Buckle Up! 5 - This means business

©VANIN

BUCKLE UP ! !

©VANIN

Sarah Cain

Britt Cools

Manuel Remmerie

Via www.diddit.be heb je toegang tot het onlineleerplatform bij BUCKLE UP! THIS MEANS BUSINESS. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden. Kies je ervoor om je aan te melden met je Smartschool-account, zorg er dan zeker voor dat je e-mailadres aan dat account gekoppeld is. Zo kunnen we je optimaal ondersteunen.

BUCKLE UP ! !

LET OP: DEZE LICENTIE IS UNIEK, EENMALIG TE ACTIVEREN EN GELDIG VOOR EEN PERIODE VAN 1 SCHOOLJAAR. INDIEN JE DE LICENTIE NIET KUNT ACTIVEREN, NEEM DAN CONTACT OP MET ONZE KLANTENDIENST.

Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken.

In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be.

Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.diddit.be.

© Uitgeverij VAN IN, Wommelgem, 2023

De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden.

Fotocredits

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p. 19 Greta Thunberg ©Per Grunditz/Shutterstock.com, p. 19 books ‘I am Malala’ ©SN040288/Shutterstock.com, p. 20 Naomi Wadler ©Angela Weiss AFP-ARCHIVE/Belga, p. 31 Batibouw fair ©Nicolas Maeterlinck/Belga, p. 33 London fair ©pcruciatti/Shutterstock.com, p. 55 debate at Archer Center ©stock_photo_world/Shutterstock.com, p. 61 Guatape, Colombia ©Jon Chica/Shutterstock.com

Eerste druk 2023

Vormgeving en coverontwerp: B.AD

ISBN 978-94-647-0053-4 Zetwerk binnenwerk en cover: D’hondt-Ravijts

D/2023/0078/79

Art 603637/01

NUR 110

Tekeningen: Steven De Waele

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UNIT 1: X.TREMES

READY? SET!

1 Watch the video. Answer the questions.

a Describe in one sentence what happens in the video

b What was the customer’s complaint?

c What did the manager offer the customer as a solution? nothing a refund a replacement meal The manager started yelling back.

d What injuries did the manager sustain?

e What would you have done if you were the manager in this situation? I would have

2 Sometimes you have to deal with difficult customers when you’re selling something. In this unit you’re going to learn how to deal with these situations.

a Read the words before you read the article. Tick off the words you already know.

Words from the text

a customer inevitable to argue occasional a concern anger to deal with

b Some words in the text look like Dutch words. What do they mean?

English words

a conflict (l. 7)

empathy (l. 13)

to echo (l. 14) frustration (l. 14)

a tone (l. 18)

an interaction (l. 23)

potential (l. 25) to guide (l. 41) to plan (l. 52) to appreciate (l. 54)

Dutch words

Other languages

c Do you know the words in another language? Write them down and complete the grid.

d Read the text.

Ways to Handle Difficult Customers

1

Skye Schooley

Business News Daily Staff

Updated Jan 23, 2023

Ninety-three percent of customers are more likely to come back to companies that offer excellent customer service. Because difficult customers are inevitable, you and your team must know how to resolve customer conflicts.

1 First: listen.

Do not try to talk over the customer or argue with them. Let the customer have their say, even if you know that they are wrong, and they don’t have all the information. As you listen, take the opportunity to build a connection with the customer.

2 Build a connection through empathy

Put yourself in the customer’s shoes. Echo the source of their frustration, and show that you understand their position and situation. If you can empathise with a customer’s problem, it will help calm them down.

3 Lower your voice.

If the customer gets louder, speak slowly, in a low tone. Your calm behaviour can carry over to them and help them to calm down. As you approach the situation with a calm, clear mind, their anger will become less.

4 Talk as if all your customers are watching.

Pretend you are talking not only to the customer, but also to an audience that is watching the interaction. This can help if the customer is being verbally abusive, and will allow you to think more clearly when answering. Always think that the customer will repeat the conversation to other potential customers; this mindset can help you do your best to address their concerns in a calming way.

5 Know when to compromise.

If you see that you’re trying everything, but the customer will never be satisfied, it may be better to give up and compromise in their favour. This will give you more time for other, more productive customer relationships. Keep in mind that you’re dealing with an exception

6 Stay calm.

If the customer is swearing or being verbally abusive, take a deep breath and continue as if you didn’t hear them. Talking the same will not solve anything, and it will usually escalate the situation. Instead, remind the customer that you are there to help them, and are their best immediate chance of resolving the situation. This simple statement often helps defuse the situation.

7 Don’t take it personally.

Always speak about the problem and do not get personal, even if the customer does. Remember that the customer doesn’t know you and is just showing frustration at you as a representative of your company. Slowly guide the conversation back to the problem and how you want to resolve it.

8 Remember that you’re interacting with a human.

Everyone has an occasional bad day. Maybe your rude customer had a fight with their husband or wife, got a traffic ticket that morning, or had a lot of bad luck. We’ve all been there. Try to empathise, and make their day better by being a pleasant, calming voice. It’ll make you feel good too.

9 If you promise a call-back, call back!

Even if you promised an update that you don’t yet have, call the customer at the planned time anyway. The customer will know that you are not trying to avoid them, and will appreciate the follow-up

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10 Summarise the next steps.

At the end of the call, let the customer know exactly what to expect, and then be sure to follow through on your promises. Document the call to make sure you’re well prepared for the next interaction

Source: businessnewsdaily.com

to pretend: to act, to fake verbally abusive: to attack someone with words to compromise: to accept something that is lower than what you wanted an exception: not normal, not regular to swear: to call someone names to escalate: to become more serious to resolve: to find a solution to defuse: to make a situation less dangerous a representative: the face of an organisation to interact: to communicate to summarise: to repeat step by step

to document: to make notes about something

e Who wrote this text? What does the author want to teach us?

f Is this a printed or an online article? How can you know this?

g Who might be interested in reading this article?

h What is the purpose of this text? to give information to persuade to activate

i Answer the following questions about the article:

1 What is the topic of this text?

2 What is the most important thing you have to do when you have to talk to a difficult customer?

3 Why is good customer service important?

4 Why do you have to summarise the next steps at the end?

j True or false? Correct the false statements.

1 When a customer starts to swear, you have to defend yourself and yell back.

2 You have to pretend that there are other customers around you so you can think more clearly when you answer.

3 Five percent of customers are more likely to come back to companies that offer excellent customer service.

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4 When you call back a customer, they get the feeling that you are there for them.

k Discuss the following questions in class.

1 Did you ever have to return a product because it didn’t work? What happened?

2 What is good customer service, according to you?

3 Look at the interactive picture and discover the words related to dealing with difficult customers. Listen to the pronunciation and check the spelling.

4 Complete the sentence with a word from the text (exercise 2) about dealing with difficult customers.

1 Someone who buys a product from you is a

2 When people talk to each other, there is an

3 People can get angry because they have a lot of in their lives.

4 When your company has a good customer service, people will tell other customers about it.

5 When you follow up the situation, customers will the effort you put into it.

5 You are an employee in a store and someone comes back with a broken product. How can you solve this?

a Match the words to the correct pictures.

b Now use these words to complete the following sentences.

1 Because the hasn’t expired yet, we will fix your laptop for free.

2 I understand that you are upset. I will for you: maybe she can help.

3 I’m sorry you didn’t like our product. We can’t give you your money back, but we can offer you a for 50% off your next purchase.

4 If you’re not happy with the result of your haircut, you can get a Unfortunately, we cannot give you your hair back.

Checklist: Ready? Set! Yes I think

Ik ken in het Engels woorden rond klantentevredenheid.

Ik kan het onderwerp van een Engelstalige tekst bepalen.

