On Track 4 inhoudsopgave by VAN IN

GET STARTED WITH ON TRACK Welcome to ON TRACK for the fourth grade. We would like to explain how to work with this workbook.

Get ON TRACK 3 Watch the video a second time to answer these questions.

listening

The workbook consists of six units, each of which is structured in the same way. a Why did the teacher give this assignment?

3 Watch the video a second time to answer these questions.

listening

On the first page of each unit, you will find a quote and photograph that a Why did the teacher give this assignment? b Sum up the expectations that Troy had of himself. should give you food for thought. You will also find an overview of what you will learn in order to complete the integrated language task at the end of the unit in the Last Stop. b Sum up the expectations that Troy had of himself.

‘THE ARCHITECT IS REAL PROUD OF THIS HOUSE. SHE CALLS IT URBAN STONE AGE WITH A JAPANESE

TAHITIAN INFLUENCE. I SORT OF JUST CALL IT UGLY.’ 2.1.9 ⁄ COOKING TERMS SUSAN ELIZABETH PHILLIPS

MAIN TRACK MAIN TRACK

1 ⁄ A TRIP BACK IN TIME

1.1 ⁄ A LETTER FROM THE PAST SPoKEn intERACtion

1 ⁄ A TRIP BACK IN TIME 1 Discuss these questions with a partner.

What kind of job would you like to have in 10 years from now? a What kind of job would you like to have in 10 years from now?

b What expectations do you have of yourself in 10 years from now?

d Can fortune tellers predict the future?

e Have you ever read your old diaries or letters? What did they sound like?

listening

Statement

True

The teacher was allowed to read all of the students’ letters.

The teacher started this assignment back in the 1960s.

intERACtion

False

Scott wrote his letter back in 1991.

a Have you ever had to make a difficult decision? Explain.

a What kind of job would you like to have in 10 years from now? 2

Keep in mind that you will be giving a sales pitch to try to sell an unusual house in the Last Stop of this unit.

1 Discuss the followingSPoKEn questions.

1 Discuss these questions with a partner. 1

DRAIN

FRY

1.2 ⁄ LIVING IN THE FAYZ Skills are very important when studying a b Do you have any responsibilities at home? If so, what are they? 1 Discuss the following questions. the skills c Do you want to get married? Why (not)? language. That’s why we mention c Do you sometimes feel responsible for other people? a Have you ever had to make a difficult decision? Explain. d Can fortune tellers predict the future? we practise next the Thewhat five 2 Nowto watch the exercises. book trailer and explain type of book you would expect to read. b Do you have any responsibilities at home? If so, what are they? e Have you ever read your old diaries or letters? skills are listening, reading, speaking, spoken What did they sound like? POUR c Do you sometimes feel responsible for other people? listeninggRAnt Watch the news report and decide whether the interaction and writing. gonE by MiCHAEl b What expectations do you have of yourself in 10 years from now? 4

The teacher agreed to send back the letters after 15 years.

Scott has lived up to most of his expectations.

The assignment to write the letter has spread across the country now.

Scott wanted to make the world a better place.

The teacher will send his last letter in 2036.

3 Watch the video a second time to answer these questions.

SPoKEn intERACtion

b Sum up the expectations that Troy had of himself.

listening

former teacher? Why do you think this? c Do you think Scott appreciated the assignment of his former teacher? Why do you think this?

ROAST

1.2 ⁄ LIVING IN THE FAYZ

Unit 1: to boldly go ...

SLICE

SPoKEn intERACtion

1 Discuss the following questions.

GRILL

listening

a Why did the teacher give this assignment?

BOIL

In this unit you will: listen to a podcast of a house description; watch a housing show about a couple who wants to move to Dubai; read estate agent adverts; discuss before and after photos of house interiors; learn how to write and give a sales pitch.

c Do you want to get married? Why (not)?

1.1 ⁄ A LETTER FROM THE PAST 2 Watch the news report and decide whether the following statements are true or false. Correct the false statements.

c Do you think Scott appreciated the assignment of his former teacher? Why do you think this?

Each unit has a Main Track that offers different BAKE BEAT / WHISK perspectives on a central theme. Here we will c Do you think Scott appreciated the assignment of his former teacher? Why do you think this? UNIT 6: GOING ONCE, GOING TWICE 6 give you enough information and the right skills 1.2 ⁄ LIVING IN THE FAYZ to successfully do the task in the Last Stop. SPoKEn

a Have you ever had to make a difficult decision? Explain. b Do you have any responsibilities at home? If so, what are they? c Do you sometimes feel responsible for other people?

