain and dry, just as you prefer. But that wasn’t good enough, was it? Their failure to obey your demands must be punished.

“No, I don’t want a new burger. Give me your name and the number to corporate. I’m sick of this sh*t. Give me my money back and the number to your corporate office! Why can’t I ever get good customer service?!”

ex e

And the exchange went on from there. You of course handled yourself like a woman of culture and dignity, while the fast food employee and her manager tried everything to find a remedy for the Tragic Ketchup Calamity. It ended with you promising to get them all fired as you stormed out. Then I finally had my turn at the counter. I ordered a burger. With extra 40 ketchup. to barge: to move roughly Source: www.huffingtonpost.com blatantly: obviously a condiment: a spice or sauce, like mustard or ketchup in the throes of: in the middle of irate: very angry vindictive: having a desire for revenge ≤7

Next exercise

ex. 6

All done!

Score

listening

Watch the video in which a man orders at Starbucks. a Answer these questions. 1 What does the man order? Try to write it down.

three hundred and forty-one

2 What would you do if you were the barista? UNIT 6:

HOW CAN I HELP YOU?

341

b Come up with your own customer survey. Write down at least 5 questions. Needs Good Excellent improvement



c Find a partner and fill out each other’s survey based on what you saw in the video. –

Next exercise

ex. 4

All done!

Score

Read the Tripadvisor reviews about their visit to Primark London. Choose the correct description to match the survey. For each of the reviews explain why you think it does (not) match. We went into Primark out of curiosity on our trip to London and we were not overly impressed. The store is incredibly messy and reminded us of other cheaper department stores in the USA and back home in Australia. To be fair some of the products seemed not badly made and of reasonable quality. On the other hand some products were made of cheap fabrics and looked cheap and nasty. I am sure if you look hard enough you can find some decent products, but for us we couldn't be bothered with the large crowds and huge queues.

ex e

Match? Yes / No Reason why?

During a trip to London, I came to Primark and bought a new pair of trousers and two T-shirts. Right before heading back to my hometown, I notice there is a hole in one of the T-shirts. Came back directly after work to find staff who thinks their shift already stops at a quarter to closing time. They told me bluntly to come back the next day because the checkouts have already been closed. At a quarter to six? I explained that I didn’t live here, but the employee did not seem to care. He just sent me to “The Primark” in my city.

three hundred and forty-two

342

Match? Yes / No Reason why?

UNIT 6:

HOW CAN I HELP YOU?

READING

I was staying a tube station away from this Primark and as it’s much bigger than the nearest one to me I thought I would visit, this was a big mistake!!! I am disabled and on crutches but this seemed to be oblivious to most people including the staff!!! The store was packed, there were no wheeled baskets near the door and when I asked a member of staff if they could get me I was greeted with “try by the tills”. NOT HELPFUL! Anyway I took a carry basket and struggled with it and my crutches. I also asked another member of staff to get me something from higher than I could reach without losing my balance and got told “they were busy”. The queues for the tills were all really long and people were pushing and shoving it was like a cattle market! Sadly for me this meant that I didn’t get as much shopping as I had planned to but I will go to my local store where the staff ARE helpful and it’s not as packed.

Match? Yes / No Reason why?

It was so crowded in there! It was really hot and people were just escaping from the hot sun. Items are very cheap and if you have time you can really pick up nice items. I bought a pullover and I noticed that two of the buttons were missing. When I came back there was such a long queue at the customer service desk! I had to wait for over half an hour. The staff was very friendly and immediately let me change the pullover.

Match? Yes / No Reason why?

ex e

Reason why?

Source: www.tripadvisor.co.uk

Please enter the date of your visit: 16/03/2019

What time of the day did you visit? Before 11 a.m. 11 a.m. to 2 p.m. 2 p.m. to 6 p.m. 6 p.m. or later.

Overall I was satisfied with my shopping experience at Primark. Slightly disagree

Strongly disagree

Neither agree nor disagree

Slightly agree

Strongly agree

N/A

0 - Not at all likely

10 Extremely likely

We’re sorry that we didn’t deliver on your recent visit. Would you like a member from Store Management to contact you to discuss your experience?  Yes  No Please provide us with your email address so we can contact you.

Ludo@gmail.com

UNIT 6:

HOW CAN I HELP YOU?

three hundred and forty-three

Based on your most recent shopping experience, how likely are you to recommend Primark to a friend, family member or co-worker.

343

It is important to us that your shopping experience in store is both easy and fun. Please rate the following based on your recent visit. First impressions of the inside of the store. Very poor

Poor

Okay

Good

Very good

N/A

Poor

Okay

Good

Very good

N/A

Okay

Good

Very good

Okay

Good

Very poor

Poor

Very poor

Poor

Very good

N/A

My experience at the till

N/A

My fitting room experience

Staff friendliness

My experience at the customer service desk / refund and exchanges Poor

Okay

Good

Very good

N/A

Very poor

Finding what I was looking for in store  Yes  No Staff available if needed help

 Yes  No

ex e

Please tell us the main reason why you found staff unfriendly. Staff didn’t smile. Staff didn’t make eye contact. Staff weren’t helpful. Other.

Please tell us the main reason why you weren’t happy with the customer service desk / refund and exchanges experience.

I waited too long to be served. I wasn’t thanked for waiting. The team member at the customer service desk wasn’t friendly. The team member at the customer service desk didn’t make eye contact with me.

Please tell us the main reason why you weren’t happy with staff availability when you needed help.

It was difficult to identify staff. The team member was not positive. The team member was not interested in helping me. The team member was not knowledgeable about fashion, product prices within the store. Other.

Source: www.tellprimark.co.uk

three hundred and forty-four

344

Score

–

Next exercise

UNIT 6:

HOW CAN I HELP YOU?

+ All done!

CHECK OUT: MAKING A FORMAL COMPLAINT Orientation You bought something but you are dissatisfied. You will make a complaint. Write an email to the company to explain the problem and how they might solve it. OR Complain face-to-face to a customer service representative about your purchase.

Preparation Read the role card and answer the questions below. – What is the name of the company? – What is the name of the product? – Where did you buy it? – Explain what happened. – What could be a possible solution?

Decide how you will make your complaint: in writing or in speaking.

Action

For written complaints: use the information from your preparation to write an email of complaint. Use the template your teacher will give you.

For spoken complaints: act out a conversation with a partner. Take turns so both of you can complain and both of you can be customer service representatives.

WRITING

SPOKEN INTERACTION

three hundred and forty-five

ex e

UNIT 6:

HOW CAN I HELP YOU?

345

Reflection 5

Reflect on your task by filling in the appropriate checklist. Checklist: writing a formal email of complaint

Yes I think so

Checklist: making a spoken complaint

Feedback

2 Language • I used the correct formal register. • I used correct basic grammar. • I used the correct expressions to make a complaint. • I used correct spelling and punctuation.

1 Content and structure • I followed the different steps (as a call centre employee). • I described the situation (as a customer). • I suggested an appropriate solution.

ex e

2 Language • I used correct basic grammar. • I used the correct expressions. • I minded my pronunciation.

Feedback

Trace your steps on diddit.

three hundred and forty-six

346

UNIT 6:

HOW CAN I HELP YOU?

Yes I think so