Ik kan informatie halen uit een Engelstalige tekst over klantentevredenheid.

Ik begrijp hoe ik in het Engels kan omgaan met moeilijke klanten.

Wat kan ik al?

Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

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1 Write an email in which you are a customer and you complain about something you bought.

a Form pairs.

b Choose one of the following situations.

You bought a new drone but it didn’t work when you tried it at home.

You bought a ticket online for an amusement park, but the code didn’t work and you had to buy another one at the entrance.

You went to a hairdresser’s but you’re totally not happy with the way they did your hair.

You paid for the bus but you couldn't find your ticket, and you still got a fine.

You ordered flyers for the upcoming school party, but the colours came out wrong.

You and your friends ordered pizzas, but they were delivered too late, and your food was cold when you ate it.

c Which company will you address your complaint to?

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d Will you write in a formal or an informal way? Explain why. in a formal way

e.g. Dear Mister Pryce in an informal way

e.g. What’s up, buddy!

e Read the strategy box about how to write an email of complaint.

How to write an email of complaint?

1 Recipient of the email + subject

• Fill in the correct recipient of the email (+ CC and BCC).

• Make sure you have a clear, and brief, subject

e.g. ‘Complaint’, or ‘Appointment 8 March’

2 Salutation

• Dear Sir/Madam (if you don’t have a name)

• Dear Mr/Ms/Mrs + their name

3 Paragraph 1: describe the situation.

• What did you purchase?

• Where and when did you purchase this?

• Do you want to share any other relevant information?

4 Paragraph 2: write the reason for the complaint.

• What went wrong?

• Did you already address the problem when you were there?

• Give examples that prove your point.

5 Paragraph 3: write what you expect.

• A refund? Compensation?

e.g. I hope to receive a refund/compensation.

e.g. I would like to receive a refund.

• An apology?

e.g. I hope you will investigate this problem.

• Remember: stay friendly. Use ‘please’ and ‘thank you’ where necessary.

6 Ending

• Use: ‘Kind regards’, ‘Yours faithfully’ (after ‘Dear Sir/Madam’) or ‘Yours sincerely’ (after ‘Mr/Ms/Mrs’).

• Sign with your name

• Add further contact information (like a phone number) if necessary.

7 Before sending: check your email again for mistakes.

STRATEGY ©VANIN

f Write a draft version of your email.

Check yourself

I used a formal salutation.

I described what I bought.

I described where and when I purchased it.

I described what went wrong.

I wrote what I expect from the company.

I ended the email with my name.

I wrote a clear, and brief, subject.

I reread my email for spelling mistakes.

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DID YOU KNOW?

CC stands for ‘carbon copy’.

When you put an email address in this field, it means that a copy of the email you are sending will also be sent to that address.

BCC stands for ‘blind carbon copy’.

When you put an email address in this field, it means that a copy of the email you are sending will also be sent to that address, but no one receiving the email will be able to see the address in the BCC field.

g Type out your email and send it to one of your classmates. Make sure everybody gets one email.

2 Everybody received an email with a complaint. Now take the role of representative of the company, and write back an email to solve the problem. Don’t forget: it is very important that your customer stays happy.

a Read the strategy box about how to answer an email of complaint.

How to answer an email of complaint?

1 Salutation

• Dear Sir/Madam

• Dear Mr/Ms/Mrs (+ their name)

2 Opening

Thank the sender for their email. Show understanding.

• e.g. Thank you for your email.

• e.g. Thank you for reaching out.

• e.g. Thank you for letting us know …

• e.g. I understand your concern.

• e.g. I can see your point.

• e.g. We understand that ...

3 Middle Apologise

• e.g. We want to apologise for the inconvenience.

• e.g. We sincerely regret …

• e.g. I’m sorry for …

• e.g. Please, accept our apologies.

Give a solution for their problem or suffered sorrow. Explain what you are going to do.

• e.g. Would a refund be acceptable?/We are going to refund …

• e.g. We don’t want this to happen again so …

• e.g. We are going to solve this by …

4 Conclusion

End with a positive note.

• e.g. I reassure you this will never happen again.

• e.g. Please, accept this … for the inconvenience we have caused you.

• e.g. We appreciate your feedback, so please accept …

• e.g. If there is anything else I can help you with, please let me know.

5 Ending

• Use: ‘Kind regards’, ‘Yours faithfully’ (after ‘Dear Sir/Madam’) or ‘Yours sincerely’ (after ‘Mr/Ms/Mrs’).

• Sign with your name

• Add further contact information (like a phone number), if necessary.

b Write a draft version of your email.

6 Before sending: check your email again for mistakes.

To:

CC:

BCC: Subject: RE:

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Check yourself

I wrote that I understood my customer. I apologised, or I gave an explanation. I offered a solution that works for the customer.

DID YOU KNOW?

When you reply to an email, your subject will automatically start with ‘RE:’. The rest of the subject will be the same as the original email.

c Now type the reply and send it.

3 You will have to deal with an angry customer. Choose one of the situations from exercise 1:

- Choose the same situation that you used for exercise 1 and 2.

- Choose a different situation from the one you used for exercise 1 and 2.

a Form pairs to act out the situation. Use all the steps you learnt. You can choose between acting out a telephone conversation, or a conversation in person.

b Answer these questions first:

1 Who will be the angry customer? And who will be the employee?

- Angry customer:

- Employee:

2 We choose to do a … telephone conversation. conversation in person.

3 Which company will the employee work for?

c Act out the situation.

Remember: always stay calm.

How to start the conversation?

- Good morning/afternoon, sir/madam, how can I help you?

- Good morning/afternoon.

- I am very angry

- This kind of service is horrible.

- I have a complaint.

- I bought this … yesterday/ … days ago, and it doesn’t work.

How to acknowledge the frustrations?

- That must be very frustrating indeed.

- I’d like to apologise for the inconvenience. -

I’m more than happy to help you with this.

- I demand my money back.

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- I want to speak to the manager.

The employee

The customer

- Let me see what I can do./ Here’s what I’m going to do for you.

How to offer a solution?

- That seems fair to me.

- I accept your solution.

How to end the conversation?

- The manager is unavailable, I’m afraid, but I’m sure we can come to a solution.

- I can offer you a refund/a coupon.

- The warranty hasn’t expired yet, so we will repair the product for you.

- I appreciate your effort.

- I don’t think I can live with that solution.

- This is just ridiculous!

- So, what we are going to do is … (summarise the next steps).

- I would like to thank you for your patience.

- Is there anything else I can help you with?

- Thank you for your help.

- I will give 'your company’ a good review.

Checklist: Go! Yes I think soNo

Ik kan in het Engels een zakelijke klachtenmail schrijven.

Ik kan in het Engels een klachtenmail beantwoorden.

Ik kan in het Engels een klant met een klacht helpen.

Ik kan in het Engels een gesprek voeren binnen een verkoopcontext.

Wat kan ik al?

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Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

UNIT 2: THE WORLD OF TOMORROW

READY? SET!

1 Have a look at the text of exercise 2.

a Read the words before you read the text. Tick off the words you already know.

THISMEANS BUSINESS

Words from the text

Words I understand before reading

Words I understand after reading an activist a backbone to inspire the climate a movement to support

b What type of text is it?

an article a blog post an excerpt from a novel a recipe

c Who is the author of the text?

2 Read the text and answer the questions. 1

www.goodgoodgood.co

5 Teen Activists Who Inspire Us To Do More Good

DECEMBER 6 2022

BY AMANDA R. MARTINEZ

Teen and young adult activists have been the backbone of many current social movements we see taking hold today — including movements around climate change, racial justice, gun violence, and LGBTQ+ rights. According to the National Education Association, student activism is on the rise.