listening 2 Now watch the book trailer and explain what type of book you would expect to read. gonE by MiCHAEl gRAnt EXPRESSIONS 299 HOURS 54 MINUTES 2.2 ⁄ USEFUL Suddenly it’s a world without adults and normal has crashed and burned. When life as you know it ends at 15, everything 2.2.1 ⁄ WRITING A RECIPE Statement True False changes. There are no adults, no answers. What would you do? 1 SUMMARY Scott wrote his letter back in 1991. • Bake/grill/boil for [number] minutes until brown/soft Those left must do all they can to survive. 299 HOURS 54 MINUTES • First, take [number] [ingredients] and clean/cut/slice/dice … But everyone’s idea of survival is different. Some look after Suddenly it’s a world without adults and normal has crashed • Garnish with some … themselves, some look after others, and some will do anything 1 2⁄ GRAMMAR and burned. When life as you know it ends at 15, everything The teacher was allowed to read all of the students’ letters. • Melt some Unit 1: to boldly go ... butter in a pan. for power … even kill. changes. There are no adults, no answers. What would you do? • Preheat the oven at … For Sam and Astrid, it is a race against time as they try to solve 1.1 ⁄ PAST TENSES Those left must do all they can to survive. the questions that now dominate their lives … What is the 3 The teacher started this assignment back in the 1960s. But everyone’s idea of survival is different. Some look after • Serve cold with … mysterious wall that has encircled the town of Perdido Beach 1.1.1 ⁄ PAST SIMPLE themselves, some look after others, and some will do anything • Serve hot with … and trapped everyone within? Why have some kids developed for power … even kill. PAST FUTURE NOW • Serve on a round/deep plate strange powers? And can they defeat Caine and his gang of 4 The teacher agreed to send back the letters after 15 years. For Sam and Astrid, it is a race against time as they try to solve • Serve with … PIRACY bullies before they turn 15 and disappear too? the questions that now dominate their lives … What is the • Serves [number] It isn’t until the world collapses around you that you find out mysterious wall that has encircled the town of Perdido Beach 5 Scott has lived up to most of his expectations. what kind of person you really are. and trapped everyone within? Why have some kids developed 2.2.2 ⁄ GOING SHOPPING Form Example strange powers? And can they defeat Caine and his gang of Source: www.michaelgrantbooks.co.uk Sam turned to Mary Terrafino, who sat just to his bullies before they turn 15 and disappear too? + 6 Subject + verb + ed The assignment to write the letter has spread across the country now. left. Shopkeeper Customer It isn’t until the world collapses around you that you find out following statements are true or false. Correct the false statements.

SUMMARY

In informal situations ‘that’ is often left out when starting the reporting clause. e.g. 'I hate surprise parties.'  He told us (that) he hated surprise parties.

1.1.1 ⁄ PAST SIMPLE

NOW

listening

299 HOURS 54 MINUTES Suddenly it’s a world without adults and normal has crashed and burned. When life as you know it ends at 15, everything changes. There are no adults, no answers. What would you do? Those left must do all they can to survive. But everyone’s idea of survival is different. Some look after themselves, some look after others, and some will do anything for power … even kill. For Sam and Astrid, it is a race against time as they try to solve the questions that now dominate their lives … What is the mysterious wall that has encircled the town of Perdido Beach and trapped everyone within? Why have some kids developed strange powers? And can they defeat Caine and his gang of bullies before they turn 15 and disappear too? It isn’t until the world collapses around you that you find out what kind of person you really are.

gonE by MiCHAEl gRAnt

To stress the reported message itself younger speakers use ‘be like’ or ‘go’ to introduce what someone else said. e.g. 'Don’t touch!'  She was like ‘don’t touch.' 'I’ve just bought a new dress!'  She goes/went 'I’ve just bought a new dress!' And I was going, 'Well, you always find bargains rather easily.'

1 ⁄ GRAMMAR

1.1 ⁄ PAST TENSES

PAST

2 Now watch the book trailer and explain what type of book you would expect to read.

Source: www.michaelgrantbooks.co.uk

They also use ‘was/were saying’ to introduce reported speech. e.g. I was saying to my mum … er … I’m a little short on pocket money. I was saying to my friend Dennis that I was considering to donate some money to charity.

FUTURE

Source: www.dictionary.cambridge.org and Ken Paterson, The handbook of spoken English

Form

Example

Subject + verb + ed

Sam turned to Mary Terrafino, who sat just to his left.

Subject + did not/didn’t + verb

Sam didn’t turn to Mary Terrafino, who didn’t sit just to his left.

Did + subject + verb

Did Sam turn to Mary Terrafino?

2 ⁄ VOCABULARY

author / artist / creator of a work fair use

intellectual property

The form of the past simple of irregular verbs is unpredictable. You have to learn the list by heart. A negative statement or question with an irregular verb also follows the ‘to do (did/didn’t) + verb’ rule.

legal rights

license (permission to re-use or copy) public domain

Use

1 W e use the past simple to talk about an action in the past that is completely over at the moment of speaking. e.g. Scott wrote a letter to his future self in 1994.

2 W e also use the past simple for past habits or routines. In this case we can also use ‘used to + verb’. e.g. Every day, the astronaut waved to the earth from ISS. The astronaut used to wave to the earth from ISS every day.

to protect your ideas

hacking

illegal downloading

After the Main Track you will find the Summary of the grammar, the vocabulary and the strategies you learned in the unit. We show the vocabulary in a very visual way. Sam didn’t turn to Mary Terrafino, who didn’t sit just what kind of person you really are. • Can I help you? illegal streaming pirated software

types

plagiarism

grey areas

pre-release

to commit fraud bitorrent

consequences

INFRINGEMENT = VIOLATION (OF THE LAW)

filesharing

peer-to-peer (P2P) judge

penalty or fine settlement

to go to court

to sue (in court)

Unit 1: to boldly go ...

Unit 2: the battle of fairness

Subject + did not/didn’t + verb to his left. Scott wanted to make the world a better place.