In fact, after the horrific mass shooting at Marjory Stoneman Douglas High School in Florida, millions of young people across the nation made history by catalysing never-before-seen support and energy for gun reform. Students led classroom walkouts, organised marches in their communities, and became leading voices on issues they were previously sidelined on.

current: recent to catalyse: to make something start happening to reform: to improve a behaviour or structure

Teen activism is by no means new or trendy, though. Students from marginalised communities have been organising and protesting as part of educational institutions throughout American history, and, notably, during the Civil Rights Movement throughout the mid to late 20th century.

More than a half-century later, youth activism has re-emerged with a similar energy and power to create meaningful change for generations. Whether it’s school walkouts, the development of on- and off-campus organisations, petitions, or mobilizing marches, student activists are meeting “unprecedented” challenges with hope and resiliency.

to marginalise: to treat someone or something as if they are/it is not important a development: a creation, an organisation unprecedented: something that never happened before

We’re highlighting just a few of the many teen activists who have and are currently leading the charge on social change around the world.

Youth Activists Making A Difference

1 Greta Thunberg, environmental activist

Greta Thunberg — one of the most well-known activists today — was 15 years old when she protested outside the Swedish parliament in 2018. Thunberg hoped her efforts would pressure political leaders to meet carbon emissions targets.

According to BBC, this grassroots campaign inspired thousands of young students worldwide to organise similar strikes and by December 2018, more than 20,000 students — from the U.S. to Japan — had joined in. She’s been considered a top contender to win the Nobel Peace Prize for her climate activism every year since 2019.

2 Malala Yousafzai, girls’ education activist

In 2012, Malala Yousafzai became an instant international symbol of the fight for girls’ education after being shot in a school bus by members of the Taliban — which have strict restrictions on female education.

She survived, recovered, and used her experience as direct motivation to continue her fight. At 17, Yousafzai became the youngest receiver of a Nobel Prize for her humanitarian efforts — which included establishing the Malala Fund, an organisation dedicated to giving girls an opportunity to learn and lead. She later published her first book, “I Am Malala”, and graduated from Oxford University in 2020.

3 Naomi Wadler, gun reform activist

After the tragic 2018 mass shooting at Marjory Stoneman Douglas High School, Naomi Wadler and a friend organised a walkout — in which 200 of her classmates ended up participating.

The successful youth-led demonstration got national attention and led her to delivering a speech at the 2018 March for Our Lives rally in Washington, D.C — she was just 11 years old. Today she balances school with her advocacy efforts, which primarily bring awareness to how black girls and women are disproportionately affected by gun violence.

4 Jack Petocz, LGBTQ+ activist

In February 2022, Florida’s House of Representatives passed House Bill 1557 — also known as the “Don’t Say Gay” bill. The legislation sought to prohibit “classroom discussion about sexual orientation or gender identity” in kindergarten through third grade. Students in Florida, like 17-year-old Jack Petocz, worked to fight against that hatred and discrimination.

Petocz organised a school-wide walkout, inspiring other Florida students to follow suit. The LGBTQ+ activist is now the policy director at Gen-Z for Change, a nonprofit run by young people leveraging social media to educate and mobilize their peers. Petocz has also spoken out and demanded action against bookbanning practices.

5 Genesis Butler, animal rights and climate activist

Genesis Butler is a 15-year-old environmental and animal rights activist and one of the youngest people to give a TEDx talk (“A 10 Year Old’s Vision for Healing the Planet”). Butler is passionate about educating others on the negative impact of animal agriculture on the environment. The young activist is currently leading the Youth Climate Save movement — the very first youth-led environmental organisation that zeroes in on the correlation between climate change and animal consumption.

disproportionately: too large (a) legislation: a set of laws to zero in on something: to direct all attention to something

Source: goodgoodgood.co

a What is the topic of this text?

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b Tick off the purpose(s) of the text. Explain why you think this. to give information: to entertain: to persuade: to activate:

c Fill in the grid with information from the text. You may search the internet to help. Words

Greta Thunberg

Malala Yousafzai

Naomi Wadler

Jack Petocz

Genesis Butler

d Where are most of these activists from?

e Why do you think that is? Give two reasons.

f Which cause mentioned in the text interests you the most?

g Search the internet to find a different activist who is fighting for that cause. Say how they are fighting.

h What different ways of fighting for a cause can you find in the text? Name four.

i Can you think of any other ways to protest for a cause?

j Do you think that these teens are making a difference in the world? Discuss in class.

3 Look at the interactive picture and discover the words related to activism. Listen to the pronunciation and check the spelling.

4 Listen to the song ‘Dear Mr. President’ by P!nk. Use the lyrics to follow along.

Dear Mr. President, come take a walk with me

Let's pretend we're just two people and you're not better than me

I'd like to ask you some questions, if we can speak honestly

What do you feel when you see all the homeless on the street?

Who do you pray for at night before you go to sleep?

What do you feel when you look in the mirror? Are you proud?

How do you sleep while the rest of us cry?

How do you dream when a mother has no chance to say goodbye?

How do you walk with your head held high? Can you even look me in the eye and tell me why?

Dear Mr. President, Were you a lonely boy? (Are you a lonely boy?)

Are you a lonely boy? (Are you a lonely boy?)

How can you say: “No child is left behind”?

We're not dumb, and we're not blind

They're all sitting in your cells while you pave the road to hell

What kind of father would take his own daughter's rights away? And what kind of father might hate his own daughter if she were gay?

I can only imagine what the first lady has to say: “You've come a long way from whiskey and cocaine”

How do you sleep while the rest of us cry?

How do you dream when a mother has no chance to say goodbye?

How do you walk with your head held high? Can you even look me in the eye?

Let me tell you 'bout hard work: minimum wage with a baby on the way

Let me tell you 'bout hard work: rebuilding your house after the bombs took them away

Let me tell you 'bout hard work: building a bed out of a cardboard box

Let me tell you 'bout hard work hard work hard work!

You don't know nothing 'bout hard work hard work hard work!

How do you sleep at night?

How do you walk with your head held high?

Dear Mr. President, you'd never take a walk with me, would you?

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a What do you think the purpose of this song is? Tick off all correct answers. Discuss in class.

to entertain to activate to protest to complain

b Go to the website songmeanings.com. Look up the song ‘Dear Mr. President’ (featuring Indigo Girls) and read the comments about the song.

1 What do you think this song is about?

2 Which President is this (supposedly) about?

c Choose a comment and write a reply to it here. (Always be kind.)

d Read your reply to the class.

e The line: 'Let me tell you 'bout hard work: rebuilding your house after the bombs took them away' is about a natural disaster in the United States. Taking the date the song came out into consideration, can you find which disaster it is about? Explain how this disaster impacted the United States.

Checklist: Ready? Set!

Ik ken in het Engels woorden rond activisme.

Ik kan de doel(en) van een Engelstalige tekst bepalen.

Ik kan vragen beantwoorden over een Engelstalige tekst.

Ik kan online in het Engels extra informatie opzoeken over het onderwerp van een tekst.

Wat kan ik al?

Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

1 Look online to find another song that criticises the government.

a Research what the song is about and take notes.

DID YOU KNOW?

When using a search engine, there are some ways to find better results.

• Be specific: start with the most important word and add extra keywords.

e.g. P!nk protest song

• Use quotation marks (“…”) to find an exact phrase or quote.

e.g. “protest song by P!nk”

• Use (+) to tell the search engine specific words must be included in the results. Use (-) to tell the search engine specific words may not be included in the results.

e.g. P!nk + protest song / P!nk – colour

b Let the class hear the song that you chose, and report what it is about.

2 To deal with problems, sometimes it helps to divide them into different categories.

a Use an online site to look up what the words on the left mean. Choose word(s) from the box to complete each description.

ideas and customs of a society – money – nature – population –the way people communicate with each other

1 Cultural everything that relates to

2 Demographic everything that relates to

3 Ecological everything that relates to

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4 Economic everything that has to do with

5 Social everything that relates to

b What are the biggest problems in your world today? Look at the world surrounding your life (your school, friends, family, city), or look at the bigger world (your country, continent, planet). Write them in the mind map.

Social

The problems of the world

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c Circle one of the problems you wrote down that you would like to learn more about.

d Read the strategy box about how to choose and use online sources.

How to choose and use online sources?

Golden rule: be critical and gather as much information as possible from different sources.

Other rules that help check if a source is reliable:

1 Check the author and publisher.

• Who is the author? Are they mentioned? Do they really exist?

• Do they write for (other) well-known newspapers or websites?

2 Check the date of the article

• Is the information still up to date?

• Is this the original article? If not, find the original article to guarantee authenticity.

3 Check the sources the author used to write their article.

• Are the sources mentioned? Are they reliable? If they are not mentioned, this may not be a reliable source.

• Did the author represent the information from their sources correctly?

4 Check the title.

• Is the title neutral? Sensational titles could mean that the article is only meant to shock or entertain (and may not be very reliable).

• Always read the article and not just the title.

5 Check how the information is presented.

• Are there a lot of spelling mistakes?

• Have the images been edited?

• Do they use a lot of capital letters and exclamation marks?

Avoid plagiarism:

Plagiarism is when you use someone else’s work (texts, art, music ...) and present it as your own. That is stealing. Therefore you should always mention your sources when you write something. That way others can check whether or not your work is reliable.

When listing your sources, always mention the following:

• the author(s) (or, if there is no author mentioned, the publisher) of the source,

• the title of the source,

• the date of the source,

• the website of the source.

e.g. Amanda R. Martinez, 5 Teen Activists Who Inspire Us To Do More Good, 6 December 2022, www.goodgoodgood.co

e Gather information about the problem you chose. Use these helpful words and the grid below. Make sure to use at least three different sources.

the cause the reason something happens the impact the effect on someone or something

Problem:

What is it?

Describe the problem in a few words.

What is (are) the cause(s)? Give some examples.

Name one community, city, country, continent ... that suffers (a lot) from this problem, and explain why.

Name a historical event that is related to this problem.

What is the impact of the problem on the world we live in today? Explain by giving a few examples.

What do you think will happen in the world if this problem doesn’t get solved?

What could/must/should we do to work towards a better future? Give some examples.

f Which sources did you use?

g Think of a slogan to raise awareness about the problem that you chose.

h Use a tool to make a presentation about your topic. Use the strategy sheet ‘How to present something?' or scan the QR code. Start your presentation with your slogan. At the end of your presentation, mention the sources you used.

STRATEGY

i Make a poster to raise awareness of the global problem you chose. Make sure it has a slogan and a fitting illustration. The illustration can be your own creation, but you may also search for images online. Pay attention to the layout.

j Give your presentation to the class.

3 Look online for a post or quote by people fighting for a better future.

a Write the post or quote in the box.

b Write your comment on the post or quote underneath the box. Keep the following things in mind:

Be kind. (Words can hurt, even online.) Give your opinion about the post or quote. Describe the feeling you get from the post or quote, and why it gives you that particular feeling. Ask a question related to the post or quote.

4 Watch the trailer from the film Pay it Forward.

a Name two ‘big’ things that people did for someone in this clip

b What problems are there in your environment (school, community ...)? You may also reuse problems from the mind map on p. 25.

c Choose a problem (different from your presentation) and think of your own project to try to solve it. Use the steps below to help you think of an idea. Remember: small stones can make big waves.

Step 1: What needs to change to make this problem go away or become a smaller problem? Use the mind map to help structure your thoughts.

The problem

©VANIN

Step 2: Highlight the things that YOU could change (as some things may not be in your control).

Step 3: Brainstorm ideas about how you can influence this change.

Step 4: Choose one idea that you want to work with, and answer these questions.

1 Who can do this?

2 How would you start?

3 What do you need to carry out the plan?

4 What effect do you hope to achieve?

d Introduce your plan to the rest of the class. (You may use a visual aid if you like.)

e Time to vote. Which idea did you like the best?

Checklist: Go!

Ik kan in het Engels woorden rond activisme gebruiken.

Ik kan in het Engels een presentatie geven over een problematiek.

Ik kan in het Engels reageren op een quote of socialmediaberichten.

Ik kan in het Engels plannen voorleggen om lokale problemen op te lossen.

Ik kan in het Engels online bronnen opzoeken om bij een opdracht te gebruiken.

Ik kan de betrouwbaarheid van online bronnen inschatten.

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Wat kan ik al? Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

UNIT 3: ON THE MARKET

READY? SET!

THISMEANS BUSINESS

1 Have a look at the text and answer the questions.

a Read the words before you read the text. Tick off the words you already know.

Words from the text

a trade fair

an exhibition centre

a reduction

b Read the text.

Words I understand before reading

Words I understand after reading

Batibouw 'ideal home' fair opens

The annual Batibouw fair has opened at the Heizel Exhibition Centre in Brussels. This year the fair focuses on sustainable homes. A thousand stands have been let at the exhibition centre.

The organisers hope that 300,000 visitors will file through the Heizel's doors.

The fair opened for professionals on Thursday. From Saturday onwards it is open to the general public

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Batibouw is the largest home fair in Belgium. This will be the 51st time it has been staged here. This year visitors will also be able to visit the fair in the evening. On 4 March Batibouw will be open till 11 p.m. Saving energy and using renewable energy sources are two of the most important themes this year, but the emphasis is also on renovating, as this is seen as a "sensible investment". This year's fair also hopes to create a splash by urging home builders to use more colours in their designs.

Batibouw runs until 7 March. An entrance ticket costs 15 euros, though there is a reduction if you buy your ticket online at www.batibouw.com.

Adapted from: VRT (vrtnws.be)

sustainable: made in a way that causes little or no damage to the environment an emphasis on: a special attention that is given to something to create a splash: to become successful

to urge: to strongly suggest to do something

c What is the main focus of the fair this year?

d When does the fair open for everyone?

e What’s your opinion on the theme of Batibouw? Discuss in class.

2 Go to the Wikipedia website and look up the article about ‘trade fair’.

a Read the words before you read the article. Tick off the words you already know.

Words from the text

Words I understand before reading

Words I understand after reading a market trend an opportunity

a company a buyer

a booth

b Read the subtitles of the article. Describe what the article is about.

c Who would read this article?

d Read the article

e What is the purpose of this text?

f Why do companies organise trade fairs? Mention at least three reasons.

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g Answer the questions.

1 What is meant by a ‘trade only’ fair?

2 How were trade fairs organised in medieval times?

3 Why are trade fairs so important?

4 What’s the purpose of a seminar?

h Read the definitions of some difficult words from the article. Look in the article for the word that is described. Write it after the definition.

1 a competitor:

2 to decide what group something belongs to:

3 a large formal meeting for people who belong to the same profession:

4 to found:

5 when a company or place develops a lot of industry:

6 the series of organisations that are involved in passing products from manufacturers to the public:

7 someone who is at an event such as a meeting or a course:

i A trade fair is a huge investment. How come?

3 Look at the interactive picture and discover the words related to (trade) fairs. Listen to the pronunciation and check the spelling.