• • • •

Did Sam turn to Mary Terrafino? Source: www.michaelgrantbooks.co.uk

Did + subject + verb

Here you go. Sorry, we don’t have any left. Anything else? / Would you like anything else? Would you like a bag? 7

to boldly goyou ... will also see a reference At the end ofUnit the1:Summary to the Progress Check. The Progress Check gives you Use PROGRESS CHECK 1 We use the past simple to talk about an action inthe the past that is completely over at the moment chance to discover what you can already do well 7 Unit 1: to boldly go ... ON DIFFERENT TRACKS of speaking. e.g. Scott wrote a letter to his future self in 1994. and what needs some more practice. UNIT 5: WTF? (WHERE’S THE FOOD?) 8 The teacher will send his last letter in 2036. The form of the past simple of irregular verbs is unpredictable. You have to learn the list by heart. A negative statement or question with an irregular verb also follows the ‘to do (did/didn’t) + verb’ rule.

• Do you have any …? • I’m looking for … • I would like … • •

ON DIFFERENT TRACKS

1 One of the options to clean the oceans is the Take 3 initiative. Watch the video and answer the questions below.

listening

a What is the message of the Take 3 initiative?

1 One of the2 options to clean the oceans is the Takehabits 3 initiative. Watch the video and answer the listening We also use the past simple for past or routines. In this case we can also use ‘used to questions below. + verb’. b What does the Take 3 initiative suggest?

2 Answer these questions with a partner.

spOKen inteRactiOn

a Do you believe that the message of Take 3 is correct?

reading

Date:

After eating the dolphin, the bear seemed to cover it with ice so that it could be kept for later. Such behaviour is rare in polar bears, and could be a result of the animals not having enough to eat. The authors of the study describe the bear as having ‘clearly visible ribs’ and being ‘very skinny’. The habitat of polar bears is shrinking drastically as the Arctic warms. As such, scientists expect to be able to observe them much less in the coming years.

You will get a letter or an e-mail from one of your will get classmates and you will write a response in which classmates you try to give some advice. In your letter (between try to give 150 and 200 words): and 200

243

Option 1

Name:

It marks the first time that bears have been seen killing and eating dolphins. Usually, the dolphins only go up north during the warmer summer – but this year they have arrived in spring.

150

Me ✓ ? ✗

Classmate ✓ ? ✗

You will get a letter or an e-mail from one of your classmates and you will write a response in which You will get a letter or an e-mail from one of your classmates and you will write a response in which you try to give some advice. In your letter (between you try to give some advice. In your letter (between 150 and 200 words):

2 Language • I used appropriate words to describe the symptoms of a mental disorder. • I used modal and semi-modal auxiliary verbs correctly. • I used fairly formal language. • I used correct spelling and punctuation. Feedback:

Number:

Unit 1: to boldly go ...

Bears have been seen catching and eating dolphins for the first time ever, after the marine mammals were left stuck in the Arctic Ocean because of global warming.

The Last Stop combines everything you have learned in the unit in an integrated language task. You will also get the chance to evaluate reading yourself and your classmates. spOKen inteRactiOn

Class:

b What do you think of their suggestion? 3 Read the article below and find an appropriate title.

562216_01_OnTrack4_LWS.indb 2

Your teacher will decide whether you have to

Your teacher will decide whether you have to do option 1 or 2 of the Last Stop.

E-mail checklist

Option 1

a Do you believe that the message of Take 3 is correct?

GIVING ADVICE

1 Content and structure • I used the e-mail template and filled in all the necessary information for my text. • I wrote between 150 and 200 words. • I described the mental disorder and its effects on a person’s life and relationships, etc. • I talked about possible treatments. • I used the counselling model in my response.

'We suggest [the dolphins] were trapped in the ice after strong northerly winds the days before, and

2 Answer these questions with a partner.

GIVING ADVICE

make sure to include words that deal with mental − make sure to include words that deal with mental disorders, their symptoms as well as treatment; disorders, their symptoms as well as treatment; when discussing treatment, take care to make − when discussing treatment, take care to make suitable suggestions; suitable suggestions; − use modal and semi-modal auxiliary verbs where appropriate (making suggestions, expressing ability, etc.); − write in the proper letter format.

The same global warming appears to be trapping the dolphins, leaving them stuck and so able to be caught by the bears.

Unit 5: Rest in plastic

writing

LAST STOP!

Your teacher will decide whether you have to do option 1 or 2 of the Last Stop. teacher

Date:

b What does the Take 3 initiative suggest?

The researchers observed the behaviour for the first time last year. At least six different bears have been seen eating the dolphins since then, scientists write in a new report, ‘White-beaked dolphins trapped in the ice and eaten by polar bears’.

LAST STOP!

LAST STOP! LAST STOP!

GIVING ADVICE GIVING ADVICE

Option 1 Option 1

Name: Name:

The bears catch the dolphins in a similar way to the seals that they usually eat. Both animals keep holes in the ice which they use to come up and breathe from – at which point, if the bear is lucky, it will snatch them up and eat them.

562215_01_OnTrack3-unit5-v4.indd 265 Date:

It marks the first time that bears have been seen killing and eating dolphins. Usually, the dolphins only go up north during the warmer summer – but this year they have arrived in spring.