4 Match the words about (trade) fairs to their correct definition.

a booth 1

a large event in one place where several companies show their goods or services

an organiser 2

a professional 3

a (trade) fair 4

someone whose work involves planning

someone who earns money by doing a job

a small partly open space where you can buy things, or get information, usually at a market or a fair

5 Complete the sentences with the correct word about (trade) fairs.

1 During the sales period, there are a lot of

2 The retail assistant called the to restock the products.

3 There were a lot of at the of her new art works.

4 When I go shopping, I always buy the latest

5 The trip to London will take place on 15 May.

6 Read the sentences. Write down a synonym for the underlined words.

1 We had the chance to meet the actor from that film.

2 The journalists were very persistent in following that actress.

3 The buyer of the products forgot to pay.

4 The firm is looking for new workers.

Checklist: Ready? Set! Yes I think soNo

Ik ken in het Engels woorden rond handelsbeurzen.

Ik kan informatie opzoeken in een Engelstalige tekst over handelsbeurzen.

Ik kan de betekenis van woorden afleiden uit een Engelstalige tekst over handelsbeurzen.

Ik kan mijn mening geven over het thema 'handelsbeurzen'.

Wat kan ik al?

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Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

1 Design a printable advertisement for Batibouw’s next trade fair.

a Design an ad, using a tool of your choice. The following things should be mentioned in the ad:

What is it? date time location website

How to design an advertisement?

Before designing: Brainstorm about your subject:

• What are you selling?

• Who is your audience?

• How are you going to attract the attention of possible customers?

• How are you going to convince customers to come to your event?

Decide which type of advert you want to use:

• a poster

• a flyer

• a leaflet

• a brochure

• an online ad, a news ad or a banner

Gather all the information:

• Look for inspiring images.

• Try out some headlines.

• Write down all the information that needs to be in the ad.

While designing:

• Choose the correct size.

• Write a strong headline.

• Use language that sells:

- Balance attention and detail.

- Make it easy to read.

• Pick a powerful image.

• Make it look professional.

After designing:

• Reread your ad for mistakes.

• Ask people for feedback on your ad.

• If necessary, adapt your ad.

b Send your ad to one of your fellow students.

STRATEGY

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c Give feedback to the ad you received. Be critical. Use the strategy box.

How to give feedback?

Be constructive:

• Do not only mention what you think can be done better, but also what you appreciate.

• Try to give ‘negative’ feedback in between positive feedback.

• Always be respectful in formulating your feedback.

• Don’t generalise: make clear in your feedback that this is your opinion.

Give examples:

• Support your feedback with examples or suggestions of how to do better.

• Help someone out.

Ask questions:

• Try to understand why someone did something that way. It might give you another view on things.

• Make sure you understand each other, so the person is inspired to take his ad to the next level.

d Use the feedback to adapt the ad and send it to your teacher.

2 You’re a host at Batibouw and you have to welcome visitors to the trade fair.

a Read your tasks.

Greet the visitors. Ask for their entry ticket and scan it.

Give them an overview of the different rooms and booths. Ask if they are looking for something specific, and point out where to find this. Ask them if they need extra information about something (think of a food court, a cloakroom ... ).

Wish them a nice day

b Write out a conversation with your neighbour.

How to welcome a visitor?

- Good morning/afternoon/evening. Welcome to ...

How to ask for someone’s ticket?

- Could I have your ticket, please?

- Could you show me your entry ticket, please?

How to ask for extra information?

- Have you ever visited … before?

- Is this your first visit to ... ?

- Would you like an overview of the different booths/departments?

- Are you looking for something specific?

- Is there anything else I can help you with?

How to give extra information?

- This is your welcome pack, in which you can find …

- This is a map of the fair/exhibition on which you can find all the different booths/stalls.

- This is a schedule of today’s events.

How to wish them a nice visit?

- In case you need anything else, I’ll be here all day.

- If there is anything else I can do for you, just let me know.

- Have a nice/lovely/great day.

- Enjoy your visit.

c Partner up with another classmate. Act out the conversation in front of the class. You may need to improvise.

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3 You represent a kitchen company at Batibouw. You are going to stage a sales pitch about a top-notch kitchen in your booth.

a Complete the grid to prepare your sales pitch. Use the product sheet your teacher gave you.

Advantages

Material: kitchen cabinets

Colour: kitchen cabinets

Material: kitchen counter

Appliances

b Write out your sales pitch to convince customers to buy your kitchen brand. Use the strategy box on the next page.

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How to convince people to buy a product?

Before pitching: Ask yourself the following questions:

• What are you selling?

• Who are you selling it to?

STRATEGY

• What are their needs?

• What are they looking for?

Inform yourself:

• Do enough research about your product: know what you are selling.

• Make a profile of your customer.

• Make a list of the (dis)advantages of your product.

• Write down the benefits of your product for the customer you made a profile of.

While pitching:

• Keep it short: a sales pitch can't last longer than two minutes.

• Start your pitch with a question.

e.g. Have you ever experienced this problem? You put a hot pot on your countertop and it left a mark. This will never happen if ...

• Make it personal: adapt the sales pitch to the customer's needs.

• Make sure the customer understands the benefits the product can give them.

• End with a ‘call to action’, a clear next step. What do you want the buyer to do? Call you back, respond …

After pitching: Reflect about your sales pitch:

• What went well?

• What can you do differently next time?

c Listen to the pitches of your fellow students as if you are the customer. Write down some extra questions about the kitchen that you want to ask after the sales pitch. You can use the useful expressions on the next page.

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d Your fellow students are the potential customers. Answer their questions correctly, but make sure your product comes out positively.

How to welcome a customer?

- Good morning/afternoon/ evening. Welcome to …

- Nice to meet you.

- It's a pleasure to meet you.

- Good morning/ afternoon/evening.

How to ask for extra information?

- What are you looking for specifically?

- Describe your way of living.

- What type of style do you like?

- Can you give examples of materials, designs ... you like?

- I'm looking for …

- I like …

How to give information about the product?

- It's a pleasure to give you extra information about …

- I’m very enthusiastic giving information about our latest product.

- As you can see in the catalogue/brochure …

- Let me give you our catalogue/brochure so you can recap about the information I gave you.

- … wasn’t entirely clear to me. Can you explain it again?

- How is your product different than that of the competition?

- What’s your best price?

- Can you offer me any upgrades?

- Do you have the product available in other materials, colours, designs ... ?

- Can you give me some samples of the following materials: … ?

- What’s the delivery time?

- What about the after-sales service?

How to convince customers?

- The product is only available at this special price today.

- I can throw in an extra discount of 5% if you decide today.

- This is our best offer

- Can I have your email address to stay in touch?

How to stay in touch?

- Here is my business card.

- Don’t hesitate to call or email me for further information.

4 Have an email conversation with a fellow student. Do you remember how to write an email? Scan the QR code to refresh your memory.

Student A

a Write an email to student B who has bought a kitchen from your company.

Thank them for their trust in your company, and let them know that they always may contact you if they have any more questions.

b Wait for student B’s reply. Read their email. Answer their questions by means of the product sheet your teacher gave you.

Student B

a Read the email you received from student A. You still have a couple of questions about:

- the chosen countertop material,

- the price of the appliances: ask for a discount,

- when the kitchen will be installed and any preparations you need to make in advance.

Send your reply with the additional questions to student A.

b Wait for student A’s reply. Read their email. Reply to the answer they gave, and thank the seller.

Ik kan in het Engels een advertentie ontwerpen.

Ik kan in het Engels constructieve feedback geven op een advertentie.

Ik kan in het Engels bezoekers en klanten verwelkomen.

Ik kan in het Engels een 'sales pitch' houden van maximaal twee minuten.

Ik kan in het Engels een verkooppraatje houden en mogelijke klanten overtuigen om een product te kopen.

Ik kan in het Engels een e-mailgesprek voeren over de verkoop van een product.

Wat kan ik al?

Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

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UNIT 4: REALITY VERSUS VIRTUAL REALITY

READY? SET!

1 Have a look at the text of exercise 2 and answer the questions.

a What do you think this text is about?

b Read the words before you read the text. Tick off the words you already know.

THISMEANS BUSINESS

Words from the text

Words I understand before reading

Words I understand after reading to struggle

an anxiety

a lack to be overwhelmed

a paradox chemistry

c What is the main purpose of this text? to give information to give an opinion to entertain to persuade to activate

2 Read the text and answer the questions.

vr.space/news/education/vr-for-social-skills-training/

Virtual Reality for Social Skills Training

1 5

Many people struggle with social skills for a variety of reasons. Anxieties, illnesses, lack of practice, and a need for more education can cause people social difficulties. For anyone with social anxiety, practising social skills is a bit of a paradox: You need to practise to get better, but the anxiety can keep you from being able to talk in a face-to-face setting. Virtual reality is a great solution for people in this situation: it can help children and adults practise social skills in a setting that feels safer and more under their control until their confidence and skills have built up enough for them to be able to practise in real life.

Autism and Virtual Reality

Autism is a condition that often makes people feel socially anxious. They may have difficulty picking up on social cues and making eye contact with others. Some autistic people report feeling lonely, constantly anxious in public, or overwhelmed when they can’t communicate how they’re feeling. VR is helping people with autism learn to communicate more effectively and get comfortable in social situations. Autistic people are using VR programs to practise conversations, identify emotions, and learn about making friends, and to judge the quality of friendships. A lot of people who have used VR in this way report feeling more comfortable in the virtual setting than they would practising in real life. It seems that VR can be a very helpful platform for people with autism.

Popular Apps for Learning Social Skills

There are some great options out there for social skills VR apps. Some of them include:

• Kinful: Kinful is a social-emotional learning tool used in classrooms all over the country.

• InMind 2: Help John grow from a teenager into an adult as you play this adventure game that explores the chemistry behind emotions.

• VirtualSpeech: This tool is perfect for those who struggle with presenting and public speaking. Practise your speech in front of a VR audience and get feedback from the app.

• Floreo: Floreo is focused on teaching social and life skills to people diagnosed with an autism spectrum disorder.

• Ovation: This app can coach you through the process of speaking before an audience, to help you feel more comfortable and deliver your speech more naturally.

a What reasons are given for struggling with social skills?

b What can people with autism learn with VR?

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c Why could this be helpful to people with autism?

Source: vr.space

d What is meant by: 'A lack of practice can be a reason to struggle with social skills'?

e Do you think virtual reality is a good way to practise social skills? Why (not)? Discuss in class.

f What are ‘social cues’?

g You can split social cues up into three categories. Put the words from the box into the correct category. folding your arms – frowning – looking away – not making eye contact –opening your arms – rolling your eyes – screaming – sighing – smiling –stepping back – stepping in – using (in)formal language – whispering

h Give another example of your own for each category. Add them to the grid. You can use an online translator if you don’t know how to say something in English.

i Read the situations.

1 Highlight the social cues.

2 Write down how you think the underlined person feels.

Frederik looked into her eyes and smiled at her. When his eyes rested on her lips, she looked down. She felt her cheeks burning. By now they were probably as red as her blouse. He took a step closer. But, before Samantha could even think, she had taken a step back.

‘Don’t ever speak to me like that again.’ Dad's voice was barely a whisper. Ben knew that tone. He knew that whispering was worse than shouting. He towered over him, his eyes burning into his, his index finger digging into his chest. ‘Do you understand, me ... boy?’ Ben looked away. ‘Y-y-yes, s-s-sir,’ he stammered.

There she was! Surrounded by all the other children searching the faces in the crowd. ‘Josephine!’ I cried out. My voice trembled. ‘Jo! Here I am! I’m over here!’ When she saw me her eyes widened. She dropped her backpack and ran to me with open arms. I caught her and pressed her to my body as tightly as I could. She buried her face in my neck, the way she did when she was little. I felt her warm breath puffing on my skin, followed by the wetness of her tears. All I could do was smell her hair. A month is just way too long.

3 Discuss the following statement in class.

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b Discuss in class.

1 What do you think is happening in the pictures and clips?

2 What is (not) going well in the communication?

‘The way we communicate changes according to the audience we are communicating with.’

a Look at the pictures and watch the clips.

c Use words from the box to complete the strategy box about how to deliver a message. articulate – be polite – body language – Bring yourself down to the same height. –confident and open – Don’t speak down. – friendlier – honest – open up –raise your voice – Speak clearly. – staring – stepping back –use easy but correct words – voice tone – you have time

How to deliver a message to different audiences?

1 Delivering a message to a (young) child

• Adults are usually taller than children. When you meet them at their level, this will give the child the feeling that you are on the same level.

• Children are not stupid, so don’t speak to them as if they are. Speak as you would to an adult, just If they feel that they are being spoken to with respect, they will find it easier to

• Don’t yell.

Speaking loudly doesn’t necessarily mean that you are angry. But a child tends to link volume with temper. In all situations, try not to

• Speak slowly

When you speak slowly, you give the child the feeling that for them, and that you really want to listen to what they have to say.

2 Delivering a message to an adult

• Make eye contact.

This makes you come across not only as , but also as

However, don’t overdo it. There is a difference between eye contact and awkward

• Use open

You want the person you are talking with to feel comfortable. This means you have to look comfortable. Don’t cross your arms. Instead keep them open, and unfolded. Lean into the conversation instead of

• Mind your tongue. Match your vocabulary to the person you are talking to. When speaking to a superior (e.g. a boss, a customer or the king): , and formal, and avoid being too familiar. When talking to friends and other peers, it’s okay to be more informal.

3 Delivering a message by telephone

• Smile.

Even though the person on the other end of the line can’t see you, your voice sounds when you actually smile.

• The telephone connection can muffle words, so you have to Form your words clearly.

• Vary your Try not to speak in one tone. This can be very tiring to listen to.

The more variation you bring to your voice tone, the easier it is to listen.

4 Look at the interactive picture and discover the words related to social skills. Listen to the pronunciation and check the spelling.

5 Match the words to the correct description.

6 Complete the sentences with a correct word from the vocabulary about social skills.

1 When you make you show that you are paying attention.

2 Life is an because you never know what each day will bring.

3 are very personal, and not easy to talk about.

4 Although we so much via social media, I prefer

5 A lot of people with talking to strangers.

Checklist: Ready? Set! Yes I think soNo

Ik ken in het Engels woorden rond sociale vaardigheden.

Ik kan vragen beantwoorden over een Engelstalige tekst over sociale vaardigheden.

Ik kan in het Engels mijn mening geven over het gebruik van VR om sociale vaardigheden te oefenen.

Ik kan (non-)verbale aanwijzingen herkennen.

Ik ken strategieën om mijn communicatie aan te passen aan mijn doelpubliek.

Wat kan ik al?

Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

©VANIN

GO!

1 Pair up. Read the situations.

a Take turns acting out each situation. Use the strategy box about how to deliver a message to different audiences.

A child is lost in an amusement park. Get their information, and tell them what they should do.

A customer is on the telephone. The customer didn’t receive the correct order and is very irritated.

You have to have a minor operation during the exam period. You have to talk to the principal to discuss how you are going to be able to take your exams.

b Discuss with your partner what went well, and what didn’t go so well.

c Share your findings with the rest of the class.

2 According to some people VR is the future. Look online to answer the questions.

a In what way do you think VR can be useful in your field or sector?

b What products that have to do with VR are available on the market?

c Choose an item that you would like to promote.

d Do some quick market research: look up the different brands that make this product. Fill in the grid to compare the different brands with each other.

Product:

Brand

Price

Warranty (years) Pros

Cons Other info Best product

e Pick the second best product from the grid. Write a sales pitch saying why your product is better than other products. Use the information from the grid to help you.

f Present your product to the class, using your sales pitch.

g Which sales pitch did you like the best? Why?