Unit 1: to boldly go ... In On Different Tracks you will get the chance to practise at your own pace and on your own level so you are fully prepared for the Last Stop.

TASK

Bears have been seen catching and eating dolphins for the first time ever, after the marine mammals were left stuck in the Arctic Ocean because of global warming.

TASK

b What do you think of their suggestion?

3 Read the article below and find an appropriate title.

TASK

e.g. Every day, the astronaut waved to the earth from ISS. 6 a What is the message of the Take 3 initiative? The astronaut used to wave to the earth from ISS every day.

150 and 200 words):

− make sure to include words that deal with mental

− make sure to include words that deal with mental disorders, their symptoms as well as treatment; disorders, their symptoms as well as treatment; Unit 3: the edge of reason − when discussing treatment, take care to make − when discussing treatment, take care to make suitable suggestions; suitable suggestions; − use modal and semi-modal auxiliary verbs where − use modal and semi-modal auxiliary verbs where appropriate (making suggestions, expressing appropriate (making suggestions, expressing ability, etc.); ability, etc.); − write in the proper letter format. − write in the proper letter format.

GET STARTED WITH ON TRACK E-mail checklist E-mail checklist

✓

1 Content and structure 1 Content and structure • I used the e-mail template and filled in all the necessary • I used the e-mail template and filled in all the necessary 25/01/16 17:03 information for my text. information for my text.

TRACK YOUR PROGRESS TRACK YOUR PROGRESS

very well

My opinion

I can check my answers while watching a video fragment. (2.3) I can select relevant information from a courtroom video. (2.3, 3.1)

Name: Class:

Reading

I can select relevant info from a text and fill in in a grid. (2.2) I can link a name to a ‘crime’ biography. (2.2) I can answer general questions about a crime article. (2.3) I can complete a transcript, using (unfamiliar) words that are given. (2.3)

Speaking

MY SKILLS Listening / Watching

okay

I can answer questions about a courtroom video. (3.1)

very well

I can identify ‘lies’ (changes) in a text that is read out loud. (2.4)

My teacher’s opinion

I can explain my opinion about celebrities and their crimes. (2.2, 2.3, 2.4) I can describe a crime somebody committed. (2.1, 2.3, 3.2)

Spoken Interaction

I can take part in (short) class conversations. (2.3, 3.2)

Writing

I can write comparative and superlative sentences. (2.4)

I can check my answers while watching a video fragment. (2.3) I can write a short text, expressing agreement and disagreement and conditionals. (3.2, 3.3) I can fill in a rap sheet. (4)

I can write a Wanted description. (4)

MY COMPETENCES

I can select relevant information from a courtroom video. (2.3, 3.1) Grammar

I can identify passive voice. (2.3)

I can use the active or passive voice correctly. (2.3)

I can use conditional sentences correctly. (3.2, 3.3)

Vocabulary

I can use correct words to describe crimes. (2.2)

I can use typical words related to crime, law and order. (2, 3)

I can identify ‘lies’ (changes) in a text that is read out loud. (2.4) I can fill in words in a given context. (2.2)

I can give examples of words derivations, linked to nouns and/or verbs. (2.2)

I am aware of spelling differences between British English and American English and I can use them accordingly. (2.2) I can use correct words to describe sentences (punishments). (3)

I can answer questions about a courtroom video. (3.1) Reading

Always ON TRACK

205

I can link a name to a ‘crime’ biography. (2.2) I can answer general questions about a crime article. (2.3)

Along the way, you will be offered several lifelines.

I can complete a transcript, using (unfamiliar) words

that are given. (2.3) c How do you search for recent news on piracy via a search engine?

I can opinion about celebrities and their Speaking good quality,' she said confidently. I checked the tag: 100explain percent my polyester. There was no lining.

crimes. (2.2, 2.3,trendy, 2.4) cheap fashion, quality The buttons were plastic. But I knew what she meant. When buying has a relative meaning. It is best measured in washes. in, how many times can you wash it I canAs describe a crime somebody committed. before thekind fabric or stains, garment your loses(2.1, its shape, a button falls off, or a seam busts d What of pills elements can the strengthen point of view? 2.3, 3.2) open. 'How thick is it? How durable is it?' Councell clarified. 'There are certain things that I buy I can take part in (short) class conversations. Spoken that after one wash, they’ll fall apart.' In the age of(2.3, cheap fashion, you just need it to last until the 3.2) Interaction

This audio track can also be found on diddit.

There are exercises on diddit that go with this subject.

next trend comes along. I can write comparative and superlative sentences. (2.4) Writing Councell hadyou already up her mind about most the H&M blazer. She wasn’t buying it. The e How can find made this kind of information quickly? I can a short expressing agreement and deciding factor, the thing standing between this girl andwrite that blazer, wastext, the price. It was $59.95. 'I

This video track can also be found on diddit.

If you see this icon, you need to look something up onlineI can orfillfind extra material. in a rap sheet. (4)

and (3.2, 3.3) won’t spend over $45 on a blazer,' she said firmly,disagreement leaving it hanging on conditionals. the rack. Source: Elizabeth L. Cline, Overdressed

You can find useful information in the Summary of this or another unit.