I think (name pupil)

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had the best sales pitch because

h Search for websites that sell this product. Which (personal) information does a customer have to give to order this product?

i Pair up. One of you is the customer, the other the shop assistant. Your teacher will give you a(n online) form to fill in.

1 Decide what product the shop assistant is selling.

2 Decide why the customer is buying the product, and how many items they need.

3 The customer calls to place an order.

4 The shop assistant asks the right questions to fill in the online order form.

How to have a telephone conversation with a customer?

USEFUL EXPRESSIONS

- Good morning/afternoon/evening.

- ... (name of the company) ... John speaking.

- How can I help you?

- Could I have your name, please?

- Could you spell that, please?

- What is the shipping address?

- How many would you like to order?

- How many can I put you down for?

- Is there anything else I can help you with?

- We’ll get that to you as soon as possible.

- Enjoy your purchase.

- Thank you for choosing ... (name of the company).

3 In a debate you have to use all your social skills.

a Your teacher will divide your class into smaller groups and give you a topic. There are two sides to any debate. Your teacher will assign you to a side.

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b Read the strategy box about how to build a strong argument.

How to build a strong argument?

1 Introduction

Present the issue and explain why it is important.

e.g. Next year, we’ll have the choice between a real school and a virtual school. That’s a very big decision to make since it will affect all of our lives.

2 Proposition

Make your claim: explain your point of view on the issue. Tip: keep it simple and clear. Focus on the most powerful idea or reason. e.g. Instead of giving 20 reasons why virtual schools are not a good idea, give them one good reason, for example: real life social contacts will make you happier than virtual contacts.

3 Proof

Give your audience evidence that supports your claim. Evidence can be numerical data, similar past events, testimonies, examples …

• Use evidence that your audience will believe. The most logical things are the easiest to believe.

• Use proof from reliable sources. There are more reliable websites than Wikipedia.

• Be specific when you give examples. The facts become clearer when you can link them to specific situations.

4 Anticipate counterarguments

Think about possible counterclaims that contradict your point of view. Try to find a response to those claims.

• Don’t assume you’re right just because you share the popular opinion. Remember that the people of the world used to believe the earth was flat.

• Be fair to your opponent: represent their argument honestly. This shows that you fully understand the issue. Your audience will take you seriously as a result.

5 Conclusion

Summarise your argument and your primary evidence. Tip: appeal to your audience’s emotions or values to help your argument.

c Follow the steps to prepare for the debate.

Step 1: Research your topic. Find as much proof as you can to support your point of view. Mind: check your sources for reliability.

Step 2: Write down the proof that you will use to defend your point of view.

Step 3: Write out three arguments that best support your case.

Step 4: Listen to your opponents’ arguments.

Step 5: Reread your arguments and adjust them as necessary so you can disprove your opponents’ arguments (if possible).

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Step 6: Write out a conclusion that will be the final statement of your debate. This can be a short summary of your arguments and it should state your point of view one last time.

Step 7: Time to debate:

- Draw cards to see which teams have to debate first.

- Each debate will have three argument rounds and one conclusion round.

- Each argument round will last a maximum of 1 minute. In this round you will explain your argument, and give the proof you have. Each round, someone else from your team will speak.

- After the last round, both teams will make a closing statement in their conclusion.

- The other pupils (with the teacher’s help) will decide who wins the debate.

- Before you start debating, carefully read the box below.

Check yourself

I stand up straight and look at the audience as I speak.

I am speaking slowly and clearly.

I am paying attention to the other team’s arguments.

I make sure I have arguments to respond to my opponent’s arguments.

I am polite and respectful.

Step 8: During the other teams' debates, take notes about their deliveries. What are they doing well? What could they do better?

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Step 9: Make a list of the teams in order from bad to good.

Step 10: Discuss in class which debaters you thought were the best, and why.

Step 11: The teacher will announce the ultimate winner of the debates.

Checklist: Go! Yes I think soNo

Ik kan strategieën gebruiken om in het Engels mijn communicatie aan te passen aan mijn doelpubliek.

Ik kan online onderzoek doen naar de sterktes en zwaktes van een product.

Ik kan in het Engels een sales pitch over een product houden.

Ik kan in het Engels een telefoongesprek voeren met een klant die een bestelling wil plaatsen.

Ik kan in het Engels meedoen aan een debat, waarbij ik een argument opbouw en verdedig, terwijl ik rekening houd met de argumenten van de tegenpartij.

Wat kan ik al?

Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

UNIT 5: DESTINATION UNKNOWN

READY? SET!

1 Watch the video.

a What is the main purpose of this video? to give information to give an opinion to entertain to activate

b What is Contiki?

c Who might be interested in Contiki’s services?

People who are looking for:

an adventure

a beach holiday

an all-in holiday

d Would you use Contiki? Why (not)?

2 Your teacher will hand you a text from Contiki.

a luxury holiday culture new friendships

a Read the words before you read the text. Tick off the words you already know.

Words from the text

global

a landscape

ancient

glacier climbing

a dip

b What type of text is this?

Words I understand before reading

Words I understand after reading

c What is the main purpose of this text?

d Who might be interested in this text?

THISMEANS BUSINESS ©VANIN

e What is the topic of the text?

f Describe the main idea of the text in one sentence.

g True or false? Correct the false statements.

1 Contiki offers trips to America, Europe and Africa.

2 Contiki offers a nice variety of activities, from culinary treats to sports.

3 Stellenbosch is one of the National Parks in Africa.

h What other name do they use in the text to describe Australia?

i Which two cities does the Great Ocean Road Drive connect?

j Why do you think they call it the ‘Great Ocean Road Drive’?

k Have a look at the picture. Use information from the text to answer the questions.

1 What activity is this person doing?

2 Besides a rope, what else do they use in order not to fall?

3 Where can you do this activity, according to the text?

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l Complete the grid with the sights and the activities in these destinations.

Sports

Culinary experience

Nature

m Where can you find these places? For each place, give one extra fact. You may use the internet if necessary.

1 Patagonia - Where?

- Fact:

2 Bangkok - Where?

- Fact:

3 Adelaide - Where?

- Fact:

4 the Inca Trail

- Where? - Fact:

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n In the text they use some idioms, and plays on words. Answer the questions. You may use the internet if necessary.

1 Where does the subtitle ‘Awe-stralia’ come from?

2 Which other word do you know with the word ‘awe’ in it?

3 What does ‘to knock someone’s socks off’ mean?

4 In the text they say: ‘Not that we are trying to Greece your palms.’

- What is the original expression?

- What does it mean?

3 Look at the interactive picture and discover the words related to organising travel. Listen to the pronunciation and check the spelling.

4 Complete the sentences with a word concerning organising travel.

1 warming is a problem we should have addressed years ago.

2 Do you know a good where you can relax and ?

3 My sister went to Africa, and there she in the desert.

4 While on holiday, he always takes pictures of lovely

5 I prefer going on holiday to towns. I love the cool sea breeze.

6 While in Australia, Thomas went in the Great Barrier Reef.

7 We went to Greece during the Easter holiday and visited the temples. It was magnificent.

8 It was so hot during our safari that I took a refreshing in the pool when we got back to the hotel.

9 During our journey in Thailand, we visited a lot of different spots. We had to in order to get from one place to another.

Checklist: Ready? Set! Yes I think soNo

Ik ken in het Engels woorden rond het organiseren van reizen.

Ik kan het onderwerp van een Engelstalige tekst bepalen.

Ik kan het doelpubliek van een Engelstalige tekst bepalen.

Ik kan informatie uit een Engelstalige tekst over een reisorganisatie halen.

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Wat kan ik al? Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

1 Go to the Contiki website and look for a trip of your choice.

a Keep the following criteria in mind:

Duration of the trip: maximum 2 weeks

Period: summer holiday

b Complete the grid.

Trip name

Country

Duration

Group size

Accommodation type(s)

Transport type(s)

Included meals

Price

c What is not included in the price?

d Which three activities do you most look forward to? 1 2 3

e Which activity do you least look forward to? Why?

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f Where does the trip start and end?

g Prepare your own excursion.

1 Go back to the Contiki website.

2 Have a look at the different destinations they offer. Choose one.

3 Read about the excursions they offer, and where they go to.

4 Use the internet to do some research about other fun activities that you can do there.

5 Use the grid to prepare an extra excursion for the trip.

Where?

What?

Optional: necessary equipment?

Why?

What makes it unique?

Price?

6 Write out a vivid, easy to read, and most of all, convincing text about an excursion you would offer for that destination. Be sure to use all the information you wrote down in the grid.

adventure

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h Present your excursion in class. Which excursion is your favourite? Why?

2 You want to book one of the trips Contiki is offering, but still have some general questions.

a Which page on their website can help you with some of the questions you have?

b Look for an answer to the following questions.

1 Why can only 18–35 year-olds book a trip with Contiki?

2 How many travellers will there be on a trip?

3 How can you book a trip?

4 Do you need a visa to travel with Contiki?

c You weren’t able to find all the information you needed, so you start chatting in the chatbox. Write out your conversation on the page your teacher gives you.

Student A

1 You need information about the following topics: cancellation policy You don’t have travel insurance. You are allergic to nuts.

2 Formulate the correct questions.

3 Ask follow-up questions if necessary.

Student B

1 Answer the questions your fellow student has asked.

2 Use the Contiki site to find the necessary information.

3 Write down the answers in your own words.

d Switch roles.

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Student B

You need information about the following topics: Wi-Fi

necessary documents for the trip sailing in Croatia

3 You have arrived at your hotel and you want to check in. These are the check-in conditions: - check-in at 3 p.m., - valid payment method, - identification.

a Write out a conversation between you and the hotel receptionist. Use the useful expressions from the box, and the card with extra information your teacher gave you.

The receptionist The tourist

How to start the conversation?

- Good morning/afternoon/ evening.

- Welcome to the …

- How may I help you?

How to ask for the booking information?

- Good morning/afternoon/ evening.

- I/We have a reservation for …

- I/We have made a reservation under the name of ...

- What's your booking reference/number?

- Can you spell your name for me, please?

- May I see your ID/passport, please?

- Thank you, Mr/Mrs ...

How to check if the booking information is correct?

- I can see you have made a reservation for … nights for … people in a … (type of room). Is that correct?

What to do in case of a mistake?

- Sorry for the inconvenience.

- Let me see what I can do.

- (Sure,) that’s …

- Here you go.

- Yes, that’s correct.

- No, it’s not correct. We’ve booked … (type of room).

- We can give you an upgrade. We still have … (type of room) available. Would that be okay for you?

How to ask for extra information?

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- Would you like to add breakfast or another type of board?

- Which types of board do you offer?

- You can choose between breakfast, half board or full board.

- In the information brochure you can find all the additional information.

The receptionist The tourist

What to say if a guest is early?

- Check-in is at …

- Your room will be ready in … minutes/hours.

- If you want, we can store your luggage in our storage room.

How to ask for the payment?

- Can/Would you please sign here?

- Can/May I have your credit card number?

How to inform about check-out?

- Check-out is at …

- You can still use all the hotel facilities during the day.

- Before you leave, you can change in room ... and use the bathroom.

b Act out the dialogue in class.

- Can/May I pay by credit card?

- Do you accept cash?

- When is check-out?

4 You are a tour guide for a travel agency and have to deal with some problems.

a Choose one of the following problems.

1

One of the travellers is lost. They call you to ask for help. Explain the way back to the site they want to go to.

Someone lost their luggage with all their belongings. They only have their hand luggage with their credit card, passport and smartphone.

You go to a shop to buy the bare necessities.

2

REMEMBER? REMEMBER?

REMEMBER?

One of the travellers gets ill. They have gotanddiarrhoea, feel sick. You decide to go to the doctor’s with them.

A traveller is not at all happy with the accommodation: it’s dirty. Deal with their complaint.

See p. 16

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b Pair up: one of you is the tour guide, the other one is the traveller. Prepare a dialogue in which you deal with the given problem. Use the knowledge you gained during previous years, and the extra information your teacher has given you. Act it out in class.

How to build a strong argument?

STRATEGY

1 Listen to the problem. Don’t show emotion, or your personal feelings towards the problem.

2 Ask extra questions. Make sure you have all the necessary information. Prepare yourself well.

3 Reflect before you suggest a solution.

4 Discuss possible solutions.

c Choose an emergency, and hold a dialogue about it with your neighbour.

A traveller’s wallet gets stolen. Someone has appendicitis and needs to get surgery.

- Good morning/ afternoon/evening. How can I help you?

- Good morning/afternoon/evening.

- I would like to report a theft/crime/ break-in.

- I would like to press charges.

- I would like to file a report.

- I witnessed an accident/theft/crime

- I was the victim of an assault.

- Could I speak to an officer, please?

- Can you tell us exactly what happened?

- Could you fill in this form, please?

- Someone stole/broke in/…

- It happened …

- Could you reread your statement/declaration?

- Do you agree with what’s been written?

- Yes, of course./No problem.

- Yes, I do

- No, not at all. I didn’t mention …

- No, not really. Could you adapt this sentence to … /I don’t agree with the following sentence: ...

The police officer The tour guide

The emergency dispatcher The tour guide

- 911/112/999.

- What’s your emergency?

Tell the person what the emergency is and exactly who/what you need:

- There’s been an accident. There’s a fire. My friend has been attacked …

- I need an ambulance/the fire brigade/ the police/the coastguard.

- What’s the address of the accident/ emergency?

- It happened at … street in …

- It happened at the junction of … street and … street.

- It happened on the north-bound/southbound/east-bound/west-bound carriageway of the (name or number of road: e.g. M1 or Great North Road).

- It happened on the bridge to ...

- We are 50 metres away from … (a restaurant, a shop, a hairdresser’s ... Don’t forget to mention the name!) located on … (street name).

- The address is (street name, number, city).

- We’ll send someone immediately.

- The ambulance/fire brigade/police is/are on their way.

- What’s the phone number you’re calling from?

- What’s your name?

- Where are you now?

- Can you tell me exactly what happened?

- It’s …

- My name is ...

- I’m at the scene.

- I’m at the end of the street.

- Did anyone get hurt?

- Are there any victims?

- Approximately how old is the patient?

- My house is on fire.

- There was a car accident.

- Someone got hit by a car. - …

- Someone is unconscious.

- Someone’s not breathing.

- The victim is bleeding heavily

- Someone is trapped in the car.

- He/She is about … years old.

- Do you know the emergency CPR procedure?

- Start giving CPR.

- Stay on the line. I’ll help you.

d Your teacher will hand out a form. Complete it together with your neighbour.

e Extra: do you know how to give CPR? Watch the video and explain it to a classmate.

Checklist: Go!

Ik kan een eigen excursie plannen en in het Engels voorstellen.

Ik kan in het Engels vragen stellen en beantwoorden over de organisatie van een reis.

Ik kan in het Engels een gast inchecken in een hotel.

Ik kan in het Engels problemen oplossen waarbij zaken aan bod komen zoals het uitleggen van de weg, het langsgaan bij de dokter, inkopen doen of een klacht behandelen.

Ik kan in het Engels een aangifte doen bij de politie.

Ik kan in het Engels een noodoproep doen.

Ik kan in het Engels een aangifte- of opnameformulier invullen.

Wat kan ik al?

Wat lukt nog niet goed? Wat moet ik doen om dat onderdeel beter te kunnen?

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