October 9, 2013 by Paulie Anthony

Unit 4: Hollywood gone bad

I can select relevant info from a text and fill in in a grid. (2.2)

I can write a Wanted description. (4)

2 How do you know what was literally said? MY set COMPETENCES f If you are searching for a story in Australia, what can you do to ensure you get primarily Australian sources? I can identify passive voice. (2.3) Grammar

I can use the active or passive voice correctly. (2.3)

3 Find a sentence that indirectly refers to what was said during this conversation.

I can use conditional sentences correctly. (3.2, 3.3)

Vocabulary

I can use correct words to describe crimes. (2.2) I can use typical words related to crime, law and order. (2, 3)

g What do the following domain abbreviations mean?

I can fill in words in a given context. (2.2) f Why is cyberbullying ‘a whole different world’ according to Demi Lovato? .org =

GraMMar

Grammar boxes will give grammatical rules, often with clear examples.

I can give examples of words derivations, linked to nouns and/or verbs. (2.2)

.edu = Direct and indirect speech

.govyou = refer to the words of someone else and When you don’t change the formulation at between all, you British I am aware of spelling differences quote someone. This is called direct speech. You recognise by the quotation marks. g Who can do something about the problem? How? English anditAmerican English and I can use them .net = When you report what someone said, wrote or accordingly. thought indirectly, (2.2)you don’t use quotation marks. That is called indirect speech.

I can use correct words to describe sentences

strateGY

To help you do the exercises in a structured manner, you can have a look at the Strategies.

Stay ON TRACK

When we change direct speech into indirect speech: 2 Watch a second interview clip of Demi Lovato on The Ellen DeGeneres (punishments). (3) Show and answer the questions. Searching for information − pronouns might change: e.g. Fashion vlogs are not my thing.  He told us fashion vlogs are his thing. a Which eating disorder has Demi dealt with? When searching for information using a search engine like Google, Bing ornot Yahoo is a good

listening

Unit 4: Hollywood gone bad

option, but don’t forget are other possibilities: − time references andthere place indications might change: − e.g. search quality sources (e.g. BBC News, Reuters, two the Associated Press)heorsaid newspapers We’ll meetnews here again tomorrow.  Reporting days later: Well, we b What were other reactions that Demi had to being bullied? (e.g. The Independent, The Times and The Guardian for the UK. again The New would meet there the York next Times day. and The Washington Post for the USA); − when past introductory verb is told, asked) of thetooriginal searcha for a video via YouTube orused Vimeo(said, and quickly scanthe thetense comments find outsentence how usually present past, past becomes past perfect, ‘will’ becomes good or changes: relevant the videobecomes is. c Why is Demi so ‘adamant and outspoken’ about bullying awareness? ‘would’. No e.g. matter which tool you using: 'I love it!' search engine or search  She are shouted that she loved it. − check whethermy your information 'I enjoyed shopping trip!' is up-to-date;  She told me she had enjoyed her shopping trip. − choose specific, relevant keywords; 'I will purchase that for you!'  She promised me she would purchase that for me. − omit small words like ‘the’, 'a’; − check your spelling.

Sometimes, we will give some extra information that will make it easier or more fun to stay on track. 1.3 ⁄ DEFENCE MECHANISMS Credit your sources! Make sure you always cite what the origin of your information is. e.g. according to National Geographic … , CNN reported …, in an article from the BBC I read, retrieved from …

a.s. King

makes it imperative to choose an e-Stewards certified electronics recyclers disposing old cell phones and other end-of-life electronic devices. wards recyclers and their downstream vendors adhere to the most ent global standards for worker safety and environmental protection. ewards certified recyclers are regularly audited to ensure no e-waste is to landfills or exported to developing countries. The certification also bits the use of slave, coerced or prison labor in the processing e-waste.

Rest in plastic

adhere: to stick firmly to something audit: to officially examine the financial accounts of a company coerced: forced by using threats stringent: very strict and must be obeyed

Unit Unit 2: 2: the the battle battle of of fairness fairness

1 Read the prologue from the novel Everybody Sees the Ants by A.S. King and answer the

questions. Some words in the authentic texts in this book require some explanation. a Why are the principal and school guidance counsellor concerned about Lucky’s social studies This can be found in the Glossary.project?

227

75 63

Krista Schumow Photography

For the texts and video or audio clips, you will find additional information in these boxes.

A.S. King is the author of several award-winning young adult novels. Her 2010 YA novel, Please Ignore Vera Dietz was a 2011 Michael L. Printz Honor Book and a YALSA Best Fiction for Young Adults pick. Everybody Sees the Ants was a Cybils finalist, and a 2012 YALSA Top Ten book for young adults. She also wrote Ask the Passengers (2012), which won the Los Angeles Times Book Prize. More recently she published I Crawl Through It. Her favorite writers are Salman Rushdie and Kurt Vonnegut Jr. She gets her inspiration from real life, history, news articles, things she hears on the bus … She loves writing YA because the minds of young adults are endless.

reading

b Do you think Lucky’s research topic is okay? Why (not)?

Once in a while, you will discover some fun facts in the Did you know boxes.

DiD YoU Know?

A very short sales pitch is also called an elevator pitch. The term is used to describe a brief speech that summarises an idea for a product, service or project. The name comes from the idea that the speech should be delivered in the short time period of an elevator ride, usually between 20 seconds and 2 minutes.

Unit 3: the edge of reason

104

2 Put the theory into practice. Watch the winner of this elevator pitch contest.

a Complete the table. Last but not least, ON TRACK is complemented by diddit. Take your tablet or b Do you think this is a good sales pitch? Why (not)? computer, and explore the digital learning environment! You will not only find all audio and video tracks, but also Main components exercises specifically for you, so you will 1 Introduction master the subject matter even faster. – Step 1: Who you are

listening

– Step 2: Business name – Step 3: What you do or make 2 Features and benefits

GET STARTED WITH ON TRACK 562216_01_OnTrack4-intro.indd 3

– 1 or 2 features, benefits of your service, product

25/01/16 19:00

very well

Listening / Watching

okay

UNIT 4

should improve

okay

should improve

very well

My teacher’s opinion

MY SKILLS

should improve

At the end of the unit, you can Track your progress. This allows you and your teacher to track your personal progress while identifying the points where you need improvement. You can also Track your progress online on diddit, where you will get exercises specifically chosen for you.

should improve

Name: Class:

okay

My opinion

UNIT 4

CONTENTS 1 To boldly go ... Main Track 1 A trip back in time 2 Witnesses from the past 3 Time travel Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress

5 6 6 20 26 35 35 41 42 43 52 53

2 The battle of fairness

Main Track 1 The guilt we wear 2 Creatives fight pirates 3 Preparing for battle Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress

56 56 70 74 78 78 82 84 86 98 99

3 The edge of reason

101

Main Track 1 Over the edge 2 Brain chemistry 3 Seeking help Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress

102

562216_01_OnTrack4_LWS.indb 4

102 116 128 135 135 137 139 140 150 153

4 Hollywood gone bad

155

Main Track 1 Infractions, misdemeanours and felonies 2 Celebrities and their criminal pasts 3 Passing the verdict 4 My life as a thug Summary 1 Grammar 2 Vocabulary On Different Tracks Last Stop! Track Your Progress

5 Rest in plastic

156 156 157 173 180 182 182 184 188 203 205 207

Main Track 1 Going to waste 2 Plastic smog 3 Plastic Channel 4 To cut a long story short 5 Designed for the dump 6 Time for global action Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress

208 208 209 219 222 224 229 238 238 239 242 243 251 253

6 Going once, going twice

255

Main Track 1 Our house in the middle of our street 2 You say cramped, I say cosy 3 Out of the ordinary Summary 1 Grammar 2 Vocabulary 3 Strategies On Different Tracks Last Stop! Track Your Progress

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CONTENTS 25/01/16 17:04

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UNIT 1 MY SKILLS Listening / Watching

I can structure a relatively easy spoken text. (1.2) I can answer true/false questions about a spoken text. (1.2, 2, 3.1) I can find detailed information in a spoken text. (1.1, 1.2, 1.3, 2, 3.3)

Reading

I can put fragments from a young adult novel in the correct order. (1.2) I can derive the key information from letters. (1.3) I can derive the key information from an article. (2, 3.1, 3.2) I can interpret and evaluate (sub)titles. (2, 3.1, 3.2) I can derive the exact meaning of a word from the context. (3.1, 3.2) I can indicate the structural parts in an article (outside and inside). (3.2)

Speaking

I can present my own time capsule. (2)

Spoken Interaction

I can express my hopes and ambitions for the future. (1.1, 1.3) I can share my opinion about childhood memories and childhood items. (2) I can share my opinion about living in the past or the future. (3.1, 3.2)

Writing

I can write an e-mail to my future self. (1.4) I can write a short text in which I explain what I would put in my personal time capsule. (2)

MY COMPETENCES Grammar

I can recognise the several past tenses in a text. (1.2) I can form sentences correctly using the past tenses. (1.2) I can recognise the several future forms in a text. (1.4) I can form sentences correctly using the future tenses. (1.4)

Vocabulary

I can write a letter to my future self using the correct vocabulary. (1.4)

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Functional practice & language strategies

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My opinion

UNIT 1 I can look up word types, synonyms and antonyms in an online thesaurus. (3.2) I use certain strategies to make giving presentations easier. I can derive the meaning of words from context. I use a spell checker. I evaluate myself and my classmates using checklists (1.4, 2) MY ATTITUDES Motivation

I concentrate in class. I ask for explanation when needed.

Work attitude

I respect guidelines and deadlines.

Social attitude

I show respect for classmates and the teacher.

I work actively in class. I collaborate well.

FEEDBACK

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Unit 1: To boldly go ... 25/01/16 17:04

TRACK YOUR PROGRESS very well

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My teacherâ&#x20AC;&#x2122;s opinion should improve

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should improve

Name: Class:

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My opinion

UNIT 2 MY SKILLS Listening / Watching

I can understand information from a film trailer. (1.1) I can report about a video on how to spot a fake jersey. (1.3.3) I can understand the main topic and most details of a news report. (1.3.3) I can understand a pro sweatshop argument. (1.3.3) I can find a specific feature to introduce reported speech in a song. (1.3.3) I can stay focused on the listening task even if I do not understand all words. (1.3.3) I can complete missing vocabulary while watching a news report. (2.2) I can understand the gist of what a stand-up comedian is saying. (2.3) I can give feedback on a role play by peers. (3.2)

Reading

I can understand an informative article. (1.3.2) I can understand a conversation about copyright. (2.1) I can find arguments in a text. (2.3) I can understand the gist of an informative article. (3.2) I can formulate a spontaneous personal opinion related to an informative article. (3.2)

Speaking

I can speak about a given topic avoiding taboo words. (1.1) I can introduce a film or a person. (1.1) I can report what I heard in a video. (1.3.3) I can give a personal analysis about peersâ&#x20AC;&#x2122; role play. (3.2)

Spoken Interaction

I can discuss the content of a trailer. (1.1) I can act out a conversation read about. (1.3.1) I can report about what others whisper in my ear. (1.3.1) I can ask others about their downloading habits. (2.2) I can talk about my own (in)experience with piracy. (2.2) I can exchange arguments pro and against piracy with a partner. (2.3) I can talk about searching strategies. (3.1) I can have a discussion using arguments. (3.2)

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Writing

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UNIT 2 I can formulate critical questions for an interview. (1.1) I can compare arguments. (2.3) I can write a personal opinion based on information I have found. (2.3) MY COMPETENCES Grammar

I can use the present perfect simple and continuous tense. (1.1) I can use the past perfect simple and continuous tense. (1.2) I can report about what someone said or wrote. (1.3) I can report about what someone said or wrote using strategies from spoken grammar. (1.3.3)

Vocabulary

I can use vocabulary related to sweatshops. (1) I can complete a text with a correct word. (2.2) I can use vocabulary related to piracy. (2)

Functional practice & language strategies

I can use a thesaurus. (1.1) I know the qualities of a good interviewer. (1.1) I can use appropriate expressions to give my opinion. (2.3) I can prepare for a debate or discussion. (3.1) I can search for online information easily. (3.1)

MY ATTITUDES Motivation

I concentrate in class. I ask for explanation when needed.

Work attitude

I respect guidelines and deadlines.

Social attitude

I show respect for classmates and the teacher.

I work actively in class. I collaborate well.

FEEDBACK

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Unit 2: The battle of fairness 25/01/16 17:05

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UNIT 3 MY SKILLS Listening / Watching

I can watch a clip about bullying and mental issues and answer questions about these topics. (1.2) I can listen to a song, understand it and identify certain words. (1.4) I can answer general questions about an interview with an artist about mental health. (1.4) I can watch a film clip that features a mental disorder and link it to the correct disorder and film poster. (2.1) I can listen to a call to a help hotline and apply a counselling model (theory) to it (practice). (3.2)

Reading

I can understand extracts from a young adult novel and answer questions about what I have read. (1.3) I can understand an article explaining the lyrics of a song. (1.4) I can understand the lyrics of a hip hop song. (1.4) I can link definitions of mental disorders to the corresponding disorders. (2.1) I can read an article about living with a mental disorder and answer questions about it. (2.1) I can read and understand what a poem is about. (2.2) I can understand an article about an author reflecting on her work. (2.2) I can read and understand an article about specific treatments for mental illnesses. (3.1) I can read and understand a model for offering counselling advice. (3.2)

Speaking

I can read a text and then summarise or explain it to a partner. (2.2)

Spoken Interaction

I can talk about what drives me ‘crazy’. (1.1) I can talk about how people deal with their (mental) problems. (1.1, 1.3, 3.1) I can discuss censorship in literature. (2.3) I can act out a telephone call to a help hotline. (3.2)

Writing

I can offer someone written advice and encouragement. (1.3) I can write a rather formal letter/e-mail.

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UNIT 3 MY COMPETENCES Grammar

I can identify modal auxiliary verbs. (2.3) I can use modal and semi-modal auxiliary verbs correctly. (2.3, 3.1)

Vocabulary

I can use words related to offering advice on mental health issues. (1.3, 3.1, 3.2) I can use words related to mental illnesses and disorders. (2.1)

Functional practice & language strategies

I can write a formal letter/e-mail. I can offer advice/make suggestions. (1.3, 3.2) I can use online dictionaries to check the pronunciation of words. (3.1) I use a spell checker. I evaluate myself and my classmates using checklists.

MY ATTITUDES Motivation

I concentrate in class. I ask for explanation when needed.

Work attitude

I respect guidelines and deadlines.

Social attitude

I show respect for classmates and the teacher.

I work actively in class. I collaborate well.

FEEDBACK

154

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Unit 3: The edge of reason 25/01/16 17:05

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UNIT 4 MY SKILLS Listening / Watching

I can check my answers while watching a video fragment. (2.3) I can select relevant information from a courtroom video. (2.3, 3.1) I can identify ‘lies’ (changes) in a text that is read out loud. (2.4) I can answer questions about a courtroom video. (3.1)

Reading

Speaking

I can explain my opinion about celebrities and their crimes. (2.2, 2.3, 2.4) I can describe a crime somebody committed. (2.1, 2.3, 3.2)

Spoken Interaction

I can take part in (short) class conversations. (2.3, 3.2)

Writing

I can write comparative and superlative sentences. (2.4) I can write a short text, expressing agreement and disagreement and conditionals. (3.2, 3.3) I can fill in a rap sheet. (4) I can write a Wanted description. (4)

MY COMPETENCES Grammar

I can identify passive voice. (2.3) I can use the active or passive voice correctly. (2.3) I can use conditional sentences correctly. (3.2, 3.3)

Vocabulary

I can use correct words to describe crimes. (2.2) I can use typical words related to crime, law and order. (2, 3) I can fill in words in a given context. (2.2) I can give examples of words derivations, linked to nouns and/or verbs. (2.2) I am aware of spelling differences between British English and American English and I can use them accordingly. (2.2) I can use correct words to describe sentences (punishments). (3)

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Functional practice & language strategies

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My opinion

UNIT 4 I can use an online thesaurus or dictionary. (2.2, 3) I use appropriate phrases to agree and disagree. (3.2) I evaluate myself using checklists. (2.4, 3.2, 3.3) I use a spell checker. MY ATTITUDES Motivation

I concentrate in class. I ask for explanation when needed.

Work attitude

I respect guidelines and deadlines.

Social attitude

I show respect for classmates and the teacher.

I work actively in class. I collaborate well.

FEEDBACK

206

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Unit 4: Hollywood gone bad 25/01/16 17:06

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UNIT 5 MY SKILLS Listening / Watching

I can structure a relatively easy, spoken text. (2.1, 5) I can interpret background information. (2.1, 6.3) I can find detailed information in a spoken text. (2.1) I can answer true/false questions after having watched a video. (5) I can derive the core meaning of a poem. (6.2)

Reading

I can derive the key information from a text. (2.2, 2.3, 3, 5, 6.1) I can derive the exact meaning of a word from the context. (2.3, 3) I can answer true/false questions about an article. (3) I can indicate the structural parts in an article. (3) I can interpret and evaluate (sub)titles. (3, 5) I can derive the imagery used in a poem. (6.2) I can describe the setting and mood in a text. (6.3)

Speaking

I can present a self-written poem. (6.2)

Spoken Interaction

I can express my feelings after having read a text or after having watched a video. (1, 2.1, 6.1, 6.2, 6.3) I can compare and confront viewpoints on the environment. (2.3, 5)

Writing

I can summarise a given text. (4, 5, 6.1) I can write an argumentative paragraph to raise people’s awareness for the environment. (6.3)

MY COMPETENCES Grammar

I can use relative clauses correctly. (2.3)

Vocabulary

I can use vocabulary related to major environmental problems.

Functional practice & language strategies

I can use a learner’s dictionary to look up the meaning of words or word types. (2.2) I can derive the meaning of words from context. (2.3, 3, 6.3) I use certain strategies to make giving presentations easier. (4, 5, 6.2) I use a spell checker. I evaluate myself and my classmates using checklists.

Unit 5: Rest in plastic 562216_01_OnTrack4_LWS.indb 253

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My opinion

UNIT 5 MY ATTITUDES Motivation

I concentrate in class. I ask for explanation when needed.

Work attitude

I respect guidelines and deadlines.

Social attitude

I show respect for classmates and the teacher.

I work actively in class. I collaborate well.

FEEDBACK

254

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Unit 5: Rest in plastic 25/01/16 17:06

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UNIT 6 MY SKILLS Listening / Watching

I can understand the main idea of a podcast of a house description. (1.1) I can understand a description of a floor plan. (1.1) I can find detailed information in a spoken text about a housing programme, a vlog or a news report. (1.2, 2.3, 3.1, 3.2) I can structure information from a housing programme, a vlog , a sales pitch, a documentary. (1.2, 2.3, 3.2)

Reading

I can read short speech bubbles and identify the mentioned rooms. (1.1) I can combine pictures/titles/subtitles with the corresponding information from a text. (2.2, 2.3)

Speaking

I can describe a room in my house. (1.1) I can describe a floor plan. (1.1) I can give my opinion about where I would like to live most (type of house, place, interior design, etc.). (1.1, 1.2, 2.2, 3.1, 3.2) I can promote a factory as a salesperson. (2.2) I can give a sales pitch about a house. (3.1)

Spoken Interaction

I can give my opinion about where I would like to live most (type of house, place, interior design, etc.). (1.1, 1.2, 2.2, 3.1, 3.2) I can describe the changes that have to be made in a house. (3.2)

Writing

I can write a before and after description of a room using the passive voice. (3.2)

MY COMPETENCES Grammar

I can use adjectives and adverbs correctly. (2.1) I know the order of adjectives in English. (2.1) I can use active and passive voice appropriately. (3.2)

Vocabulary

I can use vocabulary concerning the different types of houses. (1.2) I can use different (positive) adjectives and adverbs and noun modifiers in estate agents’ ads. (2.1) I can derive the meaning of abbreviations in estate agents’ ads. (2.1)

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Functional practice & language strategies

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UNIT 6 I evaluate myself using checklists. (1.1, 3.1) I also check the work of my classmates using checklists. (1.1, 3.1) I can use appropriate expressions to give my opinion. (see all previous units) I can look up words in the dictionary and describe them in my own words. (1.2, 2.2) I use a spell checker or dictionary. (1.2) MY ATTITUDES Motivation

I concentrate in class. I ask for explanation when needed.

Work attitude

I respect guidelines and deadlines.

Social attitude

I show respect for classmates and the teacher.

I work actively in class. I collaborate well.

FEEDBACK

304

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Unit 6: Going once, going twice 25/01/16 17:07